Nottingham Trent University

Nottingham Trent University

Address: Ada Byron King Building, Clifton Campus, College Dr, Clifton, Nottingham, NG11 8NS Unique reference number (URN): 70124

p.1

Achievement Expected standard

By the end of the course, most trainees have developed the knowledge and skills that they need to teach in the early years. They understand how to adapt routines so that children settle quickly in their settings. For example, trainees use their knowledge of what children find fascinating to choose an appropriate story that quickly captures children’s interests and enthusiasms.

p.1

Achievement Expected standard

Over time, trainees become more confident in using assessment to check children’s understanding so that their interactions with children can enrich imaginative play. They are able make sure that all children, including those with special educational needs and/or disabilities and those who are new to speaking English can join in along with their peers. Trainees make secure progress from their starting points. They become confident, resilient individuals, able to manage competing demands on their time. Almost all successfully achieve early years teacher status.

p.1

Curriculum, teaching and training Expected standard

Leaders have designed the curriculum effectively so that trainees can build their knowledge of the full early years age range over time. They have improved the sequence of this, so that trainees learn about significant statutory and non-statutory guidance before they plan learning based on it. The curriculum is grounded in a range of relevant research.

p.2

Curriculum, teaching and training Expected standard

The curriculum helps trainees to learn about how children grow and develop. They gain an understanding of the barriers that children might face, including those with special educational needs and/or disabilities (SEND). Trainees consider carefully how they might adapt activities so that all children, including those with SEND, can join in fully.

p.2

Curriculum, teaching and training Expected standard

The course is crafted skilfully so that trainees secure their pedagogical knowledge and then have the chance to refine this in practice while on their placements. They reflect on the impact of the teaching they have planned. Occasionally, trainees do not have the opportunities they need to revisit some of this significant learning, such as how the youngest children learn and develop.

p.2

Curriculum, teaching and training Expected standard

Trainees learn about their responsibilities regarding safeguarding. They understand the role of the designated safeguarding lead and what to do if they have concerns about a child. Trainees learn about the importance of safer sleeping and monitoring children as they eat.

p.2

Curriculum, teaching and training Expected standard

Woven through the course are checkpoints so that trainees’ progress can be evaluated. Leaders have worked assiduously to ensure that mentors have the knowledge that they need. Mentors and staff from the university work together with trainees to discuss what trainees’ can do successfully and what they need to focus on next. Sometimes, some of the feedback that trainees receive lacks precision. This makes it harder for trainees to improve and for course leaders to adapt the course to reflect gaps in trainees’ knowledge.

p.2

Curriculum, teaching and training Expected standard

Trainees typically benefit from a well-integrated course. They have placements in contrasting early years settings and in schools. Trainees' knowledge of early reading and early mathematics develops over the duration of the course. This is underpinned by appropriate research. As trainees progress, they consider how this research informs how they help children to learn and how they can help other staff in the placement settings develop their practice too.

p.2

Inclusion Expected standard

Aspiration for all underpins leaders’ efforts to ensure that trainees become confident early years professionals. Trainees feel welcomed and valued. Trainees from overseas appreciate the time taken to help them settle and the signposting towards wider networks who can offer them advice. Trainees value the range of perspectives, knowledge and experiences represented in their diverse group. Trainees feel that their questions are welcomed and addressed. They feel safe to raise concerns, in the knowledge that these will be considered and swift changes made if needed. Where trainees with more significant needs are identified, appropriate plans are put in place. Trainees describe how they appreciate the adaptations which enable them to achieve alongside their peers. Leaders understand the range of adjustments that might be needed, from timetable tweaks to providing appropriate timelines so that trainees complete

p.2

Inclusion Expected standard

Mentors typically support trainees well. As the cohort has grown and become more diverse, leaders have worked hard to ensure that trainees’ needs are identified and understood. During this time of change, training has been provided to help mentors understand the wider range of barriers that trainees now face. However, occasionally, mentors have not found out about trainees’ needs as early as they might.

p.3

Leadership Expected standard

Leaders are committed to providing a high-quality course which serves the local area well. There have been recent changes to the leadership of the course. New leaders have looked afresh at the content and structure of what trainees learn and when. Leaders’ accurate evaluation has led to meaningful changes. For example, they have improved the sequencing of topics in the curriculum. This means that trainees now develop their own understanding of key areas before they lead other staff in their settings to develop theirs.

p.3

Leadership Expected standard

Leaders work closely with a range of stakeholders and consider their perspectives about what trainees should know and be able to do at each stage of their training.

p.3

Leadership Expected standard

Leaders understand well the challenges that are faced by settings who offer placements to trainees. They have proactively developed training programmes for mentors and other staff at these settings that reflect these well. Leaders provide initial training and regular opportunities to enhance mentors’ knowledge and expertise. Key messages about training are shared through thoughtfully created mentors’ newsletters. This helps mentors understand how they can best support their trainees. Leaders’ oversight of trainees’ progress identifies when more help for mentors is needed to ensure that the quality of training is consistent. Staff intervene skilfully so that trainees are not disadvantaged. However, the oversight of placements could be more precise, in order to ensure that trainees benefit from a consistently high-quality experience.

p.3

Leadership Expected standard

Selection processes are appropriate and typically identify trainees with appropriate dispositions, attitudes and experiences to work in the early years phase.

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Leadership Expected standard

The small staff team are highly dedicated and deeply knowledgeable about how children learn. Trainees value their expertise. They feel that staff are committed to their progress. Staff feel well supported by their leaders who are mindful of their workload and wellbeing.

p.3

Professional behaviours, personal development and wellbeing Expected standard

Woven through the course is the deliberate development of professional behaviours. Trainees rise to the high expectations that leaders have of them. By the end of the course, they describe how their self-belief has grown. Trainees value their learning experience. They

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Next steps

Leaders should further refine the curriculum, so that trainees more consistently have opportunities to revisit learning and deepen their knowledge of early childhood development.

p.4

Next steps

Leaders should continue to enhance approaches to assuring the quality of placements so that all trainees are supported consistently well in their teaching practice.

p.4

Next steps

Leaders should ensure that the feedback that trainees receive within placements is focused precisely on what trainees need to do to improve. make sure that they catch up following exceptional absences and appreciate the support of lecturers in enabling them to do so.

p.4

Next steps

Pastoral support is well organised. Trainees report that this helps them to know where to turn to for help, whether this is support with an assignment or how to manage conflicting priorities. They praise the work of the staff who train them. Trainees say that their wellbeing is prioritised and they never feel like ‘just another trainee’. They appreciate the care shown by course staff and mentors for their wellbeing. Trainees are proud of the progress they have made in learning how to juggle the competing demands on their time.

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Next steps

Trainees say that there is an atmosphere of mutual respect. They value the chance to debate their ideas. Trainees say that discussions are always measured and that they value each other’s views. Consequently, trainees do not recall any bullying or harassment but are sure that if they raised concerns these would be swiftly resolved.

p.4

Achievement Expected standard

Trainees typically demonstrate preparedness to teach across the primary phase, applying their subject knowledge and pedagogical strategies with increasing confidence over time. They move from gaining to applying and refining their teaching skills, including in managing pupils’ behaviour and understanding safeguarding. Trainees value opportunities to reflect and are supported well to do so. As a result, they skilfully identify what they know, what they are learning and what they need to improve next.

p.5

Achievement Expected standard

Trainees understand how they are progressing in their studies and draw closely on feedback to refine their practice. They generally feel prepared for the realities of teaching. Early- career teachers describe the positive long-term impact of their teaching placements and leadership opportunities, including in specialist settings. While a small number of placements limit opportunities for trainees to apply their holistic curriculum learning, most trainees develop the knowledge and skills they need to succeed. Trainees achieve well. Most complete the training programme and achieve qualified teacher status and some also achieve level 7 qualifications.

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Curriculum, teaching and training Expected standard

Leaders have designed an ambitious and coherent initial teacher education curriculum that is aligned closely to the Initial Teacher Training and Early Career Framework. It is structured effectively through Intensive Training and Practice programmes, using a five-phase model: introduction, analysis, preparation, enactment and assessment. This enables trainees to engage with new knowledge, apply it in school settings and reflect on their development. Curriculum sequencing is considered carefully, with early prioritisation of safeguarding, behaviour, routines, expectations and early reading. This ensures that trainees are prepared well for the practical demands of teaching from the outset.

p.5

Curriculum, teaching and training Expected standard

Teacher educators are knowledgeable and well regarded by trainees. Training, particularly in core subjects such as mathematics, science and English, is firmly rooted in research. Trainees benefit from clear explanations, effective modelling and structured opportunities to rehearse teaching approaches. Key knowledge is broken down into manageable steps and revisited over time, supporting cumulative understanding. In foundation subjects, trainees benefit from the breadth and ambition of the curriculum, which helps them develop their subject knowledge, creativity and confidence.

p.5

Curriculum, teaching and training Expected standard

The integration between centre-based training and school placements is well considered. Clear expectations, supported by tools such as reflection platforms and weekly newsletters, help trainees apply their learning in practice. Mentors are knowledgeable and well informed about the curriculum. They reinforce trainees’ learning through regular observations, feedback and target setting. They provide an appropriate balance of challenge and support, adapting well to individual trainee's needs.

p.5

Curriculum, teaching and training Expected standard

Assessment processes are well organised. They allow leaders to identify any gaps in trainees' knowledge and provide timely support. Trainees value the developmental feedback they receive. They know the extent to which they are keeping up with the expectations of their programme.

p.5

Curriculum, teaching and training Expected standard

Leaders embed inclusion throughout the curriculum, particularly in relation to special educational needs and/or disabilities. Trainees understand how to reduce barriers for disadvantaged pupils and those who speak English as an additional language. They learn about their role in keeping pupils safe. However, their understanding of pupils known to, or previously known to, social care is less secure.

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Inclusion Expected standard

Leaders have a clear, values-driven commitment to inclusion that begins at the application stage and continues throughout training. They ensure that recruitment processes are accessible, including by enabling adapted interviews, advance sharing of questions and flexible communication. Once enrolled, leaders continue to identify trainees’ needs and ensure that support is sustained consistently across the programme.

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Inclusion Expected standard

Trainees benefit from coordinated and responsive support. Personal tutors, mentors, lead mentors and university services work together to identify concerns and implement adjustments. The ‘statement of access’ process ensures that reasonable adjustments are considered carefully and put in place promptly. Leaders foster an open culture where information is handled sensitively and acted upon appropriately. Consequently, trainees with a range of needs, including neurodiversity and challenging personal circumstances, feel confident to ask for help. They are assured that they can access, and will receive, effective support that will help them to succeed.

p.6

Inclusion Expected standard

Trainees typically feel welcomed, valued, and supported. They describe staff and mentors as approachable, invested in their success, and responsive when challenges arise. Leaders understand trainees’ individual contexts and take purposeful action to reduce barriers. Trainees report that support helps them to manage the demands of the course successfully.

p.6

Leadership Expected standard

Leaders know their strengths and the priorities that matter most in the primary phase. Their layered approach to quality assurance keeps the provision moving forward and helps trainees experience a curriculum that reflects current research and practice. Leaders look outwards and use external organisations well to check and refine their thinking. For example, they work with a range of school settings to evaluate the design of their curriculum and to adapt it where necessary.

p.6

Leadership Expected standard

Leaders have clear oversight of the impact of their work. However, they recognise that there is further work to be done to ensure that they analyse fully the impact of their provision, including in relation to mentoring.

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Leadership Expected standard

Leaders take a structured approach to developing mentors across the partnership. Mentors receive training to deepen their understanding of the provider’s curriculum. Conferences, joint visits, regular meetings and weekly guides help mentors link their support closely to centre-based training. External providers and professional tutors moderate mentors’ judgements and give extra support when it is needed. Consequently, trainees typically receive high-quality mentoring.

p.6

Leadership Expected standard

Partnership working underpins leaders’ vision for the primary phase. Effective relationships across strategic hubs, school partners and specialist settings provide trainees with diverse and enriching experiences in a range of school settings. Opportunities for staff professional development, such as involvement in the 'Maths Hub' and engagement in research-informed initiatives, enhance staff expertise and motivation, reinforcing a culture of continuous improvement.

p.7

Leadership Expected standard

Teamwork across the primary phase is a notable strength. Staff actively support one another and work together to collaboratively manage workload pressures, which mitigates the impact of a smaller team. Senior leaders’ responsive adaptations and consistent recognition, such as informal ‘shout-outs’, strengthen morale. Staff feel well supported, and workload is managed thoughtfully, sustaining wellbeing and professional commitment.

p.7

Professional behaviours, personal development and wellbeing Expected standard

Leaders have high expectations of trainees’ professional behaviours and attendance. Trainees typically show clear commitment to their studies. They engage actively in discussions and practical tasks, maintain focused attention and contribute thoughtfully. They model the professional behaviours expected of them during placements in school settings. Trainees' respectful interactions and consistent engagement show that they understand what it means to behave professionally as developing teachers.

p.7

Professional behaviours, personal development and wellbeing Expected standard

Leaders take a strategic approach to developing trainees’ professional behaviours, personal development and wellbeing. Pastoral systems operate effectively across the partnership. Trainees access support through personal tutors, student services, counselling and ‘support for success’ plans, when appropriate. They typically speak highly of tutors’ responsiveness and care. Trainees value the clear communication they receive about how to navigate support routes and advocate support for their needs.

p.7

Professional behaviours, personal development and wellbeing Expected standard

Trainees learn how to manage a demanding workload by gathering evidence efficiently and organising tasks that mirror school practice. They know how to seek help and, when they do, staff respond quickly, for example, by organising alternative school placements and putting in place support plans during unexpected difficulties. Communication between the provider and schools is typically effective and leaders continually seek to refine practice. By the end of their training, most trainees feel well prepared for employment, demonstrating the resilience and confidence needed to succeed as early-career teachers.

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Next steps

Leaders should ensure that trainees' have a thorough understanding of the different types of vulnerability that pupils may face, in particular those pupils who are known to, or previously known to, social care.

p.8

Next steps

Leaders should ensure that they use the detailed information that they gather to closely evaluate the impact of their provision, including in relation to mentoring.

p.8

Next steps

Leaders should ensure, through their monitoring of placements, that trainees consistently benefit from the same holistic experience.

p.8

Professional behaviours, personal development and wellbeing Strong standard

There is a well-considered approach to the development of trainees’ professional behaviour. Undergraduate trainees purposefully explore scenarios and the different methods of communication and language that teachers use. As a result, trainees make confident and informed decisions as to the best course of action to take when they are on their placements. This gives them a secure footing for when they start teaching. Leaders make pertinent comparisons between cultures so that overseas trainees understand the expectations of the British classroom. When a trainee may not understand expectations fully, such as in relation to attendance and punctuality, quick, responsive support helps them remedy their actions.

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Professional behaviours, personal development and wellbeing Strong standard

The far-reaching arms of the university ensure that trainees feel cared for and belong to the learning community. Trainees know that their wellbeing and welfare are of paramount

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Expected standard

importance. Pastoral support is highly effective. Trainees describe thoughtful provision, so they do not ‘swim alone’. Leaders ensure that trainees’ changing circumstances do not impact negatively on their mental health. Adaptations, such as adjusting schedules and deadlines, are made when needed. Leaders’ research on the impact of childcare for those who train to teach and their recommendations for pastoral support have informed university- wide policy. Leaders’ considerate flexibility with workload, coupled with a sharp focus on building resilience, enables trainees to persevere and complete their courses.

p.9

Achievement Expected standard

Trainees are well prepared for the realities of teaching and to take on the wider responsibilities of being teachers. They know about safeguarding responsibilities and they understand professional expectations. Trainees establish positive learning environments in the classroom. They adhere well to school behaviour policies to ensure that they manage behaviour consistently and respectfully.

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Achievement Expected standard

Trainees develop reflective practice. They consider how to improve what they do and seek help to do this. Trainees articulate how research influences the choices they make when teaching pupils. Trainees’ reflections show that they understand their progress. They know where they are at and where they need to strengthen knowledge and practice further.

p.9

Achievement Expected standard

Over time, leaders have ensured that more trainees complete their courses. Of the small number that follow the undergraduate course, many secure high degree classifications. Apprentices and those that follow the assessment-only pathway do so successfully. Many trainees are able to quickly secure employment.

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Curriculum, teaching and training Expected standard

There is an ambitious and cleverly constructed curriculum in place. Trainees build their generic and subject-specific pedagogical content knowledge progressively. The curriculum encompasses study of well-chosen research. Trainees learn early in the course the fundamentals for behaviour management, safeguarding, inclusion and professionalism. Trainees have meaningful opportunities to revisit these components throughout the curriculum in order to deepen their knowledge.

p.9

Curriculum, teaching and training Expected standard

Over time, leaders have refined the placement and content of the Intensive Training and Practice (ITAP). These aspects of the curriculum are particularly impactful. For example, the opportunity for intensive study relating to special educational needs and/or disabilities in the undergraduate course informs future assignment and employment choices. In the secondary course, the ITAP exploring a teacher’s wider responsibilities comes at a pertinent time where trainees can apply the theory they have learned.

p.9

Curriculum, teaching and training Expected standard

Trainees receive expert guidance on teaching their specialist subject. Staff consider carefully trainees’ starting points with their subject knowledge. They ensure that trainees get the support they need to widen and deepen their subject knowledge and understanding. This goes hand in hand with understanding the best ways to teach the subject. Trainees’ academic assignments demonstrate their deepening reflections as the curriculum progresses.

p.9

Curriculum, teaching and training Expected standard

Easy-to-understand assessment criteria enable mentors and trainees to identify progress. They can see where there may be gaps in a trainee's knowledge and understanding. Consequently, this shapes discussions about how trainees can improve. The use of short- term targets that are precise helps trainees to reflect at a granular level on their classroom practice. However, the quality of these targets differs. Sometimes, targets are broad and less relevant to the trainees’ stage in the year. When this occurs, trainees’ reflections are typically generic and are less likely to identify the specific actions that lead trainees need to take to improve.

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Inclusion Expected standard

Leaders successfully achieve the university’s vision and values of civic engagement . For example, they have increasingly widened the diversity of trainee cohorts. Trainees come from many walks of life, including from overseas. There is an inclusive ethos where trainees, regardless of background, feel welcomed and valued.

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Inclusion Expected standard

Leaders carefully consider possible barriers to learning for trainees. They provide reasonable adjustments, as required, for trainees who have diagnosed needs. The introduction of a parent and carer passport helps those with caring responsibilities to outline the support they require. Trainees from overseas receive bespoke support to overcome any cultural or language barriers. Mentors appreciate the new guidance on how to mentor this cohort of trainees.

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Inclusion Expected standard

Partners and schools embrace the university’s expectations for inclusivity. Leaders work closely with placement schools to ensure that support is responsive to trainees’ changing circumstances.

p.10

Inclusion Expected standard

Trainees are clear about when, where and how to seek help and support should they need it. Trainees benefit from access to university-wide services, as well as programme staff, such as their personal academic tutor. They appreciate access to courses such as those to help with academic writing.

p.10

Leadership Expected standard

Stakeholders, including placement schools, value the partnerships they have with the university. Training and regular, precise communication ensures a shared understanding of the course content and expectations of mentors across the partnership. Vision, values and priorities are clearly understood. In particular, schools value the ‘excellent communication and responsiveness’ of the secondary team.

p.10

Leadership Expected standard

The quality assurance systems, such as trainee forums and surveys, inform leaders of where they can make improvements to the curriculum and pastoral provision. Trainees feel heard and that they have a voice in shaping course improvements. The insight leaders glean from their scrutiny of their ‘support for success’ strategy helps inform their priorities.

p.10

Next steps

Leaders and mentors should ensure that the targets they set enable trainees to sharpen practice and deepen reflection.

p.11

Next steps

Leaders should make full use of the information they gather to inform strategic future action, such as when they scrutinise the impact of the work of the lead mentors and its effectiveness.

p.11

Next steps

Leaders should continue their work to use information form their quality assurance process to inform the inclusion strategy Leaders want to develop further their use of this information to inform their inclusion strategy.

p.11

Next steps

The lead mentor model is newly implemented and is generally working well. Mentors benefit from clear guidance, bespoke support and training from the lead mentor. This works in tandem with face-to-face training and asynchronous training. Mentors are highly complimentary about the support and guidance they receive. Lead mentors flag any trainee concerns early on and coordinate support. There is a seamless link with the personal academic tutor. This ensures that there is a ready response when needed. However, lead mentors’ feedback is not used sufficiently well to inform overall strategic action for the secondary team.

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Next steps

Staff are immensely proud to work at the university. They are supported with their workload and wellbeing. Staff are encouraged to continue study and publish their own research. The strong collegiality of the team means that they feel safe to share concerns and worries.

p.11

Achievement Strong standard

Trainees gain the knowledge and skills they need to teach their subjects extremely well. They develop excellent modelling, scaffolding, questioning and sequencing skills and deploy them confidently in their lessons. Trainees learn to manage learners’ behaviour well. They maintain calm learning environments and use adaptive practices effectively to support different groups of learners. Trainees link theory to practice seamlessly and show a thorough understanding of how key pedagogical concepts impact the learners they teach.

p.12

Achievement Strong standard

Trainees are very well prepared for the realities of teaching. They understand their safeguarding responsibilities and can act appropriately when concerns arise. Trainees reflect purposefully, recognising their progress, strengths and areas for improvement. They use feedback thoughtfully to refine their practice. A large majority of trainees complete the programme, achieve their qualifications and enter sustained employment in the further education sector.

p.12

Curriculum, teaching and training Strong standard

Leaders have expertly designed a clear, purposeful and ambitious curriculum that draws on high-quality research. They align curriculum content well with the contexts in which trainees work or are likely to gain employment. Teacher educators sequence topics logically, beginning with safeguarding and theories of learning, before moving on to assessing learners and planning an entire curriculum. Trainees benefit from substantial opportunities to teach across levels and subjects and this helps them to apply and refine their practice. As their skills develop, trainees become increasingly confident.

p.12

Curriculum, teaching and training Strong standard

Teacher educators are well qualified and have extensive experience of teaching in the further education and skills sector. They use their deep knowledge of pedagogy to provide consistently high-quality instruction and academic support. Trainees develop a secure understanding of key topics such as cognitive load theory, metacognition and scaffolding and apply these principles with increasing fluency.

p.12

Curriculum, teaching and training Strong standard

Subject mentors are suitably skilled and experienced. They receive clear information about the structure and content of the curriculum. Staff send them weekly newsletters that remind them of the topics trainees have studied that week, provide discussion points, and signpost further reading to help close any gaps in mentors’ theoretical knowledge. This helps ensure that trainees receive high-quality subject mentoring.

p.12

Curriculum, teaching and training Strong standard

Trainees benefit from studying extensively about inclusive practice and safeguarding. They develop a very clear understanding of how to identify learners’ barriers to learning and learn how to adapt their teaching to meet a wide range of needs. Trainees become able to recognise safeguarding concerns, respond to disclosures and use referral pathways to safeguard learners.

p.12

Curriculum, teaching and training Strong standard

Trainees benefit from frequent observations of their teaching. Mentors and teacher educators provide precise, developmental feedback that helps trainees to improve and to

p.12

Expected standard

build their confidence. Trainees refine their teaching quickly and develop the professional habits needed to be effective in the classroom.

p.13

Inclusion Expected standard

Leaders ensure that inclusion permeates all aspects of their provision. They have designed courses so that those without a degree can gain a postgraduate certificate in education. Staff actively seek to recruit trainees from diverse backgrounds, including those who have special educational needs and/or disabilities (SEND). Teachers take careful account of the needs of trainees and adapt their teaching accordingly. Staff ensure that placement providers subscribe to the same inclusive values as the university.

p.13

Inclusion Expected standard

Trainees build highly effective relationships with their personal tutors. They feel valued and are happy to disclose their needs, secure in the knowledge that staff will take the time to understand trainees' personal circumstances. Staff provide trainees who need it with timely and effective support and adaptations, including for those with disabilities, who are new to the UK, or those with SEND.

p.13

Inclusion Expected standard

Pastoral tutors signpost trainees who need further help to the wider services provided by the university or by external organisations. Trainees can access further information in their course handbook and through online resources.

p.13

Inclusion Expected standard

Leaders do not systematically review the support they provide to trainees to overcome barriers to learning. While they support trainees well, leaders do not give enough consideration to how arrangements could be made even more effective.

p.13

Leadership Expected standard

Leaders and managers have a clear focus on improving the professionalism of the further education and skills sector and the professional status of its teachers. They work well with partners to ensure that the curriculum is relevant and up to date.

p.13

Leadership Expected standard

Leaders employ a range of mechanisms to evaluate the quality of their courses and make improvements. These include the university’s course validation process, termly course committees, feedback from trainees, lesson observations and assessment moderation. However, while these are individually useful, they do not form a coherent whole, which limits their impact.

p.13

Leadership Expected standard

Teacher educators participate in a range of professional learning activities relevant to their roles. These activities are largely appropriate, timely and purposeful. While mentors have a range of development opportunities available to them, a few do not take advantage of them, even in the rare cases where university staff have concerns about their practice.

p.13

Leadership Expected standard

Leaders and staff work well with partner organisations to inform curriculum design. Trainees benefit from provide guest lectures on specialist topics and opportunities to broaden their

p.13

Next steps

Leaders should ensure that they refine quality assurance processes so that they provide a coherent and systematic whole that explores a wide range of themes, including the support to help trainees maintain their wellbeing and overcome barriers to learning.

p.14

Next steps

Leaders should ensure that mentors access relevant training, especially where there are aspects of their performance that need to improve. understanding of different educational contexts through additional placements.

p.14

Next steps

Staff feel that their workloads are challenging but manageable. Leaders encourage them to maintain a healthy work-life balance. Staff have access to a range of services to support them with their wellbeing. They feel valued, reporting that leaders recognise their efforts through frequent gestures of thanks.

p.14

Professional behaviours, personal development and wellbeing Expected standard

Leaders and staff set consistently high expectations for trainees’ professional conduct, attendance and engagement. Most trainees attend well and work hard.

p.14

Professional behaviours, personal development and wellbeing Expected standard

Personal tutors, mentors, and the wider initial teacher education team work well together to provide trainees with effective pastoral support. Trainees feel comfortable in raising concerns about their own wellbeing and they value the help that they receive. Pastoral tutors demonstrate sensitivity to trainees’ individual circumstances and their wellbeing needs, and help trainees to access wider services such as mental health support.

p.14

Professional behaviours, personal development and wellbeing Expected standard

Mentors and personal tutors reinforce expectations around conduct and professional boundaries. Trainees develop a secure understanding of these themes and apply them consistently in their teaching. Trainees mostly learn how to manage demanding workloads, balancing teaching, planning, marking and study well. They are well prepared for the next stage of their careers and understand the responsibilities associated with entering the profession.

p.14

Professional behaviours, personal development and wellbeing Expected standard

Leaders do not systematically evaluate the pastoral support available to trainees. While support is effective, leaders do not consider carefully how they could make it even better.

p.14

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

Trainees at Nottingham Trent University, hone their skills and develop their knowledge of teaching. They understand the realities of teaching and are well prepared to take up the employed posts that most trainees go on to secure. Trainees feel confident in their practice, including in relation to keeping pupils and learners safe. Trainees understand how to meet the needs of pupils and learners with special educational needs and/or disabilities (SEND), those with barriers to learning and those who require additional structure or reassurance. This is particularly the case in the further education and skills phase.

p.14

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

Most trainees gain a secure understanding of educational research and how to apply this to their teaching practice. They develop both their pedagogical and subject knowledge. Trainees become increasingly successful in deploying the behaviour management strategies shared with them during their studies.

p.15

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

Trainees who face their own barriers to learning or challenging circumstances, receive carefully considered and helpful support. Leaders make effective adjustments that enable trainees to participate fully and learn. Trainees are assured that staff at the university act in their best interests. Trainees in the primary phase comment on how staff place them at the centre of the programme. In the secondary phase especially, trainees’ wellbeing and the development of professional behaviours are prioritised. Secondary trainees, including international trainees, thrive as the result of a careful balance of well-communicated high expectations and timely, bespoke support. As a result, trainees make progress from their starting points and develop a sense of their identity as a teacher in a professional community.

p.15

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

Trainees benefit from a curriculum that promotes the development of knowledge, the improvement of practice and the role of reflection as a central element of the process of learning. Trainees in the early years phase for example, share how their perspectives about how children learn outside were challenged and the way in which they designed learning opportunities improved as a consequence.

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About this inspection

Trainees in the early years phase study either a one-year graduate-employed or graduate- entry route.

p.15

About this inspection

Trainees in the primary and secondary phases either undertake an undergraduate or postgraduate route. There is also an assessment-only route.

p.15

About this inspection

There are 2 pathways on the postgraduate primary route: primary 3-7 and primary 7-11.

p.15

About this inspection

Trainees in the Further Education and Skills (FES) phase complete the postgraduate/diploma in education or a level 5 certificate/diploma in education. Trainees can follow a part-time or a full-time route.

p.15

About this inspection

There are 2 apprentices on the level 6 teacher standard. Both are studying the secondary route with physical education.

p.15

About this inspection

Since the time of the previous inspection, there have been changes in leadership. The interim director of the university’s Institute of Education took up the role in November 2025. The programme leader of the secondary phase took up the role in January 2026.

p.15

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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Overall lead inspector:

Matthew Fearns-Davies, His Majesty's Inspector

p.16

Team inspectors:

Julie Ashton, His Majesty's Inspector Jayne Ashman, His Majesty's Inspector Michael Worgs, His Majesty's Inspector Vic Wilkinson, His Majesty's Inspector Shaheen Hussain, His Majesty's Inspector Adam Cooke, His Majesty's Inspector Nathan Lowe, His Majesty's Inspector John Spragg, His Majesty's Inspector Duncan Martin, Ofsted Inspector Su Plant, His Majesty's Inspector

p.16

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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Number of partners and trainees

Inspectors spoke with the interim director of the university’s Institute of Education, as well as the deputy director, during the inspection. They also met with principal lecturers who lead the early years, primary, secondary and FES phase programmes. Inspectors spoke with representatives of the lead partners that the university works with, as well as other stakeholders, trainees, mentors and lead mentors.

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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