Kingsbridge
TEACHER TRAINING and PROFESSIONAL DEVELOPMENT PROVIDER
"There’s honestly no better feeling than having so many people rooting for your success."
Trainee 2024
Messagefromthe StrategicDirector
We passionately believe that every child matters and that all pupils should receive the very best education. We are dedicated to raising achievement and transforming the lives of children within our local communities by providing high-quality teacher training in partnership with our associate schools. Kingsbridge has over 20 years successful experience training highly effective teachers that are sought after by the communities and schools that we work with.
With so much to celebrate and share, we are pleased to introduce the very first edition of Kingsbridge, our annual publication which aims to capture the exceptional offer that Kingsbridge provides teachers, leaders and schools across the North-West. The pages are bursting with case studies and stories that celebrate the exceptional Initial Teacher Education and ongoing professional development opportunities that we offer
Sue Darbyshire Kingsbridge Strategic Director
OurValues
Through our high-quality curriculum, inspirational mentoring and strong relationships with partnership schools, Kingsbridge prepare future teachers and leaders who share in our vision of ‘making a difference’ and are committed to upholding our core values:
EducationMatters
Webelievethateverypupil,ineveryschoolisentitledtoahigh-quality educationalexperience.Ourcurriculumsupportstraineestodevelopknowledge ofchilddevelopmentandbecomeexceptionalteachers.
MakingaDifference
Wearepassionateabouttransforminglivesbymakingarealdifferenceto childreninourlocalcommunities Traineesaresupportedtomakeapositive impactwithintheirschoolsandinthewidercommunity.
SafeguardingatourCore
Wearecommittedtosafeguardingandprotectingthewelfareofall childrenandyoungpeople.Wealwaysprioritisetheneeds,safety,wellbeingandmentalhealthofchildren
EvidenceInformed
Weensureourcurriculumisunderpinnedbyarobustevidencebaseand supporttraineesandmentorstobecriticalconsumersofsubjectand phase-specificresearch
CelebratingDiversity
Wecelebratediversityinourcommunitiesthroughfosteringtrueinclusion. Throughourcurriculum,recruitmentandpartnershipworkweensureequityin opportunitiesforall
Well-beingMatters
Weknowthattogiveyourbesttopupils,youneedtobeyourbestselftoo.Our well-beingpackageisdesignedtosupportthementalandphysicalhealthof ourtraineesandensurethatsupportisreadilyavailable.
OurAims
Kingsbridge’s approach to teacher training is highly effective in equipping future teachers with the skills, knowledge and professional behaviours required to excel in the profession, having a lasting impact on future generations.
Kingsbridge will:
Provide a high-quality professional development offer for trainees and mentors underpinned by robust research evidence
Ensure that the training year is personalised and bespoke to every trainee, valuing prior learning and experience
Support local capacity building in schools by recruiting to meet local need
Keep well-being at its core through strong pastoral support and relational practices
Actively promote the importance of safeguarding the welfare of all children and young people across its partnership
Train to Teach with Kingsbridge North West!
As a DfE accredited provider, Kingsbridge offers Initial Teacher Training to graduates across the North West.
Kingsbridge offers a primary and secondary programme that fully equip trainees to successfully start their teaching journey.
We are committed to supporting trainee teachers through our high-quality, evidence informed curriculum which is fully aligned with the Initial Teacher Training Early Career Framework. Our strong partnership of schools allows our trainees to integrate training into school-based practice improving educational outcomes for all pupils; impacting positively on the communities we serve and providing strong support for new teachers at the start of their careers.
Take the first step in becoming an inspiring teacher with Kingsbridge Teacher Training
RoutesintoTeaching
Whether you have years of experience in the classroom or are a total novice, Kingsbridge has the training route for you.
Route 1
School-Centred
Route 2
Initial Teacher Training
Both routes offer:
Postgraduate Teaching Apprenticeship
Setting-based experience in two contrasting settings
Weekly training sessions with the Kingsbridge team or subject specialists
90 minutes 1:1 weekly mentor support
Intensive Training and Practice designed to provide concentrated, hands-on experience and skills development in a real classroom setting
Access to the PGCE delivered by Bath Spa University
Teachersshapethefuture byinspiringandguiding students
MAKINGADIFFERENCE THROUGHTEACHERTRAINING ANDPROFESSIONALDEVELOPMENT
Overthecourseofthelastyear,Kingsbridgehascontinuedtomakea difference,empoweringteachersandleadersateverystepoftheway throughtheircareersineducation.Ourpartnershipschools,mentorsand ourtraineeteachershavemadeacommitmenttodrivinghighstandardsfor pupilsandembracedengaginginevidence.
Inaneverchangingeducationallandscape,Kingsbridgearecommittedto continuingtheirworktomakeadifferencebysupportingteachersand leaders,schoolsandtruststomakeadifference.
Train to Teach with Kingsbridge Teacher Training
Amy Dodd, Programme Lead, shares inspiration from Kingsbridge graduates to help you take your first step into a new career.
“EverythingtheSCITTdoesisinformedbyrobustevidenceand
research”HailiHughes2024
“Thequalityofcentreand school-basedtraining successfullypreparesprimary andsecondarytrainees, includingapprentices,to becomeearlycareerteachers”
Ofsted2022
High quality teaching is considered the most powerful lever schools have to improve pupils’ outcomes
Kingsbridge’s Initial Teacher Training curriculum is underpinned by a robust evidence base to ensure that trainees are supported to develop their knowledge of the most effective pedagogical approaches that foster inclusive teaching for all pupils including those with SEND or who are disadvantaged.
Kingsbridge’s curriculum is carefully aligned with the Initial Teacher Training Early Career Framework (ITT ECF) and is designed to best prepare trainees to teach in line with both local and national priorities
Kingsbridge also provide high-quality subject knowledge training bespoke to the phase they are training to teach to equip them in understanding the key concepts of the subject and subject specific disciplines and pedagogical approaches.
Both primary and secondary subject knowledge training sessions are delivered by subject experts to ensure that trainees are fully equipped to deliver effective lessons and address any misconceptions that may arise, ensuring that pupils are making progress
“SubjectKnowledgetrainingdaysare transformationalformypractice”
Trainee2024
MentoringMatters
Kingsbridge Teacher Training recognise that mentors are pivotal to trainee’s success. From induction to graduation, our mentors play a powerful role in transforming trainee’s practice. Here Kingsbridge celebrate their measurable impact!
“Traineesfeelempoweredbythesupportprovidedbymentors.The qualityofmentorfeedbackIobservedwasexceptional:target settingisincrediblyrobust!” HailiHughes2024
Kingsbridge recognise the incredibly important contribution mentors make to the success of our trainee teachers. Our mentors are highly respected and valued in their role
Following Kingsbridge training sessions, mentors support trainee teachers to effectively translate training into classroom practice. Mentors support this purposeful integration through high-quality interactions that promote recall and reflection before engaging in collaborative action planning to prepare to apply training into practice. Every week, mentors provide granular feedback using an Instructional Coaching model to help trainees to make progress, refining their teaching with precise action steps
Kingsbridge invest in their mentors by providing a high-quality mentor training curriculum Mentors develop and hone valuable skills to facilitate dialogic approaches to Instructional Coaching providing space for trainees to reflect upon the effectiveness of the decisions that they make in the classroom.
Our Mentor Advisory Group meet halftermly to help Kingsbridge to shape their mentor offer as part of our continued commitment to refining practices to best support our partnerships.
“Beingamentorhasbeena greatwayofprogressinginmy career.Workingwith
Post Graduate Teacher Apprenticeships:
Invest in tomorrow’s teachers today
Apprenticeships can support schools to recruit and retain high-quality staff. Find inspiration from the voices of headteachers who have employed Apprentice Teachers with Kingsbridge Teacher Training and find out how you could retrain staff in your school
Introducingthe PostgraduateTeacherApprenticeship
The Kingsbridge Postgraduate Teaching Apprenticeship offers a great opportunity for graduates who want to start a career in education. A fee-free, salaried route, it offers aspiring teachers the chance to attain Qualified Teacher Status (QTS) whilst being employed within a school Our approach combines in-school experience, with centre based training developing exceptional teachers ready to make a difference to children and young people
“Kingsbridgehavehelpedus torecruitnewApprentice Teachersandalsoretrainand retainexistinghigh-quality membersofstaffthatwe didn’twanttolose!”
BenefitsforSchools
Develop existing talent within your school or externally recruit, addressing recruitment needs and staff retention
Apprentices can begin a higher teaching responsibility (up to 60% of their in school time, rising to 80% in the last 6 weeks)
Apprentices are fully integrated as a member of staff into the classroom from day one, with on the job training
Train a fully qualified teacher for your school, on our primary or secondary programmes, in just 10 months (Sept - July)
Access to up-to-date professional development through Kingsbridge’s Institute of Learning supporting evidence-based practice in your school
Funded by the Apprenticeship Levy
Access to government mentor grant
WhyChoosethe PostgraduateTeacherApprenticeship?
In our experience, the Teacher Apprenticeship route into teaching has been a great addition to our organisation From day one our Apprentice Teachers have wanted to gain as much knowledge and experience as possible, resulting in increased confidence and a willingness to teach at every opportunity. Our recent Apprentice Teacher was ready to assume whole class responsibility during the Spring term which hugely increased our in school capacity for dealing with staff absence and moving school forwards!!
Executive Headteacher at Platt Bridge Community Primary
The Teacher Apprenticeship route has helped us to develop talent within our school and support the growth of our HLTA into a teacher
Having an Apprentice Teacher has also brought fresh ideas and approaches, benefitting the professional development of our whole team
Our Apprentice Teacher collaborates with the wider school team and shares best practices from their weekly training.
Deputy Headteacher and Mentor at Golborne Community Primary
“Apprenticeshipsareagreatwayto‘growyourown’ teacherstosupportwithretentionandsuccessionplanning”
The experience prepared me forthe realities ofthe classroom, equipping me with the abilityto create a positive learning environment and handle challenges with resilience. The practical nature of myTeacher Apprenticeship ensured that I was not only knowledgeable about educational theory but also fully readyto step into a teaching role with confidence
Having already had some experience working in schools, the Teacher Apprenticeship route was best for me to get the most from my teacher training year! I loved being able to be part of the classroom from day one, building relationships with staff and pupils, and taking on responsibility for teaching and learning. The guidance from my mentor was so valuable: I welcomed their feedback to reflect and improve as a teacher and valued the protected time to do this. It couldn’t have prepared me for the profession any better!
Hannah Smith Apprentice Teacher 2022-2023
Joe Hodgson Apprentice Teacher 2023-2024
TimetoCelebrate!
“Kingsbridge’scommitmenttomy developmenthasbeenevident,and theirexpertisehasbeeninvaluable inshapingmyteachingpractice” Trainee23-24
“ThesupportfromKingsbridgehasbeen exceptional:theywerededicatedtomy success!”Trainee23-24
Our trainees joined us in celebrations in July to commemorate the gaining of their Qualified Teacher Status. The event was held at Alberts in Standish to mark the success of our trainees, who all gained their QTS.
Although it is always sad to see our trainees leave, we are proud to see them starting their careers having been successful in securing jobs for the new school year.
We wish them every success in their new careers and look forward to welcoming them at our future professional development events!
KingsbridgeAlumni
Wherearetheynow?
I trained at Kingsbridge during the 2018-2019 academic year, gaining invaluable experience across both Key Stage 1 and Early Years. The hands-on experience I gained at Kingsbridge truly gave me the confidence to thrive in my teaching career. The mentors and staff at Kingsbridge were incredibly supportive, encouraging me to become the best teacher I could be. The collaborative environment, where I could learn alongside colleagues and fellow trainees, was essential in my development.
Thanks to Kingsbridge, I've not only grown as a teacher but have also had the opportunity to mentor graduates and Early Career Teachers, helping other teachers to build their confidence like I did. I’m also a Subject Leader for Art and have continued my professional development through completing middle leadership courses which led to me successfully leading a Key Stage in school
Currently, I am pursuing two NPQs in Early Years Leadership and SENDCO, which I'm thoroughly enjoying. The foundation Kingsbridge provided has inspired me to continually seek progression and new challenges in my career.
Take
ContinuingtheLearning Journey...
Charlotte Hindley, Director of Research at Kingsbridge, shares a review of the inspirational Professional Development offered by Kingsbridge’s Institute of Learning this year. Teachers and leaders from across the North-West have engaged in and with evidence informed speakers with a shared commitment to making a difference.
AlexQuigley WhyLearning Fails...
“Brilliant! In depth and very informative. The training gave clear strategies and practical advice to take back to my classroom”
“Extremely engaging and thought provoking. The best CPD I’ve engaged in!”
Why Learning Fails…and
This was the burning question on everyone ’ s lips as they joined Kingsbridge’s recent Professional Development event with Alex Quigley
In March, Alex Quigley brought his wealth of expertise and experience to St Peter’s Pavilion Teachers and leaders joined Alex in exploring the challenges that pupils often face in learning and unpicked some common issues faced by our highest need pupils, including those with SEND
Let’s take dyslexia for example A diagnosis can be life changing for some pupils It may help pupils to recognise their own strengths and areas that they find more challenging promoting self-motivation and selfawareness. It may also provide clarity about why someone struggles with reading, spelling, and other language-based skills. However, a diagnosis can also result in unconscious lowering of expectations in the classroom.
Are pupils slow readers?
How many words can they read and understand in a minute?
Another risk is that staff may worry that they don’t have the specialist knowledge required to meet a pupils’ needs because they have the label of dyslexia. The diagnosis may help pupils access additional time in exams like the KS2 SATs and GCSEs; however, how useful is this additional time if pupils still struggle and lack the confidence, stamina and strategies to use this time effectively?
Instead, Alex suggested that whilst labels and specific SEND diagnosis may be useful, we need to know more about our pupils He implores teachers to reflect on what exactly pupils are struggling with What are pupils’ barriers to success in classwork or exams?
Are pupils slow writers?
How many words can they write in a minute when copying? How does this differ when a pupil is summarising what they’ve read or perhaps when they are thinking about what they want to write as well as how to transcribe this on the page?
Are pupils effective in time management?
Do they know how to plan their time in exams and what to prioritise when they have 5 minutes remaining?
Knowing exactly what is affecting pupils’ ability to demonstrate their knowledge in the exam can be more beneficial than just receiving additional time For example, if pupils are struggling readers, we need to ensure pupils are pre-taught vocabulary; receiving a rich diet of reading across the curriculum to build background knowledge and perhaps receiving targeted intervention to improve their decoding and fluency skills.
“Inspirational! I can’t wait to return to school to share with my colleagues!
2024Leadership Conference BELONGING
ChrisLubbe
Kingsbridge’s Annual Leadership Conference welcomes school, trust and system leaders from across the NorthWest to reflect upon the theme of ‘Belonging’.
We were honoured to welcome the inspirational Chris Lubbe. Leaders were taken on a journey by Chris’s storytelling and left the morning inspired to make a difference by being the change that they want to see.
Chris talked about the value of education and his respect for teachers and the role they play in supporting society. He encouraged leaders to reflect on the power schools have in giving children and young people the confidence to use their own voices to speak out against and challenge discrimination
“An excellent thought provoking day!”
“Inspirational! One of my top 10 conferences that I’ve ever attended!”
“This aligned perfectly with my school priorities! It was great to have the opportunity to pause, reflect and think about how it all relates to my own setting!”
AmjadAli
Amjad continued to explore the theme of Belonging, challenging leaders to consider all stakeholders in their schools, staff as well as pupils.
He encouraged leaders to reflect on the choices made in classrooms and their schools. When providing CPD for staff how do we ensure that we actively promote inclusion and equity for staff with the same intent that we would expect teachers to in the classroom?
Do we consider staff’s cognitive load at the end of a busy school day and focus on breaking content into small steps? We have high expectations of staff in our settings and schools but how do we support them to achieve success?
Again, Amjad implored leaders to consider best practices from the classroom to underpin CPD design How often do we model our expectations to staff? How do we ensure that our expectations are clearly explained and articulated so that staff know exactly what success looks like?
Evidence-Informed Partnerships
Kingsbridge’s Institute of Learning are proud to continue to work in partnership with Blackpool Research School to support schools to engage with evidence
At Kingsbridge we share the view that high quality teaching is one of the most powerful levers we have for improving outcomes for all children and young people, particularly those from socio-economically disadvantaged backgrounds. Using research evidence can help to support effective practice. Research Schools help bridge the gap between research and practice, helping schools, colleges, and early years settings to access, understand, and apply evidence, to improve quality of teaching and learning.
Through our partnership with Blackpool Research School, Kingsbridge actively disseminate updates in evidence informed practice and exemplify practice through
Half-termly leadership briefings: Sharing and disseminating recent developments from the EEF and opportunities for schools to engage in research trials
Evidence Bites: Short twilight series exploring and exemplifying the evidence base underpinning an aspect of classroom pedagogy e.g. metacognition supporting teachers to enact evidence in their practice.
Twilight Sessions: Twilight CPD sessions sharing recently released guidance reports with teachers and leaders to inform decision making and ensure schools are updated on recent evidence developments
CPD Programmes: Evidence informed CPD programmes built around local priorities and needs. This year ’ s offer has included ‘Supporting Pupils with SEND in Mainstream Schools’ and ‘Improving Pupils’ Writing’
