The Cambridge Partnership

The Cambridge Partnership

Address: The Cambridge Partnership - Swavesey Village College, Gibraltar Lane, Swavesey, Cambridge, Cambridgeshire, CB24 4RS Unique reference number (URN): 70232

p.1

Achievement Strong standard

Trainees build the knowledge and skills needed to teach confidently in the primary phase. As trainees move through the curriculum, mentors and programme managers help them understand exactly how well they are progressing. Trainees increasingly take ownership of how they explain ideas, model concepts and check pupils' understanding. Their written reflections grow in sophistication. They have a thorough grasp of research and how to evaluate its relevance to their own practice.

p.1

Achievement Strong standard

Precise guidance from school ‑ and centre ‑ based staff encourages trainees to recognise their strengths while identifying purposeful next steps. By learning to be focused, measured and resilient, trainees develop the professional habits that prepare them well for the realities of classroom life. This helps trainees to be successful in the next stage of their employment.

p.1

Achievement Strong standard

Trainees achieve very well. They successfully complete their training and secure future teaching positions.

p.2

Curriculum, teaching and training Strong standard

Leaders have designed an ambitious curriculum that is informed by high-quality research and statutory guidance. The structure of the curriculum is clear and purposeful. For example, the sequence of intensive training and practice (ITAP) begins with managing pupils' behaviour and then moves through questioning, explaining and modelling, and scaffolding. This order gives trainees a secure foundation in managing classrooms before they build more complex teaching skills. Leaders refine these elements when evaluation shows that changes are needed. For example, recent adjustments to strengthen the content in the scaffolding ITAP complements what trainees learn about supporting pupils with special educational needs and/or disabilities (SEND).

p.2

Curriculum, teaching and training Strong standard

The curriculum develops trainees' subject knowledge in logical steps. Trainees revisit key ideas so that learning is reinforced and can be applied skilfully. Early reading starts with learning letter sounds and then knowing to apply these accurately and fluently. Mathematics builds from early number to reasoning and problem solving. Science training helps trainees understand how to break learning down and anticipate misconceptions.

p.2

Curriculum, teaching and training Strong standard

Trainees benefit from a curriculum that prepares them well for the realities of teaching in the primary phase. Provider staff support trainees to analyse case studies, observe expert staff and practise adaptations. They learn about the needs of pupils who may face barriers to learning, such as children known to children's social care, and the effect adverse childhood experiences may have on their learning and wellbeing. Expert and insightful training about supporting pupils with SEND helps trainees to understand concepts such as the four broad areas of need and how to use the graduated approach.

p.2

Curriculum, teaching and training Strong standard

Leaders ensure that there is seamless integration between the centre- and placement- based elements of the programme. For example, they weave ITAP themes across the different subjects and training days. As a result, trainees quickly connect centre-based learning with what they see and do in school. Furthermore, safeguarding is threaded through the programme. Trainees shadow safeguarding leads, complete school-based tasks and learn expected conduct through structured routines.

p.2

Curriculum, teaching and training Strong standard

Centre-based staff, alongside school-based mentors, have a precise understanding of the curriculum. They model teaching strategies and guide trainees to apply the taught approaches in their teaching. Mentors help trainees to use training plans to link centre- based learning to classroom practice. They structure cycles of observation, rehearsal, feedback and reflection. This is documented efficiently, helping to keep assessment of trainees' progress through the curriculum clear and purposeful.

p.2

Curriculum, teaching and training Strong standard

Trainees receive precise targets and helpful feedback that help them to rapidly improve their teaching. Programme managers ensure that trainees benefit from tailored observation feedback and high-quality mentoring support. This helps trainees make impressive progress and grow in confidence throughout their training, readying them for their start as an early career teacher.

p.2

Inclusion Strong standard

Leaders and staff are open and supportive from the moment they meet trainees. Small, thoughtful choices ease nerves and create space for trainees to show how good they can be, even before they join the programme. These gestures signal a culture where trainees are encouraged to feel confident to tackle challenges.

p.3

Inclusion Strong standard

The unwavering focus on building trusting relationships means trainees feel comfortable to share when something is difficult. This means that leaders and staff can offer highly effective practical support, such as extending a deadline or pairing a trainee with a helpful peer, so the trainee can steady themselves and keep going when they experience barriers to their learning and/or wellbeing.

p.3

Inclusion Strong standard

Leaders and staff respond with care and precision, shaping adjustments around each trainee's individual needs so that trainees can participate and thrive. The work to deepen staff confidence in selecting the most effective reasonable adjustments or adaptations is continually improving. Leaders systematically check how well approaches are working and act quickly to refine systems if needed. Leaders are also drawing on the expertise of a higher education partner, using current research to further enrich and sharpen their support for trainees.

p.3

Inclusion Strong standard

Trainees access the internal support channels with confidence, knowing they will find responsive, compassionate help when they need it. They also value the option of high ‑ quality external support, which they can tap into anonymously if they choose.

p.3

Leadership Strong standard

Leaders implement and enact a clear vision that every pupil deserves the best teachers. This vision is evident in the design and delivery of high-quality training and close partnerships with local schools, multi-academy trusts and other initial teacher education providers. These relationships inform ongoing development and help leaders respond to regional need. Leaders revisit this vision regularly so that it remains central to decision- making at every level.

p.3

Leadership Strong standard

Leaders ensure the provision meets all mandatory criteria and follows supporting guidance, including apprenticeship requirements and safer recruitment practices. Strategic board members assure themselves of this through focused discussion and scrutiny of performance information. Their oversight, alongside wider partnership work, helps leaders to remain alert and responsive to changes in the teacher training landscape.

p.3

Leadership Strong standard

Leaders evaluate their work openly and welcome external review. They celebrate strengths, such as the well-established systems that help trainees apply centre-based learning in school. They are also honest and accept there are areas that require refinement to ensure all systems operate with precision.

p.3

Next steps

Leaders should continue to further develop and enhance their provision so that the training they deliver has a transformational impact on trainees preparing to teach in the primary phase, and the pupils they go on to teach. Leaders prioritise high-quality professional learning for staff and mentors while respecting workload and other demands on their time. For example, mentors can complete training at a pace that suits them. Leaders broker support from a higher education institute to support them to inform improvement planning with current research. Leaders ensure that staff work in an environment where they feel safe.

p.4

Next steps

Leaders introduce change thoughtfully and in trainees' best interests. For example, they carefully plan and design highly effective training on meeting the needs of pupils with special educational needs and/or disabilities. Leaders promote a positive message about what is possible through research-informed practice and collegiate relationships, helping trainees to feel ready and able to support pupils with a wide range of needs.

p.4

Professional behaviours, personal development and wellbeing Strong standard

Leaders set clear expectations for professional behaviour from the moment trainees apply to join the programme. Early conversations establish the tone for the whole programme. Leaders look for motivation, safeguarding awareness and sound judgement, including how applicants present themselves on social media. Training continues to reinforce these standards throughout the programme. For example, trainees learn to communicate openly with parents and carers and to clearly guide teaching assistants.

p.4

Professional behaviours, personal development and wellbeing Strong standard

Leaders track trainees' attendance and punctuality closely through simple systems that reflect life in a school. Lead mentors respond quickly to any patterns of trainees' absence. They listen carefully and help trainees address issues with organisation, transport or workload. They also signpost relevant and meaningful external support where needed. This warm but clear approach helps trainees to build their employability habits. Trainees learn to meet deadlines, stay organised and respond flexibly when plans change at short notice.

p.4

Professional behaviours, personal development and wellbeing Strong standard

Highly effective pastoral care helps trainees remain well and cope with the demands of training. Trainees know who to turn to should they be concerned about bullying or harassment. Trainees proactively seek advice from school- and centre-based staff. They can access fully funded counselling in confidence.

p.4

Professional behaviours, personal development and wellbeing Strong standard

It is the trusting relationships trainees build with mentors and lead mentors that carry them through challenges, strengthen their confidence, and support their growth into reflective, resilient professionals.

p.4

Achievement Strong standard

Trainees quickly develop a deep and thorough understanding of how pupils learn. They skilfully apply both subject and pedagogical knowledge in the classroom and build skills they need to maintain calm and purposeful learning environments for secondary age pupils. Trainees know and understand their safeguarding duties as a teacher.

p.5

Achievement Strong standard

Leaders support trainees to produce rich reflections. Trainees demonstrate their detailed understanding of a wide range of literature and apply this understanding to inform their own practice. Pertinent and helpful feedback ensures that trainees know how well they are progressing through the course.

p.5

Achievement Strong standard

The pass rate for completion of courses is high. Apprentices successfully complete their end-point assessments and produce work of a very high standard. For those trainees whose circumstances change, leaders provide the support they need to complete their courses. Trainees are very well prepared for a career in teaching in the secondary phase.

p.5

Curriculum, teaching and training Strong standard

The curriculum provides firm foundations for trainees to learn the craft of teaching. Placing key theorists and teaching practices at the right points in the programme helps trainees build and deepen their understanding over time. For example, trainees explore and develop a clear understanding of their safeguarding duties early in the course. Trainees benefit from expert subject delivery which includes contact with other training partners. This ensures that where there are few trainees in a particular subject, they have the network they need to explore subject-specific concepts. The development of trainees' knowledge and understanding of adaptive practices for pupils who may have barriers to their learning is a strength of the provision. Leaders weave content on how to teach pupils with special educational needs and/or disabilities (SEND) throughout the curriculum. They engage with a team of specialists to support the design and

p.5

Curriculum, teaching and training Strong standard

delivery of this aspect of the curriculum. Throughout the curriculum, trainees learn to apply a practical toolkit so they can cater for the range of pupils' needs that they will encounter without feeling overwhelmed.

p.6

Curriculum, teaching and training Strong standard

Over time, leaders have sharpened the placement and delivery of intensive training and practice so that these seamlessly integrate with other parts of the curriculum. For example, the close focus on behaviour for learning ensures that trainees hit the ground running with their classroom management. The demands of the contrasting placement for trainees, such as getting to grips with new classes, is very carefully considered so that it enhances trainees' teaching skills in a meaningful way.

p.6

Curriculum, teaching and training Strong standard

The delivery of the curriculum is neatly constructed. Trainees learn the required general and subject-specific content, which is then applied immediately into their teaching practice. Trainees who follow a specific route to teach in special schools have a flexible delivery model which works with the needs of the placement schools. For example, they may undertake a block placement in a mainstream school or carry out visits throughout the year. These trainees benefit greatly from a rich input of expert practitioners who support them to apply their learning in a specialist setting.

p.6

Curriculum, teaching and training Strong standard

The class notebook supports effectively trainees' reflective practice, which then informs further learning. Trainees benefit from helpful feedback, which helps them to deepen their learning as well as highlight where there may be any misunderstanding the trainee needs to address.

p.6

Curriculum, teaching and training Strong standard

Mentors and induction tutors are well informed about the support they are to provide to trainees. Tutors maintain very effective and efficient communications with mentors to ensure that trainees continue to receive high-quality and focused support.

p.6

Inclusion Strong standard

Leaders promote and embed an inclusive ethos whereby trainees feel welcomed, supported and valued. They prioritise inclusive practice across the partnership and ensure that the importance of this is made very clear to all those involved.

p.6

Inclusion Strong standard

Leaders provide trainees with multiple opportunities to disclose any additional needs and highlight when there may be barriers to them achieving. Leaders, including the programme managers, know trainees very well. They have wide-ranging systems that enable them to identify quickly when circumstances for a trainee may change. This enables leaders to respond promptly so that trainees have every opportunity to re-engage with the course and complete their qualification. This includes signposting trainees to external help where required.

p.6

Inclusion Strong standard

Leaders ensure that they provide mentors and school staff with the information they need to provide reasonable adjustments and tailored support for trainees who face barriers to their learning and/or wellbeing. For trainees that are on apprenticeship routes, leaders work with the employer to ensure that all elements of the support dovetails. They work together very well to reduce barriers and to support the trainee to have positive experience and complete the course.

p.6

Inclusion Strong standard

The unwavering support that leaders provide ensures that trainees who may have barriers to their learning can thrive.

p.7

Leadership Strong standard

Leaders have a clear vision for the whole of their initial teacher education provision across the partnership. This includes ensuring that those partners they are working collaboratively with understand and share this vision and how to achieve it. Leaders set very clear success criteria for schools, mentors and trainees and support this with helpful, clear and regular communication. Leaders respond readily to any questions stakeholders may have.

p.7

Leadership Strong standard

The close collaboration with school leaders is highly valued across the partnership. Leaders work collaboratively with school leaders to ensure that the programme meets trainees' needs as well as responding well to both local and national needs. School leaders share their expertise via subject-specific delivery sessions or their advice on recruitment. Leaders listen closely to feedback from its stakeholders and act on this, for example ensuring networking opportunities for special school trainees. They also ensure that recommendations from external audits are enacted by schools.

p.7

Leadership Strong standard

Tight quality assurance processes mean there is a shared understanding of how to ensure that trainees get the best training experience. For example, when there is mentor absence, the central team of subject tutors will quickly step in to lend a hand.

p.7

Leadership Strong standard

Leaders give research and professional learning a very high priority. Both staff and mentors benefit from this. Mentors are highly appreciative of the purposeful training they receive and comment on the high quality of the training materials. Leaders value the work of staff and mentors and ensure they feel welcome and able to speak out if they identify the need for improvement.

p.7

Leadership Strong standard

Leaders ensure that statutory and non-statutory duties are met, including the principles and requirements of an apprenticeship and safer recruitment practices. For those trainees who follow the assessment only route, leaders set clear parameters for who is accepted on to the course and expectations of how these trainees can achieve qualified teacher status.

p.7

Professional behaviours, personal development and wellbeing Strong standard

From the beginning of their training course, trainees are immersed in what is expected with regards to professional behaviours. For example, they undertake workshops on understanding their digital footprint and how to manage and build productive relationships with parents and carers when they have concerns about a pupil. Leaders ensure that trainees have time for rehearsal and preparation which is appropriate for the secondary phase. Thus, trainees have a clear understanding of the professional behaviour that makes excellent teachers. They consistently display these standards as part of their day-to-day engagement with schools, fellow professionals and pupils.

p.7

Next steps

Leaders should continue to further develop and enhance their provision so that the training they deliver has a transformational impact on trainees preparing to teach in the secondary phase, and the pupils they go on to teach. Trainees understand less desirable work-based behaviours, such as bullying and harassment, and how these may have an impact on others. They know how to report this behaviour should they ever need to.

p.8

Next steps

Trainees highly appreciate the dedicated pastoral care that they receive. Programme managers work very well with school leaders and mentors to ensure that where there are issues, they are dealt with quickly and effectively.

p.8

Next steps

Leaders implement partnership-wide support for mental health and wellbeing. For example, trainees have access to counselling services and online GP support. The sharp focus on helping trainees build resilience, including when they manage workload, means that they are very well prepared for the realities of teaching. Leaders listen carefully to trainees' feedback to ensure that the curriculum does not drive unnecessary workload.

p.8

What it's like to be a trainee at this provider

Trainees are very well prepared for the realities of teaching across both the primary and secondary phases. They quickly grasp what the job truly demands. Trainees learn what it means to stand at the front of a busy classroom and take responsibility for pupils' behaviour and learning. They are also clear about their safeguarding duties, including how to notice when something may be wrong and how to act swiftly if a pupil could be at risk of harm.

p.8

What it's like to be a trainee at this provider

Trainees benefit from a well-planned curriculum that helps them to understand very well how pupils learn. Trainees use this knowledge to skilfully plan lessons that follow clear, sensible steps. They know how to break learning into small parts and explain new ideas clearly. Trainees also know different ways to check what pupils have learned, and they do this expertly.

p.8

What it's like to be a trainee at this provider

Trainees develop a very secure understanding of how to help pupils who have special educational needs and/or disabilities. They learn not just what to do, but why it helps. Trainees practise ways of teaching that make learning clearer and easier for pupils to understand. Because of this, trainees feel confident and ready to support pupils who may find learning harder.

p.8

What it's like to be a trainee at this provider

Trainees build strong, lasting relationships with school- and centre-based staff. This begins from the moment trainees apply for the programme. Leaders support trainees to access the route into teaching that best suits their needs. Trainees quickly become part of a professional community that demonstrates teamwork at its best. Trainees who need additional support value the open culture and responsive systems. Any adjustments are practical and effective. This enables trainees to achieve highly.

p.8

What it's like to be a trainee at this provider

Trainees are ambitious to develop their teaching further. They develop deep knowledge of teaching and become thoughtful, reflective practitioners. This prepares trainees very well for their future teaching careers.

p.9

About this inspection

Trainees study via a range of routes. These are postgraduate certificate in education (PGCE), School Direct (fee paid), School Direct (salaried), assessment only and apprenticeship.

p.9

About this inspection

There are 40 trainees currently on the postgraduate teaching apprenticeship with 24 in the primary phase and 16 in the secondary phase.

p.9

About this inspection

Trainees can study the 3 to 7 or 5 to11 age range in the primary phase. There are currently no trainees on the 3 to 7 route.

p.9

About this inspection

Trainees can study the 11 to 16, 11 to 19 or 14 to 19 age range in the secondary phase.

p.9

About this inspection

Trainees can study for a PGCE with special educational needs and/or disabilities in both the primary and secondary phases.

p.9

About this inspection

Teach East is a training partner and offers the same routes as The Cambridge Partnership.

p.9

About this inspection

The Cambridge Partnership currently works with 145 schools across 11 local authorities.

p.9

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.9

About this inspection

Inspectors visited 8 schools in total and spoke with 44 trainees both in person and remotely.

p.9

About this inspection

Inspectors met with the directors for The Cambridge Partnership and Teach East, the chief executive officer (CEO) of Meridian Trust, the CEO of The Four Cs Academy Trust, the deputy CEO of Meridian Trust, an executive principal of Meridian Trust, members of the strategic board, staff from The Cambridge Partnership and Teach East, headteachers from placement schools, subject tutors, programme managers, mentors, trainees and early career teachers.

p.9

Overall lead inspector:

Michael Williams, His Majesty's Inspector

p.10

Team inspectors:

Hannah Stoten, His Majesty's Inspector Adam Cooke, His Majesty's Inspector Nathan Lowe, His Majesty's Inspector Dave Gibson, His Majesty's Inspector

p.10

Facts and figures used on inspection

This data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.10

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.10

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.10

Expected standard

The provider is fulfilling the expected standard of training. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.11

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.11

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of training.

p.11

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.11

Urgent improvement

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 .

p.11

Urgent improvement

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

p.11

Urgent improvement

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

p.11

Urgent improvement

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

p.11