Successful Ofsted inspection outcome
Thu, 15 Mar 2012 17:01:00 GMT
Initial teacher training was successfully inspected by Ofsted earlier this year. Our further education teacher training was found to be good with outstanding features as was the secondary training, whilst the primary teacher training courses were considered to be outstanding.
Here is a link to the inspection report on the Ofsted website.
Overall, Ofsted found that these were particular features of the University and its initial teacher training programmes;
- the outstanding use of human and physical resources, including staff development and professional formation, which aids understanding and learning by staff, trainees and learners
- the outstanding anticipation of, preparation for and response to national and local changes which benefit staff, trainees and partner institutions
- very competent managers and very dedicated staff who model good practice and promote trainees' progress
- very effective academic and pastoral support which motivate more able trainees and sustain the involvement of those trainees at risk.
The Dean of the School of Education and Professional Development, Professor Christine Jarvis said; 'We were delighted by the outcome of our Ofsted inspection. It is a tribute to the excellence of our staff, our students and our many partners in primary, secondary and further education. It is a clear endorsement of the quality of teacher education at this University that sits alongside our superb position in the National Student Survey, and in The Guardian League Tables.'
Dr Roy Fisher, Head of Department, Initial Teacher Education, School of Education and Professional Development, said of the result; "These results are a strong endorsement of what we already knew about the excellent initial teacher education work for the Primary, Secondary and Lifelong Learning sectors of education that is undertaken by the University's School of Education and Professional Development. They confirm the high quality, not only of the work undertaken by the School, but also by our many partner schools and colleges, and, of course, by the trainee teachers who go on to enrich the profession."
The course leaders were equally pleased. Dr Ron Thompson, Head of Division, Initial Teacher Education (Lifelong Learning) and Course Leader, CertEd/PGCE in-service (Lifelong Learning) said: ‘"This report demonstrates the quality of our extensive partnership for in-service teacher education in the Lifelong Learning Sector. Many tutors enter the sector from professions outside teaching bringing a wealth of experience and expertise. Helping these tutors realise their potential in the classroom is essential to both the economy and the wellbeing of their students. Ofsted have recognised the strength of our provision and confirmed the key roles that the University has to play in developing teachers."
And Bernard McNicholas, Course Leader, CertEd/PGCE pre-service (Lifelong Learning) said; "Every year our pre-service trainee teachers contribute to the work of partner colleges as well as meeting the challenges of a course which demands high levels of academic and professional commitment. This result underlines the success both of the course and of the trainees themselves, supported by their work-based mentors. We are delighted that this has been recognised by Ofsted."
In the further education phase they found the key strengths to be;
- very effective managers and highly gifted and dedicated course teams who model ‘best practice’ consistently
- good partnership arrangements that support trainees and trainers well
- high quality academic, pastoral and specialist support for, and responsiveness to, trainees which make a good contribution to their progress
- the good development of trainees’ reflective practice which helps them to contribute to their own action planning, complemented by the good constructive feedback which improves practice
- a well balanced programme with a clearly defined structure which drives the development of effective teaching practice
- outstanding resources which lead to innovative use of creative and innovative technologies in trainees’ own practice.
Other sections of the report highlight the enthusiasm and motivation of the trainees, effective and outstanding resources, the demonstration of effective classroom management skills, support for students, well-balanced programmes, the subject specialist module and associated conference and on-line networking, the use of creative teaching techniques, the response to national initiatives, the way in which we have raised the profile of further education teacher training and the extensive research base which underpins the training.
The following comments are taken from the report:
Trainees are enthusiastic and motivated and apply what they have learned on the programme to their own teaching and learning. They make good use of effective resources. They apply a wide range of activities creatively to engage their learners and enliven and enrich their learning.
Trainees are confident, articulate and present themselves well. They are well prepared to promote good behaviour and demonstrate effective classroom management skills.
The quality of academic, pastoral and specialist support for, and responsiveness to, trainees is high. These support systems contribute strongly to trainees’ progress. The well-balanced programmes have clearly defined structures which enable the development of effective teaching practice.
In-service trainees across the partnership benefit from this as part of the Subject Specialist Module. The associated conference and on-line networking are very effective.
The provider is outstanding in the extent to which available resources are used effectively and efficiently.
Trainees are encouraged to adopt a creative approach to the use of teaching and learning strategies. The university has developed a range of high quality e-learning resources which are accessible across the partnership and which benefit trainees considerably. Library resources are accessible to all trainees across the partnership. The subject specialist conference is well supported by on-line tutors to stimulate and oversee discussions and to support trainees in their preparation for the conference. The use of the on-line forum exemplifies good practice which some trainees are beginning to incorporate into their own training and workplaces. The specialist conference is of considerable value to trainees. The university encourages trainees, especially in their subject specialist groups, to share their practice through Facebook, blogs and twitter.
The extent to which the provision promotes equality of opportunity, values diversity and eliminates harassment and unlawful discrimination is good. Equality and diversity are frequently a central part of training sessions. Tutors challenge stereotypical comments. Equality of opportunity and valuing diversity are embedded in the courses and in the observation process.
The extent to which the leadership at all levels anticipates change, and prepares for and responds to national and local initiatives is outstanding. The partnership has responded pro-actively to change in the sector and helps to shape, as well as respond to, developments at national level. This is particularly so with the establishing and sustaining of HUDCETT. This incorporates an on-line subject specialist initiative and the Consortium as a means of developing the reform agenda for Further Education teacher training. HUDCETT has raised the profile of teacher education and its value and has been particularly active in skills development, especially in e-learning and information and communications technology. A particular achievement has been the publication of a journal to inform and improve practice which is disseminated nationally across centres for excellence. Key senior university staff are active in monitoring, researching and informing national developments in the sector.
Course-related publications are extensive and demonstrate a high level of research and scholarship, often involving collaboration across the consortium. Changes in the profile of trainees have led to the development of several research and publication projects to inform and support the partnership’s work. These include textbooks on creative teaching and a monograph on young people not in employment, education or training and their experiences of programmes aimed to increase their employability. A second edition of a widely used textbook on teaching in lifelong learning, with over thirty contributors from the university and consortium colleges, is currently in preparation and will provide discussion of relevant changes in the sector, which are also reflected in the regular updating of course modules.
