Initial Teacher Education Partnership

Overview

The University of Brighton ITE Partnership aspires for all trainees to become outstanding teachers.

Working towards the aspiration for all trainees to become outstanding teachers, the partnership is unrelenting in its drive to continually improve all aspects of its ITT provision.

Building on our success, and arising from our rigorous self-evaluation of 2014/15 provision, the following priorities for improvement have been agreed for 2015/16 in order to guide improvement/action planning at all levels.

Primary and Secondary Partnership Headlines

Primary Partnership Headlines from 2015/16

• All trainees exceeded the minimum standards and 69% attained a grade 1 at the point of gaining QTS (target 65%) (Source: UoB Partnership final school-based training grades 2016)
  
  
• Attainment of grade 1 improved across the Teachers’ Standards in 2015-16. Particular highlights are that 78% of primary students attained a grade 1 in TS8 (professional responsibilities) and 69% of students attained a grade 1 in TS1 (high expectations) (Source: UoB Partnership final school-based training grades 2016)
  

• 95% of all primary trainees rated the overall quality of their training as good or very good (Source UoB End of Course Survey 2015-16)

• 93% of trainees said that advice from mentors and class teachers had been very good/good in helping to improve the way their teaching promoted pupil progress (Source: UoB School-Based Training Evaluation 2015-16)

Secondary Partnership Headlines from 2015/16

• All trainees exceeded the minimum standards and 67% attained a grade 1 at the point of gaining QTS (Source: UoB Partnership final school-based training grades 2016)

• 99% of trainees rated the overall quality of training as very good/good (Source: UoB End of Course Survey 2015-16)
  

• 99% of trainees rated the quality of their school-based training as very good (Source UoB School-Based Training Evaluation 2015-16)

• 99% of trainees rated the quality of their training as very good/good in preparing them to use a range of teaching methods that promote pupils’ learning (Source UoB End of Course Survey 2015-16)

• 96% of mentors, class teachers and professional tutors rated the overall quality of the initial teacher education delivered in the Partnership as very good (Source UoB Partnership Survey 2016)

 FET and EYITT Partnership Headlines

Further Education and Training (FET) Partnership Headlines from 2015/16:

• All trainees exceeded the minimum standards and 99% of trainees attained a grade 1 or 2 at the point of gaining QTS (with 56% gaining a grade 1) (Source: UoB Partnership final training grades 2016)
  
  
• 99% of trainees fully agreed/agreed that teaching on the course supported their professional development as teachers (Source: UoB End of Course Survey 2015-16)
  
  
• 99% of trainees strongly agreed/agreed that their training had prepared them to adapt their teaching to meet the needs to all students (Source UoB Setting-Based Training Evaluation 2015-16)
  
  
• 93% of trainees strongly agreed/agreed that advice from their mentor about planning and preparation helped improve their teaching (Source: UoB Setting-Based Training Evaluation)
  
  
• 97% of trainees fully agreed/agreed that their teaching practice/work experience supported their professional development (Source: UoB End of Course Survey 2016)

Early Years Initial Teacher Training (EYITT) Headlines from 2015/16:

• 80% of trainees achieved grade 1 overall, exceeding the target of 70% (Source: UoB Partnership final setting-based training grades 2016)
  
  
• 100% of trainees achieved grade 1 or 2 overall (Source: UoB Partnership final setting-based training grades 2016)
  
  
• All trainees completed the course with at least a grade 2 in every one of the Teachers’ Standards (Early Years) (Source: UoB Partnership final setting-based training grades 2016)
  
  
• 100% of trainees rated the overall quality of their training as good or very good (Source: EYITT End of Course Survey 2015-16)

• 100% of early years setting partners report that the overall quality of the EYITT programme at the University of Brighton is very good (Source: EYITT Partnership Survey July 2016)

Primary and Secondary ITT Priorities 2016/17

Primary and Secondary Initial Teacher Training (ITT) priorities 2016/17:

• Further improve trainee progress and attainment in:

• Teachers’ Standard 2 - promoting good progress and outcomes by pupils

• Teachers’ Standard 5 - adapting teaching to respond to the strengths and needs of all pupils

• Teachers’ Standard 6 - make accurate and productive use of assessment

• Teachers’ Standard 7 - manage behaviour effectively

• Promote wellbeing and improve retention through review of workload expectations with particular reference to planning, marking and data management

• Assure the high quality of school and university-based training through embedding the Post-Carter Review Report recommendations on core content, behaviour and mentoring

• Further embed high quality training in safeguarding

So that in 2016/17:

• Trainees exceed the minimum standards and at least 70% attain a grade 1 overall

• Trainees’ teaching has an even greater impact on pupil progress in our Partnership schools

• Trainees are fully prepared for the transition to their NQT year.

In the longer term:

• Attract and recruit the high quality applicants to fill all allocated places in order to meet the future needs of schools

• Close any gaps in outcomes for different groups of trainees

• Provide a bespoke PGCE award for trainees on QTS only routes

• Increase the capacity for high quality training in a broad range of partnership schools

Further Education and Training Priorities

Further education and training priorities for 2016/17:

• Develop trainees’ readiness for supporting learners’ skills in English and mathematics through their subject teaching

• Continue to develop support and training for mentors so that there is greater consistency and quality of support for trainees

• Broaden trainees’ experience of the sector’s diversity

• To further embed high quality training in safeguarding

So that in 2016/17:

• Trainees exceed the minimum standards and at least 60% attain a grade 1 overall

• Trainees’ teaching has an even greater impact on learner progress in our partnership schools

• Trainees are fully prepared for the transition to their next stage of practice in the FE sector

EYITT Partnership Priorities

Early Years Initial Teacher Training (EYITT) partnership priorities for 2016/17:

• Further embed excellence in safeguarding training
  
  
• Refine mentor training and support in order to ensure high quality mentoring for all trainees
  
  
• Further develop QA processes in order to enhance
  setting-based training experiences.

So that in 2016/17:

• Trainees’ teaching has an even greater impact on children’s progress in our Partnership settings/schools

• Trainees achieve a grade 1 or 2 overall, and at least 70% attain a grade 1.

Overview

We are a training provider for the School Direct programme. This one-year programme enables primary and secondary schools to recruit and select their own trainees, with the expectation that these trainees will go on to work within the school, or group of schools, in which they are trained. 

Trainees spend the majority of their time within their schools, but receive academic teacher training through the university.

Training options

There are two separate School Direct training options:

School Direct Training Programme is available to high-quality graduates. Trainees may be eligible for a bursary or scholarship of up to £30,000 to support them while they train.

School Direct Training Programme (salaried) is an employment-based route available to high-quality graduates with at least three years’ work experience who are paid a salary while they train.

A number of schools have chosen the University of Brighton as their School Direct partner. Trainees are awarded QTS on successful completion of the programme; those on the non-salaried programme are also awarded a PGCE. Our Evidence Informed Practice PGCE is available for those on the salaried programme who wish to also gain a PGCE.

• See the schools currently working with us
  (see Course in detail section, Vacancies tabs)
• See our information for applicants

Further information

• School Direct Quality Assurance Framework (pdf)
• School Direct information for schools (DfE website)
• School Direct (salaried): funding manual  (DfE website)
• School Direct Recruitment Top Tips (pdf)
• Unqualified Teacher Pay Scales (DfE website)
• Bursaries and Funding advice (DfE website)
• Key Questions to shape your School Direct Programme (pdf)
• Rationale for School Direct Second School Experience (word doc)

Overview

Troops to Teachers (TtT) is a prestigious, national programme that is targeted at Service leavers who have the potential to become outstanding teachers.

It's a two-year, employment-based 'advanced standing' programme leading to an honours degree with QTS. The programme is funded by the Department for Education.

Led by the University of Brighton, the TtT programme will be delivered through a partnership of universities and schools.

Trainee teachers who are enrolled on the TtT programme:

• spend two years in their delivery school
• undertake a range of employment-based activities, Monday through to Thursday each week
• engage in degree level scheduled learning activities on 'Study Fridays'
• participate in intensive, residential study weeks
• be employed by the delivery school as an unqualified teacher at a minimum of *£13,168.80 p.a.

* The current £13,168.80 per annum salary grant relates to schools in England and Wales; the salary grant for the three London Areas is: £16,560.80 (Inner London Area); £16,642.40 (Outer London Area); £14,033.60 (Fringe Area). A £13,168.80 salary grant will be paid directly to the delivery school, to subsidise the trainee's salary costs, but schools are responsible for all on costs.

Delivery Schools

Delivery Schools will become members of the wider TtT consortium. They will work collaboratively with, and be supported by, their local university and the University of Brighton. Normally, Delivery Schools will have:

• a good or outstanding Ofsted rating
• a record of sustained and regular involvement in ITT programmes, including experience with employment-based routes into teaching
• a commitment to working collaboratively, in partnership
• highly developed mentoring / coaching practices
• the ability to provide a transformational learning experience from Service leaver, to novice teacher, to outstanding practitioner.

Download the Troops to Teachers information sheet for delivery schools (pdf)

Click here for:

• Mentor Placement Forms
• Trainee Handbooks

What interested us about this programme is that it is led by the school. It enables the school to have a hands-on approach to developing the trainee; this is encouraged throughout the duration of the course.

The rigorous recruitment process really helped to put our minds at ease, and we are fortunate that our trainee's team building and leadership qualities are a real gain for the school.

Primary Head Teacher, Troops to Teachers Delivery School

Service leavers

Meet some of the Troops to Teachers trainees as they are interviewed at the six month point of their training.

Find out more about the Troops to Teachers non-graduate programme.

More information

Programme structure

The programme structure takes account of the unique nature of the TtT cohort and builds on developing trainees’ knowledge and experience as they engage in a range of on-going, school-based activities.

Trainees will start their training with a week-long residential induction. This will be followed by on-going, employment-based training and dedicated study days, which are punctuated by four further intensive delivery periods.

Trainee support

Trainees will be supported by the following professionals and bespoke training packages will be provided:

• Mentor (school-based)
• Course Manger (university-based)
• University tutor (subject specialist)

Cohorts

Cohort 5 of the TtT programme begins in September 2017 and there are already a number of high calibre candidates who have been accepted on the programme who now need to be matched to a suitable Delivery School. Please note that, as we endeavour to match trainees with suitable schools in their preferred area, we cannot guarantee a trainee for all schools that express an interest.

Indicative key dates

• September 2017 - Residential induction week
• February 2018 - Intensive delivery period 1
• June 2018 - Intensive delivery period 2
• February 2019 - Intensive period 3
• June 2019  - Intensive delivery period 4

Partnerships for post-16 education

We work with a number of FE colleges, sixth form colleges and private training organisations in the learning and skills sector. They provide our trainee teachers with valuable placement opportunities, and we also work with them to provide part-time courses for trainee teachers.

Placements for post-compulsory trainee teachers 

Full-time trainees enrolled on our year-long Further Education and TrainingPGCE and ProfGCE courses must all spend a significant part of their course on placement in colleges or other training environments.

We provide mentor workshops and ongoing support to your staff throughout the placement. We view teacher training as a partnership and are keen to support staff in our partner colleges as much as possible.

Trainee teachers usually spend two days a week from October through to January at their placement, and in some circumstances the placement is extended to May. Initially trainees only observe classes, but they are expected to assist in teaching and then to lead classes as their training progresses.

Read more about the Further Education and Training PGCE and ProfGCE courses.

Partnership for part-time PGCE/Certificate in Education courses 

We currently work closely with four local colleges that offer part-time Certificate in Education and PGCE courses.

We developed the courses in partnership with the colleges and they are validated by the University of Brighton. We continue to meet regularly with college staff and to work closely together to improve the courses and address any challenges that arise.

The colleges we currently work with are:

• Brighton Metropolitan College
• Northbrook Metropolitan College (Worthing)
• Sussex Coast College (Hastings)
• Sussex Downs College (Lewes and Eastbourne)