The City of Liverpool College

The City of Liverpool College

Address: The Learning Exchange, Roscoe Street, Liverpool, Merseyside, L1 9DW Unique reference number (URN): 2827112

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Achievement Strong standard

Trainees acquire the specialised knowledge and professional skills required to teach their subjects very effectively and to develop as competent, reflective practitioners.

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Achievement Strong standard

Trainees produce consistently high-quality work. They welcome feedback from lesson observations and use this to enhance their practice and quickly develop their craft of teaching. Trainees reflect accurately and honestly on their practice, build on their strengths and focus accurately on their areas for development. They systematically improve their knowledge and skills as they move forward on to their careers as teachers.

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Achievement Strong standard

Almost all trainees complete and pass the course. They are well prepared for the realities of teaching and get involved in aspects of teaching beyond their teacher training, including using digital record-keeping tools, attending open evenings and liaising with key stakeholders such as parents. Trainees progress into their careers as teachers; well prepared for the realities of the role and with enthusiasm to keep growing as teachers.

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Curriculum, teaching and training Strong standard

Teacher educators have designed a thoroughly evidence-informed curriculum which draws on the latest research in education and inclusive practice. They have recently partnered with National Museums of Liverpool around anti-racist pedagogy and decolonising the curriculum with the aim of creating a culturally sustainable curriculum. Trainees know how to evaluate research, apply new theories in their teaching and develop their professional identities as teachers.

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Curriculum, teaching and training Strong standard

Teacher educators teach the curriculum consistently well. They model effective practice and deconstruct what they are doing to help trainees understand effective teaching. Teacher educators establish seamless integration between pedagogy and subject specificity. They have created a cohesive programme where all parts work together to support trainees’ development, including the training, mentoring, assessments, reflections and teaching practice. The programme is steeped in subject specificity and trainees consistently exhibit reflective practice where they link theory and practice very effectively.

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Curriculum, teaching and training Strong standard

Teacher educators integrate high-quality teaching about safeguarding, trauma-informed practice and adaptive teaching strategies. During their training, trainees develop a breadth of experience in adapting teaching for learners’ different needs. They are effective in supporting their learners, including those with special educational needs and/or disabilities.

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Curriculum, teaching and training Strong standard

Teacher educators weave equality, diversity and inclusion themes through the curriculum. This enriches the curriculum and deepens trainees’ understanding of historical and contemporary inequalities.

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Curriculum, teaching and training Strong standard

Teacher educators create assessments which are expertly planned and which allow trainees to demonstrate their knowledge of how to teach their subjects. Teacher educators provide high-quality tailored feedback which results in trainees making rapid and demonstrable improvements. They strategically reduce the scaffolding of feedback over time so that trainees become increasingly academically independent during the programme. Trainees are eager to receive feedback and consistently act on it to become more effective teachers.

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Curriculum, teaching and training Strong standard

Teacher educators have established high-quality responsive mentoring. Mentors are highly effective. They frequently meet with their trainees to discuss their developmental feedback from observations and how they are implementing their new pedagogical knowledge in their subject.

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Inclusion Strong standard

Leaders have ensured their purposeful approach to equality, diversity and inclusion is deeply embedded. They systematically promote diversity to increase enrolments from underrepresented groups and carefully measure the impact of their work.

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Inclusion Strong standard

Teacher educators effectively promote inclusive practices. They are passionate about supporting trainees from disadvantaged backgrounds to train as teachers. Many trainees

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Expected standard

receive a bursary to support them in their studies, and just under half have special educational needs and/or disabilities. Trainees are successful, no matter their needs or circumstances.

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Expected standard

Teacher educators create a safe environment for trainees to disclose their needs before they enrol and during the course. Trainees understand the wide range of support that is available to them, including academic coaching, mentoring and welfare support. They trust that their needs will be well supported.

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Expected standard

Teacher educators and mentors understand trainees’ needs. Their relevant training in adaptive teaching and neurodiversity supports them to use effective strategies to support trainees with dyslexia, attention deficit hyperactivity disorder and autism, for example. Teacher educators and mentors know their trainees very well. They make swift and appropriate adaptations to support trainees.

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Professional behaviours, personal development and wellbeing Strong standard

Teacher educators set clear expectations for trainees’ professional behaviour. Lessons early in the programme outline teachers’ roles and responsibilities and emphasise professionalism linked to subject specific workplace realities.

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Professional behaviours, personal development and wellbeing Strong standard

Teacher educators provide extensive academic and pastoral support, acting as advocates for trainees. This encouragement contributes directly to trainees’ retention and success. When they start the programme, trainees are introduced to a wide range of support services from both the college and the university, including academic writing, wellbeing and mental health support. However, because of the close relationships formed with tutors and placement colleagues, trainees tend to discuss most issues internally rather than use external services.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees experience safe, professional learning environments in both placement and ITE lessons. They report no incidents of bullying or harassment. Educators facilitate discussions on tackling misogyny, gender disparity, ethnic representation and trauma informed practice. Trainees appreciate how wellbeing is embedded throughout the course, with open forums for sharing experiences and discussing classroom management.

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Professional behaviours, personal development and wellbeing Strong standard

On teaching practice, trainees demonstrate effective professional behaviours, manage classes effectively and create positive learning environments. They feel well prepared for employment, and many are applying for roles. Teacher educators and mentors make sure trainees understand workload expectations and trainees receive effective pastoral support. However, a few in service trainees find the workload challenging.

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Leadership Expected standard

Leaders, governors, teacher educators and mentors share a common vision for the initial teacher education (ITE) provision. They value how the programme offers skilled vocational

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Next steps

Leaders and managers should continue to closely monitor the workload for in-service trainees to ensure that trainees do not become overwhelmed by this.

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Next steps

Leaders and managers should develop aspirational second placement opportunities linked to trainees’ needs, interests and future career progression.

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Next steps

Leaders and managers should ensure continual improvement to sustain exceptional standards of training which has a transformational impact on the achievement of all trainees, particularly those with identified special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing. experts the opportunity to become dual professionals and use their knowledge and expertise to train the next generation of learners.

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Next steps

Leaders work productively with partner organisations to shape and strengthen their ITE provision. They take account of national contextual issues, including the increase in young people who are not in education, employment or training and the requirement for learners without a grade 4 or above to study GCSE English and mathematics. These are thoughtfully contextualised in terms of the college’s mission to turn disadvantage into advantage and their evidence-based approach to pedagogy.

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Next steps

Leaders identify key areas for development and take decisive actions to bring about improvements. Leaders have improved the quality of mentoring and the proportion of trainees who achieve and progress to teaching roles. However, leaders recognise that the arrangements for trainees’ second placement are underdeveloped in terms of broadening trainees’ wider understanding of the sector.

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Next steps

Teacher educators are well-qualified and experienced; they undertake relevant professional learning. Mentors are subject specialists and play a central role in delivering the curriculum. They receive relevant training and a half-termly newsletter links theory and practices, supporting an integrated curriculum.

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Next steps

Leaders put practical strategies in place to support teacher educators to manage their workloads. They help to complete trainee observations and provide flexible working arrangements.

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

Trainees develop highly relevant knowledge and skills to teach their subjects, manage behaviour and become highly effective teachers. They conscientiously apply their new knowledge and skills to their teaching and written assignments and make swift progress in both. Trainees gain a deep understanding of behaviour management and they are skilful in adapting their teaching to meet learners' needs. Trainees describe their experiences on the initial teacher education (ITE) programme as enjoyable, informative, and transformative. Tutors, mentors, and ITE staff create an environment where trainees feel valued, respected, and encouraged to develop. Trainees frequently highlight how supportive and approachable their mentors are, noting that practical feedback, enthusiastic teaching, and a positive atmosphere have boosted their confidence and deepened their understanding of evidence-based practice. Trainees find the course

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

structure to be well planned, with a helpful balance of theory and practice. Trainees appreciate that tutors adapt sessions to meet their needs, ensuring clarity and deeper understanding. For many, this has led to substantial academic, professional, and personal growth, even through challenging circumstances such as illness or personal difficulties.

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

A few trainees find the workload difficult to manage at times, especially those teaching full time. However, they appreciate that managers and mentors support them. Trainees consistently describe the programme as rewarding. They feel they have gained valuable skills in identifying learners who need additional support, improving engagement, and understanding the wider role of education in society. Many express gratitude for the support that kept them on track during difficult times, and several emphasise how the course has shaped their identity as educators.

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

Trainees feel safe, valued, and confident. Leaders and teacher educators take care to capture trainees’ feedback about their needs and act upon it to improve their experiences. Teacher educators understand their trainees’ needs and help them reduce any barriers to their learning and/or wellbeing.

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About this inspection

At the time of this inspection, The City of Liverpool College had 32 publicly funded trainees on the initial teacher education programme for the further education and skills phase.

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About this inspection

Most trainees were pre-service, 11 are in-service. 12 trainees studied full time, and the remainder were part time.

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About this inspection

Most trainees completed their placement at the college; 9 were teaching at external placements.

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About this inspection

There were 7 trainees on the level 5 certificate in education, 13 trainees on the level 6 professional graduate certificate in education and 12 trainees on the level 7 post graduate diploma or certificate in education.

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About this inspection

The University of Huddersfield validates the programmes.

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About this inspection

Inspectors spoke with leaders, managers, teacher educators, mentors and trainees during the inspection. They sampled a wide range of documentation relating to the ITE training programmes. This included curriculum plans, online resources, trainees' assignments and evidence of target setting, inclusion and mentoring. Inspectors also reviewed a wide range of information relating to the leadership and management of the programmes. These documents included leaders' annual evaluation reports, and leaders' improvement planning documents.

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Team inspectors:

Susan Keenan, Ofsted Inspector Karen Anderson, 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

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

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Urgent improvement

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

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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