Huddersfield Horizon SCITT

Huddersfield Horizon SCITT The Gateway, Lowfields Close, Elland HX5 9DX

p.1

Inspection judgements

Primary and secondary age-phase combined

p.1

Overall effectiveness Good

The quality of education and training Good

p.1

Overall effectiveness Good

Overall effectiveness at previous inspection Outstanding

p.1

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

Trainees at Huddersfield Horizon are well supported by leaders who know them well. The SCITT has built a family-like ethos that supports the personal and academic progression of trainees through the programme.

p.1

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

The primary and secondary courses ensure that trainees are prepared well for the profession. Trainees benefit from varied experiences that support their wider preparation for the role of a teacher. These include attending parents’ evenings, being a form tutor and working with colleagues in different educational roles.

p.1

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

In the primary phase, trainees receive clear guidance on the teaching of phonics and early reading. Across both phases, teaching is supported by up-to-date research. This informs trainees’ practice, for example when adapting lessons to support the learning of all pupils. Mentors are given a clear set of curriculum principles to help trainees connect core SCITT training to their specific subject or phase. Safeguarding training is foregrounded early in the course. Trainees quickly learn about their roles and responsibilities in this area.

p.1

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

Communication between schools and SCITT leaders is a strength. Information from the SCITT is clear and shared with schools in a timely manner. Leaders are responsive to communication with partner schools so that trainees receive extra support whenever this is needed.

p.1

Information about this ITE provider

◼ At the time of the inspection, there were 10 trainees at Huddersfield Horizon SCITT. Seven were in the primary phase and three were in the secondary phase. All trainees follow the SCITT route to gain qualified teacher status, although School Direct (salaried) is offered as well. ◼ Trainees complete a Postgraduate Certificate in Education with Sheffield Hallam University. ◼ In the secondary phase, trainees train to teach pupils aged 11 to 16. In the primary phase, trainees train to teach pupils aged five to 11. ◼ Huddersfield Horizon SCITT works with eight primary schools which are all currently rated as good by Ofsted. The SCITT also works with six secondary schools. One of these is judged to require improvement, one is judged to be outstanding, and the rest are judged to be good. The schools are in the local authorities of Kirklees, Calderdale and Oldham. ◼ Huddersfield Horizon SCITT is part of the South Pennine Academies multi-academy

p.2

Information about this inspection

◼ This inspection was carried out by a team of three His Majesty’s Inspectors. ◼ Inspectors met with the head and deputy head of early teacher development. They also met with members of the strategic partnership board, including the accounting officer. Inspectors also met with headteachers of schools within the partnership. ◼ Inspectors spoke to seven primary and three secondary trainees and six early career teachers who were formerly trainees of Huddersfield Horizon SCITT. ◼ In the secondary phase, inspectors carried out focused reviews in English, chemistry and history. In the primary phase, inspectors carried out focused reviews in reading and, in the foundation subjects, computing and geography. Inspectors also evaluated aspects of history and mathematics in the primary phase. ◼ Inspectors visited five placement settings as part of the inspection and communicated with headteachers, mentors and professional mentors from several

p.2

Information about this inspection

other placement schools. ◼ To evaluate the views of all stakeholders, information from staff and trainee surveys was scrutinised by inspectors.

p.2

better?

The curriculum at Huddersfield Horizon SCITT has trainees’ development at its heart. Leaders have been rigorous in ensuring that the core content framework (CCF) is covered by the curriculum principles that underpin the design. For example, one principle focuses on professional relationships and responsibilities. Leaders weave activities related to this through both core and subject or phase sessions. Therefore, the criteria of the CCF are learned as the curriculum progresses. Trainees see the connectedness of everything they learn. For example, in conversation, trainees can link their creation of positive learning environments to their approaches to lesson planning.

p.2

better?

In the primary phase, trainees develop a confident understanding of how to teach phonics because of the quality of taught sessions they experience. Across all phases, a clear focus on adaptive teaching means that trainees learn how to involve all pupils in lessons. Trainees understand how the knowledge they gain about pupils in these sessions informs future planning to ensure that all children can progress.

p.3

better?

Information sharing is a strength of the SCITT. All stakeholders value the fact that leaders are approachable and responsive. The strategic partnership board creates a forum for school leaders to share their views about how the provision could develop. Stakeholders work together to put the interests of trainees at the centre. This strong co-working gives trainees many sources of additional support to achieve success.

p.3

better?

SCITT leaders provide mentors with the information that they need to support trainees well. Mentors understand the curriculum and how to structure their weekly conversations with trainees. This shared understanding means that everyone has a clear view of the targets that should be set to support trainees to learn the curriculum. Visiting tutors work with mentors to ensure that targets and feedback for trainees are rigorous. Leaders intervene to support trainees when they feel their experience could be enhanced or targets could be more precise. This support is effective but, on occasion, needs to be enacted more swiftly.

p.3

better?

Mentors are given clear guidance to help them to assess trainees. For example, at different stages in the course, it is made clear what should be expected of trainees. Mentors use progress against targets, trainee reflections and lesson observations to draw conclusions about trainees’ progress against these expectations. Visiting tutors, professional mentors and SCITT leaders ensure consistency across the whole provision. Trainees’ reflections on lessons they have taught show that they are gaining the knowledge needed to help children progress and complete the course successfully.

p.3

(Information for the provider and appropriate authority)

◼ Systems to check the quality of trainee targets and the ongoing progression of trainees are not rigorous enough. This means that the lack of precision in some trainee targets is not identified soon enough. Leaders should develop systems to ensure there are better checks on the progress and targets of trainees so that the support mechanisms already in place can be used more effectively.

p.3

comply with the ITE compliance criteria?

The provider meets the DfE statutory compliance criteria.

p.4

ITE provider details

Unique reference number 1253919 Inspection number 10306344

p.5

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.

p.5

ITE provider details

Type of ITE provider School-centred initial teacher training Phases provided Primary and secondary combined Date of previous inspection 17 June and 25 November 2019

p.5

Inspection team

Matthew Vellensworth, Lead inspector His Majesty’s Inspector

p.5

Annex: Placement schools

Inspectors visited the following schools as part of this inspection:

p.6

Name URN ITE phases

Brambles Primary Academy 145236 Primary Dalton School 131849 Primary Honley High School 146906 Secondary Salendine Nook High Academy 137869 Secondary Thornhill Community Academy 146365 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 .

p.6

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-

p.7

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 .

p.7

Name URN ITE phases

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Name URN ITE phases

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7