About the course
Our Part-Time Tuition Fee School Direct programme has been carefully designed and is delivered by experienced practitioners to ensure that you will start your teaching career equipped with the best combination of skills and knowledge. A crucial aspect of this programme is the innovative structure which starts with our summer ‘Induction Week’. This Induction Week prepares you to spend the first few vital days of September in your placement school. Many ITT programmes don’t start until the end of September and therefore miss out this essential experience. Our Associate Teachers recognise the importance of being in school at the start of the year and really value being part of the team from the outset.
The Rapid Development Programme begins straight after the first week in school in September and will provide you with focused support and guidance to develop and test out your ‘teacher’s toolkit’. The time during this intensive programme is divided between central training sessions and time in you first placement school.
Our inspiring training programmes are carefully crafted to ensure the right balance of ‘theory and practise’ to prepare you for your career as a great teacher: ‘Central training has also made an excellent contribution to trainees’ development as new teachers…Trainees benefit from excellent specialist training to develop their subject knowledge’. (Ofsted report Nov 2017).
Central training is designed and delivered by a range of expert colleagues who combine their extensive knowledge of the current school system with principles, research and theories drawn from the most recent and relevant sources. Individual Subject Specialists are recruited based on their skills and expertise and work closely with the central team to ensure a coherent, focused and flexible approach. A range of visits and external speakers are threaded throughout the programme to motivate, inspire and deepen your understanding.
Basic hours at placement schools and Central Training will be approximately 8:00am-4:00pm and on occasions you will be required to attend additional events.
As an Associate Teacher you will build up a body of evidence to show how you are meeting the Teachers’ Standards in the context of your training. This is a continual process and regular advice and guidance is given about the best forms of evidence to use to show progress. You will have a designated ‘Visiting Tutor’ who will visit you at three stages throughout the programme to monitor your progress and assess the evidence that you have collected.
Our recruitment and selection process is carefully designed to allow us to make the right decisions as a partnership and also to give applicants a genuine insight into what life as a teacher is like, and how we operate as an ITT provider. During all stages of the recruitment and selection process you will be assessed against our Associate Teacher Person Specification.
The recruitment and selection day involves eight elements and gives you an opportunity to demonstrate your skills and suitability for teaching in a range of contexts, as well as having the chance to spend a day in a partner school and to meet key members of our Central Team and partnership.
The eight elements of the day are:
- Formal Interview
- Teaching Task (small group of pupils)
- Group Task
- Written Task
- Subject Knowledge Task
- Sample Skills Task
- Document Check
There is a full breakdown of the process on our website. We encourage all applicants to find out more about the application and recruitment process by reading the full details online and also by attending one of our information events or application workshops.
How school placements work
Your placements will be carefully selected to ensure that they give excellent, but contrasting experiences and we are able to be geographically very specific to make travel times as limited as possible. As a partnership we invest heavily in our partner schools and this means you will have an expert school-based Mentor and a designated Senior Link in each placement school and they will be trained by, and work closely with the SCITT team to ensure that you have great input and support which allows you to develop rapidly:
‘Mentors are enthusiastic about their role, take their responsibility seriously and feel privileged to contribute to trainees’ development. They provide practical guidance and rightly focus on pupils’ progress. Through mentors’ patience and empathy, together with encouraging but candid feedback, trainees are able to reflect deeply upon learning and the craft of the classroom. One commented, ‘I feel that my mentor really knew how I taught’. (Ofsted report Nov 2017).
Our innovative part-time programme contains all the elements of our full-time programme but has been carefully designed to fit into three days a week over an 18-month period.
July Orientation and Induction Week:
- part-time Associate Teachers will attend at least three days, and ideally all five.
September 2019 – October 2019: The Rapid Development Programme:
- 2 days a week of central training and 1 day in placement school.
November 2019 – July 2020:
- 3 days a week mostly spent in first placement school with ongoing central training.
September 2020 – December 2020:
- 3 days a week in second placement school with the option of attending central training sessions if appropriate.
The course fees for 2019/2020 are as follows:
The tuition fee for the QTS only programme is £7,750.
All successful, eligible candidates have the option of adding a Master's level PGCE to their programme at a cost of £1,500. Therefore, the tuiton fee for the QTS and PGCE programme is £9,250.
- a UK degree or recognised international equivalent (applicants with non-UK degrees must ensure that they have obtained the relevant equivalency statement from NARIC)
- GCSE English and Maths, grade C/4 or above or recognised equivalent (evidence of equivalence will be required)
- 2:1 or above in a relevant degree
- A level grade B or above or equivalent in relevant subject
Our Person Specification has been carefully developed by the partnership and is the basis for the recruitment process. Full details and our Person Specification can be found on our website
Whilst a specified number of days of school experience is not a defined requirement, we believe that the best way for potential applicants to find out whether a career in teaching is suitable for them is to spend time in a school. We run an extensive school experience programme as well as a range of information events and recruitment workshops for all applicants.
Successful candidates will also be required to undertake statutory safer recruitment checks, such as an enhanced DBS check and ‘fitness to teach’ check, more information can be found on our website and will be given after interview.
About the training provider
Oxfordshire Teacher Training is a dynamic, schools-led organisation that is committed to delivering exceptional and inspiring programmes to prepare people to be excellent new teachers. Our trainees are called Associate Teachers which indicates your status as someone starting out in this fantastic profession.
Our programmes lead to Qualified Teacher Status and you also have the option to add a Master’s level PGCE to your programme. We have a 100% employment rate and the Headteachers who have employed our graduates have been unanimous in their agreement that our training ensures people are well prepared for the profession.
As an organisation we are big enough to offer a wide range of high-quality programmes, whilst also having a highly personalised approach and ethos which nurtures individuals. In December 2017 we were graded as Outstanding in all areas in our first Ofsted ITT inspection: ‘The SCITT is outstanding. The central team are committed to excellence. Their clear moral purpose and drive have secured an excellent reputation for the partnership.’
For 2019-20 programmes we will be offering you a choice of three school-based locations for central training- Banbury, Oxford and Henley. We work with a diverse partnership of nursery, primary, special and secondary schools across Oxfordshire and that means that you will be able to specify a preference of location for both training and placement schools. Please note that some elements will only be delivered in one location so you will need to travel at times, see our website for further information.
About the accredited body
The Cherwell OTSA SCITT draws on the expertise and commitment of an exceptional partnership of Oxfordshire schools and is based at The Cherwell School in Oxford. The SCITT was formally accredited in 2013 and prior to that, the schools in the partnership had been at the forefront of teacher training for decades.
The SCITT is expertly led by a dedicated central team and draws on a huge range of experts to ensure the very best preparation for your career. It was graded as Outstanding in all areas by Ofsted in November 2017.
Training with disabilities and other needs
At Oxfordshire Teacher Training we are committed to equality of opportunity for youngsters in our schools and therefore equality of opportunity for those training to teach them, in order that we create a diverse and inclusive profession. We welcome all applications and are happy to discuss any specific needs or concerns with you at any stage.
In the early stages of training, you will be invited to dig deep and share your specific needs, core values and beliefs with the Central SCITT Team, who will then tailor bespoke support packages for you. This not only ensures accessible learning during all training opportunities- both in school and with peers in central training- but also ensures each individual develops and strengthens their own particular teacher toolkit, for a sustained and mentally-healthy teaching career ahead. This means that Associate Teachers with, for example, profound hearing impairment, with processing or memory challenges or with a history of social anxiety will have the opportunity to observe highly-skilled practitioners with identical needs and discuss strategies to overcome traditional barriers and stigma.
Our dedicated Wellbeing Team works hand-in-hand with Programme Leaders and partnership colleagues to construct a support package which emphasises guided independence, and prioritises self-care and increasing agency, in order to ensure that each graduate Associate Teacher leaves the programme knowing when and where to seek support and advice.
That so many of our alumni become mentors, buddies and partnership colleagues is testament to this pioneering approach to nurturing the whole teacher, within mentally-healthy school communities.
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