Initial Teacher Training
School Direct Initial Teacher Training
Prince Bishops Community Primary School, (The Durham Teaching School Alliance), works in partnership with High Force Education SCITT to offer an exciting and innovative School Direct Initial Teacher Training programme.
- Trainees will study at High Force Education SCITT
- Trainees will be placed in good and outstanding partner schools
- Trainees will have opportunities to gain employment at a partnership school
- Training will be similar to training programmes in universities and colleges
- Trainees will pay fees but might be eligible for funding through tuition fee loans, training bursaries or scholarships
- The training programme is tailored towards teaching in the local area
- The SCITT and its partner schools provides a practical, hands-on teacher training programme, taught and supported by experienced, practising teachers
The Durham Teaching School Alliance
Prince Bishops Community Primary School and Etherley Lane Nursery School are both judged outstanding by Ofsted and are the two 'lead' schools of the Durham Teaching Schools Alliance. The two lead schools work collaboratively with a further 5 strategic lead schools and strategic partners to provide and deliver a wider range of bespoke and innovative training to practitioners from across the local authority. The teaching school alliance is made up of more than 50 schools including: nursery, infant, junior, primary as well as secondary and special schools. As part of the School Direct programme trainee teachers will be placed in a range of good and outstanding schools from the alliance to gain a broad and balanced experience with highly skilled practitioners.
We offer a general primary Post Graduate Certificate in Education validated by the University of Northumbria. On successful completion of the programme trainees are awarded Qualified Teacher Status and 60 Master level credits.
The School Centred Initial Teacher Training programme delivered by High Force Education has been developed with input from the Headteachers of its partnership schools, creating a 42 week full time course. The programme is designed to be relevant to the demands of the modern classroom and leads to enhancement of the quality of teaching and learning.
High Force Education SCITT
High Force Education was established in 2002 and has continued to develop and strengthen its partnership to meet the ever changing demands of education. There are a wealth of experienced mentors and tutors to offer trainee teachers the support and guidance during this intensive course.The centre based training elements are delivered by practising teachers who are able to share with trainees the very real demands, challenges and joys of primary teaching today. High Force Education has undergone three OFSTED inspections and has continuously been recognised as an outstanding provider. In addition to this, it has been ranked as top provider in the north (The Good Teacher Training Guide 2014).
Entry Requirements
All candidates are required to have, or are expected to gain:
- A good degree of a United Kingdom Higher Education Institution of 2.2 or above
- GCSE English Language, Mathematics and Science at Grade C or above
- 2 A levels or equivalent
Applicants must be a graduate with a minimum of a 2.2 degree although applicants with a 2.1 or 1st class degree will be seen as more desirable. Graduates will need to be able to demonstrate a real aptitude for teaching. Applicants can apply from any degree subject discipline; however applicants will need to demonstrate how the skills, knowledge and understanding developed within the degree are applicable to primary teaching. Applicants who are currently retaking a GCSE or awaiting a degree classification will be offered a conditional place if successful on interview until the grade can be confirmed.
Applicants must have passed the English and mathematics skills test before commencing the course.School Direct training is open to all graduates and is funded by tuition fees paid by the trainee, who may be eligible to receive a bursary from the National College for Teaching and Leadership.
Experience
Applicants must have:
-Experience within the past 2 years of working with children in school or other settings.
- An informed professional reference to support the work experience.
- A reference containing a strong recommendation that they are suitable to train as a primary school teacher.
In addition to the academic qualifications we will consider the full range of knowledge, skills and prior experiences of every application in judging whether the applicant is capable of meeting the requirements.
Personal Attributes
Applicants must articulate a clear and appropriate reason for wanting to teach children
- Convey commitment and enthusiasm to primary teaching
- Demonstrate openness to learning and self- development
- Demonstrate a desire and passion to teach young children
- Demonstrate the correct use of standard English
-It is essential that all applicants gain some insight into what is involved in being a teacher, this does not have to be paid work in a school it could be in an informal environment such as brownies, sport coaching or summer school.
Additional Requirements
In addition to the specific entry requirements detailed, the following DfE Requirements must be met.
All candidates must:
- Meet the Secretary of State's requirements for physical and mental fitness to teach
- Have been subject to a Disclosure and Barring enhanced disclosure check
- Have the intellectual and academic capabilities needed to meet the required DfE Teachers' Standards
- Communicate clearly and accurately in Standard English
- Possess the appropriate qualities, attitudes and values expected of a teacher
- Have passed the professional skills tests in English and mathematics prior to the start of the programme
We are looking for:
We are looking for candidates who demonstrate a genuine desire to work with children and make a difference in their lives. Candidates should be confident, creative and inspire effort and trust in their pupils. Candidates will demonstrate a strong desire to teach at an outstanding level and continually improve and develop as a practitioner. They must have the ability to deal with a heavy workload; be able to meet deadlines and enjoy working as part of a team.
Selection of Trainees:
Candidates who meet all of the entry requirements will be invited to interview.
The assessment day is a full day and will be based in one of the Lead Schools. A number of different tasks will be completed during the day.
The assessment day includes:
- a group task
- a teaching activity with a group of up to 6 children
- a short writing task
- a maths task
- delivery of a short teaching input
- interview with set questions
The interview panel will usually consist of a Headteacher from a Lead School, the Training Manager of High Force Education and a school based tutor.
The interview panel will consider:
- The applicant's commitment to and suitability for teaching
- The passion and drive to teach at an outstanding level
- The ability to be creative and reflective
- Experience of working with children
- Knowledge and understanding of the expectations and responsibilities placed on a teacher
- Commitment to training for QTS
- The ability to establish effective relationships with pupils and colleagues
- Knowledge of current educational topics
- Appropriate attitudes, qualities, values and beliefs
Course Aims:
Durham Teaching School Alliance schools and High Force Education aim to produce confident, skilled, enthusiastic and innovative practitioners able to teach the age range from 3 to 11, with a particular expertise in teaching children aged 3 to 8 years or 7 to 11 years. By the end of the course, trainees will have good ICT skills and either a specialist knowledge of Mathematics or ICT to prepare them for subject leadership or specialist knowledge of the Early Years phase. Trainees will be trained in the effective teaching of Core and Foundation subjects, the wider curriculum and other educational issues.
School Direct trainees will be based at one of the lead schools or an alliance school and will have the opportunity to work in at least two settings.
Course Structure:
The course structure provides in-school teaching practice and time in the 'Central Study and Support Area' based in Green Lane CE Primary School, Barnard Castle. The training programme has been carefully developed and is continuously reviewed by Headteachers and trainers from the partnership schools, creating a 42 week full time course. The programme is designed to provide all trainees with 80 days of high quality professional development. These sessions provide opportunities to participate as part of a professional learning community. Trainees gain insight into the subject knowledge of the National Curriculum and the wider pedagogical and social theories around education. Each session is led by an outstanding practitioner. Sessions are personalised to the specific training needs and preferences of trainees. Part of the assessment process involves three written assignments on specific aspects of teaching and learning. In addition to the professional development package, the programme is designed to provide 24 weeks of classroom practice. Each practice provides a supportive environment enabling trainees to develop confidence in the classroom, observe good practice, carry out focused case studies and engage in professional dialogue with a range of educational practitioners. Trainees will be assigned a professional tutor who is the headteacher of one of the partnership schools and an in- school mentor who will supervise and support trainees throughout each practice.
How to apply:
All applications for ITT are made on line using UCAS
UCAS stands for the 'Universities and Colleges Admissions Service'. UCAS aims to help students make informed choices that are right for them, guiding them, as well as their parents and advisers, through the entire higher education application process. Today, UCAS processes over 2.5 million applications every year, for some 650,000 prospective students across the UK and beyond: helping them gain access to more than 340 UK universities and colleges. UCAS also runs several specialist application services – UTT (UCAS Teacher Training), UKPASS (UK Postgraduate Application and Statistical Service) and CUKAS (Conservatoires UK Admissions Service). www.ucas.com
Further Information about High Force Education SCITT
Louise Robinson, Programme Manager
Tel: 01833 690298
Early Years Teacher Status EYTS School Direct
The Durham Teaching School Alliance
Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.
Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited ITT Provider, to offer an innovative and specialized programme in early childhood development from birth to five.
Early Years School Direct
The government is committed to raising the quality of early years provision by encouraging graduate leadership. Early Years ITT is the only teacher training focused on the birth to five range. To be awarded Early Years Teacher Status trainees will meet robust standards designed specifically for high quality learning with this age group. Early Years Teachers will be specialists in early childhood development and will have Early Years Teacher Status (EYTS). Trainees will be taught the theoretical element of the programme by specialist practitioners from Northumbria University and teachers from placement schools. Trainees will be placed in a range of good and outstanding schools and settings across Durham for the practical elements of the programme.
Early Years Teachers Status will be seen as equivalent to Qualified Teacher Status (QTS) as the entry requirements are the same as for primary ITT (QTS) * see FAQs
Child Care Facilities
Individual schools and providers may be able to offer support with childcare.
Public Transport
EYTS School Direct trainees will be based at Etherley Lane Nursery School or one of the placement schools in the alliance. Although most places are accessible via public transport some schools and settings are geographically isolated. It is recommended that you have your own transport. The majority of the taught element of the programme will be delivered at Northumbria University Coach Lane Campus. The Durham Teaching School Alliance use the Training Hub at Prince Bishops Community Primary School (the partner ‘Lead’ School in the Durham Teaching School Alliance) for training events, seminars and meetings.
Where to Find us
- Etherley Lane Nursery School, Hazel Grove, Bishop Auckland, DL147RF Tel: 01388 604835
- Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, DL14 8DY Tel: 01388 451278
- Northumbria University, Coach Lane Campus, Benton, Newcastle Upon Tyne, NE77XA. Tel: 0191 215647
Why train with us?
Etherley Lane Nursery School is an outstanding Early Years provider.
Etherley Lane Nursery is an outstanding school, which fulfils its philosophy to ’foster in children a love of learning’. Its strengths include the promotion of children’s excellent spiritual, moral, social, and cultural development. Children, clearly, love coming to school, behave impeccably, and have a heightened awareness of their own and others’ safety. As a consequence, the school is a harmonious learning community, where every child feels valued and respected and their learning flourishes as a result….. (Ofsted Report March 2012)
All of the schools and settings working in partnership with Etherley Lane Nursery School have been judged good and outstanding by Ofsted.
The course structure and content has been designed by experienced and committed professionals who understand how young children learn and thrive.
There is a genuine desire to develop and deliver an original and creative programme of training to inspire trainees and prepare outstanding practitioners to meet the needs of 21st Century learners.
Aims
We aim to produce confident, skilled, committed and enthusiastic practitioners who are experts in the 0-5 age range. Early Years teachers will act with integrity and honesty. They will have strong early development knowledge, keep their knowledge and skills up to date and be self- reflective and self- critical. Early Years Teachers will forge positive professional relationships and work closely with parents and carers.
Entry Requirements
Entry requirements for Early Years ITT are the same as entry requirements for primary teaching.
- All entrants have achieved a standard equivalent to a grade C in GCSE examinations in English, mathematics and a science subject.
- All entrants are required to hold, or expect to receive, a first degree of a United Kingdom Higher Education Institution or equivalent qualification.
- Entrants must hold or receive a minimum of a 2:2 degree although entrants with a 2:1 or first class degree will be considered more desirable; entrants with a 2;1 or first class degree will qualify for a bursary.
- Entrants who are currently retaking a GCSE or awaiting a degree classification will be offered a conditional place if successful at interview until the grade can be confirmed.
Skills Tests
Early Years Teachers will specialize in early childhood development and meet the same entry requirements and pass the same skills tests as trainee primary school teachers.
The trainees first attempt at the skills test is funded by the NCTL. Any further attempts, up to a maximum of two, will be funded by the candidate. If both skills tests (literacy and numeracy) are not passed after the second resit candidates will need to wait two years before applying to take the skills test again
What we are looking for
We are looking for trainees who demonstrate a genuine desire to work with young children and make a difference in their lives. Trainees should be confident, creative and inspire curiosity and imagination from children. Trainees will demonstrate a strong desire to teach at an outstanding level and continually improve and develop as a practitioner. They must have the ability to deal with a heavy workload; be able to meet deadlines and enjoy working as part of a team.
Experience
You must have:
Experience within the past 2 years of working with children in school or other settings.
An informed professional reference to support the work experience.
A reference containing a strong recommendation that you are suitable to train as an Early Years Teacher.
In addition to the academic qualifications we will consider the full range of knowledge, skills and prior experiences of every application in judging whether the trainee is capable of meeting the requirements.
Personal Attributes
Articulates clear and appropriate reasons for wanting to teach children from 0-5
Conveys commitment and enthusiasm to Early Years teaching
Demonstrates openness to learning and self- development
Demonstrates accurate spelling and grammar
Demonstrates the correct uses of standard English
It is essential that all trainees gain some insight into what is involved in being a teacher, this does not have to be paid work in a school it could be in an informal environment such as brownies, sport coaching or summer school.
Additional Requirements
In addition to the specific entry requirements detailed, the following DfE Requirements must be met.
All trainees:
Have met the Secretary of State's requirements for physical and mental fitness to teach
Have been subject to a Disclosure and Barring enhanced disclosure check
Have the intellectual and academic capabilities needed to meet the required DfE Teachers' Standards
Can communicate clearly and accurately in Standard English
Possess the appropriate qualities, attitudes and values expected of a teacher
Have passed the professional skills tests in English and mathematics prior to the start of the programme
Selection Process
Candidates who meet all of the entry requirements will be invited to interview.
The assessment day is a full day and will be based at the Lead Organisation. A number of different tasks will be completed during the day.
The assessment day includes:
A group task
A teaching activity with a group of up to 6 children
Interview with set questions
The interview panel will usually consist of the Headteacher from the Lead Organisation, Northumbria University Programme Leader and a Professional Tutor and/or School Based Mentor from a partner school.
The interview panel will consider:
- The trainees commitment to, and suitability for, teaching
- The passion and drive to teach at an outstanding level
- The ability to be creative and reflective
- A respect for young children as powerful and competent learners
- Experience of working with children
- Knowledge and understanding of the expectations and responsibilities placed on the teacher
- A commitment to training for EYTS
- The ability to establish effective relationships with children and colleagues
- Knowledge of current educational topics
- Appropriate attitudes, qualities, values and beliefs
Teaching Placements
All EYTS trainees will undertake teaching in three early years settings. The trainee will also have the equivalent of two weeks experience in Key Stage 1.
The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different settings and across age ranges from birth to 5.
The ITT Provider will quality assure the placement experience and the appropriateness of the experience against the trainees profile.
Post Graduate Certificate in Early Years Education
Upon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate in Early Years Education (60 credits at Level 7), subject to the recommendation of the University Examination Board. The Post Graduate Certificate can be used as progression towards a full masters degree.
Standards Portfolio
The trainee, with support from a School Based Mentor, will develop a standards portfolio of evidence against the Teacher’s Standards for EYTS. The Professional Tutor is responsible for ensuring that the trainee is developing the portfolio. A designated tutor from the ITT Provider will monitor the portfolio for quality of evidence to meet the Teachers’ Standards for EYTS. The Professional Tutor moderated and quality assured by the ITT Provider will assess the standards portfolio 3 times during the course of the programme.
Course Structure/Length/Assessment
160 days of which 120 days are divided between 3 placements
40 university based days
3 x 20 credit university modules at level 7:
- Meeting the Teaching Standards (Early Years) 3000 word assignment
- Integrated Working Project Part 1, 3000 word assignment
- Integrated Working Project Part 2, 3000 word assignment
Portfolio of supporting documentation
Observation of practice
Funding
The School Direct Early Years ITT programme is funded by tuition fees paid by the NCTL. This programme does not attract a student loan. However, subject to degree classification they may be eligible for a bursary from the NCTL. (£9,000- first class degree, £4000- 2:1 degree)
EYTS Trainee
‘The Early Years Teacher Status Programme has been an amazing experience so far. I have learnt so much, yet I am only in my first placement. This is really my first opportunity to work with such young children and both they and the practitioners have taught me so much, particularly in terms of hands-on experience; for instance, dealing with challenging behaviour, helping children with transitions, or simply communicating with them on the level that is most appropriate. I couldn’t really have learnt any of these skills through reading or academic study, so I have really appreciated the amount of time I get to spend in my placement. However, I do spend some time at university getting to grips with the theoretical input and understanding the standards we have to meet. There is so much to cover, but fortunately the team, both university and in my placement, have been very supportive and helpful’.
FAQs
What is the Durham Teaching School Alliance?
Teaching Schools form part of the government’s commitment to drive up standards in schools by creating a school led system of improvement. Teaching Schools are judged outstanding by Ofsted. The Durham Teaching School Alliance is led by two Lead Schools: Etherley Lane Nursery School and Prince Bishops Community Primary School. The two Lead Schools work with a wide range of Strategic Partners to provide ITT, School to School Support, CPD and Research and Development. The Durham Teaching School Alliance is a partnership of more than 50 schools of all phases and types from Nursery and Primary to Special and Secondary. The Durham Teaching School Alliance works with Northumbria University and High Force SCITT to provide Early Years Teacher Status and a general 7-11 Primary PGCE.
What is School Direct?
School Direct is an approach to initial teacher training (ITT) that gives schools more influence over the ways teachers are trained. Since its launch in 2012, the scheme has gone from strength to strength and there are now over 900 School Direct partnerships with over 15,000 training places.
How does School Direct Work?
School Direct enables schools to:
- select and recruit their own trainees – with an expectation that trainees will be employed by the school or partnership of schools once they are qualified
- choose which teacher training provider to work with
- agree the content and focus of the training programme depending on the needs of both the trainees and the school
- decide how funding will be split between the school and the training provider
School Direct is run by a partnership between a lead school, other schools and an accredited teacher training provider.
Training places are allocated to the lead school on behalf of the partnership, usually for 1 year. The lead school has overall responsibility for requesting places from the National College for Teaching and Leadership (NCTL) and ensuring that the criteria for School Direct are met.
Am I entitled to Funding for EYTS?
A training grant is paid to the setting holding the School Direct place this is to pay for tutors, mentors and cover training costs. Trainees may be eligible for a bursary. Trainees with a 1st Class degree will receive £9000, trainees with a 2:1 degree will receive £4000. Trainees will not be able to access a student loan.
Can I do EYTS part time?
EYTS is a 12 month full time course.
Early Years Teachers are the same as primary and secondary school teachers why not give them QTS?
The Government wants to give more autonomy to head teachers so that they can decide who is best qualified and suited to teach in their schools. Early Years Teachers will be specialists in birth to five years and will be ideally placed to fulfil the needs of employers in private and independent settings and schools to provide high quality education and care for our youngest children. Free Schools, new mainstream and alternate provision academies, and existing academies, can employ teaching staff without the requirement for them to have Qualified Teacher Status (QTS).
What will Early Years Teachers get paid. Will their salary be linked to the teacher’s pay scales?
The Government takes the view that the pay and conditions for staff working in early education and childcare settings are best determined at local level. However, the Government would expect employers to want to pay Early Years Teachers in accord with their status. Free Schools, Academies (including alternative provision Academies) can employ teaching staff without the requirement for them to have Qualified Teacher Status (QTS) and can set their own pay scales. In maintained schools, Qualified Teacher Status (QTS) is currently a requirement for teachers. However head teachers in maintained schools have the discretion to employ people who don’t have QTS as instructors.
Will there be guidance on pay and conditions for employers of Early Years Teachers?
The Government takes the view that the pay and conditions for staff working in early education and childcare settings are best determined at a local level. However the Government would expect employers to want to pay Early Years Teachers in accord with their professional status.
How to apply
Download an application form from www.northumbria.ac.uk/eyts
Contact Lesley- Castling Paisley- Joint Programme Lead EYTS Northumbria University
l.castling-paisley@northumbria.ac.uk
or Jutine Gallagher, EYTS Programme Support at Northumbria University
justine.gallagher@northumbria.ac.uk