About the training provider
We are a large SCITT, working with schools of all kinds (primary, secondary, special, independent) in the London area and across southern England. We have rolling recruitment, meaning that trainees can start in September or later in the academic year.
Our course suits those who are independent, self-motivated learners. An individual training plan guides each trainee, our VLE has extensive resources to draw on, training days complement the in-school training, and an assessment every 5 weeks ensures that each trainee knows exactly has been done well and what to focus on next. Each trainee has a visiting tutor who is a secondary subject or primary specialist. The tutor visits the trainee for a whole day each half term, to contribute to the training provided within the school and to ensure the trainee is making the best progress possible.
Our aim is that all our trainees become excellent teachers. Everything we do is focused on this. In each of the last 3 years, two-thirds of our trainees have been graded 'excellent' in the final assessment for QTS. Over 90% have been appointed to a teaching post in the school in which they trained or did a placement (a few take teaching posts in other schools).
Training with disabilities and other needs
Our course is designed to be flexible and responsive to individual needs. As a group of full-time trainees starts each term, trainees who aren't able to train on a full-time basis, or who become ill and need time off during the course, don't miss out on any training as they join in with the next group of trainees. Adapted tasks are available for students whose dyslexia makes it hard to write full essays for their assignments. Training day venues have wheelchair access, and cater for all dietary requirements. We ask trainees to let us know of any disability or other need, so that we and the partner schools can make appropriate arrangements.
Trainees who need a PGCE as well as QTS can add the academic award by registering with our partner Leeds Beckett University, and do the PGCE during their initial teacher training year or afterwards. As we do not have a compulsory integral PGCE we have great flexibility in meeting our trainees' individual training needs eg we can adapt coursework tasks for those who need individual arrangements, we don't have fixed coursework deadlines during the training, and our trainees can start the course when it suits them and their school during the academic year.
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