Newcastle University

Newcastle University School of Education, Communication and Language Sciences, King George VI Building, Newcastle upon Tyne NE1 7RU

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Inspection judgements

Primary and secondary age-phase combined

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Overall effectiveness Good

The quality of education and training Good

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Overall effectiveness Good

Leadership and management Good Overall effectiveness at previous inspection Good

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

The commitment to ‘lifelong learning’ shines through all aspects of the provision for trainees at Newcastle University. Training ignites a desire and commitment to continued professional development, which prepares trainees for successful careers in the sector. Trainees are proud to be part of the course. Colleagues in schools recognise that trainees are well prepared to enter the profession, including readiness to teach phonics and early reading in the primary phase.

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

Lectures and sessions from expert colleagues, particularly around inclusion in the classroom, are a particular strength of the course. Trainees are well prepared to meet the needs of all pupils that they teach. The course structure supports trainees’ development by building their knowledge and teaching commitments incrementally over the year. This helps trainees to manage the increasing demands placed on them. Trainees show commitment to the schools in which they are placed, where they are welcomed and made to feel like valued members of staff.

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

University staff and school partners provide trainees with caring support that aids their development. Many trainees told inspectors that staff were approachable and responsive. Trainees feel safe in sharing any concerns or anxieties that they may have. They know that the main aim of all staff is to help them become the best teachers they can be. One trainee summed this up by saying that they felt ‘immensely fortunate to be surrounded by such caring individuals’.

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Information about this ITE provider

◼ At the time of the inspection, there were 104 trainees at Newcastle University. Thirty-three were in the primary phase, four of whom were following a School Direct route. Seventy-one trainees were in the secondary phase, 32 of whom were following the School Direct route. Across primary and secondary, the university works with three School Direct partners. ◼ In the secondary phase, trainees train to teach pupils aged 11 to 16. In the primary phase, trainees train to teach pupils aged five to11. ◼ Newcastle University works with 38 secondary schools across six local authorities. In the primary phase, Newcastle University works with 72 schools across seven local authorities. The schools cover the range of inspection grades from outstanding to requires improvement.

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Information about this inspection

◼ The inspection was carried out by a team of four of His Majesty’s Inspectors and one Ofsted inspector. ◼ Inspectors met with the programme directors for secondary and primary and the head of education at Newcastle University. They also met with members of the partnership board and others responsible for governance, including the Head of the School of Education, Communication and Language Sciences at Newcastle University. ◼ As part of the inspection, inspectors spoke with 33 trainees and 10 early career teachers. ◼ In the primary phase, inspectors carried out focused reviews in reading, mathematics and history. In the secondary phase, inspectors carried out focused reviews in mathematics, English, drama, design technology, science and history. ◼ Inspectors visited eight placement settings as part of the inspection and communicated with headteachers, mentors, professional tutors and school experience partners as part of these visits. Inspectors also spoke with colleagues

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Information about this inspection

from 13 other placement schools. ◼ To evaluate the views of all stakeholders, information from staff and trainee surveys was scrutinised by inspectors.

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better?

Leaders at Newcastle University provide trainees with an ambitious curriculum across all phases and training programmes. This enables trainees to acquire increasingly sophisticated knowledge and skills over time. For example, to help them to support pupils with special educational needs and or disabilities, trainees learn about the legal framework before looking at the practical steps they may take to support pupils. Trainees, across all subjects and phases, show a clear understanding of the importance of building strong routines to establish a positive working environment and good behaviour. Trainees can explain the considerations they make in sequencing lessons to support learning over time. In the primary phase, academic assignments support trainees to develop an understanding of approaches to early reading and the importance of teaching phonics. Information-sharing and communication with mentors are a particular strength of the

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better?

course. Weekly training plans and reviews provide a constant flow of useful information between placement settings and the university. This allows for precise support for trainees where it is needed. Leaders share these plans with mentors to highlight key weekly themes so that they can understand important curriculum information, for example around pertinent research. The mentor support website is an accessible resource which provides helpful guidance on areas such as the completion of reports on trainees’ progress. These systems enable trainees to benefit from strong mentoring. The targets that mentors set are very often clear and purposeful. However, on occasion, some targets lack the precision of others. Leaders are working on strategies to strengthen the consistency of target setting across the provision.

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better?

The assessment of trainees is thorough, developmental and grounded in the planned curriculum. For example, the course has five strands which are developed from, and go beyond, the core content framework. Leaders have devised expectations for trainees in relation to these strands which build in complexity over different phases of the course. Weekly mentor meetings define actions to help trainees build expertise related to these strands. Trainees produce presentations at different points which help them to reflect on their own development and understand the steps they need to take to improve. Across academic assignments, university sessions and placements, the connected approach means trainees have a thorough understanding of their progress towards attaining qualified teacher status.

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better?

Subject and phase leaders, and those responsible for quality assurance checks, have extensive and expert knowledge in relevant fields. Leaders gather and consider the views of all stakeholders to ensure that they are relentlessly focused on how the provision could be improved. For example, trainees have a voice on governance committees and can raise formal points this way, as well as through more informal conversations with school experience partners and lead mentors. Across the whole provision, there is a determination to provide the best teachers possible for the region and beyond.

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(Information for the provider and appropriate authority)

◼ There is some variation in aspects of mentoring. Not all trainees consistently benefit from precise targets to support their development across all settings. The provider should continue the work they have started to support mentors in setting the most effective targets to help trainees to progress.

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the ITE 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 HEI Phases provided Primary and secondary combined Date of previous inspection 22 May 2017 and 13 November 2017

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Inspection team

Matthew Vellensworth, Lead Inspector His Majesty’s Inspector Jess McKay His Majesty’s Inspector Lesley Sullivan His Majesty’s Inspector Nicola Cornfoot Ofsted Inspector Richard Jones 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

Cramlington Learning Village 137457 Secondary Emmanuel College 138075 Secondary Kenton Bar Primary School 108489 Primary Kells Lane Primary School 131106 Primary King Edward VI School 137746 Secondary Longbenton High School 108645 Secondary Oakfield Junior School 108329 Primary Whitley Bay High School 108638 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

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Name URN ITE phases

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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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