AA Teamworks West Yorkshire SCITT

AA Teamworks West Yorkshire SCITT

Address: GHAT, Riverside Mills, Saddleworth Road, Elland, HX5 0RY Unique reference number (URN): 70364

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Achievement Strong standard

Trainees quickly develop highly relevant teaching skills, subject knowledge and confidence as they progress through the course. They are very well prepared to teach in the primary phase. Partnership school leaders recognise AA Teamwork trainees as being highly skilled. They value that key learning, such as the teaching of early reading and managing behaviour, is prioritised. This ensures that trainees have a secure grounding in these areas which they can then apply to their teaching.

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Achievement Strong standard

Staff support trainees to become highly reflective practitioners. Course leaders and classroom mentors work closely with trainees to ensure that relevant weekly targets support trainees to evaluate their teaching. Trainees' reflections enable them to identify what they do well and where they can improve their practice. Outcomes for trainees are very positive. This is reflected in completion rates for the course, as well as high numbers of trainees securing their first teaching posts, both within partnership schools and in schools beyond the partnership.

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Curriculum, teaching and training Strong standard

Leaders have developed a well-designed and ambitious initial teacher education (ITE) curriculum. The clear vision to provide training which empowers teachers to transform lives, is a driving factor in all that leaders do. They carefully consider the context of the schools in the local community and use this to inform the curriculum. Leaders make highly effective use of the English Hub and Research School, which are part of the trust, to ensure that all the training is pertinent and high quality.

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Curriculum, teaching and training Strong standard

The centre-based, weekly development days are carefully planned to prepare trainees to succeed with their school placements and academic assignments. Highly skilled teacher educators provide expert primary phase and subject specific tuition. They support trainees well to develop a secure understanding of the national curriculum subjects, while also learning how to adapt lessons to meet all pupils' needs across the primary age range. This includes how to adapt learning for pupils with special educational needs and/or disabilities, and strategies to promote positive pupil behaviour. Intensive training and practice is placed at key points of the course. This enables trainees to see expert modelling around areas such as behaviour management or early reading and phonics learning. Trainees are then supported very well to try out the learning and strategies, using peer support to assess their skills. This supports trainees to deepen their subject and pedagogical skills.

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Curriculum, teaching and training Strong standard

Leaders ensure that trainees understand the importance of safeguarding. Training on this is revisited regularly so that trainees learn how to recognise concerns and understand how to follow reporting procedures. During school placements, trainees consider this within the school context to help them to see their learning in practice.

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Curriculum, teaching and training Strong standard

Leaders ensure that trainees have meaningful opportunities to apply their classroom-based learning. There is a seamless integration between the centre and school-based training, which is underpinned by skilled mentors working within the partnership schools. Mentors receive regular and useful communication about the course which helps them to develop a strong understanding of the initial teacher education curriculum. As a result, trainees benefit from high-quality mentoring.

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Curriculum, teaching and training Strong standard

Staff regularly and accurately assess trainees' teaching and academic work. They systematically review trainees' progress and provide developmental targets that are purposeful and supportive. Staff quickly identify any barriers that trainees face and make effective adaptations to support trainees' progress. This ensures that trainees remain on track for success.

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Inclusion Strong standard

Leaders ensure that trainees feel well supported and welcomed from the point of application. Inclusive practices are threaded through all aspects of the course. Leaders use clear systems and processes to support trainees to identify any barriers to learning they may have. Once barriers are identified, leaders successfully implement swift and effective support to help trainees to be successful.

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Inclusion Strong standard

Leaders create a culture of trust through the care and kindness they show to trainees. Strong relationships are evident across the provision. Trainees value the open culture which supports them to disclose any difficulties they may have. They are confident to ask for help and know that staff will deal with any information shared appropriately and sensitively. Trainees say the support they receive is bespoke and highly effective.

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Inclusion Strong standard

Trainees with barriers to learning, such as dyslexia, receive appropriate adjustments. For example, they use assistive technologies to convert text to audio. Leaders signpost trainees to highly effective internal and external support services, such as counselling.

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Inclusion Strong standard

Leaders ensure that support is a golden thread that runs through the course. Trainees know that they are valued and feel included. They speak highly of leaders' care and kindness towards them as an individual.

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Leadership Strong standard

Leaders have a clear vision to develop skilled and caring teachers. They work with integrity to ensure that primary trainees are fully prepared to teach in the local community and beyond. Leaders' successful partnerships with a variety of schools mean that their vision can be met. Leaders from these schools report that trainees from AA Teamworks are 'high calibre'. Trainees feel like part of a family as leaders 'champion' them and take decisions in the best interest of the trainees.

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Leadership Strong standard

Leaders value input from the partner organisations within the trust. There is a clear aim to continue and build on existing strengths. Leaders appreciate the quality of the professionals they work with. They utilise this expertise effectively to support decision-making. Leaders ensure that those new to the partnership share the same inclusive values and ethos. This means that trainees' experience is consistently high quality.

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Leadership Strong standard

Leaders and those responsible for governance have clear oversight of the provision. Leaders act quickly on recommendations from boards or external advisers. There is an openness and determination to ensure that trainees are very well prepared for their future career.

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Leadership Strong standard

Leaders have recently strengthened the mentoring training they provide so as to ensure that mentors fully understand the requirements of the role. Mentors receive a range of very helpful documentation, online resources and face-to-face support to enable them to fulfil their role successfully.

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Leadership Strong standard

Leaders ensure the programme complies with statutory and non-statutory guidance, including safer recruitment practices. Leaders complete rigorous checks on trainees to assess suitability for the teaching profession.

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Next steps

Leaders should continue to evaluate their primary initial teacher education curriculum so that the training and mentoring has a transformational impact on trainees and their readiness to join the teaching profession. Leaders have clear policies to tackle any issues linked to discrimination, bullying and harassment. There have been no concerns in these areas, but the policies are clear and well understood.

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Professional behaviours, personal development and wellbeing Strong standard

Alongside the family feel here, leaders have high expectations for trainees' professional behaviour. From the start of the course, trainees learn about the realities of teaching. The expectations around behaviour, attendance and a commitment to become the best teacher that you can, are clearly explained from day one. Bullying and harassment are never tolerated. If trainees do fall below the high expectations, positive support is quickly enacted to get trainees back on track.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders place a very high focus on wellbeing. This is driven by the positive relationships formed between all staff and trainees. Weekly 'check-ins' are used to great effect to support trainees to be open about any challenges. This enables leaders to enact swift support, when it is needed. As the course progresses, this positive culture enables trainees to utilise wellbeing strategies with more independence. They value the personal and professional growth the course gives them.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees develop the confidence to support each other by running workshops based on their own experiences in areas such as managing your workload or dealing with stress. The insights they share are based on learning from the centre, experiences on placement and research utilised for assignments. This supports trainees extremely well to build their resilience as they move from the training into the teaching profession.

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Achievement Strong standard

A significant proportion of trainees complete the programme successfully and earn qualified teacher status. Many secure employment in partner schools. This speaks to the quality of the training programme, which prepares trainees effectively for the realities of secondary teaching. By the end of the course, trainees have a realistic view of the teaching profession. They can manage behaviour very effectively and they are equipped with the necessary subject knowledge.

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Achievement Strong standard

As a result of the high focus on safeguarding in the curriculum, trainees understand their safeguarding duties well. They know what steps to take if they have concerns about a pupil.

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Achievement Strong standard

Throughout their training, trainees consistently engage in reflective practices to enhance their skills. They receive unwavering, high-quality support from leaders and mentors to identify what they do well and what they need to improve. Staff support trainees very well to establish clear targets, make informed decisions and track their growth effectively. The productive learning space developed by leaders and staff builds commitment in trainees to reflect on their progress, in order to develop robust teaching skills that align with teaching standards.

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Curriculum, teaching and training Strong standard

Leaders have designed an ambitious, clear and well-structured curriculum. It offers trainees a wide range of professional learning opportunities. The curriculum seamlessly integrates centre-based training, practical school experiences and intensive training and practice sessions. Leaders have carefully crafted the curriculum based on highly relevant research. This helps trainees to create a strong foundation for their future teaching. Trainees engage with and use research effectively, applying theoretical ideas in real-world situations.

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Curriculum, teaching and training Strong standard

The curriculum covers effective teaching methods, balancing pedagogical understanding with subject knowledge. Early modules support trainees to establish foundational concepts that are revisited and deepened as the programme progresses. Trainees demonstrate secure subject knowledge, purposeful lesson design and a growing repertoire of teaching strategies. They learn how to adapt their teaching to meet the needs of pupils who may face barriers to their learning and/or wellbeing. This includes learning how to support pupils with special educational needs and/or disabilities.

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Curriculum, teaching and training Strong standard

Staff model a range of teaching methods and subject-specific resources in its delivery. This approach encourages active participation of trainees and supports them to understand the material. This helps prepare trainees for future success. Intensive training and practice sessions are thoughtfully planned. They focus on key knowledge and skills. These sessions are strategically placed within the programme. Trainees apply their learning from these sessions effectively during their school placements. They build skills to enable them to tackle challenges they may face in their teaching.

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Curriculum, teaching and training Strong standard

Mentors know the centre-based curriculum very well. They describe a coherent and well- supported model of school-based training that runs parallel to the centre-based programme. Trainees receive very useful formal reports from their mentors at regular points through the programme. This helps trainees to see how they are developing and supports them to become reflective practitioners. Staff use assessment well to quickly identify any gaps in trainees' knowledge and put swift support in place to address these.

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Curriculum, teaching and training Strong standard

Leaders maintain productive dialogue with partner schools to ensure their awareness of curriculum content, sequencing and the application of training to practice. This connection between centre-based and school-based training provides a cohesive experience for trainees.

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Curriculum, teaching and training Strong standard

Leaders have pinpointed key priorities, or golden threads, for ongoing curriculum development. For example, they are working to further strengthen areas such as adaptive teaching and trainees' understanding of how pupils learn.

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Inclusion Strong standard

Leaders have created a culture that welcomes everyone. Trainees view this culture as genuine, consistent and deeply rooted. Any concerns they raise receive a quick, caring and professional response. Trainees feel safe in this environment and know they can ask for help anytime.

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Inclusion Strong standard

The systems in place for identifying trainees' learning and wellbeing needs are excellent. Leaders actively provide support to reduce barriers to learning and/or participation. Support for trainees is timely, targeted and highly effective. For example, leaders provide resources such as laptops and hardship funds, and adjust timetables when needed to meet individual needs. They also pair trainees with mentors who have similar challenges. This is especially true for trainees with special educational needs and/or disabilities. Leaders make reasonable adjustments thoughtfully and promptly. The support given enables trainees to stay on and complete the programme successfully.

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Inclusion Strong standard

Leaders consider recruitment processes carefully. They have a robust process in place that is both supportive and challenging. Leaders ensure trainees are fully aware of the demands of the course and profession. This informs trainees decision in identifying their support needs and gives confidence to trainees from various backgrounds and with different needs. These actions enable leaders to increase the diversity of their trainee cohorts.

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Leadership Strong standard

Leaders at this provider are highly committed to ensuring the curriculum is successful in developing trainees into high quality secondary teachers for the communities they serve. Leaders have a clear vision that everyone understands and follows. They form strong partnerships with local secondary schools. Schools within the trust and beyond support the provider wholeheartedly. Leaders value these partnerships and ensure partners receive ongoing support. This helps provide the best experience for trainees.

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Leadership Strong standard

Leaders listen carefully to feedback from trainees, mentors and partner schools. Leaders routinely collect feedback to help them to identify areas for improvement. They use this feedback very well to shape the training programme. This helps keep the programme focused on what is most important for the trainees. Leaders systematically check the programme's quality to ensure it meets their high standards and expectations.

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Leadership Strong standard

Those responsible for governance hold leaders to account effectively, while offering support. They ensure the initial teacher education curriculum meets statutory and non-statutory guidance, and that it delivers a high-quality experience for trainees. The board is also considerate of the workload and wellbeing of everyone involved with the provider in the decisions they make.

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Leadership Strong standard

Leaders create a welcoming, supportive environment for staff. They ensure that staff are protected from bullying, harassment and discrimination. Leaders have implemented appropriate policies and procedures to deal with any instances of bullying, harassment or discrimination should they arise.

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Leadership Strong standard

Leaders implement a robust recruitment process which ensures that trainees are well suited to the programme and the teaching profession.

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Leadership Strong standard

Leaders have created a thorough and well-designed mentor training programme. It gives mentors the skills and confidence they need to support trainees very effectively.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders set clear expectations for trainees' behaviour and professionalism from the outset. They revisit these expectations on a regular basis to ensure that trainees understand and adhere to them. Trainees are expected to, for example, attend all intensive training and practice sessions in professional dress. Trainees attend very well and participate enthusiastically in the programme.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees understand who to talk to if they need to raise an issue and are confident that support is always available. Leaders ensure trainees have access to a wide range of highly effective support. This includes options for mental health support. Trainees value the pastoral support they receive from staff and mentors. There is no evidence of bullying, harassment and discrimination towards trainees. If this were to happen, leaders have systems in place to enable them to address it swiftly.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees show high levels of commitment to learning and understand what the teaching profession involves. They use effective strategies to manage their workload and care for their students, with growing confidence and skill. By the end of the programme, trainees are well rounded. They are more than ready to start their teaching careers.

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Next steps

Leaders should continue to seek new opportunities to further utilise the extensive range of resources they have within the partnerships, to enhance and build on their provision and influence more lives.

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

Trainees at AA Teamworks West Yorkshire SCITT fall in love with teaching. Leaders and mentors create the conditions for this to happen. Trainees appreciate the provider's highly inclusive and nurturing culture. They feel welcomed, valued and well supported from the very beginning of their training. Leaders provide personalised support that enables trainees to progress into employment within partnership schools. Trainees speak very highly of approachable staff who respond swiftly to their personal and professional needs.

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

Trainees benefit from high-quality support that includes tailored plans, sensitive arrangements for deferral and return, and regular check-ins that help remove barriers to their learning. This open and responsive approach encourages trainees to disclose needs, ensuring early intervention and sustained wellbeing.

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

Trainees perform well because the programme effectively prepares them for the practical demands of teaching. The curriculum is coherently structured and sequenced across each stage of training. This enables trainees to build knowledge and skills over time. Expectations are clear and consistently understood by trainees, mentors, and facilitators. Intensive teaching and practice (ITAP) sessions align closely with other parts of the curriculum. The content of ITAP offers targeted opportunities for trainees to rehearse and refine specific aspects of their practice. Trainees benefit from meaningful exposure to both phase-specific and subject-specific curriculum content across a range of settings.

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

Experiences across a diverse partnership widen trainees' understanding of varied school contexts and pupil needs. This develops trainees' confidence in managing behaviour, supporting pupils with special educational needs and disabilities, and responding appropriately to safeguarding concerns. Clear communication, weekly bulletins, and positive relationships help trainees and mentors understand expectations, manage their workload, and feel part of a cohesive training community. This contributes to high satisfaction levels and a shared sense of purpose.

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

As a result of high-quality training as well as targeted support and rich placement experiences, trainees develop as reflective, resilient professionals. By the time they complete the programme, they are confident teachers. They are well prepared to support pupil safeguarding and to contribute positively to the communities they work in.

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Team inspectors:

Duncan Martin, Ofsted Inspector Nicci Cornfoot, 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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About this inspection

In the primary phase, the school-centred initial teacher training (SCITT) offers a postgraduate pathway into teaching. Trainees specialise in the primary 5 to 11 age range. The course leads to qualified teacher status (QTS), and a postgraduate certificate in education (PGCE) through the University of Huddersfield.

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About this inspection

In the secondary phase, trainees study a postgraduate qualification which leads to QTS and PCGE in their specialist subject. Trainees can study from a choice of 6 subject areas. Trainees specialise in the secondary 11 to 16 age range. The course leads to qualified teacher status (QTS), and postgraduate certificate in education (PGCE) through the University of Huddersfield.

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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 HMI.

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About this inspection

Inspectors spoke with the chief executive officer of the trust, the Head of SCITT, and the Strategic Lead for Designations. They also met with those responsible for compliance and partnerships, as well as members of the SCITT and Trust board. Throughout the inspection, inspectors also spoke with a range of staff, trainees, lead mentors and school mentors. Inspectors spoke to early career teachers who had completed a course at this provider in the last 2 years.

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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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