WEST TEACHING SCHOOL ALLIANCE SCHOOL DIRECT TEACHER TRAINING 2018-19

in partnership with

UCAS COURSE CODE VACANCIES: 22 UCAS Provider 2H3: West London Teaching School Alliance (Primary St Mary’s)

This programme is available at  Barnes Primary School, SW13  Belmont Primary School, W4  Brunswick Park Primary School, SE5  Primary School, SW6  Little Ealing Primary School, W5  Marlborough Primary School, SW3  Our Lady of the Visitation, UB6  Park Walk Primary School, SW10  Pield Heath House School (SEN), UB8  Queen’s Manor Primary School, SW6  (SEN), W12  St Mary’s Catholic Primary School, W10

 St Mary’s Catholic Primary School, W4  Sulivan Primary School, SW6  The Rise School, TW13 (SEN)  Primary, W6

APPLY ONLINE THROUGH www.ucas.com

School Direct Training Programme - Salaried

Contents Page 1 Why Train with Us? 2 1.1 Introduction 2 1.2 The West London Teaching School Alliance (WLTSA) 2 1.3 The WLTSA School Direct Recruitment System 3 1.4 Your Host School 4 1.5 Our University Partner – St Mary’s University, Twickenham 17 2 About this training programme 17 2.1 Introduction 17 2.2 Number of Places Available on Course 37F8 18 2.3 Qualification Outcome –QTS Explained 18 2.4 Training 19 2.5 Salary 20 3 Entry Requirements 20 3.1 Academic Requirements 20 3.2 Awareness of the Profession 21 3.3 Professional Skills Tests 21 3.4 Medical Fitness 21 3.5 DBS/Prohibition Checks 22 4 What we are looking for 22 4.1 Personal Requirements 22 5 How to Apply 23 5.1 The UCAS Process- ‘Apply 1’ 23 5.2 ‘Apply 2’ 24 6 How we select our trainees 24 6.1 Selection 24 6.2 Interviews 25 6.3 Rejections following interview 25 6.4 Offers 25

APPENDIX 1: ABOUT THE WLTSA This includes general information including our UCAS provider codes; information about our partner universities and partner schools; childcare facilities; accommodation, disability access and where to find us.

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1 Why Train with Us? 1.1 Introduction In considering why to train with us, it is important to understand the strengths of: 1. The West London Teaching School Alliance and our collaborative approach to recruitment (section 1.2 - 1.3); 2. The host school where you would be located for the majority of your training (section 1.4); and 3. Our university partner for this programme (section 1.5). 1.2 The West London Teaching School Alliance (WLTSA) The West London Teaching School Alliance (WLTSA) is coordinated through Sacred Heart High School in , which is a National Teaching School designated by the National College for Teaching and Leadership. The WLTSA is a large alliance of over 50 partner schools including nursery schools, primary schools, special schools, secondary schools and specialist sixth forms. Our schools include both faith and non-faith schools, maintained schools and free schools. We are an innovative and growing partnership, which has expanded beyond its original focussed area of central West London, with partner schools in the London Boroughs of Hammersmith & Fulham, Kensington & Chelsea, Westminster; Richmond; Ealing, Hounslow, Hillingdon, Southwark and Merton. For 2018-19, we are seeking to fill over 150 School Direct vacancies in our partner schools. All of our programmes are partnered with one of three universities - St Mary’s University, Twickenham; University of Roehampton; and UCL (Institute of Education). Training with WLTSA schools gives you the unique opportunity to experience a broad range of teaching environments, with all our schools aiming to provide the highest quality teaching and learning for their pupils and the trainees they are developing. Our partner schools all offer you the opportunity to train to teach with excellent, experienced teachers in dynamic learning environments that foster talent. Within WLTSA, there are extensive opportunities for future professional leadership development including an excellent Masters Programme with St Mary’s.

WLTSA VISION

WLTSA has a commitment to achieving excellence in learning, teaching and school leadership. We aim to appoint the highest calibre of teachers in our schools:

 who are innovative in the teaching practices they adopt;  seek to collaborate and support each other through strong partnerships; and  engage in the intelligent use of research and development of pedagogy.

We continue to stay abreast of national and international educational research to inform our approach. We aim to inspire our teachers to be advocates of life- long learning who become outstanding practitioners, colleagues, managers and leaders in our schools, equipped to adapt to the needs of learners and schools of the future.

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We aim to provide a clear framework for career development to ensure high quality, relevant training to meet the needs of teaching staff at different stages of their careers, from career entry to headship in its increasingly various forms

A bright future for all learners through innovation, collaboration, engagement and success.

1.3 The WLTSA School Direct Recruitment System

A full list of all our 56 School Direct partner schools (with web-links and postcodes) is set out in Appendix 1. All of these schools are working with us to fill School Direct vacancies but not all of them have vacancies on this particular programme. Each of our partner schools has requested to run a specific programme (or programmes) for 2018-19 and you can see a full list of our programmes and which schools have vacancies for them, on our website: www.wltsa.org.uk (Initial Teacher Training tab/vacancies tabs). Our website is much easier to use than UCAS for finding details about programmes. By clicking the green buttons on our website next to each vacancy, you will be able to see other documents like this one, for programmes hosted at other schools. The structure of all our programme documents is identical, e.g. entry requirements are always in Section 3.

PROVIDER CODES We have so many partner schools that the UCAS system cannot cope with the size of our alliance. We therefore have to divide artificially on UCAS into three ‘provider’ names to divide up our programmes:  Provider 1EL: West London Teaching School Alliance (Primary Roehampton) All our salaried and unsalaried primary programmes partnered with Roehampton University. The unsalaried programmes include some with additional bursaries from our schools and you can identify these easily on our website;

 Provider 2H3: West London Teaching School Alliance (Primary St Mary’s) All our salaried and unsalaried primary programmes partnered with St Mary’s University, Twickenham. The unsalaried programmes include some with additional bursaries from our schools and you can identify these easily on our website;

 Provider 2BV: West London Teaching School Alliance (Secondary) This includes all our salaried and unsalaried secondary programmes partnered with St Mary’s University, Roehampton University and UCL (IOE) Rest assured that we operate as one single organisation – the West London Teaching School Alliance.

The vacancy lists on our website are regularly updated to show recruitment progress e.g., which schools are already shortlisting; who is interviewing, who’s already offered. This is more information than you can see on UCAS, which simply lists programmes as open or closed (filled) and is helpful to see the detail when applying. If you accidentally apply for

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one of our programmes that is further down the process than you thought, just call us and we can transfer your application to another WLTSA school of your choosing, without the need for you to make any further UCAS application. We have set UCAS up so that after choosing the programmes you want to apply to, you can then also select the specific school/s that you want as your host school. Further information about this included in How to Apply, Section 5. We divide all our places up to the specific schools who requested them so that you can effectively choose the school and upon interview, the school can choose you. This leads to a better fit between trainee and school, which is important in terms of later potential employment but it also means that commonly there are only 1 or 2 vacancies for a particular programme at each school. Please be reassured that this system also heavily divides applications. Sometimes excellent schools both (primary and secondary) receive hardly any applications all year, simply because there are so many to choose from (particularly for unsalaried primary) and perhaps the applicants for ‘that subject that year’, did not live close to that school. You can always email or phone us for strategic advice on this when you are about to apply. We will be happy to tell you which schools have no applicants and which have many, but it is important that you also consider the description and location of each school to ensure that it is right for you. Although we have specific vacancies at each of our schools, all our schools work collaboratively together to find places for all worthy candidates. They all report back centrally if they have interviewed a worthy candidate that they do not have space for and with the applicant’s consent, we can transfer the application internally on UCAS to another WLTSA school. Overall, we have 100 vacancies for primary and 67 vacancies for secondary. Despite the possibility for internal transfer referred to above, it remains advantageous to apply to more than one WLTSA programme or school at the same time to ensure that your separate applications are considered in parallel. There is a UCAS time limit (approx. 40 days) for providers to consider your application before UCAS automatically rejects you.

If you have queries, please email us centrally at [email protected] rather than contacting our partner schools. 1.4 Your Host School The school (or schools) hosting this particular programme are described below. As referred to above, you will be able select which of these schools you want to be your host school when you apply. Each of our programmes also includes a much shorter second placement at another WLTSA school, which we select during the training, to ensure that it provides a sufficiently contrasting experience. Remember that we have other primary programmes hosted at more schools than those listed below. We have 16 WLTSA schools wishing to employ trainees on this particular salaried programme, see overleaf:

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 Barnes Primary School, SW13 0QQ  Queen’s Manor Primary School, SW6  Belmont Primary School, W4 5UL  Queensmill School (SEN), W12 0NY  Brunswick Park Primary School, SE5 7QH  St John XXIII Catholic Primary School, W12 7QR  Fulham Primary School, SW6 1JX  St Mary’s Catholic Primary School, W10 5AW  Little Ealing Primary School, W5 4EA  St Mary’s Catholic Primary School, W4 2DF  Marlborough Primary School, SW3 3AP  Sulivan Primary School SW6 3BN  Our Lady of the Visitation Catholic Primary  The Rise School, TW13 (SEN) School, UB6  West London Free School Primary, W6 0LB  Park Walk Primary School, SW10 0AY  Pield Heath House School (SEN), UB8 3NW

See further details on each school below, including web-links to their school websites.

Barnes Primary School SW13 OQQ Peter Mortimore, a distinguished academic and grandparent of a child at Barnes Primary School, captured the school’s ethos well in his book ‘Schools Under Siege’ (Policy Press, 2013) when he wrote:

My grandson’s primary school has the motto ‘Learning, Love and Laughter’. This cleverly links the school’s main task – promoting learning – with affection and fun. What better combination could there be. Parents speak very highly of the school as the following selection of comments (2016 parent questionnaire) demonstrates: - we feel nothing but joy, when we see how happy they have been, day in and day out; - … so much more than we had expected; - . . . eight years of brilliance and wonder; - …our children are in the best possible place they could be; - . . . the best possible start in life; - …there is not a day that goes by when I am not grateful that both of my girls are a part of BPS; - the positive impact Barnes Primary has on its pupils is impossible to quantify. Our school has the very highest of expectations of and for everyone involved in the school community - children, their teachers, their parents and senior leaders are asked to continually expect more. Core values that underpin Barnes Primary School are reflected in the seven personal qualities that their curriculum seeks to develop: integrity, self-sufficiency creativity, personal responsibility, empathy, self-belief and resilience. Barnes Primary School is a community of learners (including teacher trainees) where everyone can be successful and strive continually to improve on their personal best. Mark Hartley has been the Headteacher of Barnes for eleven years. Previous to that, he worked as a School Improvement Advisor in Kensington and Chelsea. Before that, he was a Headteacher at Ashburnham Primary School for five years, at a time when the school was judged by Ofsted to be outstanding and achieved ‘beacon school’ status. As well as working at Barnes, Mark delivers professional development and offers educational consultancy in schools across London.

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Belmont Primary School, W4 5UL We are very proud of our school, the many achievements of our children, the quality of the teaching and educational opportunities we offer and our friendly and supportive community of children and families, staff and governors.

At our last Ofsted inspection the school was graded Outstanding. The inspector noted that “The school lives up to its belief that pupils who are keen to come to school, who enjoy happy relationships with their peers and adults and who have high self-esteem are much more likely to achieve their personal and academic potential.” We firmly believe in the importance of providing an environment in which children are nurtured as individuals and enabled to develop a wide range of skills and attributes alongside their knowledge and understanding. This reflects our desire for our children to become active learners and well- rounded individuals, able to rise confidently to new challenges and make good use of their talents as they move through life. Belmont Primary School aims to provide a balanced, creative education in a stimulating, safe environment through which children maximise their talents and abilities, develop a pride in their achievement and feel happy, confident and secure. We believe in educating the whole child and preparing him or her to take an active role as a local, national and global citizen. To achieve this, our school values: Be safe, Be respectful, Be a learner, are explored and embedded in all aspects of school life. We want children to:  achieve the highest possible standards across the curriculum, in addition to developing good literacy and numeracy skills;  be enthusiastic about learning and develop a positive image of themselves as learners;  develop a sense of responsibility for their actions and a positive self-image;  feel valued and have the opportunity to develop to their full potential within an ethos of mutual respect, justice and fairness. We are an inclusive school, the first in Hounslow to be awarded the Inclusion Quality Mark, and are committed to ensuring sustained progress and high standards of achievement for all our pupils. Belmont Primary School has served generations of children from the Chiswick area for over one hundred years and enjoys a reputation locally for its consistently high standards of academic progress and attainment, engaging curriculum, care and support for individuals and the range of opportunities offered to our children within and beyond the curriculum. We have experienced mentors able to support trainees through this School Direct programme.

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Brunswick Park Primary School SE5 7QH “My eyes are amazed!” (Child on starting Reception, September 2017) “I thank all the teachers and support staff for being there for my daughter and for the great education my 4 children have received over the years. Thank you again for everything.” (Parent on collecting her youngest child for the last time, July 2017)

Brunswick Park is a true community school, where good relationships throughout are fundamental to its positive ethos. School is more than lessons; it fosters and encourages challenge, ambition and drive; and teaches values such as respect, tolerance, honesty, trust and friendship. At Brunswick Park these values, including hard work, behaving considerately, valuing citizenship and being a good citizen, are at its heart. These values and beliefs inform our school’s vision statement: Learning for living through respect, support and challenge At Brunswick Park we offer a relevant, exciting, broad and balanced curriculum through which children are encouraged to be independent thinkers and to make informed, responsible choices about their learning. Learning is supported and enriched through a wide range of experiences including visitors to the school, residential trips, historical, scientific and geographical visits, music, sport and the performing arts. We consider the skills of communication, mathematics and English to be fundamental to our learning and we work hard to continue improving our standards and achievements. Our high expectations are reflected in our pupils’ test results and progress from their starting points. Brunswick Park is Resource Based for pupils with ASC, making it a particularly attractive place to train for those who are committed to inclusive education, and has a highly qualified and experienced team of professionals who support pupils and staff and coach and mentor trainees and early career teachers. Come and find out why our future’s bright, and be part of a school like no other!

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Fulham Primary School, SW6 1JU Fulham Primary is part of the Brightwells Trust.

“Fulham Primary is one big family with the shared goal of creating a positive educational experience for all” KS2 Teacher 2017 “I always feel listened to and that makes me happy” Pupil Year 5 “The atmosphere at Fulham is like no other school-there is something special here” Parent 2017 “The progress my child has made is phenomenal and her confidence has blossomed” Parent 2017 When you walk into the iron gates at Fulham Primary, what strikes you first is the overwhelming feeling that this is one big family with children and learning at the centre. Fulham Primary is a fantastic multi-cultural school set in a beautiful Victorian building a stone’s throw from the bustling North End Road market in the heart of Fulham. At Fulham Primary we work together to provide an environment, which reflects the school’s diversity and where everyone is valued. We are a two -form entry school, we work very closely with Queensmill School and therefore provide an additional unit for children with autism on our site. We pride ourselves on our inclusive ethos. We ensure that all of our pupils have a positive, secure and happy learning environment, where they feel valued and listened to. Our curriculum offers pupils a rich learning experience where topic based learning ensures that pupils are engaged and fulfilled. Learning outside of the school gates is important to us and the pupils have the opportunity to go on a wide variety of trips and excursions. Staff and families work together to develop positive attitudes to learning where independence, motivation and enthusiasm are promoted within a stimulating and caring environment. We work to promote and develop a responsible and caring attitude towards the school, each other and the wider community. We have high expectations of all of our learners, our pupils look incredibly smart, and are encouraged to develop outstanding behaviour for learning and flourish in this environment. We have a long and successful history of working with student teachers and NQTs at Fulham Primary, we offer an extremely supportive approach to our training and development. CPD is a priority at Fulham Primary School where we are all on a continuous learning journey.

Our pupils are our best ambassadors, in their enthusiasm for learning and respect. We warmly invite you to visit the school to meet them and discover for yourself the unique experience that Fulham Primary has to offer, which quite simply changes our pupils’ lives.

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Little Ealing Primary School W5 4EA We have created a calm and purposeful learning environment in our school where children feel cared for and valued. We have high standards and high expectations in all that we do and children enjoy their learning experiences. Our aim is to nurture and develop our pupils as high achieving, confident, articulate young people whose primary education fully equips them to go onto secondary education We are ambitious for all our pupils and believe that our emphasis on high quality teaching and specialist teaching in physical education, modern foreign languages, art and music is a key feature of our success. We spend a great deal of time ensuring that as teachers we are well prepared and continuously learning and enhancing how we teach in order to extend our pupils. Throughout our curriculum, our pupils enjoy a wide range of enrichment activities which serve to enhance their depth of learning. We believe it is the responsibility of everyone to maintain a safe, happy and hardworking school community. Our driving principles are: Kindness - Being happy, compassionate and supportive. Respect - Being courteous, understanding and tolerant. Responsibility - For oneself, for each other and for the community. Honesty - Being truthful, fair and humble. Gratitude - Being grateful, gracious and mindful. We believe that our strong and tangible ethos enables our children to become happy, confident and successful learners, equipping them with the necessary skills in preparation for an ever-changing world.

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Marlborough Primary School SW3 3AP Marlborough primary school is a well-established two-form entry community school with a nursery, which has been in existence since 1878 and is proud of its place within the local diverse community. We have now moved into a brand new state of the art school building with dedicated autism provision for up to 16 children. The school is committed to providing a broad and balanced educational experience for all children and we acknowledge that every child is an individual and therefore aim to develop and nurture individual talents, enthusiasm and a genuine life-long love of learning. Achievement for All is Marlborough’s ambition. Marlborough seeks to achieve high academic standards within an atmosphere of respect for others and an understanding and acceptance of other people, their creeds and cultures and aims to create a safe, secure and happy environment that enables children to learn with encouragement and mutual respect. Our core values:  We are all equal  We include everybody  We ask questions  We are creative  We are learners Our staff are very supportive of the school and when asked why trainees would want to come and work at MPS made the following responses:

 We are a friendly, supportive and welcoming staff team with a family feel  We offer opportunities for staff development and career progression  We have flagship assessment and planning systems  We offer a nurturing and positive environment for children  We are a forward thinking school with an exciting future!

The school has hosted trainee teachers for many years and has an established team of excellent teacher training mentors.

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Our Lady of the Visitation Catholic Primary School UB6 9AN Our school forms part of the community of Our Lady of the Visitation Parish, Greenford. We have a strong, enthusiastic community comprising of dedicated staff, supportive parents and an effective Governing Body who are all committed to working together to provide an excellent education for all our pupils. Our community is embraced by the Parish Church who help us to ensure that Christ is at the centre of everything we do. This is reflected in Our Mission Statement: “We Learn, Love and Grow Through Christ".

We have expectations of educational standards, achievement and behaviour which are reflected in our curriculum. We aim to give our pupils the excellent education that they are entitled to so that they can achieve their true potential.

In 2016 the outcomes for the pupils in year six were well above national. Reading 80%, National 66%. Writing 78%, National 74%, Maths 80%, National 72%, GPS 77%, National 72%.

We are a diverse, multicultural community and work together to ensure that through the promotion of the Gospel Values, we respect and value each other. We are a welcoming, friendly and happy school that values the contributions of all its members. Our children are happy and enjoy coming to school to learn and play.

'Our Lady of the Visitation R.C. Primary School is a happy school where pupils feel secure and relationships are good' comment from last OfSTED Inspection

We aim for the children to thoroughly enjoy their time in the school, make significant academic progress and grow up with a positive self-image and respect for individuality. We work toward developing children to think for themselves and feel for others.

We have experienced mentors in school to support trainees and we believe strongly in fostering and developing the talent of all our staff.

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Park Walk Primary School SW10 0AY “Happy, Safe and Full of Learning.”

Park Walk is a happy and successful one-form entry community primary school. We are located just off the King’s Road in Chelsea, in the heart of a diverse and dynamic community. As a result, the children who attend the school come from a range of ethnic and social backgrounds. Park Walk is currently recognised as a “Good” school by Ofsted and is on an exciting journey towards achieving our outstanding potential.

We always look for staff who are creative, enthusiastic and self-motivated to develop and nurture every child in their care. What we can offer you:  a high level of support and commitment from our friendly and hardworking leadership team  a staff that is committed to the children and their development  children who are eager to learn in our creative and positive atmosphere  a vibrant and culturally diverse school community  a commitment to professional development  a highly supportive Board of Governors Our senior leadership team have much experience of mentoring teachers, teaching assistants and teacher trainees.

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Queen’s Manor Primary School SW6 6ND Queen’s Manor Primary is part of the Brightwells Academy Trust.

"I'd like to work in a school like this." Education Consultant 2016 "The warmth and friendliness from the school... it lifts my day." Parent Survey 2015 Queen’s Manor is a one-form entry primary school with an additional resource for up to 20 children with learning difficulties. We pride ourselves on our family feel, our inclusivity and our ambition for all children to become successful learners and caring citizens. Our motto is ‘Strive, Believe, Achieve’ because we want children to try hard, believe in themselves and achieve whatever they dream to achieve. In return, we strive to provide the best possible opportunities, both inside and outside the classroom for children to enjoy and learn from. We believe that every child has potential and we work with them to help them achieve their best in their personal, social, emotional, intellectual and physical development. The school’s most recent Ofsted report marked us Outstanding for “behaviour and safety of pupils” and Good for “achievement of pupils, quality of teaching, and leadership and management.” The inspectors concluded: ‘Pupils, parents and carers are extremely positive about its work. Relationships are excellent and pupils develop exceptionally well in this welcoming and caring environment. Pupils’ behaviour is exemplary, both in lessons and around the school. Pupils display very positive attitudes to learning, enjoy working together and sharing ideas. This is demonstrated in their sense of ownership and pride in their school’. Set in a magnificent three-storey Victorian building, Queen’s Manor has three halls, large, bright classrooms, an ICT suite, drama studio, music room and library. We have two large playgrounds, a garden, conservation area and vegetable garden, where children are encouraged to get their hands dirty! We are currently supporting a School Direct trainee teacher and have a long history of supporting NQTs. CPD is a priority in the school.

If you would like to visit the school, please contact us.

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Queensmill School W12 0NY Mission statement, written by all staff: ‘A caring environment where we respect and value children for who they are, help them to understand the world around them and teach them the skills to manage their autistic behaviours’ Queensmill School is an outstanding special school for children from 2+ to 19 years of age who have moderate and severe autism. It provides a highly differentiated package for each child according to their needs, using a very effective and structured programme of intensive intervention which is based on functional behavioural analysis and supported by TEACCH (Treatment and Education of Autistic and other Communication Handicapped Children), SIA (Sensory Integration Approaches) and PECS (Picture Exchange Communication System). Preparation for life underpins the work of the school. The school is accredited by the National Autistic Society (NAS). The NAS will only give this award to schools that are very good or outstanding in meeting the needs of children with autism. The school was also inspected by OfSTED in 2014 and was judged to be outstanding. Queensmill represents an amazing example of the “best practice” in care and development for our Autistic children, as well as being a beacon for the development of the understanding of Autism in the wider community, through our outreach program to both primary and secondary schools in this and other boroughs, as well as our continuing education for teachers and other professionals.

Pield Heath House School, UB8 3NW Pield Heath House is a Catholic Non-Maintained School for children and young people between the ages of 7-19 years.

“This is an outstanding service because children make exceptional progress as a direct result of their experiences at this school.” (Ofsted April 2017) We offer day, residential and respite provision to children and young people with moderate to severe complex learning needs and associated speech, language and communication difficulties including Autistic Spectrum Disorder (ASD). Our students come from 12 Local Authorities across Greater London. Our dedicated education and therapy teams provide positive and stimulating learning experiences for our students, whilst working in partnership with families and the school community. Education provision is personalised to meet the needs of students, taking into account their individual learning styles and behaviour for learning. Our aim is to maximise students learning potential and prepare them for the challenges of life in an ever-changing world. Staff are committed to achieving exceptionally high standards for our students.

The school has successfully achieved 'Outstanding' in both whole school and Social Care Ofsted inspections since 2009, the most recent being April 2017.

The school has successfully trained and supported candidates through the Schools Direct, NQT Induction and the Apprenticeship Scheme.

Pield Heath House School would particularly welcome applications from those with some experience in a special needs sector.

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The Rise School TW13 7EF The Rise School is a new Free School opened in 2014 by the Ambitious About Autism Trust in the London Borough of Hounslow. We are a special school and cater for children with a diagnosis of autism. Our pupils are some of the most vulnerable children in society and we are passionate about wanting them to blossom and experience success whilst developing confidence and strategies to overcome some of the challenges associated with their autism. By September 2018 we will be teaching a differentiated version of the National Curriculum at all five key stages and entering pupils for public examination. In addition, we teach a bespoke social curriculum underpinned by our values be kind, be resilient and be proud as well as our innovative wellbeing programme. As a result of our ‘Good’ grading in our first OFSTED report in 2017 we are now in a position to recruit School Direct trainees. We have a specialist staff of teachers both from a mainstream and SEND background as well as a large team to teaching and learning assistants and specialist therapists. Ideally, we are looking for Schools Direct trainees with an interest in a career with us in special education. However, we are also able to provide training which would qualify and adequately prepare trainees for a mainstream teaching position in the future. We particularly welcome trainees who may have taken a less conventional route to initial teacher training and we would ask you to contact the school office to arrange for a visit and an informal discussion.

St Mary’s Catholic Primary School, W10 5AW Children lie at the heart of what we do at St. Mary’s. We are a friendly multi-cultural and inclusive two-form entry school in North Kensington, with a strong community feel. We pride ourselves on providing a vibrant and caring learning environment, which nurtures and supports children. We encourage our pupils to be responsible for their learning, to grow in confidence and become independent well-rounded individuals with a strong sense of respect and aspiration. Our mission statement is ‘Learning Together in Faith and Love’ which underpins all areas of the curriculum and school life, providing our children with spiritual guidance and strong-moral grounding. We have strong links with our parish and Fr Philip who works closely with our children, staff and parents. I feel privileged to lead a team of professional, talented and committed staff. “The proportion of pupils reaching the expected standard at the end of key stage 1 and 2 is well above the national average in reading, writing and mathematics.” “Leaders and governors are highly ambitious for pupils. They have successfully created a culture of high expectations that is shared by all staff.” (Ofsted 2016) We strive for further improvements for the children and ensure we keep up to date in the rapidly changing world in which we all live. We take pride in the development of our staff and have experienced mentors to work with our trainees.

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St Mary's Catholic Primary School W4 2DF St Mary’s is an oversubscribed one form entry primary Catholic school in leafy Chiswick. The school is one form entry and classes are of mixed ability. We encourage a practical approach to teaching and learning, enabling the children to work both independently and co-operatively. Core subject work is differentiated into ability groups. The curriculum is designed to meet the needs of all pupils with measurable and achievable targets. We encourage each child at every stage of learning to develop his/her particular abilities and talents, while achieving their full potential in the core subjects. Our aim is to nurture every child’s academic and faith development so that they C.A.R.E: - They are Confident, Aspirational, Responsible and Effective Learners. School days start and end with a prayer and the children participate in worship through assemblies, prayer services and Mass. Religious education permeates the whole curriculum and school life. We take pride in the development of our staff and have experienced mentors to work with our trainees.

Sullivan Primary School SW6 3BN Sulivan Primary School is part of the Brightwells Academy Trust. ‘One of the top 100 performing schools in the country for pupil progress and exceptional effective education’ Minister of State for Schools, January 2015

“There is something in the air at Sulivan. It’s special. I feel lucky we found it.” “My daughters have had the type of education parents dream of. Nothing was beyond reach at Sulivan” “Not only do the children get great academic results but their teachers really care about them as individuals". We are a nurturing, happy, community school in Parson’s Green and we provide a stimulating, exciting and challenging environment for all our children to discover, learn and shine. We value our curriculum and ethos that is centered on the wellbeing and development of the whole-child. Our extensive grounds including our own nature garden, pond and learning garden, allows us to provide a broad and enriching curriculum in the heart of inner- London. This rare and precious environment has been giving the best start for children for over 60 years. We have a strong moral code at Sulivan. We meet daily to share, reflect and guide so that our children grow into responsible adults in a fast- changing world. Our children’s behaviour and attitude is a testament to our high expectations of respect, kindness and aspiration. Our children come from a range of backgrounds and cultures and we celebrate our diversity with enthusiasm. We have a long history of supporting newly qualified teachers at the school. Please contact the school office for an appointment if you would like to visit.

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West London Free School Primaries is a Trust comprise West London Free School Primary; Earl’s Court Free School Primary and Kensington Primary Academy.

Within this group, the salaried vacancy is at West London Free School Primary only.

West London Free School Primary Cambridge Grove, W6 0LB The West London Free School Primary is a two form entry school in Hammersmith which was set up in 2013 by the same charitable trust that set up the West London Free School Secondary. Next year, the school will have classes from Reception to Year 5. The West London Free School Primary was judged to be ‘Outstanding’ in all areas in May 2015. All three schools have high aspirations for all pupils, regardless of their background or starting points. We follow the Core Knowledge Curriculum and are committed to providing a broad range of extra-curricular activities. The Trust is committed to teacher development and provides outstanding, well- rounded and purposeful training. We can offer a supportive network of experienced and skilled teachers, mentors and a dedicated school based mentor. See also overleaf ‘Training at WLFSP was brilliant! I am thrilled to stay on with them and continue working for them as a Year 1 class teacher for my NQT year this year.’ School Direct student, 2016. ‘It is great to train with the West London Free School Trust because everyone is so friendly and supportive, and you instantly feel like a part of the school community. The schools train many student teachers which means all of us can work together and support each other, on top of all of the support we get from the staff.’ School Direct student, 2017

1.5 Our University Partner – St Mary’s University, Twickenham St Mary's University is situated in Strawberry Hill, Twickenham in South West London. Founded in 1850, it is generally acknowledged to be the oldest Roman Catholic college in the UK. In 2000, St Mary’s celebrated 150 years in Education. With just under 4,000 students training to teach on primary and secondary, they are now London’s second largest teacher training course provider and in 2011, St Mary’s was deemed to be ‘outstanding’ by OfSTED during inspection. Course tutors at St Mary’s are all skilful teachers themselves, with many years of experience in schools and higher education. Schools in the Alliance have excellent relationships with St Mary’s University. Click here to view the School Direct page on the university website.

2 About this training programme 2.1 Introduction The WLTSA is responsible for the coordination of this professional training programme. Recruitment is coordinated centrally from Sacred Heart High School and all correspondence should be directed to Pippa Currey at [email protected]

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During the training year, the programme is coordinated by our WLTSA strategic lead school for all primary programmes partnered with St Mary’s University - Larmenier & Sacred Heart Catholic Primary School in Brook Green, Hammersmith (Cheryl Davis, Deputy Headteacher). Ofsted judged this school ‘Outstanding’ in 2015 and WLTSA has close links with the school not only in relation to teacher training, but also in other areas of our work. The headteacher is a key member of our Steering Group. The school maintains a close working relationship with St Mary’s University primary team and provides support to all our partner schools as required, including the organising of primary seminars and second placements. At the start of the training year (September 2018) you would enrol as a student at St Mary’s University, Twickenham and would be employed by your host school (see section 1.4 above). Further information about the structure of this programme is set out below. 2.2 Number of Places Available on Course 37F8

We are aiming to recruit up to 22 trainees on this particular 37F8 salaried primary programme 37F8 (partnered with St Mary’s 22 PLACES University). Be aware that we also have two other salaried primary programmes partnered with Roehampton University with other schools listed, as well as a range of unsalaried primary programmes with both St Marys and Roehampton, some of which come with the unique WLTSA feature of additional school bursaries of up to £10,000 on top of anything offered by DfE. All of this can be seen by looking at our overall primary vacancies list on the WLTSA website (www.wltsa.org.uk). If following interview, you were considered to be a worthy candidate, but your chosen host school did not have the capacity to offer you a place, we would contact you to propose that we pass your application on to another WLTSA school of your choosing on this or another programme without the need for you to make a fresh UCAS application. They would then consider you as a fresh applicant. This potentially gives you access to 7* other salaried primary places and also to our 76 unsalaried primary places. *figures reflect availability at the start of the recruitment year. Application transfers would only be done with your consent and the full shortlisting/interview process would still need to be undertaken at another school and if necessary, university. 2.3 Qualification Outcome –QTS Explained You may be aware of different teaching qualifications. All our unsalaried programmes lead to PGCE (M) + QTS. This salaried programme leads to QTS (i.e. Qualified Teacher Status). What’s the difference and does it matter? A PGCE is an academic qualification (Post Graduate Certificate of Education) awarded by a university and the (M) refers to additional Masters level credits. As an academic qualification, it is recognised abroad.

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QTS is a professional qualification awarded by the National College for Teaching and Leadership (NCTL) which is the teachers’ professional body. You are required to have QTS to be employed as a teacher in any state funded school in and Wales but there is no requirement for you to have a PGCE. QTS is similar to many other professional qualifications in that it is not transferable abroad…so if you hold QTS only, to be qualified to teach abroad you may need to do some further study/conversion course. This would be the same for most professions. To achieve QTS you would be judged over the duration of the course against the national ‘Teachers’ Standards’. When it is considered that you have met these standards, a recommendation is made that you be awarded QTS. A PGCE(M)+QTS programme costs more than a QTS programme and requires many more university study days. A QTS programme can be run entirely in a school because it is experience in the classroom and in a school environment that is needed to help you to meet the Teachers’ Standards. Having said that, we still value university input and this QTS programme includes 13 days at the university spread across the course. Most salaried programmes tend not to include the PGCE for several reasons:  The school is paying the tuition fee and the QTS route is cheaper for them;  The school would be paying you a salary and therefore they want you in school for as much time as possible, rather than being out at the university;  The school values school experience and wants you have as much as possible;  The school does not need you to have a PGCE to employ you later as a teacher. This is a common comment from schools. For those who are unlikely to want to teach abroad, a salaried QTS programme is a good option. We do also separately deliver some salaried primary PGCE programmes in partnership with Roehampton University but these are more expensive for schools, and the candidates have about 12-15 WLTSA training sessions after the school day ends. We value all of these options. The advantage of this QTS programme (leaving aside the obvious issue of the salary) is the greater amount of time gaining experience in school and you get the qualification you need to be employed as a newly qualified teacher. The programme is designed to support you in developing a range of skills that are required to become a successful teacher at the 5-11 age range. 2.4 Training Your training will be predominantly based in your host (employing) school other than  13 days at the university across the year; and  your second placement at another school for approx. 6 weeks post February half term up to the Easter holidays Through an initial programme of observations and research you will become familiar with the organisation and working of your host school (pupil groups and pastoral systems, staffing, curriculum, resources, facilities, methods of teaching, lesson planning, Assessment for Learning). Your training with include a focus on both KS1 and KS2. From the beginning, you will be treated like a member of the teaching staff by fellow professionals. With your class teacher mentor and School Based Mentor (SBM), you will feel Page 19 West London Teaching School Alliance September 2017

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supported as you progress and become ready to teach as the placement progresses. Our mentors are experienced teachers and undertake rigorous training to develop their mentoring skills to support your development as a teacher. Your time in school provides you with the opportunity to develop your teaching expertise and relationships with children and young people in a familiar environment. As a primary trainee you will have the opportunity to teach a range of year groups between the ages of five and eleven. You will have experience of the new curriculum and assessment procedures. Your second teaching placement is intended for you to apply and develop your teaching skills at a different Key Stage whilst also widening your experience of the school system in a new context. This is to ensure that you have opportunity to teach at both Key Stages. The quality of the training at the second school will be quality assured both by the WLTSA and St Mary’s. While in your main host school and during your second placement, your tutor from St Mary’s will visit to monitor your progress and discuss your development with you and your mentors. You will maintain close links with your host school throughout the programme. The university programme at St Mary’s University will cover teaching and assessing; classroom management; child protection; and core subjects: English, Maths and Science. Your university tutor will support your development through these tutorials, visits in your placement schools and guidance with your assignments. 2.5 Salary The successful candidate in maintained schools will be paid a salary by the employing host school commensurate with the ‘non-qualified teacher pay range 2018-19’, at a level depending on your qualifications and experience. The current lowest point on the unqualified teacher pay range for 2017-18 is £20,909 for schools in Inner London and £19,749 for schools in Outer London. We have schools in both areas. Free Schools operate outside this proviso. The successful candidate at West London Free School would be paid £20,832 before tax The tuition fee for this course will be covered by WLTSA. Trainees on salaried programmes are not eligible for bursaries or student loans. Please note that we are unable to sponsor anyone who would otherwise not have the right to take up employment in this country.

3 Entry Requirements Salaried programmes represent a significant commitment from the host school to fund your training and to pay you a salary and associated benefits such as pension contributions. For this reason, schools will take care to select candidates who they feel have a level of maturity (irrespective of age) to operate as a responsible member of staff. 3.1 Academic Requirements Most successful applicants will have a 2:1 degree classification or better although we are prepared to accept candidates with a 2:2 degree classification if he or she is able to demonstrate good potential. You will also need at least 5 GCSEs including a grade C or above in English Language, Mathematics and a Science (or equivalent qualifications). There also needs to be evidence at application of your ability to demonstrate a high standard of written English.

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Non-UK Qualifications? If you studied outside of the UK for your degree and/or your Maths, English and Science qualifications, it is imperative that you visit the National Academic Recognition Centre (NARIC) website to find out whether your qualifications are of an equivalent level to a UK Honours undergraduate degree and UK GCSEs. Non-UK qualifications can often cause delay in us being able properly to consider your application and the earlier we can overcome equivalency issues the better for you. Please note that frequently, English Language qualifications taken abroad are not equivalent to UK GCSEs (where it is taken as a second language.) We accept an IELTS test score of 6.5 as an equivalency to English Language on this programme but you could also explore with St Mary’s University the possibility of taking the university’s own equivalency test. The equivalency requirements from different partner universities are not the same and so if considering other School Direct programmes, you need be aware which partner university is involved in the programme, in order to then establish which equivalency test they require. These issues always take longer to resolve than one expects. It is always helpful if you can forward to us the NARIC statement; and where grades are still unclear, you would need to email transcripts of the relevant exams to the partner university admissions team (copying us in) for their assessment.

3.2 Awareness of the Profession It is important to have a realistic awareness of the demands of the profession you are seeking to join, otherwise you might start the training and pull out when you realise that the role of a teacher is not at all what you expected. We therefore require candidates to demonstrate a realistic understanding of the role of a teacher and an awareness of current issues facing the profession. Pease note that spending a couple of days observing relevant lessons in a state primary school can very much strengthen your application and may be extremely helpful to support your interview answers but we understand this can be hard to arrange and we would not reject a candidate on their lack of school experience if their application was otherwise good. For those applying for this programme at a special needs school, experience of children with special needs would be a significant advantage. 3.3 Professional Skills Tests You are required to have passed the Professional Skills Tests in numeracy and literacy before you start the course. These can be taken as soon as you apply for the course and we ask that you book them (through the DfE) promptly after application and take them as soon as possible. These tests are distinct from any WLTSA tests at interview. 3.4 Medical Fitness As part of the entry requirements set down by the , training providers must ensure that all entrants have met the Secretary of State’s requirements for physical and mental fitness to teach. On a salaried programme, the responsibility for this

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rests with the employing school. Candidates will be required to complete a health questionnaire for scrutiny by the school’s occupational health provider. 3.5 DBS/Prohibition Checks We have a duty to protect children and vulnerable adults, and to ensure that they are not put at risk by student teachers whose previous conduct shows that they are unsuitable for access to these vulnerable groups. If you are offered a place on the QTS programme, you will be required to undertake a DBS check through the host school. You may also be required you to undergo a prohibition check.

4 What we are looking for 4.1 Personal Requirements All the schools wishing to host candidates on this programme are looking for candidates with the attributes listed in bullet points below.  An ability to communicate clearly and grammatically in written and spoken English;

 Ability to show speaking, reading and listening skills and sufficient understanding of educational language and terminology to be able to respond appropriately at interview (and, later, in school);

 Awareness of and sensitivity to children’s physical, social, emotional and cognitive needs and to the range of attitudes and behaviours displayed by children in school;

 Good health, physical and mental, with ability and strategies to cope with stress often generated by the demands of the course and of the teaching profession. Teaching is incredibly rewarding, but it also requires an element of resilience. The training year is no different. We are looking for trainees who feel strong enough to cope with some pressure and who also feel they have the financial resiliency to complete the training.

 Enthusiasm for your subject while recognising the range of ability and motivation of pupils you will encounter;

 Knowledge of current educational issues, both general and subject-specific;

 An openness to learning, including a willingness to unlearn rules and experiences in order to adapt to current and future good practice in teaching and learning;

 At least basic Information and Communications Technology (i.e. computer) skills, with a commitment to developing these both for personal and pedagogical use;

 Openness to advice, guidance and positive professional criticism as part of development;

 Personal professionalism, including diligence, organisation, smartness of dress, punctuality and a commitment to full attendance;

 Ability to shoulder individual responsibility but also to work collaboratively as a member of a team;

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 Commitment to equal opportunities and sensitivity to the variety of communities represented in our partner schools;

 A sense of humour;

 A vision of teaching that is more than just giving information, interpreting printed materials, textbook or crowd control; and

 A willingness to work with pupils beyond the school day.

5 How to Apply 5.1 The UCAS Process- ‘Apply 1’ All applications must be made through UCAS. You will need to register on UCAS and then complete your application form, including contact details for two referees.

The first time you apply, you will be able to select three choices. This could be three WLTSA programmes or could include other providers. This process is called ‘Apply 1’. When selecting your programme choices you will need to enter the provider name and then the subject, then the specific course code and (with us) you can then also select the school. ENTERING THE PROVIDER NAME For each of the three programmes that you apply for, UCAS will first ask you who the ‘Provider’ is. Remember that WLTSA is split on UCAS into three Provider Names so take care to select the correct Provider Name as shown in the blue box on the front of the relevant programme document, like this one. ENTERING THE SUBJECT UCAS asks you to enter the first letter of the subject you wish to train in. For primary, the subject is ‘Primary’. FINDING THE RIGHT PROGRAMME Once you have selected the subject, you may then see more than one programme – be sure to select the one with the correct course code. You may need to click into it to see the course code. Hopefully you would already know the course code that you were looking for. Course codes are shown on the front of all our programme documents and in the vacancy tables on our website. SELECTING THE SCHOOL Once you have selected the programme, then UCAS will allow you to select the school from a drop-down list that we have established. When selecting one school, this is very straightforward but if you want to select several schools on one programme, see the box below for instructions.

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What if I want to select more than one school on one programme? You are absolutely allowed to select (if you wish) three separate host schools within the same programme as your three choices but the UCAS portal can’t enable you to do that simply because of technical issues - it was originally designed for university applications. We have a solution, which candidates have used with us for years, but it is a little scary and if you prefer to do this with us over the phone, that’s fine! 0208 748 7600 ask for the Teaching School Office. 1. First select one of the host schools – and that’s one choice. 2. Then select two of our other WLTSA programmes (ideally within the same provider group) knowing that you are not interested in these other two programmes. 3. Submit the application, but also 4. Email us ([email protected]) to ask for your applications for those two other programmes to be transferred across to the programme that you prefer, with the schools that you prefer. We can do this from here at the touch of a button and it will then reflect properly on UCAS. Do contact us if you like when doing this, and we can guide you through it.

5.2 ‘Apply 2’ If you are unsuccessful from all three choices (which includes if you withdraw from them) then you are free to apply again as many times, as you like, but now you can only make one choice at a time. This process is called ‘Apply 2’.

6 How we select our trainees 6.1 Selection The host school considers applicants who have applied to a programme based at their school and returns a shortlisting sheet for each candidate back to WLTSA. Host schools are required to follow various QA procedures in this shortlisting process which is monitored by WLTSA through Sacred Heart High School. On receipt of the shortlisting sheets, we either reject a candidate on UCAS or invite them for interview. If you are rejected, you are welcome to contact WLTSA for feedback. We do not automatically refer rejected candidates on to programmes at other schools. For all our primary programmes partnered with St Mary’s, there is a two stage interview process. All shortlisted candidates are required to attend an initial university interview first and if you pass this successfully (which is common) then you would proceed to a school interview (normally within a day or two). If shortlisted for interview, we will upload the first interview date to UCAS and shortly afterwards we will email you to confirm both interview dates and to provide further details regarding the school interview. The university would contact you separately about arrangements for the initial university interview.

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Please ensure that you regularly check changes on UCAS and that you keep an eye on your spam email folder as candidates sometimes miss interviews because the email was in a junk folder. The interview letter (sent by email) will ask you to confirm your attendance at the interview and will supply the relevant email addresses for this reply. 6.2 Interviews The university interview would include some time for the university registry team to verify various identification documents and qualification certificates. You may be required to undertake group tasks with other candidates. The university will confirm details of their process to you directly. The school interview is likely to include a tour of the school; literacy/numeracy tests; a classroom exercise and panel interview. 6.3 Rejections following interview After the school interview (probably the next day), offers and / or rejections are uploaded to UCAS. If you are rejected, we will email you and upload the rejection to UCAS including reasons for the rejection that you (alone) would be able to see. If the school thought you were good at interview but have selected another candidate to offer to, they will say this on the form that they return to WLTSA and we will contact you with a view to moving your application to another school or programme as referred to in section 1.4 above, rather than rejecting you. 6.4 Offers If we make you an offer, we will email you to let you know but you would need to read the content of the offer on UCAS. This would normally be conditional upon various things such as DBS clearance; passing the professional skills tests by a set date; and if not done already, securing university approval of your degree at a particular level or GCSE certificates if the university have not yet already formally approved these. Occasionally offers are made subject to a candidate gaining a little more school experience. You are entitled to wait for the outcome to all your applications before accepting an offer on UCAS and we fully endorse this. If you did however make up your mind that someone who has offered to you is the one you want to accept, then you would have to withdraw from the others on UCAS in order to be allowed to upload your acceptance. For the avoidance of doubt, a conditional offer does not mean that you have to meet the conditions before accepting it. We need acceptance of the conditional offer in order to move forward and you can then discharge the conditions set. No further formal paperwork regarding the programme would be issued from WLTSA or the university until the offer had been accepted on UCAS.

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Appendix 1 About the West London Teaching School Alliance

Provider Codes For each of your course choices on UCAS, you first have to select the ‘training provider‘. The West London Teaching School Alliance is the ‘training provider’ but please note that we are split on UCAS into three Provider Names:  Provider 1EL: West London Teaching School Alliance (Primary Roehampton)  Provider 2H3: West London Teaching School Alliance (Primary St Mary’s)  Provider 2BV: West London Teaching School Alliance (Secondary)

Varied Programmes, You Choose the School WLTSA provides salaried and unsalaried, primary and secondary teacher training programmes. Each of our programmes is based at one or more of our partner schools. Where the programme is run at more than one school, you can select the school you wish to be based in when you apply. Coordination from the Central Teaching School WLTSA is coordinated by Sacred Heart High School in Hammersmith which is designated as a National Teaching School. Communication through the selection process will come centrally from WLTSA at Sacred Heart High School, rather than from our partner schools. You can email us at [email protected]. Communication is only conducted and available during school term time. In addition to training from our partner universities and schools, the WLTSA aims to add value to your training by occasional extra seminars; coordinating the second placement arrangements and providing additional experience days, for example at a special school. We also host teachmeets and other CPD events which you can attend for free. Teachmeets are informal social gatherings where teachers share their experiences of things that have gone well (or badly) in class. Presentations are commonly limited to 1, 2 or 4 minutes and many trainees come to watch and learn in a fun environment. We train mentors in our partner schools and liaise with the universities in our partnership as necessary throughout the course.

Our Partner Universities All of our programmes are run in partnership with one of the following three universities:

St Mary’s University, Waldegrave Road, Strawberry Hill, Twickenham TW1 4SX http://www.smuc.ac.uk/contact/

UCL (Institute of Education) is located in the centre of London near Russell Square at 20 Bedford Way, London WC1H OAL. The London Underground station at Russell Square is minutes from the main building and King’s Cross, St Pancras and Euston stations are also close by. IOE location

Roehampton University, University of Roehampton, Erasmus House, Roehampton Lane, London SW15 5PU http://www.roehampton.ac.uk/Contact-Us/

Our Partner Schools The majority of your training is delivered through experience at your host school and your second placement school, with additional university based learning. Postcodes and web-links to all our partner schools seeking trainees for 2018-19 are set out below: WLTSA SECONDARY SCHOOLS Chelsea Academy SW10 0AB Drayton Manor High School, W7 1EU The Fulham Boys’ School W14 9LY Fulham College Boys' School SW6 6SN Fulham Cross Girls' School SW6 6BP W12 9JD SW6 4UN Sacred Heart High School W6 7DG St Mark’s Roman Catholic School TW3 3EJ William Morris Sixth Form, W6 8RB

WLTSA SPECIAL SCHOOLS (Training on the primary route) Cambridge School W12 0SP Queensmill School W12 0NY Pield Heath House School UB8 3NW Jack Tizard School W12 7PA The Rise School TW13 7EF

WLTSA PRIMARY SCHOOLS Ashburnham Community School SW10 0DT Avondale Park Primary School W11 4EE Avonmore Primary School W14 8SH Barlby Primary School W10 6BH Barnes Primary School SW13 OQQ Belmont Primary School, W4 5UL Bevington Primary School W10 5TW Bousfield Primary School SW5 0DJ Brunswick Park Primary School SE5 7QH Colville Primary School W11 2DF Earls Court Free School Primary W6 0LP Fox Primary School W8 7PP

Fulham Primary School, SW6 1JX John Betts Primary School W6 0UA Kensington Primary Academy, W14 8PU Larmenier & Sacred Heart Catholic Primary School W6 7BL Little Ealing Primary School, W5 4EA Marlborough Primary School SW3 3AP Minerva Academy W2 2HR Melcombe Primary School W6 9ER Oratory Primary School SW3 6QH Our Lady of the Visitation Catholic Primary School UB6 9AN Park Walk Primary School SW10 0AY Queens Manor Primary School SW6 6ND Ravenor Primary School UB6 9TT Randolph Beresford Early Years Centre W12 7PH Sir John Lillie Primary School SW6 7LN St Charles Catholic Primary School W10 6EP St Clement and St James CE Primary School W11 4PG St James & St John C.E. Primary School W2 3QD St John XXIII Catholic Primary School W12 7QR St Mary’s Catholic Primary School W4 2DF St Mary’s Catholic Primary School W10 5AW St Mary's Catholic Primary School W14 0LT St Mary of the Angels Catholic Primary School W2 5PR St Peters C.E. Primary School, W9 2AN St Peter’s Nursery W11 3DB St Vincent's Catholic Primary School W3 9JR Sullivan Primary School SW6 3BN Thomas’ Academy SW6 4LY Thomson House School SW14 8HY Vanessa Nursery School W12 9JA West London Free School Primary W6 0DT

Childcare Facilities

There are no childcare facilities at any of our partner schools. Neither St Mary’s University, Twickenham nor University of Roehampton have childcare facilities and while UCL (Institute of Education) has a nursery available, both they and the WLTSA, recommend you look into childcare options near your place of residence or host school. For further information about childcare in your local area please go to http://www.childcare.co.uk/

Accommodation You are welcome to apply for university accommodation on campus at the relevant university for your programme; however, it is often more convenient to find accommodation closer to your host school to decrease travelling time. St Mary’s University Accommodation IOE Accommodation University of Roehampton Accommodation

Disability Access

WLTSA and all our partner universities are committed to supporting students with disabilities. The WLTSA invites you to contact us as early as possible in your application process so that your needs are met and support can be arranged – [email protected] St Mary’s University: St Mary’s offer advice and support to their students who have requirements as a result of a disability, specific learning difficulty (e.g. dyslexia), medical condition or temporary disability, such as injury. St Mary’s Dyslexia and Disability Co-ordinator (DDC) works closely with the other members of the Student Services team, supporting students in their time at university assisting them to be proactive in their studies as an independent learner. For more information please refer to http://www.smuc.ac.uk/student-support/dyslexia-and- disability/ University of Roehampton More information is available from Roehampton University – http://www.roehampton.ac.uk/Disabilities/Support/ UCL (Institute of Education) The Institute of Education has full disabled access and is committed to admitting and supporting students with disabilities. The Institute has a well-established Disability and Wellbeing team who provide support for students with a range of conditions. Every person is treated as an individual, and the Institute invite you to contact them as early as possible so that they consider your needs and tailor their support to meet them.

Where to Find Us Postcodes and web-links to all our partner schools are set out above.

The WLTSA is coordinated from: Sacred Heart High School, 212 Hammersmith Road, London W6 7DG

Telephone: 0208 748 7600

Email: [email protected] [email protected]

West London Teaching School Alliance website: www.wltsa.org.uk