Seminar/workshop
Marva Rollins
Leon Kuforiji
Rachel McGreal
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Raynham’s context, experience and rationale
for ITT.
Experiences of trainees
Share participants experiences
Recommendations for schools, LAs and policy
makers/changers at National level.
Ethnicity
Black - Somali
Turkish
Black Caribbean
White Eastern European
Other Black African
Black - Ghanaian
Bangladeshi
Sri Lankan Tamil
White - English
Turkish Cypriot
Black - Nigerian
Other Asian
White and Black Caribbean
Albanian
Indian
Black - Congolese
Any Other Mixed Background
Black and Any Other Ethnic Group
Other Black
Afghan
Asian and Any Other Ethnic Group
Kurdish
Other White British
Arab Other
Gypsy / Roma
Moroccan
Vietnamese
Asian and Black
Black European
Other Pakistani
Portuguese
White and Any Other Asian Background
White and Black African
White Other
African Asian
Egyptian
Filipino
Greek Cypriot
Iraqi
Other Ethnic Group
Refused
White and Any Other Ethnic Group
Black - Angolan
Chinese and Any Other Ethnic Group
Greek
Iranian
Italian
Kosovan
Latin/ South/ Central American
Lebanese
Serbian
White Western European
School’s profile – all major deprivation
features
 Historical issues with recruiting teachers
 Response “Grow our own”
 Need teachers who understand our
commitment to meeting the needs of children
“Schools cannot reverse poverty directly, but
they can reduce its impact on children’s life
chances.”
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‘Narrowing the Gap – Giving every child the chance to succeed’
www.oxfordprimary.co.uk
Great schools (all schools) need Great Teachers
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Participants share contexts
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Issues of recruitment and retention
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No of teachers – 16 GTP/OTT, 8 PGCE
placements
Greater stability
Clear understanding of the school’s ethos
Commitment – putting back – know needs of
the area
Starting point at least ‘Good’ – leadership
know this.
Have been part of on-going CPD
Planning with year groups
Limited external appointments
Staff Ethnicity
White - English
Black Caribbean
Turkish Cypriot
White And Black African
Black - Somali
Indian
Greek/Greek Cypriot
Other Ethnic Group
Turkish
White - Irish
Black - Ghanaian
Italian
Other Asian
Other Black African
Sri Lankan Other
White And Indian
White Eastern European
Albanian
Asian And Black
Bangladeshi
Black - Congolese
Black - Sierra Leonian
Kosovan
Kurdish
Other Pakistani
Refused
White - Scottish
White And Any Other Asian Background
White Other
White Western European
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Deputy Head – lead on trainees and NQTS
Dedicated Mentor – only role x 2 days
Responsible for knowing QTS standards/National
Curriculum
Ensuring teachers/students knows standards
Liaise with class teachers/whole school overview
programme
Co-ordinates support + other school placements
Liaise with universities re placements and
observations by tutors,
induction of students with Head’s PA
Mentoring students through an action plan designed
to help them meet their targets and collect evidence
against the standards
Support for class teachers/joint observations with the
them
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Class teacher –supporting students/pupil
learning
Specialist advice/or observation by subject
leaders, SENco, Phonics co-ordinators, Child
Protection Officer
Head’s PA – ensuring students meet all
professional requirements, H&S, child
protection issues
Monitoring of approach by Deputy Head
through Appraisal
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Middlesex University – GTPs and PGCE
Range of London Universities - PGCE
Gloucester University – Urban placements
Schools Direct – Bowes Alliance
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Greater involvement in the process
Selection, interviewing, appointing
Skills test completed before start of
programme
September start
On-site training across the partnership
Expectation of employment – decided to
share expectation across the schools in
Alliance – address needs for NQTs in summer
term
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Development of strong partnerships
Share expertise
Alliance can address concerns from either
schools or trainees
Dependent on quality of support from
schools/teachers
Skills tests – good teachers?
Maybe more areas for improvement – but
stayed close to GTP model for first year
From your experiences :
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Strengths
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Areas needing further consideration
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Rachel and Leon
What do each of the below need to do to
enhance teacher training, recruitment and
retention (50% of teachers leave within 5 years
+ increase in number of pupils in some areas)
 Schools
 LA
 National