About the course
This is a non-salaried primary general (5 - 11 years) course, leading to QTS.
It prepares applicants to teach the full range of national curriculum subjects across Key Stage 1 and Key Stage 2.
From the first day in September, trainees commence their training within a main placement school, enabling them to become an integral part of the teaching team and quickly form strong relationships with colleagues, pupils and parents/carers. They will spend 4 days in school each week, working alongside an experienced teacher tutor who will provide daily coaching and support. This school experience is complemented further in the spring term by a placement in a contrasting setting and key stage.
In addition to the school-based training, trainees attend weekly core training sessions at a range of venues across the partnership. These generally take place on Fridays and provide a coherent programme, closely linked to the Teachers’ Standards and national curriculum, as well as covering areas such as safeguarding, E-Safety, behaviour management and emotional wellbeing.
These weekly sessions, along with post-session tasks, enable trainees to develop a deeper understanding of key issues and pedagogical thinking by encouraging them to critically reflect on research in relation to their own classroom practice and to put theory into practice. They also provide an opportunity for trainees to compare notes with peers working in other schools and share experiences within a supportive environment.
Trainees on this course also work towards a Level 7 PGCE (carrying 60 Masters’ credits), awarded by the University of Buckingham. Trainees will attend a series of workshops, led by colleagues from the Campfire Education Trust, to fully prepare them for the written modules.
Trainees are assessed against the Teachers' Standards and their progress towards these standards is reviewed at regular intervals throughout the course. A wide range of evidence is used when making judgements, such as observations, half termly reports, evidence bundles (collated by trainees on a half-termly basis), assignments and the trainees' own reflections.
The focus of all assessment activities is developmental - with the clear aim of helping trainees to further improve the quality of their teaching.
The final assessment point is in June, when a final grade for each Standard is determined, as well as an overall grade.
Our assessment procedure is transparent, understood by all partners and consistently implemented. Great care has been taken to ensure that any evidence collection is both purposeful and manageable.
It is our aim to recruit the highest quality applicants into the profession who have the capacity to become outstanding teachers.
For this reason, we carry out a rigorous three-stage selection process.
Stage 1: An application sift is carried out by course leaders to check for minimum academic requirements as well as strong references.
Stage 2: Applicants are invited to a selection day at Bourton Meadow Academy, or one of our partnership schools, where they will take part in a range of activities including a presentation, group task, maths and English tasks and a short teaching activity with a whole class.
These tasks enable us to identify applicants who possess good subject knowledge, as well as desired characteristics and interpersonal skills.
The interview panel comprises two course leaders and sometimes a headteacher from the partnership.
Stage 3: Formal interview
This interview lasts approximately 20 minutes and consists of a series of questions which enable the applicant to share more information about their previous experience and to elaborate on the skills they can bring to the profession.
Throughout the whole selection process, we look for evidence that the applicant has a thorough understanding of the roles and responsibilities of a class teacher and what this entails on a daily basis.
Following a successful interview, a conditional offer is made. This offer is conditional on the applicant obtaining any pending qualifications, an Enhanced DBS check and a 'Fit to Teach' health assessment.
Safeguarding is at the forefront of our selection and recruitment.
How school placements work
Generally, trainees will have two school placements during the course: a main placement and a second placement. They will work in these placement schools four days a week (Monday - Thursday), giving them approximately 140 days in school.
Main Placement: This is the school in which the trainee will spend most of their time throughout the year. By remaining with the same class for the majority of the year, trainees develop a secure understanding of pupils' progress over time, how this is tracked and used to inform future teaching.
Second Placement: This usually takes place in the first half of the spring term and gives trainees an opportunity to experience a contrasting setting and different key stage.
A second placement familiarisation week in November, also provides trainees with an opportunity to spend time in their new school, prior to the placement commencing in January. This enables trainees to familiarise themselves with the school's ethos, routines and planning and form strong relationships with colleagues, helping them to maximise their learning and progress during this short but vital phase of the training programme.
Enhancement Visits: These visits are built into our core training programme so that trainees are given regular opportunity to spend time in different schools and settings, enabling them teach in a wide range of contexts. Enhancement visits focus on specific areas such as behaviour management, Pupil Premium, Special Educational Needs (SEND) and transition from KS2 to KS3. However, in support of our personalised training programme, training managers can arrange additional visits, if a trainee has a specific interest they would like to pursue.
Bourton Meadow arranges placements on behalf of trainees. When selecting schools, we consider a wide range of factors including geographical location, preferred key stage, type of school, previous experience, chosen course etc. However, we are also able to accommodate requests for a specific school (with the Headteacher's agreement) if an applicant already has a link with the school.
Trainee online surveys in January 2019 indicated that 100% of trainees agreed that their placements had been in contrasting schools and had been arranged in a timely manner.
The course fees for 2020/2021 are as follows:
In addition to the fees, you will also be required to cover the cost of a Disclosure and Barring Service (DBS) application (Approx. £40), which is a prerequisite for working in schools.
- BA First degree or equivalent qualification
- GCSE grade C/4 or above in English language (or equivalent qualification)
- GCSE grade C/4 or above in mathematics (or equivalent qualification)
- GCSE grade C/4 or above in a science (or equivalent qualification)
If you studied outside of the UK, you should contact the National Academic Recognition Centre website (https://www.naric.org.uk/naric) to obtain written confirmation that your qualifications are of an equivalent level to the required UK GCSEs and undergraduate degree.
We aim to recruit individuals who can:
- demonstrate a passion for teaching and a genuine concern for children's welfare
- demonstrate good subject knowledge, particularly in maths and English
- communicate clearly and accurately in standard English
- show resilience and perseverance
- manage time effectively and work well under pressure
- proactively seek opportunities to enhance their training
- form positive relationships with individuals from all walks of life
- support the values, attitudes and ethos of our partnership schools
- maintain high standard of professionalism
- reflect on their own practice and act upon advice received
- Fit to Teach health assessment
- Enhanced DBS check
- Prohibition Check
We recommend that applicants gain a small amount of experience within a primary school, in order to gain first-hand experience of a classroom environment and a small insight into the role of a teacher. Doing so, will provide valuable experience and may help to strengthen their performance at our selection day. However, this work experience is NOT a requirement and applications will still be considered from candidates without such experience.
About the training provider
Bourton Meadow Initial Teacher Training Centre has a long history of training exceptional teachers. It was recognised by Ofsted as an outstanding provider in March 2014 - and has been since its formation in 2000.
The training centre is attached to Bourton Meadow Academy and operates within the Campfire Education Trust, sharing its 3 core values: supportive, cooperative and adventurous. Based in Buckingham, the partnership is ideally placed between Milton Keynes, Aylesbury, Oxford and Northampton.
A very unique and important aspect of our training programme is the fortnightly meetings with an experienced training manager from Bourton Meadow, which take place in your school.
Teaching is an incredibly rewarding career but it is not an easy one. These regular face-to-face meetings (in addition to the time you'll spend with school-based colleagues) provide you with the highest level of support. By being with you every step of the way, we can ensure your wellbeing and progress on the course and really personalise the training you receive, to ensure you reach your full potential – both now and in the future.
Other benefits of training with Bourton Meadow include:
- Opportunity to work alongside skilled practitioners on a daily basis
- Large focus on practical experience and application of skills across the full national curriculum
- Regular feedback on your teaching and the impact it’s had on pupil progress
- Weekly core training sessions delivered by a wide range of subject specialists
- A flexible training programme, responsive to trainees’ evolving needs
Training with disabilities and other needs
We strongly encourage skilled and talented applicants from a variety of backgrounds, including those with a disability.
We therefore endeavour to cater for trainees' individual needs, through the application and selection process, as well as the duration of the training programme by working in collaboration with our schools to make reasonable adjustments, as recommended by occupational therapy.
Placements are carefully chosen to ensure that the specific needs of an individual can be met within the setting and this includes accessibility for trainees with a physical disability.
The fortnightly visits by a training manager from Bourton Meadow enable us to keep in close contact with trainees and to personalise the training and support they receive.
In the past, trainees with dyslexia have benefitted from additional visits and meetings to support them with the completion and organisation of course-related paperwork, as well as time management. Bourton Meadow ITTC can also help to signpost trainees to various organisations who can provide more specialist advice.
As a result of these measures, data analysis from 2017-19 demonstrated that there were no differences in the outcomes of trainees with a known disability compared to those with no disability.
If you have a disability or other need you'd like to discuss before applying to our training programme, please contact us so we can discuss your specific requirements in more detail and answer any questions that you may have.
Apply on the UCAS website. You’ll need to register with UCAS before you can apply.
Visit Get into Teaching for guidance on applying for teacher training.
When you apply you’ll need these codes for the Choices section of your application form:
Training provider code:
Training programme code:
Choose a training location
You’ll also need to choose a training location – select the relevant location name on the application form.
Burleigh Piece, Linden Village, Buckingham MK18 7HX
Support and advice
For questions about this course you should contact the training provider using the contact details above.
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