North Lincolnshire SCITT Partnership

North Lincolnshire SCITT Partnership

Address: Church Square House, 30-40 High Street, Scunthorpe, North Lincolnshire, DN15 6NL Unique reference number (URN): 70234

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Inclusion Strong standard

Inclusion runs, like a golden thread, through the work of the provider. Leaders ensure that the needs of trainees are quickly identified and met. For trainees with additional needs, leaders implement detailed support plans and risk assessments. These are reviewed regularly and shared with key staff. Clear lines of communication across the provider bring consistency to the support that trainees receive. Teacher educators ensure that centre- based learning is appropriately adjusted to take account of trainees' feedback. School-based mentors have received training on topics such as neurodiversity so that they can support trainees effectively when they are on their school placements.

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Inclusion Strong standard

Leaders hold detailed, regular conversations with trainees to understand their needs and make the adjustments required. This includes changes to placements, variations to trainees' timetables or adjusted transportation arranged to placement schools. Working closely with

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Expected standard

NHS and local authority services, the provider provides trainees with a coherent and comprehensive well-being package. This is well integrated into the training programme. Leaders are tenacious in reviewing the adaptations they put in place. This includes visits to partner schools to check that the support trainees receive is impactful. As a result, trainees' barriers to participation or achievement are removed and they thrive.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders and partners have consistently high expectations of trainees' professional behaviour and their attendance. These are established through the course induction and well-planned lessons that enable trainees to learn about and demonstrate high levels of professional behaviour. Staff across the provider model the levels of professionalism they expect. As a result, trainees understand the professional expectations placed on them. They realise these high expectations through their conduct and commitment to their learning. Relationships between trainees are professional and respectful. There are no reported incidents of bullying or harassment. However, trainees are clear on how to report their concerns.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders have created a culture of vigilance and support for trainee wellbeing. This includes regular meetings with trainees to discuss their concerns. Meetings are thoughtfully scheduled to help trainees to manage their workload effectively. Leaders carefully evaluate the impact of these sessions through trainee feedback. This information is used to inform the additional support that trainees may need, including scheduling future wellbeing meetings. Leaders signpost effective mental health and well-being support through NHS-run sessions and access to wider counselling services. This supports trainees with managing stress and builds their knowledge of mental health conditions. Group and one-to-one sessions provide trainees with a safe space to share any concerns they may have.

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Achievement Expected standard

Trainees progress well through the course. Leaders regularly check what trainees know and can do. When necessary, support is provided in a timely way. This ensures that trainees know what they need to do to improve their teaching and develop skills in managing behaviour. The feedback trainees receive helps them to be reflective practitioners. Typically, the feedback that they receive from mentors identifies their strengths and priorities for improvement. However, stronger integration between trainees' subject knowledge and their understanding of pedagogical approaches would help them to apply teaching strategies more coherently in their school placements.

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Achievement Expected standard

By the end of the programme, trainees are knowledgeable and confident professionals who understand their role in safeguarding pupils. The proportion of trainees who complete the course and successfully attain their post graduate certificate in education (PGCE) is high. In recent years, all primary trainees have achieved qualified teacher status. A significant proportion of trainees secure teacher positions in schools within North Lincolnshire.

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Curriculum, teaching and training Expected standard

Trainees benefit from a curriculum that is based on recent, evidence-based educational research. The curriculum is organised into three phases, which builds trainees' confidence, experience and knowledge over the course of the programme. Much of the content is introduced at the start of the course. It is regularly revisited to support trainees to remember and apply what they have learned. Through their centre-based learning, trainees quickly develop a secure understanding of appropriate pedagogies.

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Curriculum, teaching and training Expected standard

Well-planned, intensive training and practice (ITAP) sessions help trainees to develop their understanding around key themes, such as questioning, adaptive teaching and how to create effective learning environments. This learning is typically reinforced through the tasks they complete during their school placements.

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Curriculum, teaching and training Expected standard

Trainees' subject knowledge is developed through a combination of teacher educator-led sessions and self-directed study. Provider leaders maintain oversight of the tasks that trainees complete. Trainees explore different resources and research to address gaps in their knowledge. However, trainees' subject knowledge is not as purposefully integrated as the pedagogical approaches that trainees have learned. As a result, during their school placements, trainees are not as confident to apply their subject knowledge across the whole of the primary curriculum.

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Curriculum, teaching and training Expected standard

At the start of the year, the programme quickly builds trainees' understanding of their statutory duties in relation to safeguarding and special educational needs and/or disabilities (SEND). Leaders and teacher educators carefully plan online learning modules and school placement tasks to further trainees' understanding in these areas. This includes visits to specialist school settings, which supports trainees to see the learning theories they have been trained in successfully integrated into classroom practice. Trainees recognise the value of these visits.

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Curriculum, teaching and training Expected standard

Working closely with partner schools, provider leaders draw on a wide variety of skilled teacher educators to deliver the training programme. Specialist teachers as well as advisers from the local authority bring a wealth of experience and up-to-date knowledge to the training sessions they lead. Weekly newsletters are distributed to school-based mentors to keep them informed of the curriculum content that trainees have studied. This helps them to hold meaningful and constructive discussions with trainees during their school placements. Typically, mentors and teacher educators give helpful feedback to trainees. This is reflected in the extent to which trainees can recall their previous learning.

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Leadership Expected standard

Leaders are held in high regard by trainees and partnership school staff. They have created a culture that is highly collaborative and where all those involved see themselves as equal partners. Leaders ensure their vision is clearly communicated and understood by stakeholders. The aims and aspirations of the provider are realised through the high proportion of trainees who gain employment in the local area.

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Leadership Expected standard

Leaders exercise diligence in their safer recruitment processes to ensure trainees are suitable to work with children. Consequently, the recruitment of trainees is appropriately

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Next steps

Leaders should refine the curriculum to ensure the subject knowledge trainees develop is highly relevant and seamlessly integrated into school-based experiences, allowing trainees to embed and apply this knowledge across the primary curriculum.

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Next steps

Leaders should broaden and diversify their partnerships with external organisations to ensure that all primary trainees, teacher educators and mentors benefit from a rich set of experiences and opportunities. rigorous and inclusive. Leaders carry out annual audits against the Department for Education compliance criteria to ensure statutory requirements are met. Those with responsibility for oversight make the necessary checks to ensure compliance with statutory requirements, including safeguarding. The partnership board undertakes annual quality assurance visits to moderate trainee outcomes. Leaders give those with responsibility for oversight a clear picture of performance through detailed reporting arrangements.

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Next steps

Annually, leaders provide a comprehensive induction and training package for all school- based mentors. Typically, this ensures that they are familiar with processes, expectations and that they have the skills and knowledge they need to support trainees effectively.

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Next steps

Leaders work closely with the staff in partnership schools to ensure the ITE curriculum is suitably enriched and taught well. Leaders have begun to engage with educational partners beyond the partnership schools. However, the breadth and diversity of the partners remain too narrow. This means that trainees and staff miss out on valuable learning and development opportunities.

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Inclusion Strong standard

A professionally supportive and caring culture is evident throughout this small provider. Leaders ensure that trainees' opinions are carefully considered. The additional needs that trainees have are quickly identified in order that highly effective strategies can be implemented. Trainee support plans and risk assessments are reviewed regularly, shared with key staff and checked by leaders. This ensures that the approaches to supporting trainees are consistently applied. Staff, including school-based mentors, have received training on topics such as neurodiversity so that they can support trainees effectively when they are on their school placements.

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Inclusion Strong standard

Leaders use regular conversations with trainees to make informed adjustments to the programme and school placements. This includes finding school placements nearer to trainees' homes or amending trainees' timetables to support them to manage their family commitments. Where trainees' needs are more profound, leaders visit partner schools to check that adaptations are implemented and impactful. Leaders provide trainees with a coherent and comprehensive well-being package. Working closely with NHS and local authority services, this is well integrated into the training programme. As a result, the barriers that trainees face to participation or achievement are successfully removed.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders have high expectations of trainees' professional behaviour and their attendance. These expectations are quickly established through the course induction programme and curriculum sessions that teach trainees about professional standards. As a result, trainees are clear of the professional expectations placed on them. Relationships between trainees are professional and respectful. They demonstrate high standards of professional conduct and are committed to their learning. Trainees know how to safeguard themselves as teachers. They know that bullying and harassment are unacceptable behaviours. Trainees are confident in reporting these if they were to occur.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees are well supported in managing their workload. Leaders have regular welfare meetings with trainees throughout the year. These have been carefully planned to align with points in the year where workload is highest. When concerns are identified, leaders support trainees by making appropriate adjustments and concessions which do not compromise or limit the trainee's experience of the programme. This includes deadline adjustments and support through adaptive technologies. Leaders carefully evaluate the impact of these adaptations through trainee feedback. Leaders signpost effective mental health and well- being support through a range of external partners, including the NHS, local authority inclusion team and the North Lincolnshire wellbeing service. Small group and one-to-one sessions provide trainees with a safe space to share their views.

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Achievement Expected standard

Trainees progress steadily through the course, gaining the skills and aptitude they need to be successful teachers in the future. Leaders regularly check trainees' progress in developing teaching skills. The expectations of trainees have been carefully aligned to the curriculum so that developmental feedback does not overload trainees with next steps. Where trainees fall behind, leaders provide support in a timely way. Typically, this helps trainees to be reflective practitioners. However, stronger integration between trainees' subject knowledge and their understanding of teaching approaches would help them to practise these skills more consistently in their school placements.

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Achievement Expected standard

By the end of the programme, trainees are knowledgeable and confident professionals. They are well equipped to respond appropriately to safeguarding concerns in school. A significant proportion of secondary trainees gain employment at the end of the course. The proportion of trainees who complete the course and successfully attain their post graduate certificate in education (PGCE) is high. In the past, all secondary trainees have achieved qualified teacher status.

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Curriculum, teaching and training Expected standard

Secondary trainees learn a curriculum that is based on recent, evidence-based educational research. The SCITT draws on a wide variety of skilled teacher educators to deliver the training programme. The curriculum is well sequenced across three terms. It prioritises trainees' understanding of how to support pupils with special educational needs and/or disabilities (SEND). Teacher educator-led sessions are typically well supported by gap tasks and trainees' independent research. Through their centre-based learning, trainees quickly develop a secure understanding of educational pedagogies. Leaders keep school-based mentors well informed. They are aware of the curriculum content that trainees have studied. Typically, mentors and teacher educators check trainees' understanding and provide the feedback they need to help them improve. The training programme is continually amended to reflect gaps in trainees' understanding or to meet their preferred learning styles.

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Curriculum, teaching and training Expected standard

Well-planned, intensive training and practice (ITAP) sessions develop trainees' understanding of key themes, such as questioning, adaptive teaching and how to develop effective learning environments. ITAP training is initially delivered across both primary and secondary phases before splitting to become phase specific. Through the behaviour management ITAP, for example, secondary trainees learn about effective classroom practice and the development of the adolescent brain.

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Curriculum, teaching and training Expected standard

At the start of the year, the curriculum builds trainees' understanding of their statutory duties in relation to safeguarding. This work is enhanced through accredited online learning modules and school placement tasks. Expert speakers from the local authority teach trainees about the local safeguarding risks that pupils in North Lincolnshire face.

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Curriculum, teaching and training Expected standard

Leaders have successfully tackled the areas for improvement from the last inspection. Secondary trainees now benefit from a sequence of well-planned sessions aimed at developing their subject-specific knowledge. These sessions are delivered by expert

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Next steps

Leaders should ensure that trainees are supported to better connect learning systematically across all aspects of the curriculum so that trainees' knowledge is broadened and applied consistently and effectively to their teaching practice.

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Next steps

Leaders should broaden and diversify their partnerships with external organisations to ensure that all secondary trainees, teacher educators and mentors benefit from a rich set of experiences and opportunities. teachers. They provide trainees with the subject knowledge they need to teach secondary- aged pupils.

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Next steps

When practising their teaching, trainees typically draw on the educational research that they have learned through the course. However, leaders and teacher educators do not always make the connections between theory and practice clear. As a result, trainees' lesson planning is less well informed and trainees do not consistently apply what they have learned on the course into their classroom practice.

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Leadership Expected standard

Leaders work closely with trainees and partnership school staff. This ensures the vision for the provider is clearly communicated and understood by all stakeholders. They have created a culture that is highly collaborative and where all those involved see themselves as equal partners. Leaders' aims and aspirations are realised through the high proportion of trainees who gain employment in the locality.

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Leadership Expected standard

Leaders implement robust safer recruitment processes, which are well managed. They carry out the necessary checks to ensure that trainees are suitable to work with children. Those with responsibility for oversight scrutinise the provision to ensure it is compliant with statutory requirements, including safeguarding. The SCITT partnership board undertakes annual quality assurance processes to support moderation of trainee outcomes. Leaders have put detailed reporting arrangements in place to give those with responsibility for oversight a detailed picture of performance.

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Leadership Expected standard

Annually, leaders provide a comprehensive induction and training package for all school- based mentors. This ensures that leaders' expectations are established from the outset. Typically, mentors and teacher educators have the skills and knowledge they need to support trainees effectively.

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Leadership Expected standard

Leaders work closely with the staff in partnership schools to ensure the ITE curriculum is suitably enriched. Trainees enjoy visits to different school settings to see learning theories implemented in a classroom setting. However, the breadth and diversity of the partnership schools are too narrow. This means that trainees and staff miss out on learning collaboratively across a wider network of trainees and professionals.

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

Leaders ensure this small, highly inclusive provider prioritises trainees' wellbeing. Trainees appreciate the lengths that staff go to, to support them in their journey to become qualified teachers. Leaders ensure that regular wellbeing conversations take place with trainees. Staff encourage trainees to share their concerns freely, and in confidence. This promotes a culture of openness and safety. They act quickly on any concerns raised by trainees to ensure that barriers to participation are removed. As a result, course completion rates are high and all trainees achieve qualified teacher status.

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

Trainees enjoy a well-structured training programme that is designed around evidence- based, educational research. Consequently, trainees' understanding of how pupils' learn and the effectiveness of different teaching approaches is typically well developed. Leaders prioritise educating trainees on their statutory safeguarding obligations. Reinforced through structured, school-based tasks, trainees know how to keep their pupils and students safe. Trainees' develop their subject-specific knowledge appropriately throughout the training programme. It is supported by a combination of small group tuition and self-directed study. However, the way in which trainees draw on this knowledge when they are practising their teaching does vary. This hinders how effectively trainees apply their newly acquired knowledge and skills during their teaching placements.

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

Strong professional relationships exist between trainees, provider staff and partner schools. Throughout the programme, trainees are immersed in a community of committed professionals who demonstrate the professional behaviours expected of them. Trainees benefit from visits to different schools, including specialist settings. This broadens their view of education across different ages and phases. Despite this, opportunities to learn and work alongside a diverse range of partnership organisations is too limited. Trainees and provider staff would benefit from working in partnership with a wider community of learners and professionals.

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About this inspection

All trainees are undertaking a postgraduate teacher training route. There is one pathway on the PGCE postgraduate primary route: primary 5 to 11. There is one pathway on the PGCE postgraduate secondary route: secondary 11 to 16.

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About this inspection

The postgraduate routes are offered in partnership with Hull University.

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About this inspection

Since the last inspection, the leadership of the SCITT has changed.

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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.

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About this inspection

Inspectors spoke with SCITT leaders and those with responsibility for oversight of the provision. Inspectors met with trainees and reviewed portfolios of their work. Inspectors also

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Team inspectors:

Nicola Beaumont, His Majesty's Inspector Tim Johnson, His Majesty's Inspector

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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.

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Exceptional

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

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Strong standard

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

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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. held conversations with teacher educators, mentors, headteachers in partnership schools and early career teachers.

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Expected standard

Inspectors reviewed curriculum documentation and visited ITAP sessions.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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