Red Kite Teacher Training

Red Kite Teacher Training

Address: Red Kite Office, Pannal Ash Road, Harrogate, North Yorkshire, HG2 9PH Unique reference number (URN): 1222545

p.1

Achievement Strong standard

Trainees are very well prepared to become primary teachers. Their skills, readiness for the classroom and professional attitudes are regarded highly by local employers. Trainees, including those with special educational needs and/or disabilities or other barriers to learning, achieve very well.

p.1

Achievement Strong standard

Leaders ensure that trainees develop as reflective teachers of the future. Trainees are explicitly trained in how to analyse their practice, identify strengths and pinpoint areas for improvement. With the support of their mentors, trainees understand well the progress they are making in their development as a teacher.

p.1

Achievement Strong standard

Through the programme, trainees deepen their understanding of how to manage pupils’ behaviour. Trainees learn the importance of establishing effective routines and expectations for pupils from the beginning of the programme. They demonstrate an early confidence in managing behaviour and a clear understanding of how to adapt strategies to different learners and contexts.

p.1

Curriculum, teaching and training Strong standard

Leaders have designed a coherent and ambitious curriculum. They ensure that primary trainees have the knowledge they need to teach the full range of national curriculum subjects. Leaders purposefully integrate focused and well designed intensive training and practice (ITAP) into the curriculum. This enables trainees to deepen their learning and become skilful in aspects of teaching such as effective questioning to establish pupils' understanding. An element of ITAP delivered at the beginning of the training focuses on early reading and phonics. This enables trainees to benefit from early opportunities to apply their learning within different contexts. Trainees consider this to be beneficial in building their expertise as they progress. Placements are designed specifically to ensure trainees have the right opportunities to apply their developing knowledge of what they have been trained in.

p.2

Curriculum, teaching and training Strong standard

Leaders plan and sequence the curriculum very carefully to ensure that trainees can build their knowledge and skills progressively. For example, they weave training on safeguarding and how to support pupils with special educational needs and/or disabilities (SEND) throughout the curriculum. Meaningful and well-timed opportunities for trainees to apply this learning in the classroom gives them a broader understanding of a variety of individual pupils' needs.

p.2

Curriculum, teaching and training Strong standard

Leaders work particularly well with specialist teacher educators, placement schools and a local university to inform the curriculum. Trainees benefit from this expertise as a result of both expert design and delivery of the programme. This includes support for teaching subjects such as mathematics, as well as developing trainees' knowledge of the early years and SEND.

p.2

Curriculum, teaching and training Strong standard

A significant strength of the programme lies in the role of the 'early career leaders' who ensure consistency and quality assurance of the curriculum. Their involvement from curriculum design and delivery, through to their close working with placement schools, ensures a highly integrated approach that is valued by trainees and mentors alike.

p.2

Curriculum, teaching and training Strong standard

Leaders have established highly effective assessment practices for checking trainees' knowledge and responding to any gaps in learning. This is aligned very well to the curriculum which trainees are following. There is a shared understanding between the provider and placement mentors of what is expected at each stage of a trainees’ pathway. Trainees are provided with meaningful next steps, which help them to continually improve their teaching. Trainees consider this feedback to be constructive and responsive to their development.

p.2

Curriculum, teaching and training Strong standard

Leaders proactively engage with relevant and high-quality research in their design of the curriculum. They embed research throughout the training, with weekly tasks, as well as assignments that require trainees to critically evaluate contrasting research. This focus further enhances trainees' learning and professional development.

p.2

Inclusion Strong standard

Leaders have established strategies to develop a thorough understanding of trainees’ individual needs. They are proactive in establishing a safe, supportive culture where trainees feel confident to ask for any help they may need to thrive and succeed. Positive and caring relationships are established between leaders and trainees. Trainees value this highly. The provider motto of ensuring trainees ‘plough their own furrow’ is well known and lived out by leaders and trainees alike. This approach enables trainees to have in place what they need to become effective classroom teachers.

p.3

Inclusion Strong standard

Collaborative partnership working between leaders, school mentors and university partners ensures that important information about trainees is shared appropriately and with consent. This provides a coordinated and timely approach to supporting trainees' individual needs. Actions taken by the provider demonstrate that trainees’ needs are routinely and carefully considered. The role of the provider early career leaders (ECLs) is pivotal in ensuring adaptations are implemented and reviewed effectively across placements. The responsiveness of the ECL is a notable strength. Trainees and mentors speak highly of their availability and effectiveness, particularly in supporting trainees with special educational needs and/or disabilities and ensuring bespoke support is implemented when needed. Trainees are well informed of the availability of wider support outside of the provider to ensure that they continue to succeed.

p.3

Leadership Strong standard

Collaboration and continuous improvement underpin the culture and values of this provider. The leadership ethos is well established and understood by provider-based staff, as well as wider stakeholders. This has a positive impact on the quality of the training for primary trainees. Relationships between leaders and partner schools are positive and mutually beneficial. School leaders talk of an alignment between the provider’s values and their own. Feedback from stakeholders is valued, acted upon and used to drive continual improvements. Decisions taken by leaders and those responsible for governance are in the best interest of trainees.

p.3

Leadership Strong standard

Leaders have established quality assurance processes that are both systematic and robust. The role of early career leaders (ECLs) ensures a consistent mechanism for communication, monitoring and support across the different layers of the provider’s work. The ECLs' insight and involvement in developing the curriculum, along with their positive relationships with schools, enables a collaborative approach to identify and respond to any improvements needed.

p.3

Leadership Strong standard

The professional learning of provider-based staff, subject leaders and school-based mentors is purposeful and aligned well to the provider’s priorities. Additional qualifications are undertaken to strengthen the knowledge and expertise of the central team. Mentor development is given the highest priority. This is underpinned by a well-structured training programme. Additional work between mentors and ECLs develops and sharpens consistency and practice further. This ensures that all trainees benefit from a high-quality learning experience.

p.3

Next steps

Leaders should continue to build upon the strategic oversight of the quality of the offer in place for trainees in their ongoing pursuit of excellence. Leaders ensure the wellbeing and safety of all is at the heart of their work. Rigorous recruitment practices are in place for staff and trainees. Staff feel valued and well supported, they work in an environment free from bullying, harassment and discrimination.

p.4

Professional behaviours, personal development and wellbeing Strong standard

From the beginning of the programme, leaders ensure that trainees know, understand and display high standards of professional behaviour. This includes requirements for attendance. These high expectations for trainees are shared with, and enacted by, all stakeholders. The curriculum for trainees places a significant emphasis on shaping their professional identity. This includes establishing an understanding of professional conduct, as well as support for developing resilience. Trainees quickly become familiar with the professional standards and how these translate into their day-to-day behaviours in a school setting.

p.4

Professional behaviours, personal development and wellbeing Strong standard

Support for trainees' wellbeing and the management of their workload is at the forefront of the provider’s work. Leaders are proactive in ensuring that mentors, trainees and staff identify quickly where support may be needed. Alongside this, careful consideration of course design and the timing of assignment deadlines helps to reduce additional pressures on trainees at key times. Early career leaders (ECLs) play a significant role in sustaining a culture of positive wellbeing for all. They are highly responsive to trainees' needs, offering personalised support which has a positive impact on trainees' wellbeing. The trust fostered between ECLs and trainees ensures an open climate where concerns, including those relating to possible bullying, harassment or discrimination, are shared and dealt with quickly and appropriately. Trainees feel very well supported.

p.4

Achievement Strong standard

Leaders ensure that trainees develop a deep and coherent body of knowledge and skills, preparing them well for the classroom. Trainees learn the importance of having, and demonstrating in their practice, high expectations of pupils’ behaviour and achievement. This includes for pupils with special educational needs and/or disabilities (SEND). Through the provider's curriculum, and during their teaching placements, trainees learn how to apply a wide range of behaviour management and teaching strategies. They gain essential subject and pedagogical content knowledge. This prepares trainees to achieve well and gain employment as teachers at the end of their training.

p.5

Achievement Strong standard

Early career leaders and school-based mentors provide trainees with regular and constructive feedback during school-based placements. This enables trainees to understand their strengths and areas for development. It ensures that they revisit prior learning and practise and secure the most fundamental aspects of teaching. As the initial teacher education programme progresses, leaders provide trainees with opportunities to extend their learning further through personalised projects. This allows trainees to begin to develop areas of interest or expertise. It supports trainees well to take increasing responsibility for their own progress and development.

p.5

Curriculum, teaching and training Strong standard

Leaders have established an ambitious curriculum that is underpinned by pertinent and contemporary, high-quality research. The curriculum is coherent in its design. It systematically builds upon trainees' prior learning as they progress through the course. Leaders provide regular opportunities for trainees to learn about important concepts such as behaviour management and strategies for teaching specific subject content. This enables trainees to build their knowledge and skills in a logical and meaningful way.

p.5

Curriculum, teaching and training Strong standard

Leaders' expert sequencing of the curriculum enables trainees to quickly develop the skills needed to teach pupils with special educational needs and/or disabilities (SEND) and pupils with other significant barriers to their learning and well-being. Trainees build their knowledge of how to adapt tasks to support pupils' individual learning needs.

p.5

Curriculum, teaching and training Strong standard

Leaders carefully integrate intensive training and practice (ITAP) into the curriculum. They have made well-informed decisions about ITAP content and sequencing. Trainees complete 3 ITAP modules in behaviour management, questioning and literacy and oracy. Through this, trainees learn about, practise and apply specific strategies in a structured way. It helps trainees to secure some of the most fundamental knowledge and skills they need as teachers.

p.5

Curriculum, teaching and training Strong standard

Leaders ensure that the curriculum prioritises trainees’ knowledge of safeguarding. At the start of the programme, trainees are taught how to keep pupils safe. They learn how to identify and report important aspects of safeguarding, such as recognising potential signs of abuse. Trainees can apply what they have learned about safeguarding when on school placement. They develop the depth of understanding required to fulfil their statutory responsibilities with confidence. Focused discussions with mentors and lead mentors, known as early career leaders (ECLs), during school placements support trainees to meaningfully reflect on their learning in different contexts. Consequently, trainees acquire the depth of knowledge they need to understand and fulfil teachers’ safeguarding responsibilities.

p.5

Curriculum, teaching and training Strong standard

Leaders and ECLs establish highly effective relationships with partner schools. They support mentors in partner schools particularly well to know and understand the provider's initial teacher education (ITE) curriculum. This ensures that when trainees are on placement they build their knowledge and skills in a meaningful way that is linked directly to the centre- based training.

p.6

Curriculum, teaching and training Strong standard

Trainees value the high-quality teaching, training and mentoring that they receive. They benefit from learning from experts who know the ITE curriculum well. Teacher educators model highly effective teaching strategies. They help trainees to secure the knowledge that they need through training sessions and regular opportunities for the trainees to reflect on their practice. Mentors support trainees very well to develop their teaching through high- quality, tailored feedback and target-setting. The consistency of mentoring support that trainees receive has a demonstrable impact on their progress.

p.6

Inclusion Strong standard

Leaders have created a welcoming and supportive culture in which trainees feel highly valued. They provide regular and meaningful opportunities for trainees to share their individual needs and personal circumstances. This contributes well to trainees' sense of belonging and engagement with the programme. Lead mentors, known by the provider as early career leaders (ECLs), establish positive and trusting relationships with trainees. ECLs play a pivotal role in supporting trainees’ learning and wellbeing. They perform their role with genuine care, commitment and expertise.

p.6

Inclusion Strong standard

The provider regularly reviews trainees’ additional needs. Where appropriate, ECLs work with trainees to establish strategies to support them during their training. This provides trainees, including those with special educational needs and/or disabilities (SEND), with appropriate adaptations and adjustments to successfully access the initial teacher education programme. With consent, leaders share any agreed strategies with appropriate staff who support trainees in their development and while in placement schools. This leads to consistent, effective and responsive support for trainees.

p.6

Inclusion Strong standard

Leaders' actions in recent years to support trainees to disclose their SEND needs and/or barriers to their learning, have enabled the provision of highly effective levels of support. Leaders respond swiftly to adapt the level of support that individual trainees require. They work in close partnership with a range of external organisations that offer expert guidance. Trainees value the level of support they receive to meet their individual needs.

p.6

Leadership Strong standard

Leaders work very closely with partner schools and wider stakeholders to support the continuous development of the initial teacher education programme. Well established and effective relationships with strategic partners support a continuous and effective programme of recruitment, evaluation and development. Through this, leaders demonstrate, and achieve, a clear commitment to providing the region with high-quality secondary school teachers.

p.7

Leadership Strong standard

Leaders know and understand the areas of strength in training teachers within its provision. ‘Wise compassion’ and ‘professional generosity’ are guiding principles for leaders’ actions and are lived out in their work with trainees and the wider partnership. Leaders make decisions in the best interests of trainees and are responsive to their needs. They listen to, and act upon, trainees' feedback about their training to refine and improve the programme.

p.7

Leadership Strong standard

Those with responsibility for oversight provide appropriate support and challenge to leaders in their ambition for excellence. This ensures that the provider remains true to its vision and values. Trustees ensure that the provider meets initial teacher training compliance criteria. They also ensure that the provider undertakes appropriate recruitment checks on trainees. Trustees and local governors perform their roles with both rigour and compassion.

p.7

Leadership Strong standard

Staff benefit from a carefully considered and responsive training programme, which includes additional professional qualifications. This successfully develops staff's expertise in their roles. It gives them the knowledge they need to meet trainees’ needs. Through high-quality training, mentors in schools are well supported to work effectively with trainees to support their development.

p.7

Leadership Strong standard

Staff enjoy a positive work culture in which they feel valued and free from harassment, bullying or discrimination. They are proud to work at this provider.

p.7

Professional behaviours, personal development and wellbeing Strong standard

Leaders have high expectations of trainees’ professional behaviours. They support trainees to understand the importance of regular attendance and commitment to their learning and development. Trainees learn in depth about the professional behaviours required of them from the start of their training. This firm foundation enables trainees to successfully embark on their first school placement. Trainees demonstrate a responsible attitude towards their learning. They show the resilience and application required to enter the teaching profession.

p.7

Professional behaviours, personal development and wellbeing Strong standard

Leaders provide trainees with individualised and well-informed pastoral support. This helps trainees to maintain a positive approach to their wellbeing. It enables them to take a full and active part in the programme. Of note is the timely and responsive way in which leaders address trainees’ evolving pastoral needs. This is particularly effective because of the positive relationships that are established by leaders from the moment the trainee joins the provider.

p.7

Professional behaviours, personal development and wellbeing Strong standard

Leaders have created an open and honest culture of trust and support. Trainees feel confident in raising concerns about any inappropriate behaviour towards them. Concerns about such behaviour are rare. Leaders resolve concerns in a timely and effective manner.

p.7

Next steps

Leaders should continue to refine the high-quality initial teacher education curriculum so that trainees systematically develop and practise their pedagogical knowledge in the subjects that they teach during school placements. As part of the initial teacher education programme, trainees develop resilience and learn how to manage an increasing workload. This prepares them well for a career in the teaching profession.

p.8

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

Leaders at Red Kite Teacher Training have a clear vision to support trainees to develop the knowledge, skills and behaviours to successfully begin their career in teaching. This vision is successfully realised through the high-quality training that trainees receive during their time with the provider.

p.8

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

Trainees value highly the frequent opportunities to raise and discuss their own special educational needs and/or disabilities (SEND). This enables them to receive timely and appropriate support during their training. As a consequence of this, trainees become skilled in advocating their own needs and, with support, finding positive solutions to overcome potential barriers to their learning. This helps trainees to be successful and understand the practical realities of teaching and their role in keeping pupils safe. Trainees quickly apply what they have learned during their school placements.

p.8

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

Lead mentors, known by the provider as early career leaders (ECLs), play a significant part in the development of trainee teachers. They maintain regular contact with trainees, providing advice, support and guidance throughout the course. Trainees value the role that ECLs play in their training. This support, along with that of school mentors, enables trainees to gain confidence to enter the teaching profession. Consequently, the majority of trainees successfully achieve qualifications to teach. Many trainees gain employment in one of several schools within the provider’s partnership.

p.8

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

Trainees benefit from the way in which leaders are attuned to developments in teaching and training at a national and regional level. Leaders' well-established partnerships with schools and alliances foster a culture of, and commitment to, training teachers. Leaders work closely with stakeholders to ensure that the curriculum and experiences trainees gain foster regular opportunities to reflect and build on their practice. This enables trainees to successfully train and apply their learning in schools within different demographic and geographical contexts. Through this, trainees are well prepared to enter the teaching profession.

p.8

Overall lead inspector:

Matthew Harrington, His Majesty's Inspector

p.9

Primary phase lead inspectors:

Mary Cook, His Majesty's Inspector Sarah Gordon, His Majesty's Inspector

p.9

Team inspectors:

Marcus Newby, His Majesty's Inspector Alison Stephenson, His Majesty's Inspector Thomas Wraith, His Majesty's Inspector Emily Stevens, His Majesty's Inspector Sue Timmins, Ofsted Inspector Andrea Casey, His Majesty's Inspector John Lucas, His Majesty's Inspector

p.9

About this inspection

Trainees in the primary and secondary age-phases undertake a postgraduate route.

p.9

About this inspection

There are 3 pathways on the PGCE postgraduate primary age-phase: primary 3 to 7, primary 5 to 11 and primary 7 to 11. At the time of the inspection, there were 91 primary trainees.

p.9

About this inspection

Some trainees on the primary postgraduate route specialise in teaching pupils with special educational needs and/or disabilities (SEND). This is the primary ‘with SEND’ pathway.

p.9

About this inspection

Some trainees on the secondary postgraduate route who are training to teach English, mathematics or science also complete the ‘with SEND’ pathway.

p.9

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.

p.9

About this inspection

Inspectors spoke with the director of Red Kite Teacher Training, the director of Red Kite Education and programme leads from the primary and secondary phases.

p.9

About this inspection

Meetings were held with the chief executive officer of the Red Kite Learning Trust and representatives of the Red Kite Teacher Training governance board.

p.9

About this inspection

Inspectors visited trainees in their placement schools, spoke to school-based mentors, trainees and school leaders and reviewed trainees’ portfolios.

p.9

About this inspection

Inspectors met with representatives from the provider’s strategic partnership and alliance.

p.9

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.

p.10

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.10

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.10

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.

p.10

Needs attention

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

p.10

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of training. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

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 .

p.11

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 .

p.11

Urgent improvement

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

p.11

Urgent improvement

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

p.11