University of Sunderland

University of Sunderland

Address: Wearside View, Charles Street, SR6 0AN Unique reference number (URN): 70070

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Professional behaviours, personal development and wellbeing Strong standard

Leaders’ purposeful and precise decisions to support trainees with their professional behaviour and commitment to learning are highly effective. Trainees are mature and reflective. They demonstrate a clear and resolute understanding of the behaviours expected of them on campus, on placement and in the community. Trainees rise to these expectations and demonstrate exemplary professional behaviour and attitudes. This contributes to a learning environment in which trainees thrive.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders and staff support trainees extremely well. Personal academic tutors develop meaningful and supportive relationships with trainees. Along with other staff, personal academic tutors intervene quickly should trainees need pastoral support or support with their wellbeing. Leaders and staff, through their relationships and support for trainees, make a

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Expected standard

significant contribution to the development of trainees’ resilience. Trainees are well-prepared for managing the workload of a teacher.

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Expected standard

Staff identify trainees who need help with their attendance quickly and support them effectively. Leaders continuously review the support they provide for trainees to ensure that it has the intended impact.

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Expected standard

Leaders and staff do not tolerate bullying, harassment or discrimination. There are clear and established processes and procedures in place to protect trainees should any issues arise. On the rare occasion that an issue between trainees does arise, leaders address it swiftly and effectively.

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Achievement Expected standard

Trainees achieve well. Over time, rates of trainees completing their studies and gaining qualified teacher status have steadily increased. In several of the provider's routes into teaching, such as the apprenticeship route, programme completion rates are high.

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Achievement Expected standard

Trainees learn and develop the knowledge and skills they need for teaching in the primary phase of education. Leaders regularly review trainees’ subject knowledge. This helps to ensure that trainees develop an appropriate level of subject knowledge for teaching in the primary phase. Trainees gain a detailed knowledge about behaviour management, safeguarding and special educational needs and/or disabilities (SEND). Moreover, trainees demonstrate that they can apply this knowledge to their teaching. As a result, trainees are prepared well for a career in teaching.

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Achievement Expected standard

Trainees benefit from structured opportunities to reflect on their learning. These opportunities enable trainees to articulate their strengths and move forward with their learning, informed by purposeful development targets.

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Curriculum, teaching and training Expected standard

Trainees experience an ambitious curriculum that is well sequenced. It enables trainees to build and connect their knowledge over time. Importantly, trainees acquire a deep knowledge and understanding about key elements of the role such as safeguarding.

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Curriculum, teaching and training Expected standard

Trainees benefit from opportunities that both strengthen their subject knowledge and develop their pedagogical understanding. The curriculum helps trainees bring together these two aspects of their learning well. Leaders ensure that there is parity across all training routes so that undergraduate, postgraduate and apprentice trainees all gain from this approach.

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Curriculum, teaching and training Expected standard

There is strength in the university’s work to prepare trainees to meet the needs of pupils with special educational needs and/or disabilities (SEND). Trainees on both the mainstream and SEND pathways benefit from purposeful learning in this area. It helps trainees understand how to meet the needs of pupils with SEND and how to apply this learning in practice. Trainees also learn about other vulnerabilities that pupils may face. However, some trainees are less secure in knowing how to apply their knowledge about disadvantaged pupils into their practice, particularly when they are on school placement.

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Curriculum, teaching and training Expected standard

Generally, school-based mentors are well supported by experienced university-based mentors. This enables school-based mentors to guide most trainees effectively. Leaders have produced carefully crafted curriculum ‘passport’ documents. These documents provide clarity for trainees and school-based mentors about expectations on placements and about the curriculum knowledge that trainees should have acquired. Leaders have also embedded mechanisms for recording trainees' progress on placement. Trainees and school-based mentors use these mechanisms with consistency. Typically, trainees experience mentoring that secures and extends the development of their teaching effectively. However, trainees do not yet benefit from a consistently high-quality mentoring.

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Curriculum, teaching and training Expected standard

Leaders have established purposeful opportunities to provide feedback to trainees on their knowledge, understanding and practice. Well-established communication and connection between university-based mentors and school-based mentors provides ongoing oversight of trainees’ progress and development on placement. Subject knowledge audits, academic assignments and weekly placement activities provide effective forward-feeding targets for trainees. Trainees typically address these targets well. This considered approach to learning helps trainees to develop and secure their knowledge and skills.

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Curriculum, teaching and training Expected standard

Teacher educators are well skilled and passionate about their areas of interest and expertise. They draw on research that is appropriate and up to date to inform the curriculum, including intensive training and practice (ITAP) curriculum elements. Leaders consider carefully the content of ITAPs and provide timely opportunities for trainees to link this learning back to their wider work across the curriculum.

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Inclusion Expected standard

Leaders and staff foster an inclusive ethos for trainees. This ethos makes trainees feel welcomed on each of the initial teacher training pathways. Leaders and staff show an awareness of the range of trainees’ potential needs. Leaders identify trainees' needs well. From programme application to final assessment, leaders provide regular opportunities for trainees to disclose any additional needs.

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Inclusion Expected standard

Leaders demonstrate precision in the way in which they support trainees with special educational needs and/or disabilities (SEND). Trainees with SEND benefit from research- informed strategies that support their needs. Trainee support plans are clear and identify purposeful academic support and adaptations. Leaders ensure that trainees receive the support they need to achieve. Undergraduate trainees, in particular, benefit from well- considered processes that ensure that they receive appropriate adaptations on their school placements. These processes support undergraduate trainees to advocate for themselves in their future careers.

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Inclusion Expected standard

When trainees raise issues, leaders take action. Staff and leaders are suitably skilled in supporting and signposting trainees to relevant and purposeful advice and guidance. Centralised training ensures that staff understand the range of university support available

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Next steps

Leaders should ensure that self-evaluation and improvement planning is consistently rigorous, coherent and systematic so that it results in actions that have a swift and demonstrable impact on the quality of provision.

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Next steps

Leaders should ensure that trainees know how to apply their knowledge about disadvantaged and vulnerable pupils to their teaching practice so that they can support the learning of these pupils effectively.

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Next steps

Leaders should ensure that mentoring is of a consistently high quality so that trainees have equal opportunities to secure and extend the development of their teaching on school placements. to trainees. This includes support for mental health, housing and finance. Generally, trainees engage well with the wide range of support and guidance that is available to them.

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Leadership Expected standard

Leaders have a clear vision for the university’s initial teacher education (ITE) provision. This vision is shared and understood by staff, those responsible for governance and by training partners and placement schools. Leaders carefully consider the mandatory initial teacher training criteria in planning their ITE provision. Moreover, in developing provision, leaders make decisions in the best interests of trainees.

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Leadership Expected standard

Partner advisory boards and university governance structures ensure that leaders are held to account. Recent changes to the oversight of provision are timely and appropriate. Leaders’ priorities for improvement are typically well matched to areas of provision that need strengthening. For example, leaders’ actions to develop and embed mentors’ professional learning experiences are effective.

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Leadership Expected standard

Leaders make effective use of the partner advisory board to inform the initial teacher education curriculum. The board’s work with leaders to develop trainees’ understanding and readiness for supporting pupils with special educational needs and/or disabilities helps meet local educational priorities.

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Leadership Expected standard

Leaders ensure that staff have protected time to complete research and scholarly reading. Staff work in a school each year to support their professional development. This enables them to keep up to date with the context in which schools are working. It also helps leaders to make decisions that are well matched to the needs of trainees and schools in the local region. Appropriate structures are in place to ensure that staff work in an inclusive environment.

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Leadership Expected standard

Clear and effective safer recruitment practices ensure trainees are suitable to enter teacher training programmes.

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Achievement Expected standard

Typically, trainees develop a secure understanding of effective approaches to teaching and managing behaviour within their subject and phase. Trainees draw on their learning of the university’s curriculum, building an appropriate knowledge of generic teaching strategies and teaching strategies specific to their subject. Trainees engage with research, including subject association reviews, to support their understanding of effective teaching in their subjects.

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Achievement Expected standard

Trainees are encouraged to be reflective, evaluating both their strengths and aspects of their practice that they could improve further. Over time, this typically supports trainees to develop the knowledge, skills and behaviours that they require to become effective teachers. Consequently, trainees are generally well prepared for the realities of the teaching profession.

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Achievement Expected standard

Trainees, including those with identified barriers or special educational needs and/or disabilities (SEND), typically complete their programmes of study, achieving qualified teacher status. Those trainees following the university’s undergraduate pathways generally achieve more highly than their postgraduate peers.

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Curriculum, teaching and training Expected standard

Leaders have developed an ambitious curriculum for trainees. They take account of the views of a range of stakeholders, including trainees and the secondary partnership advisory board, to strengthen and refine the curriculum further. Typically, leaders make sensible adjustments to the curriculum, informed by stakeholders. For example, leaders have reorganised the timing of intensive training and practice (ITAP) and introduced modules about a second subject in the undergraduate physical education programme, to boost trainees’ employability.

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Curriculum, teaching and training Expected standard

Leaders make effective use of contemporary research, such as cognitive science and research and practice reviews completed by professional bodies in their design of the curriculum. In subject sessions, trainees learn to contextualise general pedagogies that they have learned into their own practice. They also strengthen their subject knowledge and their understanding of subject-specific approaches. Leaders enhance the content of subject sessions by integrating learning from subject associations and professional bodies, such as local mathematics hubs. Trainees also benefit from a well-sequenced curriculum that builds their knowledge and skills progressively.

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Curriculum, teaching and training Expected standard

In general, trainees receive effective mentoring that is informed by mentors’ knowledge of the initial teacher education curriculum. Mentoring supports trainees to reflect on what they have learned and to integrate educational theory and practice. Usually, mentors provide purposeful feedback that helps trainees to improve their teaching. However, trainees' experience of mentoring is not yet of a consistently high standard.

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Curriculum, teaching and training Expected standard

ITAP forms an important element of trainees’ learning. Leaders have considered important features of the curriculum, such as trainees’ preparedness to teach pupils with special educational needs and/or disabilities (SEND) as the focus for ITAP. This provides trainees with opportunities to consolidate what they have studied and to accelerate these aspects of their practice. In general, trainees have an appropriate awareness of the support that may be required by pupils with SEND or by pupils who are otherwise disadvantaged. For example, trainees typically have a secure knowledge of potential barriers that pupils who are eligible for the pupil premium grant may face.

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Curriculum, teaching and training Expected standard

The university ensures that trainees quickly develop an understanding of their responsibilities for keeping pupils safe. The curriculum is well designed in this regard. Leaders prioritise making sure that trainees understand their legal duties as well as becoming familiar with placement schools’ policies and practice. Leaders draw on external professionals to ensure that trainees develop an understanding of the local context, such as when using the police to reinforce training on the 'Prevent' duty.

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Inclusion Expected standard

Leaders are committed to providing an inclusive environment in which trainees can flourish. The university has created a range of opportunities for trainees to disclose any barriers to their wellbeing and/or achievement, including at interview and beyond. Staff work to create an environment where trainees feel comfortable to share this information. Generally, trainees feel sufficiently confident to do so.

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Inclusion Expected standard

Leaders take appropriate steps to ensure that trainees’ additional needs, including any special educational needs and/or disabilities (SEND), are considered and supported. Where required, leaders ensure that reasonable adjustments, such as to academic deadlines or the work environment, are in place so that trainees can complete their training. Examples of this work, such as the adapted support for trainees who come from overseas to study, are creditable successes. Leaders are currently implementing further strategies, such as ‘placement adjustment forms’, that have been piloted in the primary phase. Leaders recognise the importance of ensuring that school-based mentors have the knowledge they need about trainees’ needs to support their achievement, including the achievement of trainees with identified SEND.

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Inclusion Expected standard

The university provides a broad range of services to support trainees’ learning and wellbeing. It also provides clear information and guidance on external services that trainees can access. Generally, trainees are aware of these services and make use of them.

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Leadership Expected standard

Leaders have established an aspirational vision to provide training that has a strong focus on the north-east context, diversity and inclusion. This vision is clearly communicated and understood across the secondary phase. Moreover, leaders consistently take decisions with trainees’ best interests in mind.

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Leadership Expected standard

Those responsible for overseeing the provision have a secure understanding of their roles and responsibilities. They provide effective support and challenge to leaders, ensuring that the provider is compliant with all requirements set out by the Department for Education. For example, leaders have implemented rigorous recruitment practices to ensure that trainees who enrol on the course are suitable to become teachers.

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Leadership Expected standard

Leaders have established appropriate systems for monitoring and quality assurance that ensure accurate reporting across tiers of management. These systems help leaders develop a shared understanding of the provision’s strengths and priorities for improvement. However, sometimes these systems do not provide leaders with the insightful information they require to respond swiftly to inconsistencies in trainees’ experiences, including with regard to mentoring.

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Leadership Expected standard

The university provides effective support for staff. It takes proactive steps to issues around workload, such as the planned use of associate tutors at specific times of the year. Furthermore, staff development is a clear priority. Numerous staff have completed a range of formal and informal professional learning programmes, including Master’s qualifications and research projects. Leaders ensure that staff work in an environment that is free from bullying and harassment.

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Professional behaviours, personal development and wellbeing Expected standard

Leaders have high expectations of trainees’ professional behaviours. Through the professional studies curriculum, the university makes clear trainees’ responsibilities and the standards that they are expected to attain and uphold. Usually, teacher educators and mentors reinforce these standards well with trainees. On the few occasions when partner schools raise concerns about the professional behaviours of a trainee, leaders act effectively to address those concerns.

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Professional behaviours, personal development and wellbeing Expected standard

The university places high importance on trainees being able to learn in an environment that supports their development and wellbeing. It provides high-quality pastoral care to trainees, including access to wider university services to promote positive mental health. Leaders consider carefully when trainees may require greater levels of support and incorporate additional guidance at these times, such as around induction, academic deadlines and changes of school placement.

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Next steps

Leaders should ensure that self-evaluation and improvement planning are consistently rigorous, coherent and systematic so that they result in actions that have a swift and demonstrable impact on the quality of provision.

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Next steps

Leaders should ensure that trainees experience consistently high standards of mentoring, including the skilful use of assessment and feedback to support trainees’ development.

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Next steps

Leaders should ensure that they implement new initiatives to support trainees with identified barriers to achievement, including special educational needs and/or disabilities (SEND), effectively so that these trainees achieve consistently well. Incidents of bullying or discrimination are rare. Trainees learn about the importance of maintaining professional working relationships with peers. In the event of such incidents, the university acts effectively.

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Next steps

Over time, trainees become increasingly aware of their own professional responsibilities and behaviours. They learn to reflect on and develop their professional behaviours based on feedback from mentors and teacher educators. This helps them to be better prepared for the realities of a career in teaching, including in managing their own workload.

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Achievement Expected standard

Most trainees and apprentices, including those with additional learning needs or barriers to learning, achieve their qualifications. Most trainees and apprentices also gain employment in education settings across the region, with many employed by their placement providers. Many take on additional responsibilities in their early careers, including team leader and specialist practitioner roles.

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Achievement Expected standard

Trainees and apprentices develop and secure the knowledge and skills they need to teach their subjects well. Apprentices rapidly gain the skills to teach their vocational specialisms expertly. Most trainees and apprentices explain confidently the decisions that influence how they plan, teach and assess, and are reflective about how to improve their practice.

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Achievement Expected standard

Trainees and apprentices are well-informed about the realities of teaching. Apprentices consistently demonstrate the professional behaviours and resilience that they need as teachers. Most trainees understand and learn how to balance the demands of the teaching profession in the further education and skills sector.

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Curriculum, teaching and training Expected standard

Leaders have designed a well-sequenced and ambitious curriculum that equips trainees and apprentices with the knowledge and skills to teach their subjects effectively. Trainees begin by learning the core roles and responsibilities of teachers, before moving on to the foundations of planning and assessment. Teacher educators deliberately revisit key concepts as trainees and apprentices develop their teaching skills and their professional identity.

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Curriculum, teaching and training Expected standard

Teacher educators ensure that trainees and apprentices have the safeguarding knowledge they need to identify safeguarding concerns. Trainees and apprentices have a thorough understanding of their responsibilities in relation to safeguarding and the 'Prevent' duty. Trainees and apprentices also gain a thorough knowledge and understanding of behaviour management. An early behaviour management conference exposes trainees and apprentices to a range of practical behaviour management approaches which they apply and reflect on during their placements.

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Curriculum, teaching and training Expected standard

Teacher educators know and understand the initial teacher education curriculum well. The curriculum is informed by high-quality research and contemporary thought. Teacher educators teach and model a wide range of evidence-informed teaching strategies which apprentices and trainees apply effectively to their own teaching.

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Curriculum, teaching and training Expected standard

Trainees benefit from subject-specialist sessions throughout the taught elements of the programme as well as valuable support from subject-specialist mentors. This equips them with the skills to teach their specialisms accurately and with confidence. For example, trainees specialising in mathematics consider how they can foster resilience and a ‘growth mindset’ when teaching and preparing learners to resit examinations. Trainees and apprentices are taught to identify a range of learning needs and barriers to learning. They apply this understanding confidently to plan and adapt lessons successfully using, for example, effective scaffolding and carefully selected peer support.

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Curriculum, teaching and training Expected standard

Teacher educators use assessment expertly. Trainees and apprentices produce digital knowledge organisers, dialogic conversations and written academic reports to critically evaluate curriculum design and approaches to teaching. Teacher educators deliberately adapt the frequency and duration of assessment to reflect the demands that trainees and apprentices are likely to experience in their future job roles.

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Curriculum, teaching and training Expected standard

Trainees and apprentices typically benefit from effective mentoring. Teacher educators and mentors provide clear, constructive feedback that helps trainees and apprentices to improve both their academic work and teaching practice. Regular tutorials and progress reviews ensure timely and effective support.

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Curriculum, teaching and training Expected standard

Leaders select purposeful placements that align well with trainees’ and apprentices’ interests, needs and aspirations. Although most trainees complete at least 2 placements, a very small number of trainees have experienced delays in securing a second placement. This has limited their opportunities to apply learning across a variety of settings.

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Inclusion Expected standard

Leaders have established an inclusive culture in which trainees and apprentices feel welcomed, respected and able to express their identity confidently. Staff skilfully weave inclusion, equality and diversity through the curriculum. Moreover, staff equip trainees and apprentices with the skills to reflect these themes in their own teaching practice. Trainees and apprentices quickly develop trusting relationships with teacher educators and mentors. This enables them to share their existing and emerging needs with confidence.

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Inclusion Expected standard

Staff consider carefully trainees’ and apprentices’ individual needs and personal circumstances. When selecting placements, leaders take into account trainees’ and apprentices’ needs. For example, trainees with young children are placed in settings that are convenient to help them manage their childcare arrangements. Trainees who experience anxiety begin their teaching practice in smaller providers, before moving on to placements in larger and more-complex environments.

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Inclusion Expected standard

Staff make appropriate adaptations and reasonable adjustments both in taught sessions and on their placements for trainees and apprentices. Together with mentors and specialist wellbeing and disability teams, staff plan carefully coordinated support so that trainees’ and apprentices’ needs present no barrier to their progress.

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Inclusion Expected standard

Leaders mostly keep trainees’ and apprentices’ needs under review. They adapt plans and reduce support where needed so that most trainees and apprentices develop the independence that they need to be successful.

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Leadership Expected standard

Leaders have enacted their vision to develop skilled teachers equipped to meet the needs of learners across the region. Leaders ensure that trainees and apprentices understand well the socio-economic and cultural context of the communities that they serve. Leaders continually make decisions in the best interests of trainees and apprentices.

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Leadership Expected standard

Leaders use well-established stakeholder relationships to shape the curriculum. Leaders and stakeholders ensure that the curriculum reflects local and national priorities and changes to the educational landscape. Leaders work together with partner colleges and a range of further education and skills settings to enrich trainees’ experiences, for example through experiential placements in adult and community learning and offender learning settings.

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Leadership Expected standard

Leaders and those responsible for governance have effective oversight of initial teacher education programmes. They employ rigorous safer recruitment practices and ensure compliance with national programme requirements. Leaders routinely evaluate the quality of provision and generally act quickly when they identify aspects of provision to improve. For example, leaders have recently worked to enhance mentoring training and adapt the sequence of trainee reviews so that trainees’ progress is checked routinely against the occupational standards. However, sometimes leaders do not act quickly enough or with sufficient rigour to address improvement priorities, for example relating to placements and trainees’ professional behaviours.

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Leadership Expected standard

Teacher educators and mentor trainees engage well with relevant professional learning. Teacher educators are actively involved in research. Leaders draw on this expertise effectively to enhance the curriculum. Staff feel able to share their insights and contribute positively to the continued development of the university’s programmes.

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Professional behaviours, personal development and wellbeing Expected standard

Typically, trainees and apprentices are committed to their learning and attend well. Staff support trainees well to build their confidence and self-belief. However, a small minority of trainees find it difficult to develop the professional behaviours and resilience required of the teaching profession.

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Professional behaviours, personal development and wellbeing Expected standard

Most trainees and apprentices embrace enthusiastically the opportunities available to them to enhance their practice and understanding of the profession. Trainees and apprentices benefit from observing teachers in subjects beyond their own and in alternative settings, such as prisons and community venues. These experiences support the development of trainees’ and apprentices’ professional behaviours.

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Professional behaviours, personal development and wellbeing Expected standard

Trainees and apprentices access a wide range of support. This support includes academic guidance from the university library services and pastoral support for wellbeing. Most trainees and apprentices learn how to manage a demanding workload. Occasionally, a few need support from staff to manage their workload. Trainees value this support. Typically, trainees and apprentices are prepared effectively for entering the profession and sustaining a career in teaching.

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Professional behaviours, personal development and wellbeing Expected standard

Leaders and staff do not tolerate bullying, harassment or discrimination. Trainees and apprentices know how to report any such behaviours. On the rare occasions that such behaviour is reported, leaders deal swiftly and effectively to address it.

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Next steps

Leaders should ensure that self-evaluation and improvement planning are consistently rigorous, coherent and systematic so that they result in actions that have a swift and demonstrable impact on the quality of provision.

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Next steps

Leaders should implement a systematic and coordinated approach to planning placements so that trainees are able to transition seamlessly to additional placements to practise their skills further.

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Next steps

Leaders should ensure that they provide consistent and effective support for trainees who find it difficult to develop the professional behaviours and resilience required of the teaching profession.

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

Trainees enjoy initial teacher training programmes that prepare them well for the realities of teaching in the north east of England. Across all phases and subjects, trainees gain a deep knowledge and understanding of the region’s educational context. Most trainees succeed in developing the resilience and professional behaviours required of the teaching profession.

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

Of note, is the knowledge that trainees gain of special educational needs and/or disabilities (SEND). Trainees learn how to apply this knowledge effectively to meet the needs of pupils and learners with SEND. Typically, trainees also become confident in meeting the varying needs of other pupils and learners, such as those who might be vulnerable.

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

Trainees with identified SEND and other significant barriers to achievement experience timely and effective support for their learning and wellbeing. Trainees benefit from adjustments to their programmes that consider family, medical and financial circumstances. Typically, trainees with SEND also get the specific support that they need while on teaching placements. They value the high priority that the university gives to meeting their needs. This makes a substantial contribution to trainees’ enjoyment of their respective programmes.

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

Indeed, trainees quickly gain a sense of belonging to the School of Education and the wider university community. Trainees experience an inclusive culture in which they feel safe. Trainees’ personal and academic tutors are central to the provision of high-quality support and guidance for trainees. Trainees feel comfortable in raising concerns about the quality of their experience, including on school placement. Leaders generally respond well to trainees' concerns.

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

Across all phases, trainees learn an ambitious, research-informed initial teacher education curriculum. Trainees on the assessment only route benefit from a rigorous programme leading to qualified teacher status. Trainees across all routes and phases enter the teaching profession with the knowledge that they need to keep pupils and learners safe and to help pupils and learners realise their potential.

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About this inspection

Trainees in the primary phase complete undergraduate, postgraduate, apprenticeship and assessment only routes into teaching.

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About this inspection

All primary programmes are for the 3 to 11 pathway. There are 12 apprentices in the primary phase completing the level 6 teacher degree apprenticeship.

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About this inspection

Trainees in the secondary phase complete undergraduate (mathematics and physical education), postgraduate and assessment only routes into teaching.

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About this inspection

Trainees in the further education and skills phase complete postgraduate and apprenticeship routes into teaching. There are 24 apprentices in the further education and skills phase completing the level 5 learning and skills teacher apprenticeship qualification.

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About this inspection

Since the previous inspection in May 2023, there have been changes in the leadership of the university's school of education and the faculty of education, society and creative industries.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the head of the school of education, the associate heads of school, programme leaders for the primary, secondary and further education and skills phases, the overall nominee for the inspection and phase specific nominees, the programme leader for the assessment only route, the associate director student journey, the pro vice chancellor of the faculty of education, society and creative industries, and the deputy vice chancellor academic during the inspection. Inspectors also spoke with members of the school of education's advisory boards.

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Team inspectors:

Julie McGrane, Ofsted Inspector Adrian Fearn, Ofsted Inspector Hayley Lomas, His Majesty's Inspector Richard Jones, His Majesty's Inspector Nicola Beaumont, His Majesty's Inspector Matthew Harrington, His Majesty's Inspector Chris Carr, His Majesty's Inspector Sarah Gordon, His Majesty's Inspector Richard Beadnall, His Majesty's Inspector Georgina Chinaka, His Majesty's Inspector Helen Lane, Ofsted Inspector Duncan Martin, 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

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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