West London Teaching School Alliance (Secondary) SCHOOL DIRECT TEACHER TRAINING 2017-18 UCAS Provider Code 2BV in partnership with

UCAS Programme information for Course Code Salaried Computing

2XWY with ICT QTS

This programme is available at 

Learn more on the following pages about the WLTSA and our partner schools; key points about this programme including entry requirements and the selection process.

School Direct Training Programme - Unsalaried

Contents

Page 1 Why Train with Us? 3 1.1 Introduction 3 1.2 The West London Teaching School Alliance (WLTSA) 3 1.3 WLTSA School Direct Partner Schools & Vacancy Updates 4 1.4 Your Host School 5 1.5 Our University Partner – UCL (Institute of Education) 5 2 About this training programme 6 2.1 Introduction 6 2.2 Number of Places Available 6 2.3 Qualification Outcome –QTS Explained 7 2.4 Training 7 2.5 Costs and Finances 9 3 Entry Requirements 9 3.1 Academic Requirements 9 3.2 School Experience 10 3.3 Professional Skills Tests 10 3.4 Medical Fitness 11 3.5 DBS/Prohibition Checks 11 4 What we are looking for 11 4.1 Personal Requirements 11 5 How we select our trainees 12 5.1 Selection 12 5.2 Interviews 13 5.1 Rejections following interview 13 5.2 Offers 13

APPENDIX 1: ABOUT THE WLTSA This includes general information including our UCAS provider code; 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:  The West London Teaching School Alliance;  the host school where you would be located for the majority of your training; and  our university partner for this programme. 1.2 The West London Teaching School Alliance (WLTSA)

The West London Teaching School Alliance (WLTSA) is coordinated through Sacred Heart High School in Hammersmith, which is designated as a National Teaching School. The WLTSA covers both the primary and secondary sectors with a wide variety of partner schools including those in the mainstream across the 5-19 age range, as well as Faith Schools, Free Schools and Special Schools. We are an innovative and growing partnership, now expanding beyond our original focussed area of central West London, with member schools in the London Boroughs of Hammersmith & Fulham, Kensington & Chelsea, Westminster; Richmond; Ealing, Hillingdon and Merton. For 2017-18, we are seeking to fill 89 School Direct places across 45 of our schools and are working with three different university providers to achieve this (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 partnered 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 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.

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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.

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

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

1.3 WLTSA School Direct Partner Schools & Vacancy Updates

A full list of all our 40 School Direct Partner schools (with web-links and postcodes) is set out in Appendix 1. Each of our School Direct partner schools has requested to run a specific programme (or programmes) and you can see a full list of the programmes available at each of the 45 schools in the initial teacher training tab on our website wltsa.org.uk. These lists are regularly updated to show recruitment progress. Sometimes several of our schools wish to run the same programme and when you apply you will be able to select which specific school you wish to be considered by. Programmes remain ‘open’ on UCAS until all the places have been offered and accepted. Sometimes we receive applications:  when shortlisting at a specific school has already taken place;  when interviews at a specific school are already underway; or  when offers have already been made but not yet accepted. It is therefore advisable to check the latest status on our website but rest assured that if you apply for one of our programmes at a school that then becomes full we will email you and can transfer your application to another school of your choosing without the need for you to make any further UCAS application. Similarly, if you are interviewed by one of our schools with limited places and they cannot take you on but they consider you to be a worthy candidate, then we have flexibility to transfer your application to another school with the same programme or even to a different programme, subject to your agreement. You can also use our website to compare entry requirements of different programmes partnered with different universities. By clicking on the programme information button in our vacancies tables, you will be able to view the programme document (like this one). The structure of all the programme documents is identical to assist comparison. If you have queries, please email us centrally at [email protected] rather than contacting our partner schools.

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The school (or schools) hosting this particular programme are described below.

1.4 Your Host School

The employing host school for this salaried programme partnered with UCL (IOE) is at Queensmill School which is an outstanding special school for children from 2+ to 19 years of age who have moderate and severe autism. There is no teacher training qualification specifically relating to special educational needs teaching and so this teaching qualification will qualify you to teach in mainstream schools but you would get significant experience in a SEN school. Each of our programmes normally includes a second placement of approx. 6 weeks at another school which we select during the training, to ensure that it provides a sufficiently contrasting experience. For this particular programme the second placement will be slightly longer to ensure that you also get significant experience in a mainstream setting. See further details about Queensmill School below, including a web-link to the school website.

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.

1.5 Our University Partner – UCL (Institute of Education)

For this programme we are working with UCL (Institute of Education) which has been providing first-class teacher training, in partnership with schools and colleges

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for over 100 years. UCL (IOE) graduates are highly sought after in schools and colleges throughout London and the UK. Its central location in historic Bloomsbury means that you will be studying in the heart of London. 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. 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 the Teaching School (Sacred Heart High School) and all correspondence should be directed to Pippa Currey at [email protected] During the training year, coordination is taken up by our WLTSA strategic lead for all secondary programmes (Sarah Dolan-Bent) who is also based at Sacred Heart High School. The Teaching School has significant experience of initial teacher training and maintains close links with all our university partners, providing support to our partner schools as required, including the organising of secondary seminars, experience days, teachmeets etc. You will enrol as a student at UCL (Institute of Education) and your host school would be Sacred Heart High School. Further information about the structure of this programme is set out below.

2.2 Number of Places Available

We have one place available on this training programme. If following interview, you were considered to be a strong candidate, but Queensmill did not have the capacity to offer you a place, the school can mark you as such on their interview form. The WLTSA then has flexibility to pass your application on to other WLTSA schools running other similar programmes without the need for you to make a fresh UCAS application. This would only be done with your consent. You can see which other Alliance schools and partner universities are running similar programmes by looking at the secondary vacancies list on our WLTSA website (www.wltsa.org.uk). This would then potentially give you access to our three* Computer Science unsalaried places at the other host schools. You should note that the tax free bursary levels for the unsalaried places are so high that the financial difference between a salaried and non-salaried programme in Computing with ICT will be far less than you may expect. 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. *figures reflect availability at the start of the recruitment year.

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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. 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 England 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 sort of 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 approx. 10 days at the university spread across the course. Most salaried programmes tend not to include the PGCE for several reasons:  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.  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; For those who are unlikely to want to teach abroad, a salaried QTS programme is a good option. 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.

2.4 Training

Your training will be predominantly based in your host (employing) school other than

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 Approx. 15 days at the university across the autumn and spring terms; and  your second placement at another school for approx. 8 weeks in the second term, i.e. after Christmas. School Component Through an initial programme of observations and research you will become familiar with the organisation and working of the school and department (pupil groups and pastoral systems, staffing, curriculum, resources, facilities, methods of teaching, lesson planning, and assessment). From the beginning, you will be treated like a member of the teaching staff by fellow professionals. With your departmental mentor and Professional Coordinating Mentor (PCM), you will feel 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 trainee teacher at Queensmill School, you will have the opportunity to teach a range of autistic young people with differing levels of technology knowledge, understanding and skills. You will have the opportunity to teach a range of key stages and qualifications covering computer science, information technology and digital literacy. Computer science involves the scientific and practical study of computing. Pupils learn computer theory including concepts such as binary, logic and computational thinking. They also learn practical computing skills and are introduced to programming. Information technology is concerned with how computers and telecommunications systems work. Pupils learn about the different components that make up a computer system as well learning about the history of computing and anticipating future changes and researching new technologies. Pupils also learn how computers communicate with each other in a network. Digital literacy is about being able to safely and effectively use a range of digital technologies. Pupils learn how to stay safe online and protect their digital footprint Your second teaching placement is intended for you to apply and develop your teaching skills whilst also widening your experience of the school system in a new (and mainstream) context. We would endeavour to ensure that this second school is one of our WLTSA partner schools but cannot absolutely guarantee this. Please be assured that the quality of the training will be quality assured by the WLTSA and UCL (IOE). You return to your host school (Queensmill) after this placement. While in your host school and during your second placement, your tutor from UCL (IOE) 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.

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University Component The IOE programme accounts for 15 days spread across the autumn and spring terms. These sessions will engage with generic and subject specific areas and will encourage you to become a reflective teacher. You will also be assigned a university tutor who will help to create your bespoke training programme as well as support your development as a teacher through tutorials, visits to school and guidance with assignments. The induction day for this programme will be in late June or early July before the programme starts in September. 2.5 Costs and Finances

The successful candidate will be paid a salary by the employing host school (Queensmill) commensurate with the ‘non-qualified teacher pay range 2017-18’, at a level depending on your qualifications and experience. The tuition fee for this course will be covered by WLTSA. Trainees on salaried programmes are not eligible for bursaries.

3 Entry Requirements

3.1 Academic Requirements

You should have a first degree at 2:2 or above in an ICT or computing-related subject. This covers a broad range of courses including computing, business ICT, multimedia and games design. We may also consider you if your degree is not in ICT, but if you have considerable practical ICT or computing knowledge and experience of ICT training or teaching. A general basic knowledge of ICT applications is not sufficient. You will also need at least grade C or above at GCSE in English Language and Mathematics (or equivalent qualifications) before applying. Non UK Qualifications If you studied outside of the UK for GCSE equivalents and/or your degree, 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 UK GCSEs, and an undergraduate degree. Non UK qualifications can often cause an unnecessary delay in us being able to properly 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 an English Language GCSE particularly where this was taken as a second language. Our university partner UCL (IOE) recommends equivalency tests in English and Maths through www.equivalencytesting.com. UCL does not accept equivalency testing from any other testing organisations and last year this organisation was closed for much of the summer so it is important not to leave it too late. In terms of proficiency in English (where English is

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a second language) an IELTS (International Language Testing System) minimum overall score of 7.0 is required. The issue of non-UK qualifications often takes longer to resolve than one expects and the more that you can do to clarify equivalency the better.

3.2 School Experience

You should have some recent experience of working with children or young people with disability in a formal context or have spent a few days observing ICT or Computing in a special school. Appropriate experience may include volunteering, sports coaching, or work as a teaching assistant or youth worker. If you do not have such experience, we may offer you a place on condition of a period of school observation. Please be sure to read the entire content of this section. School Experience at Secondary School Prior to starting the course in September 2016, it is a requirement that you undertake two weeks’ recent school experience (within the last 12 months) in the age group that you are training to teach in. This must include relevant experience teaching technology based curriculums in special school settings. We recommend at least 5 days’ experience before applying. For your UCAS application, you are required to stipulate the school experience you already have. Successful candidates in previous years have undertaken school experience prior to applying to UCAS and have used this to support this application and at interview. Relevant experience is an important and integral element of the course, providing you with the opportunity to observe a variety of teaching styles and to engage in some initial group and class teaching. It is advisable to gain experience in different schools, particularly schools which serve young people with Special Educational Needs to broaden your experience of teaching and strengthen your application. School Experience at Primary School (for Secondary School Trainees) It is a statutory requirement for all trainee teachers to have knowledge of the key stage preceding the one in which they are training to teach. As a result, the UCL (IOE) requires all School Direct trainees, to spend a week in a primary school before the start of the Secondary PGCE. Most trainees choose to do this in the summer term immediately before the course begins. 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 website) promptly after application and take them as soon as possible. Applicants are given three opportunities to pass the tests but if they fail three times they are required to wait 24 months before retaking. The tests must be taken and passed by 1st August 2017.

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Information on the skills test can be found at http://www.education.gov.uk/get-into- teaching/apply-for-teacher-training/skills-tests These tests are distinct from WLTSA tests at interview. 3.4 Medical Fitness

Teaching is physically and mentally demanding, and there are fitness requirements set by the Department for Education for applicants to initial teacher training programmes. Queensmill will send you the relevant questionnaire to complete if you are offered a place.

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/prohibition check through the host school.

4 What we are looking for

4.1 Personal Requirements

We are looking for candidates with the following attributes:  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);

 Knowledge of autism and the impact it can have on the learning and development of young people.

 Flexibility and enthusiasm for working with those with complex and severe learning difficulties to support them in developing functional technology use for life after school.

 Awareness of and sensitivity to adolescents' physical, social, emotional and cognitive needs and to the range of attitudes and behaviours displayed by adolescents 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.

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 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;

 We expect you to be confident in the use of information and communications technology (ICT), and willing to extend your abilities in the use and application of technology in your teaching.

 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;

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

 A sense of humour and an ability to laugh at yourself;

 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 we select our trainees 5.1 Selection

The host school will consider applicants who have applied to this programme at their school and will return 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.

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All shortlisted candidates are required to attend an interview at the host school. Following the school interview, the preferred candidate/s are then required to attend a second interview at the university. If shortlisted for the school interview, we will upload the date to UCAS and shortly afterwards we will email you to confirm the date and to provide further details regarding the interview. 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 email will ask you to confirm your attendance at the interview and will supply the relevant email addresses for this reply.

5.2 Interviews

The school interview will include:  a tour of the school  literacy/numeracy tests  classroom exercise  panel interview Further details will be emailed as part of your interview confirmation. If you are successful at the school interview (Stage 1), further information would be sent to you from the university regarding their second interview. This day will also serve as an opportunity to learn more about the course, the tutors and the facilities at UCL (IOE).

5.1 Rejections following interview

If you are rejected following the school interview, 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 as their preferred trainee, 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 2.2 above, rather than rejecting you.

5.2 Offers

On our programmes partnered with UCL (IOE), it is the university that physically uploads offers to UCAS and we anticipate this to occur within a few days of the university interview, subject to candidates supplying appropriate documentation. It is important that you read the content of the offer on UCAS. This would normally be conditional upon various things such as DBS/prohibition check clearance; and possibly on you providing verification of your degree at a particular level or GCSE certificates if we have not yet seen the originals, etc.

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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 to accept our offer before hearing back from other programmes, then you would have to withdraw from the others on UCAS in order to be able to upload your acceptance. Please note that you do not need to wait for conditions to be met before accepting an offer on UCAS and 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 Code

The West London Teaching School Alliance is the ‘training provider’ for this programme. You may need to enter our UCAS Provider Code ‘1EL’ when selecting programmes to apply to on UCAS. We are split on UCAS into:  West London Teaching School Alliance (Primary) which has the provider code 1EL; and  West London Teaching School Alliance (Secondary) which has the provider code 2BV.

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 dates. In addition to university and partner school training, the WLTSA aims to add value to your training by providing seminars each term; 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. Partner Universities

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

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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 are set out below: WLTSA SECONDARY SCHOOLS Chelsea Academy SW10 0AB 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 William Morris Sixth Form, W6 8RB

WLTSA SPECIAL SCHOOLS Queensmill School W12 0NY Pield Heath House School UB8 3NW Jack Tizard School W12 7PA

WLTSA PRIMARY SCHOOLS Ashburnham Community School SW10 0DT Avondale Park Primary School W11 4EE Barlby Primary School W10 6BH Barnes Primary School SW13 OQQ Bevington Primary School W10 5TW Bousfield Primary School SW5 0DJ

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Colville Primary School W11 2DF Earls Court Free School Primary W6 0LP Fox Primary School W8 7PP Hallfield Primary School W2 6JJ John Betts Primary School W6 0UA Kenmont Primary School NW10 6AL Larmenier & Sacred Heart Catholic Primary School W6 7BL Marlborough Primary School SW3 3AP Minerva Academy W2 2HR Melcombe Primary School W6 9ER Old Oak Primary School W12 0AS Park Community School, SW19 3EF Park Walk Primary School SW10 0AY 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 John XXIII Catholic Primary School W12 7QR 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 Vincent's Catholic Primary School W3 9JR The Good Shepherd Catholic Primary School W12 9BY Thomas’ Academy SW6 4LY Vanessa Nursery School W12 9JA Wendell Park Primary School W12 9LB Primary W6 0DT Wormholt Park Primary School W12 0SR

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

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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]

Website: West London Teaching School Alliance website

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