Vantage North Humber Teacher Training

Vantage North Humber Teacher Training

Address: c/o St Mary's College, Cranbrook Avenue, Hull, HU6 7TN Unique reference number (URN): 2783603

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Inclusion Strong standard

Leaders take a proactive and highly effective approach to inclusion. The trainee recruitment process is carefully designed to attract applicants from an increasingly diverse range of backgrounds.

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Inclusion Strong standard

Leaders have embedded a culture where trainees are confident to discuss the challenges they face. This can be before the start of the programme or at any point if they need more help along the way. It is leaders’ swift and effective action to support all trainees, no matter their barriers, that is so notable. Leaders communicate clearly with mentors about trainees’ individual needs and circumstances. This enhances trainees' school placement experience. Trainees receive highly effective adjustments. As a result, they thrive on the course and go on to successful future employment.

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Expected standard

Everyone is welcome on the course. Trainees who receive academic adaptations value these highly. Plans to support trainees throughout the course are precise and reviewed regularly. Highly effective partnership working ensures high levels of support in all elements of the programme. Leaders’ constant and careful consideration of trainees’ wellbeing ensures the trainees get the support they need. The precision and quality of the support trainees receive transforms their experience for the better and helps those who may otherwise have left the programme to stay and to thrive.

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Professional behaviours, personal development and wellbeing Strong standard

Before trainees even join the course, leaders ensure they understand the expectations of the programme and are confident to ask questions or raise an issue. Once trainees join the course, they know precisely where to go for help. Leaders’ commitment to trainees’ wellbeing is evident and embedded. Current trainees and those who previously qualified fondly recount the pastoral support they have received. Many state that they would not have been able to complete the course without the care and attention of staff.

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Professional behaviours, personal development and wellbeing Strong standard

Leaders create a wide range of resources and support pathways for trainees. These include a ‘wellbeing portal’ and course representatives that help with mental health and wellbeing. These networks are appreciated and well used by trainees. Leaders collect feedback regularly. This helps them to address any concerns trainees might have.

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Professional behaviours, personal development and wellbeing Strong standard

Mentors model and ensure that trainees are treated with professionalism, respect and empathy while on school placement. In return, trainees uphold the highest standards of professionalism.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees are very well prepared for the realities of teaching. They develop meaningful strategies to help them to maintain their own wellbeing and workload. Leaders’ actions reduce any unnecessary burden on trainees and prepare them well for the workplace.

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Achievement Expected standard

The primary training programme supports trainees to learn and develop the skills and knowledge they need to teach effectively. Trainees generally have a secure understanding and skills in primary school teaching. They learn how to manage pupils’ behaviour well. The mentoring programme and the coaching model support trainees to reflect thoughtfully upon their teaching. Trainees generally identify and address targets for professional development and improvement appropriately. They know how to adapt their teaching to address pupils’ barriers to learning. Trainees understand their statutory safeguarding responsibilities and the statutory duties around this.

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Achievement Expected standard

The majority of trainees complete the training programme successfully and are well prepared for the realities of teaching. Where a trainee does not complete the programme, leaders analyse the reasons for this and act upon their findings. For example, they are now more specific with trainees from the outset of the course about the demands of teaching and the preparation that underpins effective practice.

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Curriculum, teaching and training Expected standard

Leaders have designed a primary initial teacher education (ITE) curriculum which is ambitious and well structured. It is based around 5 core areas and trainees appreciate the ‘golden threads’ of learning which run across each of these. Trainees follow one of three pathways towards achieving qualified teacher status. The training generally prepares trainees well to teach within their chosen specialism.

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Curriculum, teaching and training Expected standard

The primary ITE curriculum is based upon a range of research and evidence. It helps trainees to understand safeguarding and how to support all pupils, including those who face barriers to their learning. Some aspects of the programme, such as conferences focused on how to support pupils with special educational needs and/or disabilities, are particularly helpful in developing trainees’ knowledge and skills in this area. Trainees value the subject- specific learning that they receive and this helps them to become more confident in delivering lessons across the curriculum. Similarly, they appreciate the opportunities they have to observe more experienced, expert colleagues through focused lesson observations. Trainees can then apply their learning from this to their own teaching practice. The intensive training and practice components of the programme are well considered. They support trainees to develop an evidence-based approach to their teaching practice.

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Curriculum, teaching and training Expected standard

Leaders support teacher educators and mentors effectively to understand the training programme. Leaders share resources with mentors and there is a helpful weekly bulletin to update mentors on trainees’ most recent learning and the priority actions. There are planned activities to support the integration of the wider elements of theory and learning into trainees’ teaching practice. Leaders are taking effective steps to further integrate centre-based training and teaching practice.

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Curriculum, teaching and training Expected standard

Leaders use assessment effectively to support trainees to understand their strengths and areas for improvement. They use observations and wider feedback to identify targets for trainees which are which are generally constructive and developmental. The recent move to a coaching model has enabled mentors to support trainees to develop their teaching through a scaffolded approach during mentoring sessions. Trainees generally find this helpful. There are some aspects of this coaching model which are not specific to the primary phase. Some mentors are more effective than others in adapting these to their context. Leaders recognise that there is still work to do to share and embed the most effective mentoring practice more widely.

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Leadership Expected standard

Leaders take highly a reflective and evaluative to the operation of their Initial teacher education (ITE) provision. They take swift and appropriate action when changes are needed. Leaders are unwavering in their commitment to make the programme as successful as it can be. Strong, shared values underpin the provision. Leaders, and those responsible for overseeing the provision, ensure that safeguarding in all its forms is prioritised. Safer recruitment processes are carefully followed to ensure new trainees are suitable for the role

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Next steps

Leaders should continue to enhance the integration between the centre-based training and teaching practice so that trainees can consistently deepen and apply their knowledge of the different age groups that they teach.

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Next steps

Leaders should ensure that mentoring provides consistently high-quality support over time and that it enables trainees to accurately recognise their strengths and address any priorities for improvement swiftly and effectively. they will undertake when qualified. Leaders carefully monitor compliance with statutory and non-statutory guidance.

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Next steps

Through precise and careful quality assurance, leaders ensure that the course continues to go from strength to strength. For example, taking steps to ensure centre-based training and teaching practice are increasingly well integrated. Nothing happens by chance and deliberate adaptations lead to ongoing improvement.

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Next steps

The professional learning and expertise programme is well considered and appreciated by staff and mentors alike. Leaders are responsive and react to emerging training needs well. This has led to significant strength in the quality of mentoring across the programme. Some of the work to ensure consistency amongst mentors is more recent and not fully embedded.

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Next steps

Leaders continually seek to enhance the course offer through partnership working with a wide range of stakeholders, such as headteachers and other local training providers. This helps leaders to ensure that trainees and teaching quality are at the centre of all decisions made. The close working with partners ensures trainees' experience of all aspects the course are high quality.

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Next steps

Leaders respond to ongoing feedback from staff and mentors to ensure workload is manageable. This collaborative approach underpins the success of the initial teacher education provision.

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Inclusion Strong standard

Leaders ensure that trainees with barriers to accessing the programme are a priority for support. Leaders embed a culture where trainees are confident to discuss the challenges they face. It is leaders’ swift and effective action to support all trainees, no matter their barriers, that is so notable. Trainees receive highly effective adjustments. As a result, they thrive on the course and go on to successful future employment.

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Inclusion Strong standard

Inclusion is at the centre of the trainee recruitment process. Many trainees report that the inclusive and welcoming nature of the provider was a reason they selected it. Leaders act swiftly to ensure that support for trainees with additional barriers or needs is implemented effectively. For example, they check that the resources staff use are accessible to those with dyslexia.

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Inclusion Strong standard

Mentors receive training that helps them to recognise trainees' potential barriers and additional needs. Leaders communicate clearly with mentors about trainees’ individual needs and circumstances. This enhances trainees' school placement experience.

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Inclusion Strong standard

Plans to support trainees throughout the course are precise and reviewed regularly. Necessary adaptations are shared with different stakeholders. This highly effective partnership working ensures equality for trainees in all aspects of their training. Leaders’ constant and careful consideration of trainees’ wellbeing ensures the trainees get the support they need. This support transforms the trainee experience for the better and helps those who vulnerable to leaving the course to stay and achieve.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees know who to turn to for help and support if they need it. They are confident to ask questions or raise an issue. Leaders' commitment to trainees' pastoral support is well embedded, with wide-ranging strategies and approaches in place, such as a wellbeing portal. Leaders systematically evaluate and enhance the quality of pastoral support that trainees receive.

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Professional behaviours, personal development and wellbeing Strong standard

Trainees know how to safeguard themselves as teachers and develop high levels of resilience that prepares them well for teaching in the secondary phase. Trainees consistently display high levels of professional behaviour. They show understanding of, for example, maintaining an appropriate online presence. Leaders expect high attendance and check trainees' attendance during the programme. They work quickly to improve trainees' attendance where necessary, using bespoke support plans to remove any barriers to regular attendance.

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Expected standard

Leaders establish a consistently positive and caring environment for all trainees. Bullying, unlawful discrimination, harassment and victimisation are never tolerated. Trainees know how to report this should it happen.

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Expected standard

Mentors ensure that trainees are treated with professionalism, respect and empathy while on school placement. Trainees are well prepared for a career in teaching and know how to maintain their own wellbeing and workload. Leaders’ actions reduce any unnecessary burden on trainees.

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Achievement Expected standard

Trainees receive the support that they need to complete the programme successfully. A high proportion secure employment before the programme ends. This includes trainees with identified barriers to their learning and/or wellbeing. Trainees are well prepared for the realities of the teaching profession. Where trainees do not complete the programme, leaders analyse the reasons for this and act upon their findings. Former trainees speak positively about their experience of the programme, citing that they felt well prepared for their next steps.

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Achievement Expected standard

Trainees develop the knowledge and skills they need to be successful secondary teachers. On the whole, trainees have a secure understanding of what constitutes effective teaching. They become skilful in managing pupils’ behaviour well. Trainees also know how to adapt their teaching to address a range of barriers to learning their pupils might face. However, this is not consistently secure and leaders recognise that this is an area for further development. Trainees understand their statutory safeguarding responsibilities and duties.

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Curriculum, teaching and training Expected standard

Trainees experience a well-sequenced curriculum that is based upon relevant research and evidence. They follow pathways that incorporate the 'golden threads' of learning and that are based around 5 core areas. Leaders plan the content and delivery carefully so that trainees' knowledge builds over time. They are taking steps to make the integration of centre-based and placement-based training more seamless.

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Curriculum, teaching and training Expected standard

Subject-specific learning helps trainees to deepen their subject knowledge and become more confident in teaching their specialist subject. Trainees value this learning and apply it to their teaching practice with increasing confidence. The intensive training and practice components of the programme are well considered. They support trainees to develop an evidence-based approach to their teaching practice.

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Curriculum, teaching and training Expected standard

Leaders ensure that the curriculum enables trainees to learn how to support pupils with special educational needs and/or disabilities. Some aspects of the programme, such as conferences, develop trainees' knowledge of this area very well. Mentors understand the initial teacher education curriculum well. Leaders share helpful resources, such as a weekly bulletin, to update mentors on trainees’ most recent learning and so that they know what trainees need to focus on. Leaders have established systems to support more integration of the wider elements of theory and learning into trainees’ teaching practice. These generally work well but leaders recognise that there is still work to do to embed the most effective mentoring practice more widely.

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Curriculum, teaching and training Expected standard

Leaders and staff use assessment well to identify what trainees do well and the aspects of teaching that they need to improve. Trainees benefit from useful feedback that is generally constructive and developmental. Mentors set meaningful targets after observations. The recent move to a coaching model ensures mentors support trainees to develop their teaching through a scaffolded approach. Trainees generally find this helpful. However, some aspects of the coaching could be more tailored to teaching in the secondary phase. Leaders have recently extended the coaching model from a weekly to a fortnightly cycle to allow trainees more time to reflect and act on their targets. It is too early to see the impact of this.

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Curriculum, teaching and training Expected standard

Trainees value the opportunities they have to learn from more experienced teachers. Doing this helps the trainees to see theory in practice. They use the experience well to inform their own pedagogical choices.

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Leadership Expected standard

Leaders have established a clear vision for the programme that is underpinned by shared values. Leaders are unwavering in their commitment to make the programme as successful as it can be. They carefully select candidates for different roles, such as professional tutors and mentors, so that trainees receive effective support and training.

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Leadership Expected standard

Leaders are reflective and evaluative. They have used their experience from the first year of the programme well to bring about improvements for the second year of operation. They take swift and appropriate action when changes are needed. Leaders are committed to ensuring trainees complete the programme successfully, irrespective of any additional needs or barriers.

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Leadership Expected standard

They use thorough quality assurance processes to ensure that they quickly identify any potential problems. This enables them to take swift action. Different elements of the programme are becoming increasingly well integrated. However, some of the work to ensure consistency amongst mentors is more recent and not yet fully embedded.

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Leadership Expected standard

Leaders and those responsible for oversight of the provision check carefully that statutory and non-statutory duties are met, including those surrounding compliance. Safeguarding is a priority. Leaders adhere to safer recruitment processes to ensure that new trainees are suitable for the teaching profession.

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Leadership Expected standard

Leaders continually seek to enhance the course offer through partnership working with a wide range of stakeholders, such as headteachers and other local training providers. Trainees are central to decision-making. This ensures their experience of the course is consistent and of a high quality. Leaders respond to ongoing feedback from staff and

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Next steps

Leaders should continue their work to further integrate the taught curriculum and teaching practice so that trainees consistently deepen and apply what they learn.

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Next steps

Leaders should ensure that mentoring provides consistently high-quality support over time and that it enables trainees to accurately recognise their strengths and address any priorities for improvement swiftly and effectively. mentors to ensure their workload is manageable. This collaborative approach underpins the success of the provision.

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

Trainees identify the supportive, welcoming and inclusive nature of this provider as one of the main reasons they chose to train here. Leaders are ambitious that their provision will create high-quality teachers of the future. They ensure that trainees from an increasingly diverse range of backgrounds can, and do, succeed here. Leaders create a sense of belonging and pride amongst trainees. The ethos and aims of the provider are well understood by everyone involved. Trainees feel valued and very well supported. Leaders ensure trainees have the practical skills and knowledge to secure future employment.

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

Trainees benefit from high-quality pastoral care that is well tailored to their needs. Trainees are confident to discuss any concerns or struggles they face. Leaders swiftly and sensitively respond to trainees’ needs and reduce barriers that trainees might have. Trainees’ overall satisfaction with the programme is high. Excellent support is available whether in core training or on school placements. Leaders communicate effectively across the partnership so that trainees and mentors work towards common goals. Leaders’ engagement with a wide range of stakeholders is increasingly effective. This work further enhances trainees’ experience of the programme. For example, leaders run specialist conferences and arrange visits for trainees to other educational settings which deepens trainees' understanding of current educational thinking.

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

Leaders have high expectations of trainees. Trainees benefit from a well planned and sequenced curriculum that is evidence informed. Intensive training and practice complements the core curriculum content very well. Trainees’ activities during school placements enhance their understanding and application of what they have learned. Leaders ensure that trainees have clear targets that develop their professional practice. Experience of a diverse range of settings helps trainees to understand the needs of individual pupils and different school contexts. Trainees are well prepared for the realities of teaching and learn to manage behaviour, adapt lessons and identify safeguarding concerns effectively.

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Overall lead inspectors:

Marcus Newby, His Majesty's Inspector John Linkins, His Majesty's Inspector

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Team inspectors:

Helen Lane, Ofsted Inspector James Duncan, 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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About this inspection

Trainees in the primary and secondary phases are undertaking a postgraduate route. There are 3 pathways on the PGCE postgraduate primary route: primary 3-7, primary 5-11 and primary with special educational needs and/or disabilities specialism. A small proportion of primary and secondary trainees are studying a one-year graduate-employed route.

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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 course leader, primary and secondary course leaders, the operations manager and those responsible for overseeing the provision and trainees. Inspectors also spoke to mentors, professional tutors and headteachers from partnership schools during the inspection.

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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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