University of Reading

University of Reading University of Reading, London Road Campus, 4 Redlands Road, Reading RG1 5EX

p.1

Inspection judgements

Early years ITT Primary age- phase Secondary age-phase

p.1

Inspection judgements

Overall effectiveness Good Outstanding Outstanding

p.1

Inspection judgements

The quality of education and training Good Outstanding Outstanding

p.1

Inspection judgements

Leadership and management Good Outstanding Outstanding

p.1

Inspection judgements

Overall effectiveness at previous inspection Good Good Good

p.1

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

Trainees have made an excellent choice. ‘Transforming lives through education’ runs as a golden thread through all programmes at the University of Reading. Trainees are, rightly, impressed by tutors’ academic credentials. They appreciate the skilful way trainers foster in them a mature understanding of how pupils learn best. The university’s deep-seated commitment to inclusivity and social justice is helping to overcome barriers to training and ensure that pupils see themselves reflected in their teachers.

p.1

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

The curriculum is expertly crafted and firmly grounded in pertinent research, taking trainees from novice to independent and shaping their teacher identity. High-quality partnerships with settings and schools embed and make sense of centre-based learning, although sometimes links between the two are not quite as strong for early years trainees. A nurturing and compassionate ethos reassures trainees that help, academic or personal, is there for the asking.

p.1

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

As they embark on their career, trainees have a sophisticated understanding of their subjects and the barriers to learning some pupils may face. They have a healthy understanding of the reality of day-to-day life as a teacher and are well equipped with strategies to manage their time and look after themselves. As one former trainee captured so eloquently, ‘We have left Reading, but the university has not left us.’

p.1

Information about this ITE provider

◼ Initial teacher education (ITE) programmes sit with the Institute of Education at the university. Trainees follow one of a range of routes to become an early years, primary or secondary teacher. At the time of the inspection, there were 13 early years teachers (EYTs), 84 primary and 123 secondary Reading partnership teachers (RPTs), as they are known, following postgraduate routes and 202 primary undergraduates. There is an increasing number of assessment-only candidates each year across the three phases. ◼ The majority of EYTs are on the employment-based route, with a handful of new entrants to the profession following a university-based programme. Both routes lead to early years teacher status (EYTS) and all study for a postgraduate certificate in early years practice (PGCertEY). ◼ Primary undergraduate RPTs following the three-year Bachelor of Arts degree with qualified teacher status (QTS), train to teach five to 11 years, choosing either a

p.2

Information about this ITE provider

general pathway or a specialism in art, English, mathematics or music. Around half of the primary postgraduate RPTs follow the core university pathway and the rest either School Direct (SD) or, for a small number, SD-salaried. Alongside, they study for either a professional or postgraduate certificate in education (PgCE or PGCE). There are options on the core route to specialise in teaching three-to-seven years or pupils with special educational needs and/or disabilities (SEND). Both core and SD primary RPTs can specialise in teaching mathematics. ◼ Secondary RPTs train to teach their subject across the 11 to 18 years age range, studying for a PGCE at the same time. ◼ Each programme is led by a programme director. Most have taken on that role since the last inspection, with some fairly new appointments. The ITE provision overall is led by two co-heads of ITE. They are accountable to a head of school.

p.2

Information about this ITE provider

◼ The university works with a small core of early years settings in and around Reading to provide placements for EYTs following the university-based route to EYTS. The reach for the employment-based route is much wider. Over 200 primary schools and 80 secondary schools from Reading and surrounding local authorities are involved in the partnership, including a number of SD alliances. Most settings and schools inspected by Ofsted were judged good or better at their last inspection.

p.2

Information about this inspection

◼ The inspection was carried out by seven of His Majesty’s inspectors and four Ofsted inspectors. ◼ Inspectors met with a range of university leaders, including the pro-vice chancellor (education and student experience); the acting head of school; the co-heads of initial teacher education; early years, primary and secondary programme leads; those responsible for the assessment-only route, SEND and trainee well-being and workload; subject and course tutors; and members of programme steering groups, including representatives from the SD alliances. Inspectors also met with university staff responsible for marketing, recruitment and admissions, and trainee placements and the director of the local teaching school hub. ◼ The inspection team conducted focused reviews in communication and language, early reading, personal, social and emotional development, and mathematical development in early years; art, early reading, English, mathematics, physical

p.2

Information about this inspection

education (PE) and science in the primary phase; and chemistry, English, geography, history, languages, physics and PE in secondary. As part of these reviews, inspectors visited 19 settings and schools. They met with five EYTs, 33 RPTs, and eight early careers teachers (ECTs), as well as mentors, initial teacher training coordinators (ITTCos) and headteachers. ◼ Additionally, inspectors met in person or online with all the EYTs, a further 25 RPTs, three former EYTs and 13 ECTs, as well as other headteachers and ITTCos from partnership settings and schools, mentors, and university supervising tutors. Over the course of the inspection, they reviewed a wide range of documents provided by the university and information on its website. This included: curriculum content, recruitment and selection and safeguarding arrangements; the university’s self- evaluation documents; and improvement plans. The team also scrutinised trainees’

p.3

Information about this inspection

portfolios, visited some training sessions at the university, and considered the responses to Ofsted’s online staff and trainee surveys. Early years phase report

p.3

better?

The founding principle of working with settings to benefit children in the local area shines through. Trainees choose to train here knowing they will benefit hugely from leaders’ expertise and experience in the sector. They develop a confident, professional identity as early years practitioners and, in turn, have a positive impact on practice in the settings where they are based.

p.4

better?

The carefully designed curriculum prepares trainees well in their understanding of children’s learning and development from birth to five. It builds trainees’ knowledge and understanding systematically through three stages, starting with the early years foundation stage framework. Over the year, trainees embrace leaders’ ambition for them, becoming reflective practitioners who can lend a critical eye to their settings, cascade their learning and lead improvement in their sector. The curriculum is underpinned by a rigorous research base. Trainees gain a secure grounding in wider political and societal influences on early years education. They are kept abreast of changes in statutory requirements.

p.4

better?

The university’s purposeful course design reinforces the symbiotic nature of the prime and specific areas of learning. Trainees appreciate the importance of communication and language and early literacy development as the precursor to children learning to read. Training and setting experiences combine well to develop trainees’ understanding of the importance of systematic synthetic phonics. Inclusion is threaded throughout the course. Trainees learn to recognise signs that children may have additional needs and the importance of avoiding stereotyping.

p.4

better?

Placements complement training well. Trainees’ practice is enhanced as they apply and reflect on their university study through planned activities. They put their secure knowledge of the early years foundation stage and assessment to good use, planning activities that build on children’s understanding. Those on the employment-based route deepen their understanding of the ‘why’ they do what they have been doing. Partners are keen to support trainees in their settings. Mentoring provides effective ongoing support for trainees, encouraging them to reflect on their learning and how they can improve. University tutor visits ensure assessments of trainees are moderated and accurate. However, mentors are not provided with sufficient information about the purpose of work- based tasks or the research that trainees have been introduced to. This hampers their ability to offer consistently high-quality support.

p.4

better?

Course leaders and settings enjoy strong, professional relationships. Many providers are former trainees themselves, keen to continue their partnership with the university. However, their views are not routinely formally canvassed to inform course developments. The members of the steering group are not sufficiently focused on the quality of provision and challenges. This means that the university is sometimes unaware of where it could further improve the early years programmes.

p.4

(Information for the provider and appropriate authority)

◼ Centre-based and setting-based training are not always as well aligned as they could be. The potential of the rich curriculum is not completely realised. The university should make sure that partners are kept fully informed so that mentoring is consistently high quality. ◼ The oversight of early years training is not as strong as on the primary and secondary routes. Strategic decision-making and challenge are not forensic enough to make sure that all aspects of the provision are consistently of the highest quality. The university should strengthen the governance of the early years programmes.

p.5

compliance criteria?

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

p.5

better?

Primary trainees are exceptionally well prepared for the start of their teaching careers. They are compassionate and reflective practitioners. Across all programmes, curriculum content is precisely designed and sequenced with an unwavering focus on providing pupils with the best possible teachers. Content complies with the core content framework and goes far beyond. Taught sessions are delivered by ardent experts who enthuse the trainees. The emphasis on pertinent educational research means that trainees become creative and critical thinkers and deploy this to great effect in their teaching.

p.6

better?

Trainees benefit immensely from the strength of the purposeful relationships between the university and schools across the partnership. Schools have a sense of belonging to something special. The well-embedded features of collaboration and co-production result in a successful and seamless curriculum journey for trainees. At every stage, and for everyone, there is absolute clarity about what the trainees have learned and what they need to learn next. Quality assurance processes are in-depth and far reaching, reflecting the university’s open culture and one of reflection. This results in ongoing evaluation and adjustment, where all stakeholders have an influential voice.

p.6

better?

The well-designed curriculum means that trainees are extremely knowledgeable about adaptive teaching and how to support pupils with special educational needs and/or disabilities. Trainees benefit from the pedagogical approaches modelled to them in their training. They apply them skilfully in their own teaching. Trainees acquire an in-depth understanding of the importance of oracy and the knowledge and skills they need to teach and promote the value of early reading and systematic synthetic phonics. Across the curriculum, the good practice guides are valued by all and ensure that a consistent subject- specific focus is enacted.

p.6

better?

Mentors receive top-quality training and use this to shape their highly effective support through purposeful target setting and reflection. Trainees benefit from extensive support to develop their academic knowledge and pedagogical skills. Clear check points allow for strong oversight of how well they are learning the curriculum and the identification of any gaps. This means that swift and effective additional support is given to any trainee in need of extra help.

p.6

better?

The level and extensiveness of pastoral care is impressive and is both highly proactive and reactive. Trainees feel safe and protected within a culture which allows them to ask if they need help or support. They develop effective habits to look after their own physical and mental well-being and manage their workload.

p.6

compliance criteria?

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

p.7

better?

Strong partnerships, mutual trust, thorough knowledge of trainees and a sophisticated blend of subject and pedagogical research, all characterise this exceptionally well-designed training programme. Trainees acquire firmly held values and a keen sense of moral purpose. They develop positive learning habits, which sustain their resilience throughout the programme and into their first teaching posts.

p.8

better?

Trainees benefit from the expert knowledge of distinguished specialists in the ITE curriculum and pedagogy, including renowned expertise in subjects all the way through to key stage 5. Trainees absorb and critically reflect on well-founded research to deepen their thinking, underpinned by and also far beyond the minimum requirements of the core content framework. A carefully staged programme of training and consistently effective school-based mentoring ensure that trainees acquire the self-assurance and expertise to be creative and skilful teachers, with pupils’ learning and welfare at the heart.

p.8

better?

Partnerships with schools are deeply rooted in mutual trust, integrity and strong two-way communication. School leaders want to recruit partnership trainees, not only because they can rely on their complete readiness to teach their subjects, but also because these trainees profoundly care about transforming lives through education.

p.8

better?

Quality assurance of the programme is meticulous. Every aspect of the programme content and how it is delivered in the centre-based sessions and in schools is scrutinised with great care. As a result, professional studies, subject-specific sessions and trainees’ in-school practice with their mentors are seamlessly integrated. All partners talk the same language about what makes high-quality teaching, which helps to extend professional development beyond the trainee experience through to partner schools.

p.8

better?

Exemplary professional relationships between mentors, ITTCos and programme leaders support trainees’ ongoing progression through the curriculum. Over the carefully structured programme, trainees are provided with highly beneficial, developmental feedback, which builds their confidence and competence as they move towards meeting the required standard at the end of the course.

p.8

better?

Programme leaders, supported and guided by the dedicated steering group, make astute decisions about the future development of the programme, including ways of streamlining trainees’ and mentors’ workload, without losing rigour or lowering expectations. Trainees’ well-being is rightly a priority and they benefit from a wealth of practical and bespoke support to help them stay well. Superb support for trainees with additional needs and those recruited from overseas is typical of the programme’s imaginative and outward-facing approach.

p.8

compliance criteria?

The provider meets the DfE statutory compliance criteria.

p.9

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.10

ITE provider details

Type of ITE provider HEI Phases provided Early years Primary Secondary Dates of previous inspection 25 April and 26 September 2016

p.10

Inspection team

Alison Bradley, Overall lead inspector Ofsted Inspector Laura James, Phase lead inspector (early years) His Majesty’s Inspector

p.10

Inspection team

Kate Fripp, Phase lead inspector (primary) His Majesty’s Inspector Janet Pearce, Phase lead inspector (secondary) Ofsted Inspector

p.10

Inspection team

Shazia Akram His Majesty’s Inspector Joanna Brinkley His Majesty’s Inspector Marian Feeley His Majesty’s Inspector Toby Martlew His Majesty’s Inspector Matthew Newberry Ofsted Inspector Scott Reece His Majesty’s Inspector Alison Robb-Webb Ofsted Inspector

p.10

Annex: Placement settings and schools

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

p.11

Name URN ITE phases

Bright Horizons Abbeymore Day Nursery EY305866 Early years Dingley’s Promise EY428241 Early years St Neot’s School 116516 Early years Theale C.E. Primary School 109980 Early years Calcot Junior School 109932 Primary Meadow Park Academy 138372 Primary Nine Mile Ride Primary School 145281 Primary Southcote Primary School 109795 Primary St Paul’s Catholic Primary School 110006 Primary Sulhamstead and Ufton Nervet School 110021 Primary The Avenue Special School 137435 Primary Blessed Hugh Faringdon Catholic School 110107 Secondary Collingwood College 136828 Secondary Edgbarrow School 145244 Secondary Leighton Park School 110110 Secondary Little Heath School 110063 Secondary Maiden Erlegh School in Reading 141886 Secondary Theale Green School 145945 Secondary The Piggott School 136891 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

p.11

Name URN ITE phases

copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.12

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-

p.12

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.12

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.12

Name URN ITE phases

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

p.12