Teesside University ITT

Teesside University ITT

Address: Teesside University, -, Middlesbrough, Tees Valley, TS1 3BX Unique reference number (URN): 70106

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Inclusion Strong standard

Leaders carefully embed inclusive practices and procedures in their work. This means that trainees benefit from a range of well-chosen and very clear strategies to help them with their learning. These start as soon as trainees apply. There are easily accessible opportunities to share any specific needs or adaptations throughout the course. At every step of a trainee’s journey there is careful consideration to any adjustments that they may need to be successful. These can be informal such as signposting to university-wide services or resources, through to purposeful risk assessments to meet protected characteristics such as disability or maternity. Leaders make regular and meaningful checks on any trainee needs as they arise. As a result of the evaluation of the support they provide to trainees, leaders ensure they provide support that is both proactive and highly effective. Leaders' approach and engagement enables trainees to thrive.

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Expected standard

Leaders are firmly committed to making teacher education accessible. They enact this vision very well in their recruitment of trainees to the early years phase of their provision. Trainees with special educational needs and/or disabilities and those with barriers to their learning and/or wellbeing value the support they get to join the programme and to be successful. Trainees know how to access the wide range of support that is available to them and engage with it very well

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Professional behaviours, personal development and wellbeing Strong standard

Leaders uphold high expectations for trainees and their professional behaviours. These behaviours are fully lived out by trainees. They are seen in their interactions with each other, with children, in discussions with leaders and their highly focused engagement with the course.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees attend very well. Pastoral support for trainees is well-planned and connected. Staff are highly skilled in thinking about what support is appropriate for trainees and supporting them with this in a timely way. This includes accessing support through ‘Student Life’ through to dedicated learning to manage the challenges of the course. Trainees make excellent use of the support provided. Leaders routinely evaluate both the broad range of services they provide and the precise support for individual trainees.

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Professional behaviours, personal development and wellbeing Strong standard

Bullying and harassment are not tolerated and the systems to report any incidents are accessible to all. They benefit from working with staff who are highly skilled at recognising need where appropriate.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders foster a community of learning, networking and practice. It enables trainees to learn and study in a consistently positive environment where staff genuinely care about their progress both pastorally and academically. Trainees are very well-supported to manage their workload over time.

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Achievement Expected standard

Trainees make effective progress and achieve well. They generally gain the knowledge and skills to be successful early years teachers. This is seen in trainees’ ability to connect their knowledge of research and pedagogy together in their teaching practice. Trainees can understand and reflect upon why they make the choices they do and the impact of these choices on the children they teach.

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Achievement Expected standard

Trainees recognise and champion the difference the course makes in developing wider skills, such as leading others and being a positive role model. This is seen in trainees' growing confidence and the way in which they articulate their progress to their peers.

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Achievement Expected standard

Regular meetings between staff, trainees and mentors provide effective ongoing feedback to trainees on their progress. Trainees are proactive in this process and reflect on their own progress well. Trainees demonstrate a secure understanding of how to manage behaviour and meeting the needs of children with special educational needs and/or disabilities.

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Curriculum, teaching and training Expected standard

Trainees benefit from the ambitious early years initial teacher education curriculum. It enables trainees to celebrate their experience whilst learning the necessary knowledge and skills to become effective early years teachers. The curriculum structure is underpinned by carefully chosen research that weaves together theory and practice. Leaders ensure that there are clear opportunities to understand and implement the early years foundation stage for trainees.

p.3

Curriculum, teaching and training Expected standard

Leaders have made pertinent and well-chosen choices around the use of digital technologies in the curriculum. This helps trainees develop important skills to help them in their future roles.

p.3

Curriculum, teaching and training Expected standard

Leaders promote regular opportunities for trainees to reflect together. Through weekly on- site training trainees are afforded the time to bring together their learning, research and practice. This fosters the ‘community of practice’ leaders strive for. It also allows trainees to receive pertinent regular feedback about their work from teacher educators. Trainees, supported by their their personal tutor, accurately assess their progress over time. Formal assessment points through the year enable trainees to bring together all aspects of their learning well. The use of a portfolio helps trainees to build a clear and detailed picture of what they do well and what they need to do to improve their teaching.

p.3

Curriculum, teaching and training Expected standard

Leaders ensure that trainees have the opportunity to develop their understanding of how they will meet the needs of disadvantaged and vulnerable groups of children. For example, trainees benefit from attending a cross-phase special educational needs conference.

p.3

Curriculum, teaching and training Expected standard

Trainees typically benefit from attending well-thought-out contrasting placements. These ensure trainees have the opportunity to teach in contexts beyond those that they are see in their workplace. These alternative placements are most effective when they are planned to meet specific gaps in skills or experience for each trainee.

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Curriculum, teaching and training Expected standard

The curriculum enables trainees to further develop their understanding around safeguarding. Leaders ensure trainees have a secure understanding of procedures in the local area and the role of the local authority, plays in keeping children safe.

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Curriculum, teaching and training Expected standard

Teacher educators are highly skilled and knowledgeable they draw upon their considerable experience to bring together and connect learning for trainees. On the whole, mentors provide effective support for trainees. However, the support mentors offer to trainees can vary in frequency and quality because mentors’ understanding of the taught curriculum varies in specificity. This means the connection between the taught curriculum and trainees’ practice is not always of a consistently high quality.

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Leadership Expected standard

Leaders’ ambitious expectations and values are clear and shared across the workforce. Leaders want the best early years practitioners for children in the area. This pathway offers

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Next steps

Leaders should further embed approaches to assuring the provision including the oversight of placements and mentoring so that all trainees consistently benefit from high quality experiences and guidance.

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Next steps

Leaders should refine practice and professional learning so that mentors have a consistently secure understanding of the taught curriculum in order to support trainees to consistently and successfully embed their learning into their practice. the regional workforce this opportunity.

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Next steps

Leaders make effective use of a range of evaluative approaches to ensure the course is suitable. These mechanisms enable the provider to evaluate its offer and make necessary changes where needed. Governance structures provide the necessary oversight to hold leaders to account. This ensures that the course reflects specific requirements for early years teacher training.

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Next steps

Professional learning and research time is protected for staff. Leaders provide training to mentors in a range of ways to help engage them with their learning and training journey. Mentors receive a clear package of support. However, more work is needed to ensure mentoring is of a consistently high standard and professional learning is expertly matched to mentors need. Leaders know this needs to be a more embedded and consistent approach.

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Next steps

Leaders approach to the recruitment of trainees is purposeful and in line with safer recruitment requirements. Trainees are well matched to the aims of the early years offer. Leaders make effective use of connections to local authorities and other professionals. This enables the provider’s voice to be heard and influence local strategy. On the whole leaders consider the voices of trainees and partners in the development of the offer.

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Next steps

Staff benefit from clarity in how their workload is managed and overseen. This enables them to work in an environment free from bullying and harassment.

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Inclusion Strong standard

Inclusive practice is a strength. Working collaboratively with the 'student life team', leaders quickly identify individual trainee needs. Leaders make highly effective use of university wide systems to provide bespoke packages of support for trainees with additional needs. This includes detailed support plans, risk assessments and access to wider advice and guidance. International students benefit from a comprehensive induction and support programme. They receive a warm welcome to the campus. All trainees are supported to socialise with their peers in order to create an inclusive environment where trainees feel part of a thriving community of professional learners regardless of any need they might have.

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Inclusion Strong standard

Teacher educators ensure that the curriculum is appropriately adjusted to take account of trainees’ needs. School mentors complete a comprehensive training programme that prioritises inclusive practices. Personal tutors liaise closely with school mentors to ensure that trainees are supported effectively when they are on their school placements. When placing trainees in schools, leaders carefully considers issues that could impact on trainee participation. This includes travel time to placement schools and transportation costs. Innovative approaches, such as placement clinics, give trainees a conduit to share their concerns.

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Inclusion Strong standard

Leaders respond swiftly to feedback about the support they provide to trainees. This means they can be proactive in reducing trainees’ barriers to participation so that the trainees can achieve well and thrive.

p.5

Professional behaviours, personal development and wellbeing Strong standard

All staff have very high expectations of trainees’ behaviour and their attendance. These are quickly established through the university code of conduct and the explicit teaching of professional behaviours at the beginning of the course. Trainees are very well prepared for the responsibilities of teaching. Leaders, teacher educators and mentors model the standards of professionalism they expect of trainees. On the rare occasion that trainees fall below leaders’ professional expectations, they are quickly supported to improve.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees have access to the mental health and academic support that they need to thrive. Leaders have established communities of practice which provide peer-to-peer support for post graduate and undergraduate trainees. Trainees benefit from identified safe learning spaces at the university where they can meet and share successes and questions. Leaders signpost trainees to supportive resources and services, such as counselling and wellbeing guidance.

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Professional behaviours, personal development and wellbeing Strong standard

Relationships between trainees are professional and respectful. There are clear processes in place for trainees to report their concerns. There are no reported incidents of bullying or

p.5

Expected standard

harassment. Leaders continually seek the views of trainees to evaluate the impact of the support they provide. This feedback is used to make changes to the programme which helps trainees to manage their workload and wellbeing effectively.

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Achievement Expected standard

Trainees progress well through the course. They quickly secure the skills they need to manage pupils’ behaviour effectively.

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Achievement Expected standard

Personal tutors and mentors regularly check trainees’ progress. Typically, the feedback trainees receive helps them to be reflective practitioners. Over time, this becomes apparent in trainees’ written and verbal reflections on their professional strengths and priorities for improvement. However, the feedback that trainees receive is not consistently precise enough to help trainees to reflect deeply on their teaching practice.

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Achievement Expected standard

The initial teacher education curriculum prioritises trainees’ understanding of their role as a teacher and in keeping pupils safe. As a result, trainees become knowledgeable and confident professionals by the end of the programme. In recent years, all post graduate trainees who completed the course have achieved qualified teacher status. The university’s inclusive practices have contributed to increased trainee course completion rates, over time.

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Curriculum, teaching and training Expected standard

Trainees experience a curriculum that is informed by evidence-based, educational research. Content is regularly revisited to support trainees to remember and apply what they have learned. Through the initial teacher education (ITE) curriculum, trainees quickly build their of pedagogical approaches which are appropriate for the age of pupils they are training to teach. This is most successful across core-curriculum modules where trainees’ subject knowledge and understanding of teaching approaches builds logically. However, in some aspects of the curriculum, post graduate certificate in education (PGCE) trainees are introduced to school-based tasks a little too quickly. When this happens, trainees’ learning is not effectively integrated in to school placements. This hinders how effectively trainees can apply some aspects of their knowledge and understanding.

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Curriculum, teaching and training Expected standard

Working closely with national charities and the local authority, leaders ensure that the curriculum reflects national and regional educational priorities. Trainees recognise the value of these wider opportunities as it supports them to understand the local context in which they will teach. The ITE curriculum quickly builds trainees’ understanding of the role of a teacher. Course leaders enrich the curriculum with a mix of online learning modules and conferences. This furthers trainees’ understanding in relation to safeguarding and special educational needs and/or disabilities (SEND).

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Curriculum, teaching and training Expected standard

Intensive training and practice (ITAP) sessions develop trainees understanding of key themes, such as assessment and feedback or routines and classroom management. Following trainee feedback, ITAP sessions have been thoughtfully scheduled so that trainees’ learning from these sessions is better reinforced through school placements.

p.6

Curriculum, teaching and training Expected standard

The ITE curriculum is taught by highly skilled and experienced teacher educators. School- based mentors are carefully selected for their experience and skills. Mentors are subject to thorough selection and training programmes. Effective communication between the university and partner schools ensures that the key ITE curriculum content is shared with mentors. Typically, this helps mentors to hold purposeful and constructive discussions with trainees during their school placements.

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Curriculum, teaching and training Expected standard

Trainees generally benefit from well-thought-out assessment and feedback. However, some of the school-based tasks that trainees complete are a little too broad. In these situations, the quality of feedback trainees receive is not of the same high quality.

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Leadership Expected standard

The university is committed to the removal of trainees’ barriers to participation and achievement. This vision is realised through leaders’ actions and the close professional relationships that the university has with its partner schools. The initial teacher education provision (ITE) is described as a ‘beacon of light’ by headteachers in the locality.

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Leadership Expected standard

Leaders review the ITE programme regularly through professional reflections and by canvassing trainee opinions. Consequently, the curriculum is constantly being refined and improved to reflect trainee requirements. As a result, leaders have a detailed knowledge of the curriculum structure. However, the work that trainees complete during their school placements is not monitored as closely. This results in some gaps in trainees’ portfolios and delays in the feedback they receive.

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Leadership Expected standard

Staff have access to many professional learning opportunities. Course leaders, for example are engaged in academic research and courses with professional accreditation. Mentors have access to the resources and training programmes they need to carry out their role effectively. This includes training in how to conduct difficult conversations.

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Leadership Expected standard

Leaders implement rigorous and inclusive trainee recruitment processes. They undertake the necessary safer recruitment processes to ensure trainees are suitable to work with children. Those with responsibility for overseeing the ITE programme make regular checks to ensure compliance with statutory requirements, including those linked to safeguarding.

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Leadership Expected standard

Those with responsibility for oversight of the ITE provision have a strong commitment to teacher training. They hold leaders to account with appropriate rigour. Board members bring relevant educational expertise, enabling informed challenge and strategic guidance. As a result, oversight of policy and practice is secure.

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Next steps

Leaders should ensure that curriculum knowledge and understanding of pedagogical approaches that trainees develop through the curriculum is seamlessly integrated into school-based experiences allowing trainees to embed and apply this knowledge across the wider primary curriculum.

p.8

Next steps

Leaders should ensure that the school-based tasks trainees complete are more carefully structured to encourage trainees to reflect more deeply on their professional learning and teaching so as to focus on gaps in their practice and pedagogy.

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Inclusion Strong standard

Leaders have established a highly positive culture. They enhance this culture through well- informed decision-making. Trainees come from diverse social, economic and cultural backgrounds. Leaders ensure they feel valued and welcomed.

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Inclusion Strong standard

Trainees have plentiful opportunities to disclose their needs and personal circumstances. Leaders have planned deliberate opportunities for trainees to disclose such information. This begins during recruitment and induction processes. Leaders identify trainees’ needs, including special educational needs and/or disabilities (SEND), with speed and precision.

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Inclusion Strong standard

Leaders support individual trainee needs very effectively. Personal tutors establish trusting relationships with trainees. Personal tutors work with trainees to help reduce barriers to trainees’ learning and wellbeing. Leaders ensure that trainees have access to specialist support when needed. This includes from university services, including disability services,

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Expected standard

and from external agencies. Moreover, leaders check the effectiveness of the support provided for individual trainees. Leaders act swiftly to adapt support to trainees’ evolving needs and personal circumstances. They show a clear commitment to reducing any potential barrier to trainees' success.

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Expected standard

Leaders ensure that trainees with identified SEND get the support they need to achieve. Leaders also ensure that they make well-informed reasonable adjustments for trainees' different needs and characteristics. Leaders adapt the provision well to meet trainees' individual circumstances including religion and family commitments.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders have very high expectations of trainees’ conduct and attitudes to learning. Leaders make these expectations explicit to trainees from the start of the programme. They emphasise the importance of regular attendance and commitment to meeting programme requirements. Trainees respond well to the high expectations placed upon them.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders prioritise early training on professional behaviours. This training prepares trainees well for their first school placement. Moreover, trainees revisit professional behaviours through further training before their second school placement. Personal tutors support trainees very effectively to develop and embed professional behaviours. Trainees consistently exhibit high standards of professional behaviour on the programme.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees receive exemplary pastoral support, including for their mental health and wellbeing. Leaders have established systematic pastoral support systems and processes. Personal tutors tailor pastoral support to trainees’ individual needs. Trainees value this support highly. It makes a significant contribution to trainees’ positive programme experience.

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Professional behaviours, personal development and wellbeing Strong standard

Incidents of bullying, harassment and discrimination are rare. Leaders do not tolerate such behaviour, including towards trainees on school placements. Leaders respond swiftly and effectively to address any incidents of inappropriate behaviour.

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Professional behaviours, personal development and wellbeing Strong standard

As the programme progresses, trainees learn how to manage an increasing workload. Trainees develop strategies that prepare them very well for the demands of teaching.

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Achievement Expected standard

Trainees develop a secure subject and pedagogical knowledge. They also gain the pedagogical content knowledge they need to teach their subject well. As trainees progress through the programme, they apply their knowledge with increasing effectiveness.

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Achievement Expected standard

Trainees also gain an appropriate knowledge of behaviour management. This builds well upon the foundations learned during the intensive training and practice (ITAP) in behaviour routines that trainees complete early in the programme. This ITAP teaches trainees essential behaviour management strategies. Trainees apply these strategies well in their teaching.

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Achievement Expected standard

Trainees reflect on their practice in a structured way. They make effective use of the helpful feedback they receive from personal tutors and mentors. This enables trainees to understand their strengths and areas for development.

p.10

Achievement Expected standard

Typically, trainees complete the ITE programme and gain qualified teacher status. Trainees are well prepared for a career in the teaching profession. They understand well what it means to be a teacher, including the safeguarding duties this brings.

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Curriculum, teaching and training Expected standard

Leaders have designed a coherent and ambitious curriculum. The curriculum builds trainees’ knowledge and skills in a logical and well-sequenced manner. The curriculum interleaves phase specific and subject specific knowledge and skills. Trainees learn about general pedagogy and subject specific pedagogy. This helps trainees to learn how to teach and more specifically how to teach their subject.

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Curriculum, teaching and training Expected standard

The curriculum is informed by both highly pertinent and contemporary research. Indeed, leaders ensure through continuous review that the curriculum develops in this regard. Teacher educators have a precise knowledge of the initial teacher education (ITE) curriculum. They are also skilled in teaching and training trainee teachers. Teacher educators provide trainees with an enriching learning experience. Teacher educators have an entitlement as part of their university roles to engage in academic research. This is used well, to the benefit of trainees.

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Curriculum, teaching and training Expected standard

Leaders ensure that the curriculum provides trainees with the knowledge they need to keep pupils safe. Trainees engage with key-statutory safeguarding guidance. On school placements, trainees learn about contextualised safeguarding. They also learn about the specific safeguarding responsibilities they have as trainee teachers.

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Curriculum, teaching and training Expected standard

The ITE curriculum prepares trainees well to meet the needs of pupils with special educational needs and/or disabilities (SEND) and other barriers to learning and wellbeing. Trainees build their knowledge and understanding of SEND throughout the programme. They benefit from attending a SEND conference where they learn from regional and national experts in SEND. Trainees have intensive training and practice (ITAP) in coding and decoding and breaking down learning for pupils. They get the opportunities they need to apply their learning on teaching practice.

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Curriculum, teaching and training Expected standard

The ITE programme integrates centre-based training and teaching practice well. Trainees value school placements that provide them with extended periods of teaching practice. School placements allow trainees to immerse themselves well in developing their teaching skills. However, the sequencing of some ITAP does not enable trainees to benefit as much as they might from this important programme element.

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Curriculum, teaching and training Expected standard

Generally, trainees benefit from expert and effective mentoring. Generally, trainees also benefit from effective mentoring from mentors. Mentors have a secure knowledge of the ITE curriculum. Mentors typically provide trainees with precise feedback that supports trainees’

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Next steps

Leaders should ensure that recruitment is aligned with provision of placement schools so that all trainees benefit from timely school placements that are suited to trainees’ needs.

p.11

Next steps

Leaders should ensure that mentors consistently provide specific feedback and set precise targets for improvement so that trainees can make swift and demonstrable progress in developing their teaching skills. development. However, sometimes this feedback is not specific enough to allow trainees to identify how they can make swift and demonstrable progress.

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Leadership Expected standard

Leaders have a clear vision to transform the life chances of pupils in Teesside by providing the region with high-quality teachers. Leaders underpin this vision with a set of inclusive values. They recognise potential in prospective trainees who may have significant barriers themselves. Leaders give such trainees the opportunity and support to realise their potential.

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Leadership Expected standard

Leaders take actions in the best interests of trainees. They have a well-informed understanding of the strengths of the initial teacher education (ITE) programme. Through rigorous self-evaluation, leaders identify appropriate priorities for improvement. A current priority is to increase the number of partner schools as some trainees did not receive timely school placements this year.

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Leadership Expected standard

Leaders take a collaborative approach to programme development and delivery. Stakeholder voice is central to the ongoing development of the programme. Leaders have established effective partnerships with a wide range of partner organisations. These organisations make a valuable contribution to the delivery of the ITE programme.

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Leadership Expected standard

The governance board exercises stringent oversight of policy and practice. They hold leaders to account with appropriate rigour and expertise. The board ensures that the provision meets all compliance criteria. It also ensures that leaders complete all necessary safer recruitment checks on trainees.

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Leadership Expected standard

Staff benefit from a positive, developmental culture. Leaders value staff and support staff workload and wellbeing. Staff are free from bullying, harassment or discrimination. Staff also enjoy a rich professional learning programme that enables them to develop their expertise. Mentors receive training that supports them to fulfil their role.

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Achievement Expected standard

Trainees develop valuable knowledge and skills so that they can teach their subjects effectively. They manage behaviour effectively and establish routines that settle learners quickly and help them to focus on learning. Trainees manage low level disruption confidently and use effective strategies to re-engage learners quickly.

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Achievement Expected standard

Trainees are well prepared for the demands of employment in the teaching profession. They recognise the joy and reward of working in further education settings, as well as the challenge it brings. They are supported to develop strategies to manage the demanding of their workloads and how to work effectively with colleagues in their workplaces.

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Achievement Expected standard

Trainees are reflective about their teaching practice and proud of the progress that they make. Most trainees remain on their programmes to completion, progressing into teaching and further training once qualified.

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Curriculum, teaching and training Expected standard

Leaders have designed an ambitious, well-structured curriculum that prepares trainees to teach their subject and phase effectively. Trainees learn about the needs and barriers that typically impact the learners that they teach. Trainees learn how to adapt their teaching to support those with special educational needs and/or disabilities (SEND).

p.12

Curriculum, teaching and training Expected standard

Teacher educators draw on the expertise of guest speakers to contextualise trainees’ knowledge and understanding in matters such as safeguarding. This ensures that trainees learn how to work with wider teams to maintain the safety of learners and staff. Teacher educators discuss key issues and policies with trainees, such as the recent SEND reforms, so that trainees understand the wider educational landscape. Trainees carefully consider behaviour management strategies, including restorative practices. They build their knowledge the importance of selecting and varying these techniques carefully to respond appropriately to the barriers that learners experience.

p.12

Curriculum, teaching and training Expected standard

Leaders plan their programmes effectively so that trainees’ knowledge and skills build progressively over time. Teacher educators embed contemporary theory and high quality, relevant research upon which trainees analyse critically. Teacher educators include frequent opportunities for trainees to reflect on their teaching, so that they make sensible choices when planning what and how to teach.

p.13

Curriculum, teaching and training Expected standard

Trainees have access to purposeful teaching practice through which they apply their knowledge and skills to develop their teaching expertise. Those who teach learners with education health care plans adapt their teaching successfully in line with their targets. Where they have learners in receipt of early help, they attend meetings with external partners, such as ‘team around the family’ meetings. However, trainees’ access to these experiences often depends on the nature of the cohorts that they teach.

p.13

Curriculum, teaching and training Expected standard

Well-qualified and experienced teacher educators and mentors ensure trainees develop the subject-specific knowledge and expertise to teach their subjects effectively. They help trainees to shape strategies to meet the demands of their curriculums. For example, engineering trainees teaching hydraulic processes avoid exploratory activities that could give rise to early errors.

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Curriculum, teaching and training Expected standard

Most mentors understand their role and what is required to support their trainees. However, a few mentors would be able to be more proactive with trainees if they received more specific information about their initial teacher education curriculum.

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Curriculum, teaching and training Expected standard

Teacher educators use assessment well. They provide helpful written feedback on assignments which trainees use to develop their academic skills. Trainees value highly the guidance they receive from observations of their teaching which they use to sharpen and enhance their practice.

p.13

Inclusion Expected standard

Leaders champion diversity and have built a supportive culture of inclusion. Experienced teacher educators understand the issues which could impact the progress and wellbeing of trainees and are well versed providing a range of support.

p.13

Inclusion Expected standard

Trainees feel comfortable and valued both in their colleges and the university. They enjoy learning alongside peers from a wide variety of backgrounds.

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Inclusion Expected standard

Trainees discuss their support needs openly, with confidence in the thoughtful and appropriate support which will be put in place. Support plans from the university’s disability support service are shared with teacher educators in the colleges and used to adapt teaching.

p.13

Inclusion Expected standard

Teacher educators generally act quickly to put suitable support in place to reduce trainees’ barriers to learning. Those who experience personal challenges during their programmes are supported sensitively and successfully, enabling them to continue on their programmes. In most instances, teacher educators work effectively with leaders to discuss and record trainees’ support needs. On occasion, leaders could be more deliberate and systematic in this support through further understanding and analysis.

p.13

Inclusion Expected standard

Trainees are guided effectively to a wide range of support services in their colleges and at the university, including academic writing, mental health support and student union services.

p.14

Leadership Expected standard

Leaders have a clear vision for their further education and skills teacher training, to train local people who understand their communities and be role models for those they teach. Leaders are deeply committed to ensuring that their trainees achieve and thrive, to become ready for their future careers in teaching.

p.14

Leadership Expected standard

Leaders at Teesside University have adeptly managed a period of significant change. As the new programmes stabilise, leaders know where they should focus their energies to enhance their provision further.

p.14

Leadership Expected standard

Leaders have suitable quality processes which complement the long-standing relationships and trust they have built with their partner colleges. In most instances these processes provide appropriate oversight across their programmes. However, leaders recognise these could be further enhanced to ensure they are meticulous and proactive.

p.14

Leadership Expected standard

Governance of the initial teacher education is effective and there is commitment and enthusiasm for teacher training. The board has considerable knowledge of education and are thus well-equipped to provide expert guidance and accountability for leaders in their strategic direction and decisions.

p.14

Leadership Expected standard

Leaders follow suitable procedures to recruit trainees. This includes following safer recruitment guidance and a rigorous interview process to ensure that trainees have a real interest in education and begin to understand the demands of the programme from the beginning.

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Leadership Expected standard

Leaders create an open and listening culture where they seek continual improvement. Leaders listen to feedback from trainees and partners, gathered through a variety of methods. Staff feel valued, including mentors who describe the role as a privilege and a reward.

p.14

Professional behaviours, personal development and wellbeing Expected standard

Trainees understand and demonstrate the professional behaviour expected of them. Leaders and teacher educators establish these expectations at the beginning of the programme and reinforce them consistently. Trainees follow guidance on maintaining appropriate conduct, including limiting mobile phone use, refraining from eating or drinking during taught sessions, and remaining alert and careful when working online.

p.14

Professional behaviours, personal development and wellbeing Expected standard

Leaders have high expectations of attendance which is well understood by trainees, and the procedures to follow should they be unable to attend. On occasion, when absences occur, teacher educators work flexibly with trainees to ensure that their learning continues to

p.14

Next steps

Leaders should ensure that all mentors are well informed about their trainees' ITT curriculum, in order to proactively support them in their development.

p.15

Next steps

Leaders should ensure that trainees have equality of opportunity for accessing wider opportunities to further broaden their experience and skills for working in the further education and skills sector.

p.15

Next steps

Leaders should be more deliberate and systematic in their quality processes to further analyse and take steps to improve their provision across their partner colleges, including work on inclusion and attendance. progress without being disadvantaged. However, leaders should ensure that they work with partner colleges to ensure attendance at weekly sessions is prioritised.

p.15

Next steps

Trainees have a secure knowledge of professional boundaries and understand how to keep themselves safe in training and in their teaching. They know how to report concerns, including bullying or harassment, and understand who to contact both in the workplace and in training.

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Next steps

Pastoral support for trainees is highly effective. Teacher educators and mentors prioritise mental health and wellbeing, helping trainees to appreciate both the rewards and challenges of teaching. Through ongoing mentoring, trainees build confidence, resilience and the ability to give and receive constructive feedback, which supports their development as reflective and professional practitioners.

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

Leaders have established a well-considered model for the delivery of initial teacher training across the phases. Working closely with partner providers, schools and colleges, leaders provide a cohesive and inclusive experience for trainees. Trainees feel welcomed into both the university environment and their placement, with early exposure to campus-based and online support services helping them to navigate provision confidently. Across the programme, trainees demonstrate high levels of motivation and commitment to becoming expert teachers.

p.15

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

Trainees benefit from an evidence-informed curriculum and develop robust subject and pedagogical knowledge. This generally enables them to apply teaching strategies with increasing precision and adapt their approach effectively to meet learners’ needs. Teacher educators are highly regarded, offering expert guidance while maintaining a respectful and kind approach, particularly when supporting those facing barriers to learning or wellbeing. Support is responsive and enables trainees, including those with special educational needs and/or disabilities or personal challenges, to remain focused and succeed. Trainees' professional identity is developed well. Trainees understand expectations around professional conduct, including online behaviours, and recognise their role in modelling these for learners. Preparation for the realities of teaching is a strength. Structured observations, developmental feedback and well-aligned placements build confidence in

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

classroom management, subject knowledge and resilience.

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

A strong culture of belonging underpins the provision. Relationships with staff and mentors are consistently positive, fostering openness and trust. While some variability exists in workload and placement structure, effective support mitigates these concerns.

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About this inspection

Trainees in the early years phase are studying a part-time, one-year employed graduate or graduate-entry route to achieve early years teacher status.

p.16

About this inspection

Trainees in the primary phase are undertaking a full-time undergraduate route or a full- and part-time graduate-entry route.

p.16

About this inspection

Trainees in the secondary phase are undertaking either a full-time or part-time post- graduate route. Students in this phase elect to study Art and Design, Biology, Chemistry, Computing, Design Technology, English, Geography, History, Mathematics or Physics.

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About this inspection

Trainees in the further education and skills phase are studying either full-time or part-time to achieve a professional graduate certificate in education and training at level 6 or a certificate in education at level 5.

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About this inspection

Inspectors met with the Dean, the Associate Deans of Learning and Teaching and International, of The School of Social Sciences, Humanities & Law and the Head of Department (Education) as well as staff from central university teams and members of the partnership board.

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About this inspection

Inspectors visited primary and secondary schools and further education colleges to meet with trainees, mentors and school leaders. Inspectors visited lessons taught by trainees. Inspectors also visited central training, delivered by university staff for early years, and further education and skills trainees.

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About this inspection

Inspectors met with trainees, early career teachers, mentors and a range of programme staff from across the phases.

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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 who have previously served as HMIs.

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Team inspectors:

James Duncan, His Majesty's Inspector Andrea Casey, His Majesty's Inspector Alison Stephenson, His Majesty's Inspector Hayley Lomas, His Majesty's Inspector Georgina Chinaka, His Majesty's Inspector Alison Dennis, His Majesty's Inspector Duncan Martin, Ofsted 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

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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