Mersey Boroughs ITT Partnership

Mersey Boroughs ITT Partnership

Address: St Mary & St Pauls CE Primary School, Bryer Road, Prescot, Merseyside, L35 5DN Unique reference number (URN): 70298

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Inclusion Strong standard

From the moment that prospective trainees apply for this course, they are warmly welcomed. Leaders deliberately plan a large number of opportunities for trainees to disclose any additional needs and ask for help when they need it. Trainees feel safe and supported to request this help. Teacher educators and mentors in schools work very closely together to swiftly identify when help might be needed. They make sure trainees know how to access external support when necessary. No time is wasted in working with trainees to build a package of support. Often, this support is pivotal in trainees' future success.

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Inclusion Strong standard

Trainees with special educational needs and/or disabilities (SEND) have carefully tailored help. Staff make well-considered adjustments that help trainees with SEND to build routines and strategies that will support them to flourish in their future careers. This work is highly successful.

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Expected standard

If trainees need adaptations to the course, staff make sure these adaptations include clear guidance that helps trainees to be successful in the long term. Trainees appreciate this help. As a result, trainees swiftly acquire the professional knowledge that they need. They flourish and become highly confident practitioners who go on to positively impact the lives of the pupils that they teach.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders have very high expectations of trainees' professional behaviours and attendance. Trainees attend well and display very high levels of commitment to their learning and development. Staff make sure that trainees learn about the important professional behaviours that they need from the very beginning of their training. As a result, trainees fit seamlessly into their placement schools. Leaders in these schools recognise the high level of trainees' professionalism and commitment to their learning.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders have created a culture in which bullying simply does not happen. Inclusion and celebrating diversity sit at the heart of trainees' learning. Discrimination is non-existent. Trainees swiftly align with the clear moral purpose that leaders instil in them.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees know exactly how to request the support that they need. Leaders make sure that trainees have the precise help that they need to successfully complete the course. This includes clear guidance about how to manage workload and wellbeing. Trainees swiftly develop impactful strategies to organise, manage and prioritise their work. These skills set trainees up well for future success. Because trainees acquire high levels of professionalism, they are sought after by local schools. Trainees enter the teaching profession ready to be role models of dedication and professional conduct. They are highly successful as a result.

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Achievement Expected standard

Overall, trainees achieve well. They swiftly acquire the skills that they need to teach across the primary curriculum and to manage pupils' behaviour. Typically, trainees meet the expectations for each phase of their training. Tutors and mentors provide quality support that helps trainees to reflect wisely on their learning. As a result, trainees know how well they are progressing through the course. Occasionally, trainees have fewer opportunities to practise important aspects of the curriculum when in placement schools. Where this is the case, trainees achieve a little less well than they otherwise would. However, by the end of the course, trainees are well prepared and ready for the realities of teaching in primary schools. This is reflected in the very high rates of trainees that secure a job on completion of the course.

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Achievement Expected standard

Historically, some trainees did not complete the course and qualify as teachers. Leaders' actions to increase completion rates have been highly successful. Trainees now successfully complete the course with the skills and knowledge that they need to be successful teachers.

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Curriculum, teaching and training Expected standard

Leaders have developed a well-designed and ambitious curriculum for trainees. Teacher educators have a clear understanding of the curriculum. They consider carefully the content and timing of the training so that trainees swiftly acquire the most important knowledge that they need. At each stage of the course, the curriculum is structured so that trainees are ready for the demands of teaching pupils. For example, through intensive practice, trainees quickly secure their understanding of behaviour and how pupils acquire language. Trainees use this knowledge well to inform their teaching when on placement.

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Curriculum, teaching and training Expected standard

The curriculum is designed to make sure that trainees acquire the fundamental knowledge that they need to keep pupils safe. Trainees fully understand their professional and statutory responsibilities in this area. However, sometimes the research that underpins the curriculum is not as clear or well considered as it could be. Where this is the case, trainees are less clear about their learning and how to apply it in the classroom.

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Curriculum, teaching and training Expected standard

Leaders carefully weave opportunities for trainees to apply the knowledge that they have been taught in placement schools. Typically, these opportunities are well planned. However, the way that the curriculum is integrated with trainees' teaching practice sometimes lacks precision. Where this is the case, trainees' experience varies. Sometimes, trainees do not have suitable opportunities to practise some important aspects of teaching in a timely way.

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Curriculum, teaching and training Expected standard

Trainees learn how to adapt learning to meet pupils' individual needs. Staff make sure that trainees' understanding includes the ways in which pupils might be vulnerable and therefore need additional help. Trainees are attuned to these needs. They acquire deep knowledge about how to support pupils with special educational needs and/or disabilities. By the time that they complete the course, they have the body of knowledge that they need to support pupils well.

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Curriculum, teaching and training Expected standard

Leaders make sure that mentors are well informed about the curriculum that trainees study. Weekly briefings typically help mentors to focus on the most important knowledge and skills that trainees need to practise. Leaders have been successful in securing a high degree of consistency in the support that trainees receive when in schools. If this varies slightly, tutors take highly effective action to support mentors. As a result, trainees receive a consistently high-quality experience. Leaders' work to sharpen the targets and feedback that trainees are given has been very successful. These targets help trainees to focus on the most important areas that they need to practise.

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Curriculum, teaching and training Expected standard

Staff assess trainees' progress accurately. Leaders use these assessments well to check the impact of the course on trainees. Where necessary, leaders make well-chosen alterations that further improve the curriculum that trainees receive.

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Leadership Expected standard

Leaders have established a vision to create the next generation of expert teachers, to serve the local community. Leaders deliberately recruit trainees who represent the diverse socio-

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Next steps

Leaders should strengthen the curriculum further by refining the integration of the curriculum with trainee placements so that trainees can put into practice what they learn in a more timely way.

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Next steps

Leaders should further improve teacher educators' understanding of research so that trainees have the opportunity to secure more fully important concepts that they have been taught.

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Next steps

Leaders should make sure that checks on the delivery of the taught curriculum for trainees are undertaken more systematically to ensure that consistency and high quality is sustained. economic communities that the partnership serves. Leaders nurture trainees to ensure that they have every chance of success on the course and into their careers.

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Next steps

Those with responsibility for overseeing leaders' work bring with them a wealth of knowledge and experience. They use this knowledge to guide and support leaders well. Leaders fully understand and implement statutory requirements. They have established detailed systems for recruiting trainees and appointing staff. Leaders check carefully that those who teach and those who train have the necessary skills, experience and qualifications.

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Next steps

Leaders have detailed knowledge about the strengths of the training offered. They also know exactly what can be improved and how to improve it. Typically, leaders carefully check the impact of training on trainees. However, leaders' checks on the quality of teaching that trainees receive are not regular enough.

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Next steps

Leaders collaborate closely with partner schools. These relationships are deeply valued by all and have been long established. Leaders use these superb relationships to continually strengthen and develop the training that they provide. Leaders have created a culture in which everyone is valued. Discrimination simply does not happen. Staff and trainees alike are very proud to be part of the Mersey Boroughs family.

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

Trainees are very well cared for by mentors, tutors and leaders in this small teacher training provider. Leaders' vision to produce the next generation of highly effective teachers is realised in practice. Trainees swiftly become confident, knowledgeable and resilient. They are ready to meet the demands of a career in teaching. Trainees speak in glowing terms about the impact of the teaching that they receive. For example, leaders deliberately teach trainees about professional behaviours and how to manage the behaviour of the pupils that they teach. By the time trainees are in their first placement school, they have the important foundations that they need to be successful. If trainees struggle to meet the demands of the course, mentors and tutors intervene early. Any barriers to learning or wellbeing that trainees might face reduce rapidly.

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Team inspectors:

Jackie Stillings, His Majesty's Inspector Dawn Davies, Ofsted Inspector Leaders have established a highly positive culture in which the support that they provide is welcomed by trainees. Trainees with special educational needs and/or disabilities receive support that is specific and tailored to them. Staff make sure that trainees know the range of support that is available and the ways in which training can be adapted for them. All trainees receive carefully considered pastoral support. This helps trainees to be open about their needs and any changes in their circumstances. Tutors and staff in placement schools work seamlessly with trainees to build a package of help that is just right for them.

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Team inspectors:

Trainees receive an ambitious and carefully planned curriculum that helps them to integrate fully into the schools that they are placed in. Trainees use the knowledge and skills that they gain to make sure that the pupils that they teach flourish and are kept safe.

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Team inspectors:

Trainees who were spoken with are universally positive about the support they receive for their wellbeing and the impact of training on their professional practice. Staff know every trainee as an individual. Trainees swiftly acquire the professional skills that they need to be ready for a career in teaching.

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About this inspection

Most trainees in the primary phase undertake a post graduate certificate in education (PGCE) route. The PGCE route is offered in partnership with Chester Diocesan Academies Trust. A small minority undertake qualified teacher status (QTS) only. Trainees based at Mersey Boroughs initial teacher training partnership receive their PGCE through Liverpool John Moores University. Trainees based at Chester Diocesan Academies Trust receive their PGCE through Anglia Ruskin University.

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About this inspection

The provider also offers an assessment only route. At the time of the inspection, there was one secondary phase trainee accessing this route.

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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 the director of the school-centred initial teacher training (SCITT) provision, the manager of the SCITT, the headteacher of the school where the SCITT is based, the CEO of the lead partner, senior leaders and staff.

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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.

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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. 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

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

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