Two Mile Ash ITT Partnership

PGCE WITH QTS Early Years (ages 3–7) or General Primary (ages 5–11)

Do you have...

• A proven commitment to teaching as a career?

• The passion and presence, as well as the energy and enthusiasm, that’s required to work with primary age children?

• The personal and intellectual qualities needed to be an excellent teacher?

• The confidence, determination and professionalism that’s required to be part of an innovative and prestigious programme?

If so, then we would like to hear from you.

“Outstanding leadership and management, which ensures that the vision for excellence is realised and permeates all aspects of the partnership” – Ofsted, 2013

Why train with us?

In 2012, The Department for Education shared their vision for the future of the education system in their White Paper, ‘The Importance of Teaching’. It put Outstanding Schools at the heart of improving the education system and emphasised the value of the teaching workforce determining the direction of our children’s education. The Two Mile Ash ITT Partnership shares these principles; actively seeking out the very best people who will inspire our children to flourish. Our colleagues from a variety of settings; including schools, local authorities, universities and Ofsted have commented upon our Partnership’s incredible sense of community, moral purpose and drive for excellence for all.

“This course has been the most demanding, but the most rewarding thing I have ever done and has been the best preparation I could have had for taking my own class” – Former student

Our aims • To ensure that outcomes for pupils remains at the heart of our vision, so that our preparation of excellent teachers wholly supports the increasingly diverse needs of the expanding local school community.

• To provide a high quality programme of initial teacher training which delivers a comprehensive, inspirational and motivating training experience.

• To offer an exciting complement of rich environments; within which individuals will flourish as highly effective and creative teachers for the 21st century.

• To enable student teachers to become confident and committed practitioners, who are proactive in leading their own professional development, through deep and incisive self-reflection.

• To develop student teachers’ subject knowledge for teaching so that they demonstrate their ability to deliver stimulating lessons in which the learners are engaged and make maximum progress.

• To seamlessly blend academic study with practical experience to develop the highest levels of professional attributes, knowledge, understanding and skills.

• To engage in research and development opportunities in order that The Partnership remains at the forefront of innovative practice in Initial Teacher Education and Training.

• To set high expectations of professionalism for all; celebrating a teacher’s role and position in society.

The strength of the Partnership’s reputation is such that: “schools speak very highly of the quality of Two Mile Ash trainees and, as one Headteacher said, ‘there is hot competition to employ them’... when they complete the course” – Ofsted, 2013

“The drive for excellence has resulted in close attention throughout the course to those elements of teaching which produce outstanding learning” – Ofsted, 2013

The Partnership Two Mile Ash ITT Partnership is currently the only primary-based accredited teacher training provider, directly offering school-centred initial teacher training (SCITT), serving the local community. The partnership was established in 2002, is well experienced in leading initial teacher training and has provided the local area with hundreds of primary school teachers during that time.

Milton Keynes is an exciting, vibrant new city, where the school community continues to grow each year. The building of new schools inspires creativity, pioneering new environments and practice; and the opportunities for teachers’ professional development exceeds that of more established communities.

All Partnership schools are carefully selected on the basis of their effectiveness and expertise. They are required to demonstrate a strong commitment to schoolcentred initial teacher training, with a passion for establishing a professional learning community for their staff. The Partnership thrives because of the active role that schools take in the design and delivery of the programme.

“The high quality of trainees, who demonstrate very high aspirations, develop quickly into good and outstanding teachers, and who often move on to leadership roles” – Ofsted, 2013

What we are offering • A prestigious, internationally-recognised qualification We are fully accredited by the National College of Teaching and Leadership to offer a postgraduate route into teaching. The programme leads to the award of Qualified Teacher Status (QTS), including collaboration with Oxford Brookes University to award a Postgraduate Certificate of Education (PGCE).

Students will have the opportunity to specialise in either Early Years (3-7) or General Primary (5–11).

• Exceptional employment opportunities The opportunities for employment stem from the close links the Partnership has with schools across Milton Keynes. Consequently, from our total number of employed students, over 85% of our former students have gained employment with Partnership Schools or other schools within the Milton Keynes Teaching Schools Alliance. We are proud that we directly serve the recruitment needs of the local school community.

“Almost all trainees gain employment and nearly all are still teaching after three years. Employment and retention rates are exceptionally high when compared with national figures” – Ofsted, 2013

“Fantastic course! I am very confident that I could go into any school now and teach” – Former student

Programme Elements

Higher academic study Core Training Programme The whole cohort gathers together every week for ‘core’ training sessions which focus on the essentials such as: • Teaching and learning • Child development • Subject knowledge • Professionalism • Inclusion in education

• Behaviour for learning • Creativity and innovation • Assessment for learning • Statutory requirements

A high priority for our Partnership is to develop teachers who have the drive for improvement. An intrinsic passion for learning, for themselves as well as their children, motivates the very best teachers to seek out the very best strategies to promote pupil progress. Engaging with educational research, debating pedagogical approaches and trialling new initiatives allows the profession to evolve and grow. Our students are highly reflective and relish the opportunity to think about their practice. These are exciting times; we want our students to be at the forefront of developments in the educational world! Academic writing is fully supported through our collaboration with Oxford Brookes University, through dedicated sessions that promote reflective thinking and guidance for writing at Masters Level.

“The course inspires the trainees to be the best” – School Based Trainer

Individual Training Plans All students have an Individual Training Plan (ITP), which is a reflective document featuring specific targets relating to the Teacher Standards and personalised training opportunities. With the support of their School-Based Trainer (SBT), students are expected to drive their ITP, taking a proactive role in identifying their own areas of development and taking the necessary action to promote their professional progress.

School experience As a SCITT provider, students are immersed in school life from the outset; deepening their understanding of teaching pedagogy through reflecting on the effective practice of the professionals around them. Students are also very aware of the wider roles of a teacher, having been involved in aspects such as extra-curricular clubs, parent consultations, sports fixtures, planning meetings, Special Educational Needs review meetings etc.

“I felt fully prepared for my teaching practices from the well-structured core training programme and, after every session, I felt as though my knowledge had improved” – Former student

Assessment

Lesson observation From the outset, students will receive feedback on their interactions with the children, and then gradually focus in more specifically on how effectively their teaching promotes learning. When overall judgements are made on the quality of lessons, School-Based Trainers will refer to set criteria which have been developed by the Partnership, and which are based on the Ofsted Framework for School Inspections. This ensures consistency of judgement across the Partnership, as well as allowing students from the very beginning to understand how qualified teachers are judged in terms of their teaching.

There is an… “exceptionally sharp focus on what makes teaching and learning outstanding, which pervades all parts of the course, and ensures that trainees have the ability to demonstrate those attributes” – Ofsted, 2013

“Trainers and schools model excellent practice and raise trainees’ awareness, aspirations and ability to emulate this” – Ofsted, 2013

“We have really enjoyed having our student, who has been incredibly dedicated and really taken on her own development and learning” – School Based Trainer

Progressing as a Teacher The Teachers’ Standards form the basis of assessments of student progress throughout the year. Each half term our School-Based Trainers refer to our step-by-step framework for assessing student teachers, which explicitly states the competencies students are required to demonstrate, not just in their teaching, but overall as a teacher. It is used to support regular summative assessments and used formatively to identify where training opportunities are needed. This framework is shared directly with students so that they are well-equipped to self-evaluate and prioritise targets for their continued development.

“I have had a fabulous school-based trainer, patient, generous with her time and fully supportive, but more importantly, she gave me a belief in myself” – Former student

Assessment

Teaching Practices TP1 First Teaching Practice – Autumn Students work from existing school medium term planning and plan lessons to teach for approximately 50% of the time over a three week period.

TP2 Second Teaching Practice – Spring This practice takes place in a different school and a different key stage. Initially, it will be largely observation based and working with groups. Later weeks will involve solo teaching, building upwards, firstly to 50% and then 60% in the final weeks.

Students will plan full lessons, drawing from medium term planning in the school.

TP3 Final Teaching Practice – Summer This is the final assessment period. At this stage, it is expected that students demonstrate that they can fully plan an appropriate sequence of work across the full range of curriculum areas. They must demonstrate that they can sustain a satisfactory teaching standard over an 80% teaching timetable. They should prepare teaching resources, mark work and fulfil the main requirements of a classroom teacher to demonstrate their abilities in readiness for entry as a qualified teacher into the profession.

“I felt fully prepared for my teaching practices from the well-structured core training programme and, after every session, I felt as though my knowledge had improved” – Former student

Subject Knowledge A high level of subject specific knowledge is essential as a primary school teacher, as the broad and varied curriculum, with high expectations for pupil attainment, demands that teachers teach with accuracy and confidence. Students undergo a testing and self-auditing process which is used diagnostically to inform subject training requirements and identify an individual’s support needs.

Higher academic study Our collaboration with Oxford Brookes University provides the valuable opportunity for our written assignments to be recognised at postgraduate level. The three assignment modules are submitted to the university, for assessment against the criteria for Masters Level.

“Outstanding use of the considerable expertise in partnership schools which provides trainees and NQTs with consistently high-quality training, for the whole group and at individual level” – Ofsted, 2013

Application criteria

Essential • A British Bachelors Honours Degree, or equivalent qualification (Second Class or above) • English, Mathematics and Science GCSEs/O levels, or equivalent qualifications (at grade C or above) • QTS Skills Tests in Literacy and Numeracy • Experience in a mainstream UK primary classroom within the last two years (a minimum of 10 days, but greater experience will strengthen application) • Clear and accurate written and verbal communication skills • Willingness to implement / promote equal opportunities • Ability to read effectively • Clean criminal record and good health

“School-based trainers promote very high expectations and have a sharp focus on the impact of the trainees’ teaching on pupils’ progress and learning” – Ofsted, 2013

Desirable • Knowledge and understanding of primary education – National Curriculum, Primary Frameworks, current educational initiatives • Knowledge and understanding of the role of the primary teacher • ICT confidence and competency • Personal Qualities – evidence that you are able to:

• Work on own initiative and manage workload

• Work co-operatively and effectively with people from a diverse society

• Build relationships with children that promote learning

• Interests and talents that would enhance children’s learning experiences • Willingness to seek employment in the local area • An understanding of the rigour required to study at Masters Level The Two Mile Ash ITT Partnership is committed to equal opportunities and will not discriminate on the grounds of colour, race, nationality, ethnic origin, sex or marital status or on the grounds of disability.

We encourage potential applicants with disabilities, or other special needs, to visit the Partnership and discuss any programme adjustments that might be deemed reasonable. All efforts will be made to support an individual’s needs, but applicants should be aware that unsuccessful management of a condition may result in termination of the programme.

“The Partnership staff supported me, both professionally and personally, always putting my well-being first, helping me to achieve my full potential” – Former student

Financing your studies Maintenance loan and maintenance grants Depending on your personal financial circumstances, you may also be eligible for a maintenance loan (which has to be paid back) and/or a maintenance grant (which does not have to be paid back), to contribute towards your costs of living. This is means-tested and will be completely individualised to each applicant. This is paid termly, at the start of each term, by the Student Loans Company.

Please see the Student Finance section on www.gov.uk for further information.

Training Bursaries You may be eligible for a training bursary from the National College of Teaching and Leadership. How much you get currently depends on your degree classification.

Please see the Teacher Training Funding section on www.gov.uk for further information.

Enhanced Certificates from the Disclosure and Barring Service

Fees Details can be found in our separate application pack.

Students will be required to pay for their own DBS checks – these will be initiated by the Partnership for those students to whom we make conditional offers.

Tuition fee loans You can either privately fund the costs of the programme or tuition fee loans are available from the Student Loan Company. Your tuition fees will be paid automatically to the Partnership by the SLC and you will pay them back, according to a pre-determined schedule, once you are employed and earning over the minimum salary threshold.

Please see the Student Loans Company website for further information.

The trainees’ own evaluations show an unusual depth of analysis and personal understanding, and therefore the personal targets they set for themselves are precise and provide an impetus to reach the next level of achievement – Ofsted, 2013

Full details of how to apply and our recruitment and selection process are available in our separate application pack, available on request from the Partnership:

All enquiries to Jane Cole, ITT Partnership Co-Ordinator: itt@tma.bucks.sch.uk Website: www.inspiringtomorrowsteachers.co.uk

“The ITP was clearly set out for me to follow and was my journey plan for the year” – Former student

“I have felt fully supported and have been given outstanding guidance and advice throughout my training year. Thank you for everything!”

– Former student

Two Mile Ash ITT Partnership, Two Mile Ash School, The High Street, Two Mile Ash, Milton Keynes MK8 8LH Website: www.inspiringtomorrowsteachers.co.uk