Leeds Beckett University

Leeds Beckett University

Address: G03 Caedmon Hall, Leeds Beckett University, LS6 3QS Unique reference number (URN): 70038

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Achievement Strong standard

Trainees rapidly develop the knowledge and skills they need to teach the national curriculum subjects across the primary phase well. Trainees develop a deep understanding of how to manage pupils' behaviour and become skilful in applying what they learn. By the end of the course, trainees can implement a range of highly effective behaviour management strategies. They know how the strategies they use may need to be adapted for pupils with special educational needs and/or disabilities.

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Achievement Strong standard

As a result of purposeful weekly reviews and highly effective coaching from school-based mentors, trainees develop a secure understanding of what they are good at and what they need to do to improve their teaching. Trainees use feedback adeptly to reflect upon and critically evaluate their teaching with increasing sophistication. Most trainees achieve well, successfully complete their training and go on to join the teaching profession. They are highly prepared to take on the role of teacher. Trainees have a clear grasp of the realities of teaching and a deep understanding of their role in keeping pupils safe.

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Curriculum, teaching and training Strong standard

Leaders have designed a curriculum that successfully builds trainees’ skills, knowledge and expertise as they progress through their training. They have ensured that all primary pathways fulfil the requirements of the Initial Teacher Education Early Career Framework. Trainees develop and deepen their knowledge of the core curriculum, professional behaviours and wider teaching skills through opportunities to revisit and build upon prior learning. These are carefully integrated into trainees’ studies and developed through their practice when completing school placements.

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Curriculum, teaching and training Strong standard

Intensive training and practice (ITAP) modules are carefully and seamlessly integrated into the curriculum. Leaders have selected topics that provide a clear focus on developing trainees’ expertise and those that enrich trainees’ teaching and pedagogical knowledge. Trainees apply theoretical learning to their observations of experienced practitioners. This helps them to go on to successfully apply what they have learned within their own teaching. Central to the success of the implementation of ITAP experiences is the deliberate and frequent opportunity for trainees to return to and build upon learning as their own practice develops.

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Curriculum, teaching and training Strong standard

The provider ensures that trainees develop the knowledge and skills required to teach pupils with special educational needs and/or disabilities (SEND). Regular opportunities to learn about, and reflect upon, strategies to support, and promote the inclusion of, pupils with SEND, those who are disadvantaged or who have other barriers to their learning increase trainees’ confidence in their own practice.

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Curriculum, teaching and training Strong standard

Teacher educators are extremely knowledgeable about the content of the initial teacher education curriculum. They support trainees to connect theoretical knowledge with practice. The research chosen enhances their learning and, in many instances, is linked to the university's own research programmes. This includes the provider's highly regarded research on social justice and anti-racist practice. Trainees speak with confidence about how they have considered and apply this within their own practice.

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Curriculum, teaching and training Strong standard

Leaders have placed a significant focus on teaching trainees about behaviour management and keeping pupils safe from an early stage in their training. This successfully equips trainees with the skills and confidence required to be well prepared for their first school placement. Trainees build effectively on what they have learned about developing a positive environment for learning and supporting pupils with additional needs as they progress through their training.

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Curriculum, teaching and training Strong standard

Lead mentors work as part of a collaborative partnership with school-based mentors. This ensures that trainees receive regular, high-quality feedback when on placement. Trainees learn how to build upon and develop their practice within different school contexts. Mentors provide levels of support commensurate with trainees’ confidence and experience. This enables trainees to take ownership of their own practice and development. It builds their confidence to enter the teaching profession.

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Inclusion Strong standard

Leaders ensure that trainees are provided with useful information about the support that is available to them throughout their training. Staff get to know trainees well from the beginning of their studies. Personal tutors and the wider staff team quickly establish positive, professional relationships with trainees. Consequently, most trainees feel confident to share with staff any concerns about the barriers they may face or the help they may need during their training. Staff respond appropriately to any concerns raised by trainees. This helps them to work in partnership to ensure that they receive appropriate levels of support to successfully complete their training. Trainees benefit from a wide range of support offered by the provider and wider university services. This is well embedded into the provider's practice. Support is coordinated well, with a timely approach to help to reduce any barriers

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Inclusion Strong standard

to trainees’ learning, training or development.

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Inclusion Strong standard

Leaders and staff are well trained to identify and support trainees’ individual needs. Lead mentors play an important role in appropriately promoting trainees’ individual needs. Close liaison between the provider, school-based mentor and the trainee themselves supports trainees to start their placements and continue to completion successfully.

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Leadership Strong standard

Leaders have a clear vision for the primary training pathways. They are successful in their ambition to support trainees to use and apply the theoretical knowledge they develop within the context of their school-based placements. Leaders regularly check that trainees’ experiences align with their high expectations. Leaders have an accurate understanding of the provision’s strengths and areas for development. For example, leaders identified the need to refine communication to school-based mentors to ensure information is shared clearly across all placement schools.

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Leadership Strong standard

Leaders ensure that procedures to recruit trainees are appropriately robust. They demonstrate a thorough understanding of the checks and ongoing vigilance required to ensure that trainees recruited to courses are appropriate to work with children.

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Leadership Strong standard

Lead mentors, as well as mentors in schools, receive highly effective training so that they can support trainees well. Leaders carefully consider the impact of training on mentors’ workload. Mentors receive the information they need to support trainees to succeed.

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Leadership Strong standard

Leaders make very effective use of feedback from a range of stakeholders. This enables them to act on pertinent local and national priorities, which are then appropriately addressed in the curriculum. This astute strategic oversight and collaborative working enables leaders to prepare trainees well to become high-quality teachers.

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Leadership Strong standard

Those with responsibility for governance are knowledgeable about their specific roles and statutory responsibilities. They support leaders and hold them to account effectively.

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Next steps

Leaders should continue to refine their oversight and evaluation of the primary initial teacher education curriculum so that is has a transformational impact on trainees. Leaders ensure that staff are well supported to carry out their roles very effectively. Staff are confident in the use of departmental and wider university systems that are in place to support their workload and wellbeing. Staff feel valued and well supported in their roles.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders ensure that trainees are taught, from an early stage, about what is expected of them as they enter the teaching profession. Course handbooks, pre-placement lectures and meetings with their personal tutor make clear the skills required to manage their workload and successfully achieve the professional teaching standards. This prepares trainees extremely well for their teaching placements.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders regularly review course expectations to ensure that trainees’ workload is appropriately supported. Leaders use a range of strategies, including student voice groups, to listen and respond to feedback on their experiences of their training.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders take decisive action to ensure that trainees receive appropriate and timely support, when necessary, during their training. The cohesive approach from the provider, through the use of personal tutors, also includes access to the university’s wider support services. Trainees value the pastoral support they receive. They recognise how it supports their mental health and wellbeing. Close, and increasingly established, working relationships between lead and school-based mentors ensure that trainees are appropriately supported during school placements.

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Professional behaviours, personal development and wellbeing Strong standard

The provider teaches trainees to recognise and report any unacceptable behaviour by university or school placement staff. Trainees know that bullying, harassment or discrimination of any kind is not tolerated at this provider. Such incidents are rare. Trainees are confident that leaders will take action to address any concerns raised, should this be necessary.

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Achievement Strong standard

Over the course of their training, trainees are increasingly well prepared for the realities of life as a secondary school teacher. They are supported to meet the high expectations to become effective teachers who contribute positively to the profession. Trainees demonstrate confidence and competence in managing the behaviour of pupils, building on their learning from the course. Over time, trainees’ achievement, including for trainees with special educational needs and/or disabilities, or other barriers, has remained positive. A high proportion of trainees achieve qualified teacher status and secure employment quickly.

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Achievement Strong standard

Trainees are able to reflect well on their strengths and areas for development in their practice and do so purposefully. They take suitable actions to address these and reflect on the impact of their progress. Similarly, in their academic studies, trainees show a secure grasp of educational theory and how to translate this successfully into practice in their lessons.

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Curriculum, teaching and training Strong standard

Leaders have developed an ambitious and highly relevant curriculum for trainees. It draws on a wide range of relevant, contemporary research, which is strengthened further by research pioneered by the university itself. This includes work on social justice and anti- racist practice. The university ensures that trainees engage critically with this academic research, reflecting on the limitations it can include.

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Curriculum, teaching and training Strong standard

Trainees’ learning in each of the subjects on offer is carefully considered, well sequenced and builds logically. Teacher educators tailor this to the needs and experience of the cohort and the subject. Opportunities to develop trainees’ knowledge is carefully planned across the centre-based seminars, intensive training and practice (ITAP) modules and teaching placements. These opportunities are well integrated across all these elements. The curriculum is aspirational. Trainees’ knowledge of educational theory is contextualised within their subject area, helping trainees to strengthen their understanding of how pupils learn. An additional focus on adaptive teaching in each subject ensures that trainees have the knowledge they need to support pupils with barriers to their learning, including those with special educational needs and/or disabilities. Beyond this, trainees develop their understanding of the professional behaviours expected of a teacher and how to keep pupils’

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Curriculum, teaching and training Strong standard

There are clear systems in place that enable the university to accurately assess the trainees’ progress through the curriculum. These are integrated across centre-based training, assignments and school-based placements. Lead mentors provide an additional layer of assurance, identifying any immediate concerns and acting upon them to support each trainee in a timely way.

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Curriculum, teaching and training Strong standard

ITAP modules form a core element of the curriculum. Trainees value these and the focus on significant aspects of the role of a teacher. They enable trainees to quickly develop a deeper proficiency in these areas. The university ensures the curriculum, including ITAP modules, are under regular review. It uses insights from assessments, as well as feedback from stakeholders, to make further improvements or refinements when required.

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Curriculum, teaching and training Strong standard

Over time, the university has strengthened systems and communication with placement schools and mentors. Weekly briefings support mentors’ awareness of what trainees are studying in the upcoming weeks. This ensures that trainees benefit from high-quality mentoring and feedback that helps them to rapidly improve their teaching skills.

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Inclusion Strong standard

Trainees consistently report a welcoming and supportive culture across all secondary training programmes. The university’s commitment to social justice, both through the curriculum and in its wider approach, permeates trainees’ experience. Consequently, trainees feel confident and secure to declare any special educational needs and/or disabilities or other barriers that they face. Through accessing wider university services, trainees enter into a purposeful dialogue to agree on any adjustments that they may require during the course. In specific instances, the actions of the university are highly commendable and have ensured trainees have been able to complete their qualification. Where relevant, lead mentors check to ensure that these are in place during school placements, enabling trainees to thrive. Furthermore, leaders help trainees to understand what adjustments may not be reasonable as an employed teacher in a school, helping them

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Inclusion Strong standard

to be well prepared for the challenges of a career in teaching.

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Inclusion Strong standard

Trainees receive a breadth of information about strategies and services that they can access to secure further support, including for their wellbeing. They understand the various services that are available to them, within the university, during school placements and beyond. They proactively make use of these as required.

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Leadership Strong standard

Leaders’ vision and values are shared across the partnership. Their ambition to develop high-quality teachers for the region and to positively impact on teaching more broadly is reflected in the high regard in which the university is held. The partnerships that the university has developed with schools are extensive and highly effective. The university is professionally generous, collaborating with partner schools, providing access to high-quality training for staff and supporting research pertinent to the local context.

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Leadership Strong standard

Those with responsibility for overseeing the initial teacher education provision have a secure and accurate view of the work carried out. They provide effective scrutiny, support and challenge to the work of leaders. This open dialogue strengthens decision-making and ensures that the provider meets the requirements of the Department for Education compliance criteria. Consequently, leaders identify and address those aspects of provision that require further development in a timely way, such as strengthening mentors' understanding of their roles since the previous inspection.

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Leadership Strong standard

The university provides training to school-based mentors that is appropriate to their role and experience. Training materials are available to all staff within partner schools to further strengthen the partnerships. Mentors are suitably experienced and knowledgeable for their roles. As a result of robust quality assurance, leaders have identified and implemented refinements to ensure that mentors’ knowledge of what trainees learn in earlier phases of their training is more secure.

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Leadership Strong standard

Leaders have established robust recruitment processes. These are rigorously implemented, ensuring that only trainees who are suitable to work in schools and who have the potential to become high-quality teachers are accepted onto the course.

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Leadership Strong standard

University staff benefit from an environment where ongoing professional development, and wider academic research, are a routine part of the university’s expectations. They are supported and actively encouraged to engage in this. Staff consistently report high levels of satisfaction in their role. They feel valued. Issues relating to their workload and wellbeing are considered and well managed by leaders. Staff do not hold concerns relating to bullying, harassment or discrimination.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees benefit from an environment free from bullying or discrimination. They know how to raise concerns if such instances arise. Leaders recognise the seriousness of such events and their impact on individuals, challenging them robustly, including through the curriculum that trainees learn.

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Professional behaviours, personal development and wellbeing Strong standard

The curriculum reinforces leaders’ high expectations of trainees and the professional behaviours that they are required to develop as teachers. Trainees display these during their placement, for example, through their professional dress and high levels of attendance. Trainees are positive role models for pupils and well prepared for life as a teacher. In the limited circumstances where a trainee is not meeting these standards, mentors and the university work together effectively to quickly challenge and resolve this. As a result, those who have completed the programme reflect that they have managed the transition from

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Next steps

Leaders should continue their work to ensure that all mentors have a comprehensive understanding of the initial teacher education curriculum to achieve meticulous integration of the training and teaching placement. trainee to teacher well, including developing their own strategies to manage the workload of a qualified teacher.

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Next steps

The university’s approach to pastoral support is highly effective. Trainees value the work of their personal tutor, lead mentors and other university staff in creating a caring culture which helps them to overcome any barriers to their wellbeing.

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

Leaders set a high standard for trainees’ academic work, classroom practice and professionalism. Their work is underpinned by the university’s deep-seated commitment to inclusivity and social justice. Trainees develop a well-established understanding of the importance of their role in keeping pupils safe, addressing inequality and improving opportunities for learners, families and communities. Trainees are consistently well prepared to be highly professional, effective and knowledgeable classroom teachers.

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

Trainees study a curriculum which is well designed, carefully sequenced and progressive. Consideration is given to trainees’ starting points. The curriculum builds securely on trainees’ subject and pedagogical knowledge over time, while developing their professional values and behaviours. Carefully chosen, pertinent research is woven seamlessly through the curriculum at each stage. Trainees are supported to become critically reflective practitioners who establish their own identity as teachers. They build a useful toolkit of ideas for classroom practice alongside a theoretical understanding to help them to manage pupils’ behaviour and meet the needs of pupils with special educational needs and/or disabilities (SEND).

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

Trainees consistently speak positively about the quality of mentoring and pastoral care. Right from the start of the programme, trainees are made to feel welcome. The deliberate planning of initial seminars to promote socialisation is appreciated by trainees. This ensures that trainees feel valued. Throughout their training, trainees benefit from tailored support from personal tutors, lead mentors and placement teachers. Trainees report that leaders know them well as individuals. They are confident to disclose any barriers they may have to learning, including any SEND. The provider places all trainees at the centre of their own development. Leaders work side by side with trainees, university tutors and school mentors to effectively set accurate targets that guide trainees to make progress. Reasonable adjustments and bespoke support are established and in place to ensure trainees are successful and well prepared for life as a classroom teacher.

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About this inspection

Trainees in the primary phases are either undertaking an undergraduate or postgraduate route. Trainees in the secondary phase are undertaking a postgraduate route. The undergraduate route is only offered full-time. The postgraduate route is offered full-time and part-time.

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About this inspection

Secondary trainees on all routes are prepared to teach pupils aged 11-18. Secondary trainees can specialise in the following subjects: English, mathematics, physics or physical education.

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About this inspection

There are 2 pathways on the undergraduate primary route: primary 3-7 and primary 5-11.

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About this inspection

There are three pathways on the PGCE postgraduate primary route: primary 3-7, primary 5- 11 and primary 5-11 with physical education.

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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 Dean of Education, the Head of Teacher Education, as well as other senior leaders including course directors. The overall lead inspector met with the Chair of the school academic committee and the Deputy Vice Chancellor for the University, during the inspection.

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About this inspection

Throughout the inspection, inspectors also spoke with a range of staff, trainees, lead mentors and school mentors.

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About this inspection

Inspectors spoke to early career teachers who had completed a course at this provider in the last 2 years.

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Primary phase lead inspector:

Matthew Harrington, His Majesty's Inspector

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Team inspectors:

Julie McGrane, Ofsted Inspector Andrea Casey, His Majesty's Inspector Alison Stephenson, His Majesty's Inspector Richard Jones, His Majesty's Inspector John Linkins, His Majesty's Inspector Nicola Beaumont, His Majesty's Inspector Sue Timmins, Ofsted Inspector Tim Johnson, His Majesty's Inspector Michael Wardle, 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.

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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

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

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