University of Staffordshire

Staffordshire University L401 Flaxman Building, College Road, Stoke on Trent ST4 2DE

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Inspection judgements

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

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Inspection judgements

The quality of education and training Good Good Good

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Inspection judgements

Leadership and management Good Good Good

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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?

Staffordshire University trainees are well prepared to teach in their phase. As they progress through the course, they develop a full and rounded view of both the challenges and the personal and professional rewards that the profession brings. They acquire this through a connected curriculum that links trainees’ academic learning to their practice in placement schools and colleges.

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

Trainees draw on and use relevant research as they develop their classroom craft. Staff and mentors help them to become critically reflective teachers. For example, trainees learn a range of approaches and strategies to promote positive pupil behaviour. Trainees learn how to meet learners’ needs, including pupils with special educational needs and/or disabilities (SEND). This is underpinned by a clear commitment to develop teachers who understand how education can improve and enhance pupils’ lives. The training is very much part of a community-centred partnership that reflects local need.

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

Most trainees receive high-quality academic and pastoral support. Course leaders take the time to get to know each trainee well and share a passion for both their subject and for teaching that inspires. Trainees’ workload is considered carefully, and they are well prepared to manage their workload as new teachers. Mentoring provides expert guidance and mentors are strong professional role models to trainees. In conjunction with university staff, mentors celebrate trainees’ success, help when things go wrong and provide challenge, guidance and advice. Trainees value and appreciate this.

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Information about this ITE provider

◼ In the 2023/24 academic year, the partnership had 330 trainees over three phases: primary, secondary and further education and skills (FES) ◼ In 2023/24, the partnership trained a total of 204 trainees in the primary age-phase. This figure included 160 undergraduate trainees on the Bachelor of Arts with Qualified Teacher Status route in primary education. There were 44 full-time trainees studying towards a Postgraduate Certificate in Education (PGCE) on either the core or School Direct routes. In the secondary phase, there were 30 trainees. All secondary trainees follow the PGCE route delivered through the university, and this is studied full time. ◼ This year there are trainees enrolled on the following secondary courses: physical education (PE), mathematics, English, biology and chemistry. ◼ In the primary phase, the partnership works with 250 schools, covering five local authorities. ◼ In the secondary phase, the partnership works with 50 schools, spanning five local

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Information about this ITE provider

authorities. ◼ In the FES phase, the provider offers one full-time course (PGCE) to pre-service trainees and part-time programmes which train staff to teach in FES settings. In 2023/24, the partnership had 96 trainees in the FES phase. Pre-service trainees follow a one-year, full-time PGCE course taught at the university. Trainees who are already employed in a teaching role are taught in one of four partner colleges. Trainees on these in-service routes can work level 5 Certificate in Education or level 7 PGCE. Most trainees study at one of four partner colleges, where they are taught through a partnership franchise agreement. FES trainees’ specialist subjects cover a wide range of vocational and academic subjects. The highest concentrations of subjects are in applied trade clusters. ◼ The provider works with a wide range of schools, colleges and other settings. The majority of these partners are inspected by Ofsted. In 2023/24, those settings that

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Information about this ITE provider

had been graded by Ofsted spanned the full range of judgements, including outstanding, good, requires improvement and inadequate.

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Information about this inspection

◼ The inspection was conducted by six of His Majesty’s Inspectors and three Ofsted Inspectors. ◼ Inspectors met with a range of leaders, including the vice-chancellor and chief executive, the executive dean of the school of health, education, policing and sciences, the associate dean of students, the director of the institute of education, senior lecturers of initial teacher education, mentors and headteachers. Inspectors held meetings to discuss the work of strategic partnership bodies across all phases. ◼ In the primary phase, inspectors spoke with 63 trainees and eight early career teachers (ECTs). Inspectors spoke face to face or remotely with trainees from a total of 11 schools. ◼ In the secondary phase, inspectors spoke with 16 trainees and six ECTs. Inspectors made five on-site visits to schools and spoke face to face or remotely with trainees from a total of 10 schools. ◼ FES phase inspectors spoke to 21 trainees. Inspectors visited or communicated with

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Information about this inspection

five placement colleges. ◼ The inspection team carried out focused reviews in all phases to help them understand how well trainees are prepared to teach. In the primary phase, they focused on early reading, design technology, art, mathematics, science, PE and geography. In the secondary phase, the focus subjects were PE, English, mathematics, biology and chemistry. The FES team explored sport and exercise, law and business, applied arts and construction and the creative arts. Inspectors also reviewed how well trainees are prepared to teach pupils with SEND. ◼ Inspectors considered a wide range of documentation from ITE leaders and staff, including subject curriculum plans, trainees’ assignments, trainees’ work, mentoring records, policies, safeguarding arrangements, trainee placement information and self- evaluation documentation. ◼ Inspectors also reviewed information relating to the Department for Education's initial

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Information about this inspection

teacher training criteria and supporting evidence. ◼ Inspectors reviewed the responses to the trainee survey and staff survey. Primary phase report

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better?

Leaders have created a training programme that is an integral part of the local and wider education community. Trainees benefit from the close and professional partnerships that exist between schools and the university. Additional opportunities, such as a visit abroad to compare education systems, volunteering to deliver specific language programmes in schools and an aspiring leadership conference, make Staffordshire University an exciting place to train at.

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better?

The carefully constructed and ambitious curriculum seamlessly connects trainees’ learning at university and placement schools. Trainees are equipped with the right knowledge at the right time to be ready for what comes next. This works well for all phases, subjects and aspects of teaching and is especially strong in mathematics, inclusion and safeguarding. By the end of their course, trainees are well equipped to enter their career as a teacher.

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better?

Leaders’ passion and knowledge for their subject shines through. Their careful thought and deliberate positioning of curriculum content over time support trainees’ subject knowledge and professional development effectively. This begins in university and is practised and consolidated on placement. Assessment, reflection and refinement happen at every step of the way. Mentoring and tutors provide expert support and advice. As a result, trainees build their confidence and competence as a developing teacher. However, on occasions, leaders do not strategically link and act on the information they gain from the checks they make. This leads to some variability, for example, in trainees’ mentoring experiences or completion of course documentation.

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better?

Leaders’ prioritisation of the teaching of early reading is a strength of the provision. Set against a backdrop of local contextual information, the curriculum for early reading is specific, bespoke and extensive. Trainees develop a secure grounding in systematic synthetic phonics (SSP). This is coupled with extensive consideration of appropriate texts to help trainees promote a love of reading to the pupils they will teach. No matter the phase they teach in, trainees gain a good grasp on the importance and delivery of SSP, its place in teaching pupils to read and how it feeds into the English curriculum and beyond.

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better?

Leaders use their extensive knowledge of the local context to underpin the curriculum. This, combined with full compliance to, and beyond, the core content framework (CCF), provides trainees with rich, varied and relevant knowledge and understanding of the schools they will train and work in. Trainees’ development is further supported by a range of educational research. This is more pertinent and relevant in some subjects than others. For a few subjects, trainees are less well supported to engage critically with research or to use evidence to critique and develop practice.

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better?

Trainees rightly say they feel valued and listened to and their voice matters. Leaders act upon feedback from mentors and trainees. Leaders are especially skilled at balancing nurture and pastoral care with a ‘now knuckle down and study’ approach. Trainees appreciate this. The combination works well and makes a real difference to their successful completion of their course.

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(Information for the provider and appropriate authority)

◼ Leaders have not ensured that they have sufficient strategic oversight of the quality assurance processes to check on and improve the provision. This means that they do not always pick up on aspects that need further development or the strengths of the course that could be shared more widely. The provider should ensure that oversight of the quality assurance leads to clear strategic actions to improve the course and provision further. ◼ In some subjects, trainees are not always directed to the most pertinent research. Consequently, they are not always able to apply theory into practice or to critique appropriate research. The provider should ensure that the best practice that is in place for some subjects and professional studies is shared across all subjects thus enhancing the trainees’ ability to engage critically with research or to use evidence to critique and inform practice across the whole study programme.

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compliance criteria?

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

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better?

Secondary leaders have designed their provision to create the very best teachers for the pupils, schools and communities that need them most. Through the well-crafted curriculum and the exceptional partnerships they have with schools, this civic vision is realised. Trainees leave Staffordshire University’s secondary provision with the teaching skills, subject knowledge and deep understanding of social equity they need to be highly effective entrants into the teaching profession.

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better?

Trainees benefit from a carefully sequenced curriculum which goes beyond the minimum entitlement of the CCF. It is sensibly planned and designed so that trainees apply what they have learned in university during their placement weeks. Subject tutors share their passion for their subjects. They make sure that the curriculum is well supported by carefully selected research that extends and enhances trainees’ understanding of both subject and pedagogical concepts.

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better?

The centre-based element of the curriculum is carefully mapped through the valuable trainee and mentor handbooks. This means that on placement, mentoring supports and applies the core curriculum and subject curriculum very effectively. As a result, trainees learn the right things at the right time and so they are well prepared to enter the teaching profession. Trainees’ knowledge of safeguarding is woven through all aspects of their learning.

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better?

Course leaders have developed highly positive relationships with placement schools. They work together to review and further refine the secondary course so that what trainees learn matches what they will need when they begin teaching. The secondary provision is outward-facing. Course tutors have built strong local, regional and national networks, for example in mathematics, to make sure that the trainees, and their mentors, learn about the best and the most current pedagogical thinking.

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better?

Mentors benefit from high-quality training, information and support. Mentors particularly value the informal training, and many commented on how this has supported their own professional development. Course leaders meticulously track and monitor trainee and mentoring performance and step in quickly to provide support if required. This ensures that trainees learn the intended curriculum well.

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better?

Course leaders are aware of what they do well and what they would like to develop further. They respond quickly to information they receive about the quality of their provision. It is testament to the dedication of the team that they adapt and refine their provision well. However, there is limited capacity in the secondary team to step back and evaluate the intended impact of their long-term actions. There is also insufficient strategic oversight of the quality assurance processes. Consequently, at times, variability in the course provision is not always identified and there is no mechanism to share the many strengths in what they do.

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phase?

[Information for the provider and appropriate authority ]

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phase?

◼ There is a lack of direct strategic oversight of the quality assurance processes in the secondary phase. This means that the provider is not picking up on all areas that need further development or on the strengths of the course that could be shared more widely. The provider should ensure that lines of accountability and direct oversight of quality assurance lead to clear strategic actions to improve the course and provision further.

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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 work effectively with their partner colleges to construct and implement an ambitious ITE curriculum. It is logically sequenced and of a high academic demand for trainees. Leaders ensure that partners adapt this curriculum to meet their local and regional skills needs successfully. Trainees study an ITE curriculum that prepares them well to teach their chosen subjects.

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needs to be done better?

Trainees complete assessments that are challenging and ensure that they have a well- developed understanding of the demands of the FES sector. Course tutors and placement mentors provide trainees with thoughtful and useful feedback that highlights clearly how they can improve. Trainees act upon this feedback swiftly and the quality of their produced work increases in complexity and depth as they move through their studies.

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needs to be done better?

Trainees benefit from tutors, both in the university and the partner settings, who are highly qualified and have extensive subject knowledge. Trainees use this knowledge to good effect to implement teaching which is FES specific. For example, trainees place a clear emphasis on employability and inclusivity within their classroom practice. Tutors know their trainees well. Where trainees fall behind in their studies, tutors act quickly and they put support in place that ensures trainees catch up and keep up.

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needs to be done better?

In most cases, trainees receive mentoring that is of high quality. Mentors have high levels of relevant subject expertise. Through working with their mentor, trainees learn how to critically reflect on their professional practice. For example, following observations, trainees self-identify the areas to develop and improve their teaching. However, leaders do not scrutinise the quality of mentoring for pre-service trainees sufficiently well. Too few mentors who support pre-service trainees are sufficiently aware of the content and principles of the centre-based elements of the curriculum. As a result, not all pre-service trainees are supported to reinforce the concepts they are taught at the university frequently enough during their placement practice.

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needs to be done better?

Leaders ensure that trainees undertake worthwhile and rewarding placements. Trainees learn to master the knowledge and skills required to plan, teach and assess learners effectively. However, too few trainees are exposed to a wide enough range of settings and levels of study through their placement. As a result, not all trainees develop a clear understanding of the FES landscape.

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needs to be done better?

Trainees develop into keen professionals who are well prepared for employment. Trainees produce clearly defined exit plans; these serve to focus on the areas of further development as they move forward with their teaching careers. Trainees’ rates of progression to employed teaching roles are high.

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(Information for the provider and appropriate authority)

◼ Leaders do not have sufficient oversight of the quality of mentoring and placement arrangements for pre-service trainees. As a result, some trainees do not receive mentoring support that is consistently strong and not all training placements begin promptly. Leaders should assure themselves that all mentoring is of a high quality that supports and guides trainees, intervening quickly when needed. ◼ Leaders have not ensured that trainees’ centre-based learning is purposefully integrated with their placement-based activity in all instances. As a result, some trainees do not plan teaching that builds on and complements their centre-based learning. Leaders should ensure that all trainees apply and develop their pedagogical learning when on placements so that they become confident and skilful teachers. ◼ Leaders have not ensured that the curriculum trainees follow enables them to develop a sufficiently deep understanding of the diverse FES landscape. Trainees’

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(Information for the provider and appropriate authority)

understanding of the range of demographics and types of provider settings is inconsistent. Leaders should ensure that all trainees observe and learn from a range of different settings and different levels of study to inform their teaching.

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ITE provider details

Unique reference number 70068 Inspection number 10303782

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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 FES Date of previous inspection 25 April and 21 November 2016

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Inspection team

Ian Tustian, Overall lead inspector His Majesty’s Inspector Mark Parton, Phase lead inspector (further education) His Majesty’s Inspector

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Inspection team

Claire Price, Phase lead (secondary) His Majesty’s Inspector Kirsty Foulkes, Phase lead (primary) His Majesty’s Inspector Corinne Biddell His Majesty’s Inspector Heather Phillips Ofsted Inspector Helen Large Ofsted Inspector Nicola Beech His Majesty’s Inspector Sharon Dowling His Majesty’s Inspector William Baidoeansah Ofsted Inspector

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Annex: Placement/employment schools and colleges

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

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Name URN ITE phases

Springcroft Primary School 124163 Primary Mill Hill Primary Academy 141405 Primary Werrington Primary School 148507 Primary Sandon Primary Academy 140872 Primary Northwood Broom Academy 143486 Primary St Thomas Aquinas Catholic Primary School 140805 Primary Elworth CE Primary School 111256 Primary Ball Green Primary School 124020 Primary St John’s CE Primary School 147572 Primary Tynsel Parkes CE Primary Academy 143896 Primary Heron Cross Primary School 124003 Primary Ormiston Horizon Academy 136680 Secondary Newcastle Academy 142277 Secondary Thistley Hough Academy 139068 Secondary The Orme Academy 142015 Secondary Alsager School 140108 Secondary Stoke-on-Trent College 130815 FES South Staffordshire College 135658 FES Shrewsbury College Group 130800 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

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Name URN ITE phases

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

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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