University of Sheffield ITE Partnership Initial teacher education inspection report Inspection dates Stage 1: 23 April 2018 Stage 2: 1 October 2018 This inspection was carried out by Her Majesty’s Inspectors (HMI) and Ofsted Inspectors (OI) in accordance with the ‘Initial teacher education inspection handbook’. This handbook sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2015. The inspection draws on evidence within the ITE partnership to make judgements against all parts of the evaluation schedule. Inspectors focused on the overall effectiveness of the ITE partnership in securing high-quality outcomes for trainees. Inspection judgements Key to judgements: grade 1 is outstanding; grade 2 is good; grade 3 is requires improvement; grade 4 is inadequate Secondary QTS Overall effectiveness How well does the partnership secure 2 consistently high-quality outcomes for trainees? The outcomes for trainees 2 The quality of training across the 2 partnership The quality of leadership and management across the 2 partnership The secondary phase Information about this ITE partnership The University of Sheffield offers secondary postgraduate training in partnership with over 40 schools. It also works in partnership with four local School Direct (SD) clusters in South Yorkshire. There are plans to add a fifth SD cluster from the East Midlands in 2019. Provider-led core and SD trainees all have the same school experience opportunities. The partnership offers secondary postgraduate training in English, mathematics, biology, chemistry, physics, physics with mathematics, geography, history and modern foreign languages. Trainees study for the postgraduate diploma in education (PGDE) and are prepared to teach across the 11 to 19 age range. Successful trainees are awarded a PGDE and qualified teacher status (QTS) through the provider-led, SD or SD salaried routes. The university also offers all trainees the opportunity to study for the Masters in Applied Professional Studies in Education (MA APSE). Approximately a third of the trainees complete the masters course in their first two years of teaching and are awarded an MA. Information about the ITE inspection During stage 1 of the inspection, the inspection team visited eight schools and observed 22 trainees teach. The inspectors held discussions with the trainees observed and with other trainees in the schools. The trainees’ files were reviewed. During stage 2, the inspection team visited six schools and observed 18 newly qualified teachers (NQTs) teach. The inspectors held discussions with the NQTs observed and with other NQTs working in the schools. Pupils’ work from the lessons observed was scrutinised. During both stages of the inspection, the inspectors held discussions in schools with school-based tutors, known as associate university tutors (AUTs), and school-based mentors, known as associate university mentors (AUMs), induction tutors and senior leaders, including headteachers. The inspectors held meetings with representatives of the partnership and the ITE committee and subject tutors. At stage 1, an inspector met a group of trainees not visited in schools and a group of AUTs and AUMs. At stage 2, an inspector met a group of NQTs not visited in schools. Telephone conversations were also held with two NQTs and one induction tutor. A meeting was held at each stage to discuss recruitment and retention of trainees. The inspection team evaluated a wide range of documents, including the partnership’s self-evaluation documents and their improvement plans, recruitment and selection records, trainee assessment information and records of completion rates and employment of trainees. At stage 2, the inspectors reviewed the ITE inspection report: University of Sheffield October 2018 2 partnership’s response to the emerging areas for improvement identified at the end of stage 1 of the inspection. The inspection team considered 72 responses to the trainee online questionnaire from the summer term 2018. At both stages of the inspection, the inspection team checked that the partnership met all the statutory criteria, including those for safeguarding, for initial teacher training. Inspection team Helen Lane SHMI (lead inspector) Debbie Redshaw HMI (assistant lead inspector) Stephen McKenzie OI (team inspector), stage 1 Lynn Kenworthy OI (team inspector), stage 2 Overall effectiveness Grade: 2 Key strengths of the partnership University and school-based training contribute well to the development of trainees and NQTs as reflective, confident teachers who are committed to their own professional development. The high-quality pastoral and academic support provided by mentors and subject tutors ensures that trainees are well prepared for the demands of teaching. Trainees and NQTs have a thorough understanding of safeguarding, including the dangers of radicalisation and extremism, which ensures that they are vigilant in keeping pupils safe. Trainees and NQTs promote a positive climate for learning as a result of their strong presence in the classroom and their effective implementation of schools’ behaviour policies. The partnership’s collaboration with, and support for, schools working in challenging circumstances or where overall effectiveness has been judged to be inadequate is strong. This enables all schools to continue to contribute to initial teacher training and aids recruitment in these schools. Senior leaders are making rapid improvements across the partnership. ITE inspection report: University of Sheffield October 2018 3 What does the partnership need to do to improve further? The partnership should: reduce the variability in completion rates between training routes and between male and female trainees embed rigorous quality assurance processes and share good practice to ensure consistency between subject areas further develop the training programme to ensure that trainees are more confident in using progress information to plan learning activities that meet the needs of pupils build on the work to develop trainees’ ability to promote pupils’ high standards of literacy and numeracy in their teaching. Inspection judgements 1. The overall effectiveness of the partnership is good. Both partnership schools and NQTs are positive about the quality of training provided by the University of Sheffield. As a result of sensitive and quietly determined leadership by the director and deputy director, the partnership is improving rapidly. Other partnership staff work effectively as a team to support change. Appropriate action has been taken to address emerging areas for improvement identified at stage 1 of the inspection. Leaders demonstrate a strong capacity for further improvement. 2. Partnership schools value the excellent communication and strong support provided by the university. The partnership is committed to supporting schools in challenging circumstances and those that require improvement or are inadequate. An audit of subjects in inadequate schools reassures link tutors that these departments have the capacity to support a trainee. Consequently, trainees are gaining experience in schools in a range of circumstances. These schools have opportunities to train and subsequently recruit trainees from the University of Sheffield. Tutors from the university support NQTs in schools that require improvement or are judged to be inadequate. As a result, NQTs have opportunities for additional personalised training. This work is strengthening the supply of teachers to schools where recruitment might be difficult. 3. The ITE committee, a group of partnership leaders and school leaders, challenges and supports the strategic development of the partnership. Members are clear in their vision for the partnership to recruit and retain teachers in the locality. This group adds to the capacity for further improvement. 4. Recruitment of trainees is rigorous and fully involves both partnership and school staff. Leaders have taken steps since stage 1 to ensure the consistency of recruitment activities between subjects and course routes. Tracking of, and support for, those potential recruits who are rejected has been strengthened. ITE inspection report: University of Sheffield October 2018 4 As a result, the partnership makes every effort to ensure that the highest number of suitable candidates enter teacher training in the region, not just on its own courses. 5. Since stage 1, leaders have taken steps to clarify and improve quality assurance procedures, both within the partnership and in partner schools. Consequently, school and university staff know their roles in monitoring and evaluating the quality of provision. Steps have also been taken to improve consistency between subjects at the university. Much documentation, for example the AUM handbook, is now provided in one format for all subjects. Tutors are starting to monitor and evaluate each other’s subject sessions on a formal basis. As a result, quality assurance is becoming more rigorous. 6. The partnership’s regular evaluation of trainees’ views is a strength of the quality assurance process. Leaders recognise the need to address trainees’ and NQTs’ concerns about the differences in the quality and expectations between subject areas. For example, the emphasis placed on language has been increased on the English course and the amount of drama reduced. 7. Trainees’ and NQTs’ perceptions of the quality of their educational and professional studies (EPS) are not consistently positive.