About the course
Has been developed over many years and has a proven track record and excellent reputation with local schools as a high performing Training Provider. With partner schools fully involved in all aspects of the programme design and delivery, a key strength is evidenced through the shared commitment and resolve held by all stakeholders’ to producing good and outstanding teachers capable of making a significant difference to the lives of the children in the local area. Acknowledged by Ofsted, Inspectors commented on how trainees were ‘well prepared and highly motivated to teach’ and how as NQTs they ‘approached their induction year with confidence and commitment.’
The Partnership’s strong commitment to supporting the development of a high performing local teacher workforce is clearly evidenced in the outcomes achieved by trainees. Approximately 20% of the current teacher workforce has been successfully ‘grown’ by the Partnership, many of whom have gone on rapidly into senior leadership positions. Over 90% of schools in North Lincolnshire have securing an Ofsted grading of good or better.
Recruitment and retention rates are excellent: 95% of trainees secure NQT posts in their first year, with 95% recruited within the local area and 55% of these employed by partnership schools. The core programme benefits from this success as many ex-trainees become involved as mentors and training facilitators, enabling them to pass on the best possible advice and support based on their own experiences of school-centred training.
Shortlisting is undertaken by the core SCITT team and school leaders from partnership schools, using a clear set of agreed criteria based on applicants’ qualifications, level of subject knowledge, reasons for wanting to teach, and any relevant work or voluntary experiences they may have had. Whilst school based experience would strengthen an applicant’s case for wanting to teach, it is not an essential requirement.
Once shortlisted, candidates are invited to an Assessment Day in a school, involving different activities designed to assess their potential and suitability to teach. The panel of 3 – 4 head teachers and SCITT Team members make the final decision about offers to train. Information gathered is used to personalise successful candidates’ training plans.
Assessment entails a number of tasks including: a reading/ writing task, presentation of a lesson plan, presentation of an artefact, a literacy teaching activity and a formal interview.
This breadth of assessment activity across the day enables candidates to demonstrate their understanding of basic teaching and learning pedagogy and level of curriculum/subject knowledge and their appreciation of the wider life of the teacher, roles and responsibilities. Whilst being a rigorous process, the design of the various tasks enables the candidate to demonstrate their potential and suitability, not only to teach, but also to show that they are ready for the particular demands relating to the school-centred training approach.
How school placements work
Partner schools, where placements take place, provide a good variety of training possibilities ranging from large schools and academies located in urban environments to small community and Church schools in rural villages, and include schools with culturally rich and diverse communities, enabling applicants to experience teaching in contrasting contexts. There are usually 8 schools within the partnership in any given training year.
Consultation takes place with schools to determine their capacity to train and confirm the age ranges they can offer. Applicants’ personal pen portraits are sent out in a booklet for participating schools to state any preferences they might have. A panel of Head Teachers meet to match the applicants to schools based on school preferences and taking into account any personal circumstance that the applicants may have been asked to have been taken into consideration. All requests are considered and every effort is made to match these varying needs up, whilst ensuring that placements are in contrasting schools and meet the requirement of consecutive age groups.
Training takes place in two contrasting schools with an initial placement in the first term, (September – December, 47 days), and the main placement over two terms, (January – June, 73 days), spent in the second location. In both placements, trainees spend the equivalent of 4 days in their host schools where they learn ‘on the job’, tapping into the expertise around them.
The benefit of two long placements is the opportunity for trainees to establish themselves as team members so they can fully immerse themselves in the wider life of the school.
Appropriately experienced teachers at each of the training schools are identified as school based trainers (SBT) to support the trainees throughout their placements. The programme identifies specific time frames when paired support and assessments take place, ensuring a smooth transition from one school to the next.
The course fees for 2019/2020 are as follows:
The course fees are fully inclusive of the award of PGCE with QTS.
All applicants must hold, or be in the process of achieving:
- A first degree (Honours, and not less than 2:2) awarded by a UK HEi, or appropriate equivalent*, preferably in an area relevant to the primary curriculum;
- GCSE (Grade C / Level 4 or above) in English, maths and Science, or appropriate equivalent qualification;*
- Professional Skills tests in maths and English prior to course registration;
*equivalent qualifications, especially those gained from overseas will require NARIC verification, or similar.
Applications from people who have:
- Drive, passion and a strong desire to influence the lives of children and young people and want to help make the most of their potential;
- Good to strong curriculum / subject knowledge;
- Resilience and a committed approach and excellent work ethic to undertake the rigour of training;
- Ability to reflect and take responsibility for their own learning;
- Willingness to learn and be open to coaching and mentoring;
- Ability to work collaboratively as part of the team;
- Strong sense of professionalism and a realistic view of the teaching profession;
Applicants would need to complete a suitability to teach self-declaration, complete a DBS check at (enhanced level) and submit a health screening questionnaire.
Whilst not an essential requirement, it is desirable that applicants have had some recent, focused and relevant school based experience as this will help to strengthen their evidence of wanting to become a teacher and help to prepare them for the rigours of this particular route into teaching.
About the training provider
As a School Direct partnership of schools we work closely with each other and the North Lincolnshire SCITT to provide a school-based training route which allows trainee teachers to combine the well-respected theoretical framework of the Bishop Grosseteste University PGCE with cutting edge practical experience gained from working across a variety of school and academy settings. Trainees meet on a regular basis to access bespoke professional training and personal pastoral support overseen by the North Lincolnshire SCITT Partnership.
Trainees will gain a well-rounded experience of teaching across more than one setting. Our training hub comprises of 8 schools, with each one offering something unique. We offer placements across North Lincolnshire and our schools are diverse, a mixture of small, medium and large primary schools, urban and rural, including academies, church and local authority schools. Our schools do have two things in common - all are committed to providing a first class education for their pupils and all are looking forward to recruiting inspiring new teachers who are bright, passionate and ambitious. This innovative route into the teaching profession will provide you with all the necessary skills to become an outstanding teacher: enjoying a 100% success rate, our trainees have all successfully secured teaching positions in North Lincolnshire schools and beyond.
To be an outstanding teacher takes energy, commitment and dedication. If you feel ready to train within the fast paced, professional environment of a busy school, then the School Direct route is the best choice for you.
Training with disabilities and other needs
All due consideration is made to ensure that applicants with specific needs are catered for so that they are not disadvantaged in any way. For example, at the assessment phase of the recruitment process, applicants with dyslexia are offered longer to complete the written task, they are offered coloured sheets to help them access the texts, issues with spelling and grammar are taken into account. During training, materials are printed to make them accessible on coloured papers, using different fonts, different sizes, 1:1 help is provided with writing assignments and other tasks which they might struggle with.
Applicants with physical disabilities are catered for according to their varying needs so access issues on to various sites would be reviewed and plans put into place to mitigate them, e.g. choice of school placements, ensuring central training took place in ground floor rooms, travel to different locations minimised.
Applicants with hearing or sight needs, specialised equipment would be sourced to support them in school locations and in central training venues, e.g. use of microphones.
All trainees have access to Welfare and Counselling Services as part of the local authority responsibility so applicants with any mental health problems can be fully supported by expert practitioners.
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.
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||Henderson Avenue, Scunthorpe DN15 7RW
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