University of Roehampton

University of Roehampton

Address: School of Education, University of Roehampton, London, Greater London..., SW15 5PJ Unique reference number (URN): 70063

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Achievement Strong standard

Trainees develop secure knowledge and the skills they need to begin their teaching careers. From the outset of the programme, they gain a deep understanding of effective behaviour management and how to teach pupils with special educational needs and/or disabilities (SEND). They quickly become skilful in adapting their teaching approaches with increasing confidence so that pupils achieve well.

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Achievement Strong standard

Trainees routinely consider effective approaches to support pupils’ progress and apply relevant research to their practice, reflecting carefully on the impact of their choices. Trainees respond very well to precise feedback, demonstrating an understanding of what they need to do to build on their learning in written assignments and in their teaching practice. Over time, they demonstrate a sustained commitment to becoming effective teachers. Trainees, including those with SEND or other barriers to their learning and/or wellbeing, are very well prepared for the realities of teaching. They achieve very well and gain the qualifications required to teach pupils in the primary phase, including supporting pupils with SEND or who may have other barriers to learning.

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Curriculum, teaching and training Strong standard

The curriculum is expertly designed so that trainees are taught knowledge and skills progressively. As a result, trainees acquire an in-depth understanding of how pupils most effectively learn from the early years to Year 6. High-quality research informs the curriculum, and teacher educators teach it with precision. Trainees confidently draw on pertinent research when deciding effective teaching approaches to support all pupils, including those with special educational needs and/or disabilities (SEND) or who face other barriers to learning. Leaders ensure that the curriculum aligns fully with statutory and non-statutory guidance for initial teacher education.

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Curriculum, teaching and training Strong standard

The curriculum is broken down into logical steps that build on what trainees have been previously taught. For example, each phonics intensive training and practice session aligns with the initial teacher training and early career framework and sequences knowledge and skills coherently, from analysing research to applying it in teaching practice.

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Curriculum, teaching and training Strong standard

Teacher educators are highly knowledgeable and deliver the taught curriculum incredibly well, modelling effective, evidence-based teaching approaches. Opportunities for trainees to observe experts teaching are built coherently into the curriculum. Mentors and teacher educators support trainees to deconstruct their observations, so they develop secure subject and phase knowledge.

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Curriculum, teaching and training Strong standard

The knowledge delivered in the classroom is seamlessly interwoven into assessments, educationally focused conversations and teaching practice, enabling trainees to revisit and retain important concepts. Trainees receive consistently high-quality feedback that continuously develops their practice and knowledge. For example, sharply focused feedback after each assignment clearly identifies what trainees need to do to address targets in subsequent work. Expertly crafted and scaffolded questions support mentors in ensuring that reflective discussions with trainees are precisely focused on improving their practice.

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Curriculum, teaching and training Strong standard

Leaders ensure that mentors are well equipped to support trainees throughout the programme. Teacher educators and mentors know the needs of trainees very well and adapt training accordingly, including for trainees with SEND or who may face other barriers to their learning. If any areas requiring additional support are identified, trainees receive timely individualised support that is reviewed with precision to address any gaps.

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Curriculum, teaching and training Strong standard

Trainees learn how to keep pupils safe. Safeguarding training is carefully sequenced so that trainees understand very well the legal responsibilities in promoting pupil safety and welfare.

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Inclusion Strong standard

Leaders have developed an inclusive culture where trainees feel valued and welcome. Teacher educators are proud of the role they play in ensuring trainees are well supported. There is a range of established processes through which trainees can disclose any barriers, including special educational needs and/or disabilities, or other undiagnosed barriers, that might impact on their learning.

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Inclusion Strong standard

Right from the start, trainees are empowered to raise any concerns. They are confident to ask for help because of the caring, nurturing ethos that leaders have embedded across the provision. Leaders and staff take deliberate steps to reduce trainees’ barriers to learning and wellbeing through personalised support, bespoke academic guidance and, where required, reasonable adjustments within placement schools.

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Inclusion Strong standard

Trainees benefit from a range of clearly communicated information about internal and external guidance to support their learning and wellbeing. Weekly bulletins remind trainees of the support they can access within Roehampton and beyond, including wellbeing services. These bulletins also signpost purposeful research on diversity, belonging and the curriculum, enabling trainees to be proactive in seeking the help they need.

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Leadership Strong standard

Leaders’ unwavering vision and expectations drive ambition for all trainees so that pupils have access to skilled teachers. Leaders root their actions and decisions in their expert understanding of how trainees learn and thrive. They make refinements to the programme with ‘pinpoint’ accuracy to bring about improvement. For example, leaders forensically track trainees’ progress across the curriculum, so that any gaps between different trainee groups reduce quickly.

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Leadership Strong standard

The School Management Board provides highly effective oversight. Board members hold leaders to account well to ensure compliance with statutory and Department for Education requirements. Leaders follow safer recruitment practices and complete all required checks for trainees in line with statutory expectations.

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Leadership Strong standard

Leaders establish purposeful and collaborative relationships with a range of stakeholders. These partnerships play an important role in providing leaders with feedback, so that adaptations can be made to enhance the offer that trainees receive. As a result, stakeholders speak very highly of the provision and show strong levels of commitment. Leaders do not stand still. They are committed to continuous reflection, working alongside experts from the initial teacher education landscape, who scrutinise their work so that expectations remain high. Leaders have an accurate understanding of the provision’s strengths and the steps they need to take to enhance it further.

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Leadership Strong standard

Leaders prioritise the professional learning needs of staff and mentors managing their workloads so that staff and trainees flourish in an environment free from bullying or harassment. If concerns arise, leaders take swift action.

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Leadership Strong standard

Leaders’ decisions reflect the core purpose of initial teacher education and place trainees’ best interests at the centre.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders and staff place trainees’ wellbeing at the centre of their work. Trainees have access to excellent support. They benefit from a wide range of services, including wellbeing and

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Next steps

Leaders and those with oversight of the initial teacher education provision should continue to sustain their work to further strengthen and enhance the programme, so that all trainees continue to be well prepared to embark on their teaching career. academic guidance, alongside highly supportive teacher educators who work with trainees to address any barriers quickly. Leaders have robust systems in place to evaluate the pastoral support offer. As a result, the provider responds swiftly to trainees’ changing needs, including those with special educational needs and/or disabilities or who face other barriers to their learning. Leaders do not tolerate bullying, harassment or discrimination. They take decisive action should any concerns arise.

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Next steps

The provider has high expectations of trainees’ professional behaviour. Trainees gain a detailed understanding of the professional standards expected of them and therefore act with integrity and commitment. For example, leaders monitor the attendance of every trainee with precision. If attendance dips, the provider takes prompt action to identify barriers and, if needed, puts targeted support in place to address any concerns. Teacher educators model the behaviours that trainees are expected to uphold. For instance, they teach trainees how to communicate effectively with a range of stakeholders, both verbally and in writing.

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Next steps

Teacher educators train trainees in how to manage their workload and to seek additional support where needed. Trainees are resilient, which prepares them well for the realities of teaching.

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Achievement Strong standard

Trainees develop a deep understanding of the initial teacher education curriculum. They critically engage with a very broad range of research, regularly exploring the strengths and limitations of a range of studies. Trainees demonstrate a very firm understanding of how to support pupils with a range of barriers to learning, including those with special educational needs and/or disabilities and pupils with a variety of other barriers. They become skilled in managing pupils’ behaviour, delivering and modelling information clearly, checking pupils’ understanding and addressing misconceptions swiftly. Leaders emphasise trainees becoming experts in teaching their subjects, and as a result, trainees have a deep understanding of how to teach their subjects to a very high standard. Completion rates of the course are very high, and by the end of the programme, trainees are effectively prepared to teach pupils across all secondary phases.

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Achievement Strong standard

Leaders support trainees to become extremely reflective practitioners. Trainees are encouraged through taught sessions and mentor meetings to carefully analyse the impact of their actions. As a result, trainees are very self-aware of their strengths and areas for development.

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Curriculum, teaching and training Strong standard

The curriculum is highly ambitious and clearly meets all statutory and non-statutory guidance. Staff are passionate about the research that underpins the curriculum. Highly experienced subject leaders are at the forefront of educational research in their areas. They ensure that a very broad range of studies are discussed and analysed through the curriculum.

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Curriculum, teaching and training Strong standard

Leaders have expertly integrated all parts of the initial teacher education (ITE) curriculum. They sequence subject-specific content skilfully so that it dovetails perfectly with training on general pedagogy. Intensive training and practice (ITAP) has been carefully considered to ensure that trainees develop detailed knowledge at highly pertinent points in their development. Learning from ITAP links seamlessly into the rest of the curriculum.

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Curriculum, teaching and training Strong standard

Mentors in placement schools have a detailed understanding of what trainees learn each week. They consistently use curriculum themes as the basis for the weekly focus, which trainees use to put their theoretical learning into practice.

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Curriculum, teaching and training Strong standard

Trainees develop a firm understanding of a range of different strategies that can be used to support all pupils to thrive. The ITE curriculum introduces and regularly revisits a variety of strategies and adaptations that can be used to support pupils with special educational needs and/or disabilities and pupils with a variety of other barriers. This enables trainees to build their knowledge and skills in inclusive teaching. The curriculum is also designed to ensure that trainees develop a depth of knowledge about their responsibilities in keeping pupils safe.

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Curriculum, teaching and training Strong standard

Subject teacher educators also hold the role of trainees’ lead mentors. As a result, they have a very detailed and accurate understanding of trainees’ progress through the curriculum and their strengths and areas of development. In both training sessions, and through their role of lead mentor, they identify any gaps very swiftly and consistently address misconceptions highly effectively. Trainees routinely receive regular and very helpful feedback. This supports them to understand precisely their strengths and areas for development.

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Curriculum, teaching and training Strong standard

Leaders ensure that mentors have the skills and expertise to carry out their role to a consistently high standard. Mentors have a deep understanding of their roles and responsibilities, including in ITAP. They provide high-quality feedback and set pertinent and impactful targets to ensure trainees make swift progress through the curriculum. Mentors and teacher educators support trainees to become deeply reflective practitioners.

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Inclusion Strong standard

Leaders create an extremely friendly and welcoming culture for trainees. They have developed an environment where trainees are nurtured and feel highly valued. Trainees have very positive relationships with staff at the provider. They feel well known and cared for. As a result, trainees feel very confident to share any barriers to their learning or ask for help when it is required.

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Inclusion Strong standard

Leaders ensure that there are multiple opportunities to identify any barriers that trainees may have. This includes through the application process, formal assessment points and during weekly check-ins that mentors and lead mentors have with their trainees. Leaders put in place swift and bespoke actions once any barriers or learning needs have been identified. This support is consistently effective in ensuring that trainees thrive on their course. Highly effective systems are in place to ensure that support is consistent across all areas of the course, including during taught sessions and in placement schools. Leaders ensure that any required adaptations or reasonable adjustments are in place and that they are having a positive impact on trainees’ progress through the curriculum.

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Inclusion Strong standard

The impact of support is regularly reviewed by leaders to ensure that any adjustments support trainees to flourish on their programme. Trainees are also fully aware of the extremely broad range of guidance they can access to support their own learning, both within the university and through other external organisations.

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Leadership Strong standard

Leaders at all levels have a firm, collective vision and set of values. This helps to set a consistent culture of high expectations alongside a great deal of care and support for trainees. Leaders have a very clear understanding of their strengths and areas for development. They have robust systems in place for quality assurance. These, in conjunction with the recent expansion in leadership capacity, ensure very high levels of consistent practice across all areas of the programme. Those responsible for overseeing the provision fully understand their responsibilities, including making sure all statutory duties are met. They hold leaders to account and provide support when required. Leaders carefully follow safer recruitment practices.

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Leadership Strong standard

Leaders have a sharp focus on professional development for staff. They ensure that training for all staff, including mentors and teacher educators, is high quality and well matched to

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Next steps

Leaders and those with oversight of the initial teacher education provision should continue to sustain their work to further strengthen and enhance the programme, so that all trainees continue to be well prepared to embark on their teaching career. individuals’ needs. As a result, staff consistently have extremely high levels of skills and expertise to deliver their aspects of the programme.

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Next steps

Leaders have created a very welcoming and collegiate environment for staff. They work with a very broad range of partners who contribute to the design and delivery of the programme highly effectively. Careful considerations are taken for their workload and wellbeing. Staff are extremely positive about how they are supported with their workload by leaders. Careful and precise systems ensure that they do not face undue burdens.

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Next steps

Leaders create a highly positive working environment. They ensure that staff are free from bullying or discrimination. Staff are passionate about the work that they do, preparing trainees for a successful career in teaching.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders have very high expectations for trainees’ professional behaviours. Leaders quickly identify any trainees who do not meet these expectations through the application process and early assessment points. Swift action is taken to ensure that trainees consistently understand and meet the high expectations set by the provider. Leaders rigorously track attendance to ensure any trainees are identified quickly and supported if there are any concerns. Trainees fully understand leaders’ expectations for their attendance and commitment to learning. Leaders are very proactive in identifying any barriers to attendance and put in place highly astute and impactful support to ensure that trainees can attend regularly.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders provide remarkably high-quality and multi-layered pastoral support for trainees, including in supporting their wellbeing. A very large team guides trainees during their course, with highly trained members of staff available to support a broad range of needs. Trainees are consistent in their praise of the impact of this support. Any incidents of bullying or harassment are extremely rare. Trainees know how to report this if it were to happen and are confident that leaders would address this swiftly.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders ensure that trainees are very well prepared for their career in teaching. They support trainees to develop strategies to manage their own workload and develop their resilience.

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

Trainees are rightly proud to begin their teaching career here. From the start of the programme, trainees gain a realistic view of both the challenges and rewards of being a teacher. In centre-based training and on school placements, trainees learn how to be reflective, resilient and resourceful in all aspects of their learning. They learn to connect academic research to their practice. Trainees in both the primary and secondary phase receive an expertly taught curriculum and strong mentorship. This includes trainees recruited by Roehampton or by one of its training partners. Trainees across different routes attend on-site training together. They develop a firm sense of belonging to a professional teaching community.

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

Trainees are very well prepared to teach pupils with wide-ranging learning needs and to manage pupils’ behaviour effectively. Trainees gain a firm understanding of the role they play to keep children safe. Leaders prioritise the importance of professional behaviours, which leaders regularly revisit with trainees to ensure they demonstrate the qualities they need to enter the profession. Trainees are fully committed to their training and enter their teaching career well equipped. They have the secure knowledge, skills and understanding they need to teach primary or secondary age pupils.

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

Everyone is made to feel welcome and valued here. Leaders promote and celebrate the wide cultural diversity of the trainee cohorts. Trainees with special educational needs and/or disabilities and those who face other disadvantage are made to feel fully included. Trainees are extremely positive about the impactful support they receive, both academically and pastorally, to ensure that they succeed in their training. Leaders create a culture of open communication where trainees take a proactive role in advocating for themselves and their fellow trainees. Leaders make appropriate adaptations to teaching so that barriers to trainees’ learning or wellbeing are significantly reduced. Consequently, trainees achieve highly in an environment where they feel safe and valued.

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About this inspection

Trainees in the primary phase are either undertaking an undergraduate or postgraduate route. On the undergraduate route, trainees study towards gaining a Bachelor of Arts in Primary Education degree or a Level 6 Teacher Degree Apprenticeship.

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About this inspection

There is a postgraduate route into teaching for trainees in the primary and secondary phase. This includes a postgraduate apprenticeship route. The primary and secondary postgraduate routes are offered by the provider and in partnership with a range of training partners.

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About this inspection

In total, there are 17 apprentices. There are 5 Level 6 Teacher Degree apprentices. There are 8 primary postgraduate apprentices and 4 secondary postgraduate apprentices.

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About this inspection

Since the previous inspection, the number of trainees has increased substantially. Also, the provider has expanded the subject specialisms offered in the secondary phase.

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Primary phase lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

Adam Vincent, His Majesty's Inspector Samantha Ingram, His Majesty's Inspector Nick Turvey, His Majesty's Inspector Aliki Constantopoulou, His Majesty's Inspector Guy Forbat, His Majesty's Inspector Una Buckley, His Majesty's Inspector Julie Wright, His Majesty's Inspector Rebecca Iles-Smith, His Majesty's Inspector Robert Grice, His Majesty's Inspector Richard Kueh, Ofsted Inspector Brian Oppenheim, Ofsted Inspector Russell Bennett, Ofsted 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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Number of partners and trainees

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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Number of partners and trainees

Inspectors met with a range of leaders and staff from the university and training partners as well as trainees, mentors and other stakeholders.

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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.

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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

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 .

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

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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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