UCL Institute of Education

UCL Institute of Education University College London, 20 Bedford Way, London WC1H 0AL

p.1

Overall effectiveness Outstanding

The quality of professional development and training Outstanding

p.1

Overall effectiveness Outstanding

Overall effectiveness at previous inspection Outstanding

p.1

provider?

ECTs benefit from an exceptionally high-quality programme. They are extremely well prepared for successful, long-term careers in teaching. ECTs value the highly personalised programme, which considers their prior knowledge well and precisely meets their phase and subject needs. For example, small cluster groups, led by expert facilitators, and the thoughtful relationships ECTs have with their mentors are highly impactful. Through the lead provider’s ‘well-being charter’, with its focus on pragmatic ways to balance workload, participants learn how to manage the realities of teaching successfully. Strong relationships and communication between all involved in the programme provide a deep sense of care for ECTs.

p.1

provider?

ECTs confidently apply their learning and develop highly attuned self-reflection skills. This supports them to take responsibility for their own professional development. For example, ECTs skilfully select the focus of their practitioner inquiry, alongside visiting schools and settings, to deepen their knowledge further. Throughout the programme, ECTs develop a strong sense of ‘professional voice’. They strive for excellence in their teaching to positively impact the outcomes for their pupils.

p.1

Information about this lead provider

◼ There are 8,806 ECTs participating in the lead provider’s ECT programme. Of these, 4,383 are in their first year of the ECF programme and 4,423 are in their second year. ◼ UCL Institute of Education (UCL IOE) works with 22 delivery partners. ◼ Of the 22 delivery partners, 18 are teaching school hubs. The remainder are city/borough-wide partnerships and former teaching school alliances. ◼ The provider does not offer direct delivery of the ECF programme.

p.1

Information about this inspection

◼ The inspection was carried out by six of His Majesty’s Inspectors. The inspection included in-person meetings, online meetings and on-site and online visits to delivery partners. ◼ Inspectors spoke with the lead provider’s representatives, including the programme director for the ECF, the director for the UCL Centre for Educational Leadership, the deputy ECF programme director, programme leaders and the senior learning technologist. The lead inspector also met with governance representatives, including the co-vice-chairs of the ECF governing board. ◼ Inspectors visited 10 delivery partners across the country. ◼ Inspectors carried out 10 focused reviews. For each focused review, inspectors held discussions with delivery partner leaders and facilitators, visited or reviewed a sample of training sessions, spoke to ECTs, spoke to school leaders, mentors and induction tutors, and considered any appropriate documentation.

p.2

Information about this inspection

◼ Information from Ofsted surveys was taken into account. This included responses from ECTs, mentors, school leaders and delivery partner leaders.

p.2

better?

The UCL IOE is tenacious in its vision to provide a high-quality, research-informed ECF programme. Leaders’ determination to continually strengthen the programme is fully realised. For example, extensive phase- and subject-specific resources include up-to-date examples of classroom realities. Recently, ECTs have shared their personal experiences in ‘ECT staffroom’ podcasts to develop everyone’s understanding of inclusive practice. Leaders regularly seek sector expert support to bolster their ‘enhanced programme’ resources and skilfully guide ECTs to engage deeply in their learning, including wider issues such as racial literacy.

p.2

better?

The collaborative, locally contextualised delivery model is a standout feature. UCL IOE has developed an impressive professional development offer for its delivery partners, programme facilitators and mentors, including the highly regarded ‘art of facilitation’ materials. Consequently, expert facilitators teach the programme with fidelity, while precisely tailoring the content to reflect local communities and needs. Skilful mentors engage in meaningful and developmental conversations with their mentees. As a result, ECTs apply the richness of their learning in a nuanced way to meet the needs of their pupils. Leaders meticulously consider ECTs’ prior knowledge and any barriers they may face. Those ECTs who start at different points, or who have different experiences of working in schools prior to commencing the programme, are supported exceptionally well. Leaders focus on providing accessible learning resources so that ECTs can engage with them, for

p.2

better?

example, in a way that supports managing their time. ECTs know how to raise any concerns they have around safeguarding or accessing their learning. Leaders listen to their needs and do what they can to make things better in the future.

p.3

better?

Leaders are relentless in their approach to quality assurance. They take responsive, highly effective action as soon as any emerging areas for development are identified. Mutual trust between the lead provider and delivery partners fosters a ‘culture of development’ so that leaders’ ambitious vision and aims are fully enacted. Delivery partners welcome having a ‘seat at the table’ to make collaborative decisions in the best interests of ECTs.

p.3

better?

As a result of this exceptional ECF programme, underpinned by research and driven by contextualised practice, ECTs become strong, highly reflective teachers who have a genuine sense of professional and social responsibility. All stakeholders are rightly proud to be part of something that is having such a positive impact on ECTs and their schools.

p.3

Lead provider details

This inspection was carried out by His Majesty’s Inspectors (HMIs) in accordance with the early career framework (ECF) and national professional qualification (NPQ) framework and handbook .

p.4

Lead provider details

The framework and handbook set out the statutory basis for ECF and NPQ inspections in England.

p.4

Lead provider details

Lead provider programmes offered ECF and NPQ Date of previous inspection 22 to 25 May 2023

p.4

Inspection team

Nicola Beech, lead inspector HMI Dale Burr HMI Linda Culling HMI Philippa Kermotschuk HMI Jackie Stillings HMI Lisa Strong HMI 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 4234, or email enquiries@ofsted.gov.uk .

p.4

Inspection team

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.5

Inspection team

government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Inspection team

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

p.5

Inspection team

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

p.5