Ambition Institute

Ambition Institute 2 Bridge Wharf, 156 Caledonian Road, London N1 9UU

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Overall effectiveness Outstanding

The quality of professional development and training Outstanding

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Overall effectiveness Outstanding

Overall effectiveness at previous inspection Outstanding

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provider?

Ambition Institute’s commitment to improving the life chances and outcomes of disadvantaged pupils is reflected in the exceptional training ECTs receive. This equips them to flourish in a range of school settings and contexts. ECTs, mentors, trainers and leaders work collaboratively, sharing their insights to construct an exemplary programme.

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provider?

ECTs are exceptionally well equipped to build their knowledge and expertise. They enjoy regular structured opportunities to learn with and from other ECTs across different subjects and phases. ECTs apply what they have learned in their schools to excellent effect. They build deep expertise, for instance, in managing behaviour and adapting the curriculum. They also learn how to manage their workload effectively.

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provider?

Mentors are fundamental to the success of the programme. They receive high-quality training, including on ‘instructional coaching’. Mentors expertly enable ECTs to reflect upon their practice and improve their teaching. Alongside other leaders, they work with their ECTs to build precisely on their prior knowledge. Mentors set clear, achievable steps for ECTs to develop their practice further. Every ECT is valued and treated as an individual. By the end of the programme, they are highly skilled teaching professionals.

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Information about this lead provider

■ There are 12,562 ECTs undertaking the lead provider’s early career framework (ECF) programme. Of these, 6,326 are in their first year of the ECF programme and 6,236 are in their second year. ■ Ambition Institute works with 38 delivery partners that deliver training to ECTs. ■ Delivery partners include teaching school hubs, multi-academy trusts, local authorities and dioceses.

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Information about this inspection

■ This inspection was carried out by four of His Majesty’s Inspectors and two Ofsted Inspectors. The inspection was carried out through in-person meetings, online meetings, on-site visits to six delivery partners and online visits to four delivery partners. ■ Inspectors met with the lead provider’s representatives, including the executive director of programmes and the director for ECF delivery. The lead inspector also met with the chief executive officer and a member of the trust board. ■ Inspectors carried out 10 focused reviews. For each review, they met with leaders and facilitators and spoke with ECTs, school leaders, mentors and induction tutors, and delivery partner leads. They reviewed relevant documentation, including training materials. One inspector also visited a live training session. ■ Inspectors considered Ofsted’s online survey responses from ECTs, mentors, school leaders and delivery partners.

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better?

Ambition Institute’s curriculum is meticulously designed and of excellent quality. It ensures that ECTs develop the ‘mental models’ to prosper in their careers because they fully understand the principles of effective teaching. ECTs engage critically with high-quality research. They use this understanding skilfully across different classes, phases, subjects and settings. The learning platform provides a wealth of expertly selected resources to deepen and extend ECTs’ learning. ECTs are effusive about how this helps to hone their practice.

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better?

Diagnostic testing is precise. At the start of each module, ECTs carefully reflect upon and share what they know with programme leaders. This formative assessment is used to identify ECT’s starting points. Where there are any gaps in knowledge, these are swiftly spotted and addressed. ECTs regularly revisit previous learning to secure their knowledge. Well-thought-out ‘stretch’ modules enable ECTs to broaden their knowledge and expertise further. ECTs benefit from exceptionally well-designed and expertly delivered training. High-quality materials are skilfully adapted for ECTs’ own contexts. ‘Visiting fellows’ deploy their vast expertise and experience to lead relevant, stimulating clinics and conferences. ECTs learn from each other, returning to their schools to reflectively practise what they have learned.

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better?

The lead provider, alongside its delivery partners, is relentless in its desire to ‘keep getting better’. As such, leaders rigorously check, review and improve the quality of the curriculum, professional development and training. Leaders at all levels use precisely designed, user-friendly platforms to check the progress of ECTs. They can quickly target support and make reasonable adjustments as necessary. Exemplary quality assurance processes evaluate and further develop all parts of the training programme so that it is of the highest quality.

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better?

Mentor training is exceptional. Mentors know precisely how well ECTs are doing. Consequently, they give ECTs the guidance they need to develop their knowledge and expertise and overcome any challenges. School leaders are extremely positive about the impact of the training, for example how well ECTs can adapt the curriculum for pupils with special educational needs and/or disabilities. ECTs say that they are fully supported with their well-being and in managing their workload.

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better?

Trustees are fully informed on how well the training programme is performing. Alongside executive leaders, they use extensive information and insights to evaluate precisely where stakeholders can fully benefit from further improvements. Leaders are unrelenting in their vision of excellence, and delivery partners highly value the collaborative approach. As a result of this reflective approach, the programme continues to evolve successfully.

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better?

Leaders ensure the programme complies fully with all relevant legislation. They ensure that ECTs know how to raise concerns regarding any part of the training programme, safeguarding and equality. There are robust processes in place to address them. Training materials are exemplary in how they promote equality, diversity and inclusion. As a result of Ambition Institute’s work across the whole programme, ECTs are exceptionally well prepared to apply what they have learned across a range of phases and settings. Therefore, they are fully equipped to enjoy successful and fulfilling careers in teaching.

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Lead provider details

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

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Lead provider details

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

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Lead provider details

Lead provider programmes offered ECF and NPQ Date of previous inspection 15 to 18 May 2023

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Inspection team

Steve Woodley, lead inspector HMI Shaun Carter HMI Marian Feeley HMI Kristian Hewitt OI Ed Leighton OI Marcus Newby 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 .

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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