Durham SCITT s Journey to Outstanding

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1 Durham SCITT s Journey to Outstanding

2 History First cohort 2005/06 Durham Secondary Applied SCITT vocational provision: Health and Social Care Leisure and Tourism Applied Science Applied ICT Applied Art and Design Durham Secondary SCITT 2012/13 Health and Social Care Geography History English Maths Art and Design Durham SCITT 2014/15 to now Core and School Direct Primary and Secondary

3 History First inspection in second year of operation May Judged to be satisfactory. Why? (from our perspective): Management time insufficient Training was fragmented Quality assurance systems not effective therefore we were unable to drive improvement Where we were doing something well we couldn t prove it (no data)

4 Current Management Structure Partner Schools Lead School LA School Direct Course Dev t Committee QA Committee Steering Group Independent Appeals panel Course Management Team Administrators Examination Board Trainers for GPS programme School Tutors Subject Specialists Subject Tutors Trainees

5 Quality Assurance Quality Assurance key driver for improvement how good are we and how do we know? (data) Key elements: annual review of recruitment and selection data evaluations of training and mentoring monitoring data from key assessment points self-evaluation improvement planning reviewed on a termly basis benchmarking of data over a three year period

6 Quality Assurance Annual review of recruitment and selection data more rigorous (data): ensure fair access for all potential grades of trainees reviewed (tracking progress) withdrawals closely analysed

7 Quality Assurance Evaluation of training and mentoring (data) Coherent system to evaluate provision and outcomes: General Professional Studies Subject Specialist Programme Training and mentoring in school Exit evaluations plus interview NQT evaluations/ NQT Survey Review of the course (meeting with key stake holders) Not all evaluations are quantitative, we have sought the views of stakeholders in different ways for example: 1. Meetings with school based mentors and trainees. 2. The Course Development Committee 3. Exit interviews with the trainees

8 Quality Assurance Monitoring data from key assessment points: Mid-placement mentors complete a Progress Check (longer placements only) End of Placement Reports completed by mentors. Mentors are invited along to a grading meeting where they can compare files and ask for advice Files moderated formally by Subject Specialists at three points in the year. The grades given by the Subject Specialists are then checked with those given by the school for consistency. Files are sampled by the Course Director, Internal Moderator and External Examiner. Trainee outcomes in the different standards are reviewed and areas for development are identified and additional training is given. Final trainee outcomes are analysed and areas of strength and areas for development feed into the Self Evaluation and the Improvement Plan. Judgemen ts made against clear criteria Based on NASBTT/U CET guidance

9 Quality Assurance Self-Evaluation based on the data collected: o Used to produce the Improvement Plan o Written prior to the summer holidays o Structured around Ofsted s inspection framework for Initial Teacher Education o Cross referenced to appendices that include: summary and benchmarking data (3 years), the minutes of meetings and other collated evidence.

10 Quality Assurance Improvement Planning Key elements of the Improvement Plan: Clear success criteria An initial starting point to measure impact from Appropriate actions Identified resources Identified personnel responsible for actions Identified mechanisms for evaluation and for measuring impact of measures taken Opportunities to record progress made or the completion of actions Therefore: Focuses sharply on measurable improvements in provision. Checked routinely at termly committee meetings. Key working document Stems directly from partnership s systematic approach to evaluation monitoring and review, which feeds the SED.

11 Recent Judgements Ofsted 2009: Good with Outstanding features Ofsted 2014: Outstanding The key strengths of the secondary partnership are: trainees high level of commitment to developing their practice, their very reflective approach and their responsiveness to the outstanding training and support they receive, which enables them to make rapid progress the partnership s reputation within the region for ensuring that, by the end of the course, trainees are highly professional, effective teachers, which leads to consistently high employment rates the very coherent, high-quality, individualised training provided by the partnership and its high expectations for trainees performance throughout the course, which has led to an increase in the proportion of outstanding trainees by the end of their training trainees subject knowledge, their very effective management of behaviour and their well-developed ability to adapt their teaching to meet the needs of different learners, enabling all groups to make good progress the drive, determination and success of the partnership s leaders and schools in sustaining existing strengths and promoting continuous improvement as a result of robust monitoring, incisive evaluation and very effective, targeted actions the partnership s very rigorous approach to recruitment and its responsiveness to the changing subject-specialist teacher needs of schools in the region.

12 Recent Judgements What does the secondary partnership need to do to improve further? further increase the proportion of trainees whose teaching is outstanding by - carefully analysing best practice in post-lesson discussions across the partnership to ensure that all mentors and class teachers maximise the impact of this aspect of training on trainees progress ensuring all trainers focus sharply on setting subject-specific targets for trainees.

13 Summary Getting the foundations right: Management structure Training programme Quality Assurance measures Improvement Planning and Self-Evaluation Responding to change