About the course
The West Essex School Direct Partnership provides a very special, school based training experience in partnership with TES Institute who have a reputation for innovative on-line learning materials, especially in shortage subjects, with its Subject Knowledge Enhancement courses.
TES Institute, a leading teacher training provider and the newest member of the TES Global family, is delighted to be working in partnership with Passmores Co-operative Learning Community Trust and its partners to deliver School Direct initial teacher training (ITT).
Our salaried and unsalaried School Direct programmes are accredited by the National College for Teaching and Leadership (NCTL) and they provide a blend of online learning and in-school experience leading to Qualified Teacher Status (QTS) and an option to add a Postgraduate Certificate in Education (PGCE).
The PGCE is accredited by our partner University and is subject to annual review.
One of the West Essex School Trusts – Passmores Cooperative Learning Community - is part of a partnership known as PCLC and they are now offering primary teacher training places in Harlow through School Direct. The schools within PCLC and across our partnership schools believe that teaching is an exciting, challenging and rewarding profession. Our vision is to offer the highest standard of education for all, both in our local community and the wider area.
Our training programme centres around 3 primary schools: Purford Green Primary School, Potter Street Academy and The Downs Primary School.
All 3 primary schools are situated in the town of Harlow, which is a ‘new town’ located on the border with Hertfordshire on the Stort Valley. Harlow is near the M11 motorway and forms part of the London commuter belt. It has excellent transport links being only 30 miles from London via the M11 motorway and the town is on the main railway line between London Liverpool Street and Cambridge. Harlow is only 16 miles away from Stansted Airport and can be quickly accessed via the M11 motorway.
As a trust we are dedicated to providing high-quality training to the next generation of teachers. We have excellent practitioners within all of our PCLC schools who are eager to share their skills, knowledge and vision.
Many of our School Direct trainees will go on to secure full-time teaching positions within our Trust. Please contact Mr Gareth Walsh (firstname.lastname@example.org) if you would like to visit the schools.
The partnership schools will take part in a shortlisting process for each subject on offer in January. This will lead to interviews being held across all of the schools by the end of January.
Following this, there will be two parts to the selection process:
- There will be an initial observation of a short teaching activity
- Successful candidates will be called back for a more formal interview and short written task
Applicants who are successful at interview will be offered a conditional place. This is subject to the following:
- Satisfactory references
- Satisfactory medical assessment
- Disclosure and Barring Service Check (DBS)
- National and Local Terms & Conditions of Employment.
How school placements work
You will be trained in schools which have finely developed systems in place to nurture development of the whole teacher and equip the trainee teacher with the 'tools of the trade'.
Passmores Academy Trust is a cohort of one secondary and three primary schools in the Harlow area. All these schools endeavour to provide high quality training to any potential trainees within and outside the local area.
Most candidates who train with us are local but we have had numerous candidates from the West Essex area and towards Chelmsford.
All primary trainees will need to train to teach the 5 - 11 age range, with a placement in both key stages across the year.
We currently have two placements per primary school, allowing for six placements overall for anyone wishing to train with us.
Each successful trainee is placed in a school for the majority of the placement and the training will be provided by expert practitioners.
With School Direct salaried programmes, you won’t need to pay any tuition fees. You’ll be employed and paid by a school directly as an unqualified teacher. This has previously been on Point 1 of the Unqualified Teaching Scale. The amount will be subject to tax.
Financial support isn’t available for this course because it comes with a salary.
If you choose a course without a salary, you may be eligible for financial support while you study, including bursaries, scholarships and loans.
To qualify for this school-centred route, you must have English, Maths and Science GCSE Grade 4/C or above and a degree of a 1st or a 2:1, though we are willing to consider applicants who have a 2:2 and can demonstrate a real aptitude for teaching.
- Ability to work using own initiative and manage own work load
- Ability to combine work and study
- Ability to work co-operatively and effectively with colleagues
- Ability to build relationships with children that promote learning
- To have excellent verbal and written communication skills
- An interest in and enjoyment of working with children
- An ability to reflect on own practice and to listen and learn from guidance and from teaching and learning experiences
- An understanding of children’s needs
- An understanding of the professional boundaries related to child protection procedures
You must have 2 references.
Once you receive a UCAS offer, you will need to pass both the English and Maths professional skills tests before you start the course.
About the training provider
At the West Essex School Direct Partnership, we believe that teaching is an exciting and rewarding profession.
Our Partnership is based at and managed by the Lead School, Davenant Foundation School, in Loughton, Essex, and recruits for 18 secondary and 5 primary schools in the West Essex, Harlow and Chelmsford areas. All of our Partner schools are judged ‘Outstanding’ or ‘Good’ by Ofsted. Our unique blended learning programme combines school based training, on-line learning materials, a network of experienced subject specialists to deliver pedagogy, subject knowledge and off-site visits to special schools, primary schools and Leading Teacher days.
All schools in our Partnership have a successful track record of working with trainee teachers and university PGCE providers. Each school provides trainees with a fully trained mentor, supported by a Pathway Tutor (subject specialist) from TES Institute who visits each half-term to monitor progress and to “Quality Assure” our programme. Our route has provided consistent employment for trainees within the Partnership on completion of their training. In the last 3 years, all of our trainees had been employed before the end of the course, the majority of these in the schools where they had trained.
Successful applicants gain Qualified Teacher Status (QTS) and most choose to complete a PGCE.
We provide excellent role models from within the teaching staff and opportunities to observe ‘outstanding teaching’. Each school aspires to engender an ‘appetite for learning’ within its pupil community, both in the classroom and within the range of extra-curricular activities it provides.
Training with disabilities and other needs
TES Institute and the West Essex School Direct Partnership are committed to promoting access for people with disabilities and additional needs. We support and enable students with physical disabilities, sensory impairments, specific learning difficulties, special psychological needs and medical conditions that can have an impact on day-to-day activities, to participate in TES Institute programmes, as far as is reasonably practicable and within any constraints laid down by relevant professional bodies.
TES Institute will:
- Encourage applications from people with disabilities
- Seek to provide information in suitable formats
- Assess applicants who disclose disabilities or specific needs solely on the basis of academic potential and suitability to train to teach
- Invite applicants with a disability or specific need to contact TES Institute to discuss how their requirements can be accommodated
- Provide additional support or resources at application to enable the applicant to complete the application process including attending interview where applicable
- Offer additional provision to ensure no disadvantage compared with other applicants
- Work towards the earliest possible assessment of needs and offer of reasonable accommodations where required
- Make reasonable accommodations in assessment where applicable and without impacting the learning outcomes to be assessed
- Provide educational support services as appropriate for eligible students
- Take steps to encourage students with progressive conditions, or who become disabled during their programme of study, to continue their studies
- Promote an inclusive environment and attitude at TES Institute and endeavour to provide appropriate training to staff where required
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