1. Working in Partnership School Direct Primary Partnership Conference Friday 10 th May 2013

2. Schools Direct is an innovative new programme for people with some experience of working in schools in either a paid or voluntary position to become Primary Teaching Specialists. University of Leicester. Participants on the course will gain a full PGCE with Masters credits from University of Leicester. Training will be school based with the majority of time spent in a lead host school with a specialist mentor. Participants will be expected to spend time in two contrasting schools within Leicestershire and spend time teaching in all phases from Foundation to KS2. Achieving Highly Effective ITT Why the School Direct route?

3. The Structure HOST SCHOOLVISITING SCHOOLHOST SCHOOL AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 STUDENT Year 5/6 Year 3/4EYFSYear 1/2 40% Teaching Time Gathering Information and working with small groups and child study This is the students least preferred choice. 60% Teaching Time School Direct students experience all phases in relation to their preference Term 2 provides an experience in a different setting 80% Teaching Time Final term – requires maximum teaching experience – whole class Term 3 is the students preferred age phase. Throughout the year the students receive a balance of quality training provided by the PGCE programme at Leicester University and also training from the Alliance

4. Our Trainees and their Progress : Anne Joyce – Professional Tutor Rebecca Judson Rebecca Hockley Michelle Moore Meryl Horler Francesca Bell Lisa Gregory James Foster Hannah Turner Hannah Jacks Amy North Tom Hooley Sophie Flannagan Achieving Highly effective ITT

5. Why choose the University Of Leicester? An organisation with a reputation for first class ITT provision. The Maths university sessions have been really useful. The staff leading sessions have a superb subject knowledge, teamed with the experience of delivering objectives to children. The Phonics sessions were very useful and demonstrated the level of focus there currently is for phonics teaching. The sessions on Phonics and how phonics are taught were extremely useful and allowed me to build a base from which I can develop my knowledge of how phonics are taught and learnt in school. The Maths sessions were all useful, they provided me with an opportunity to develop my knowledge of how children learn maths, but also allowed me to develop a bank of resources that will help me to teach maths. I did enjoy the sessions led by Dr Gail Holliman and have consciously used many of the ideas that she suggested.

6. Recruitment: Applications are collated by the University and communication is key between the Recruitment team and Affinity. Interview: All School Direct candidates are involved in the traditional PGCE interview procedures – 2 Tests, Round Table discussion and formal Interview. School Direct Tutors and Headteachers have the opportunity to discuss the performance of candidates. External Examiners and Exam Boards: The University of Leicester is the accrediting board and will award the PGCE A Partnership…

7. Academic Input – Marking of all assignments: The students have to produce 3 assignments at Masters level. Support from the University help to guide and prepare our students for these. Moderation Visits: University staff work alongside the School Direct Professional Tutor to quality assure Lesson Observations and Grading of students. Course Leader Support: This has been invaluable, opportunity for School Direct course leaders to work and meet regularly with Sue Davis to ensure the best possible experience for our students and further development of the course. A Partnership…

8. Specialist Tutors: Quality lectures and training materials on all aspects of Education. The Alliance was able to select strands that would be beneficial for our students. Electronic access to ‘Black Board’: A University based VLE area. Access to Student Support: Library and ICT facilities and academic support A Partnership…

9. Distribution of Fees The course fees for the PGCE year will be £9,000 and this is distributed between Affinity and the University.2012-2013 Equal split of £4500 Affinity have used our funding for the following: ITT Professional Tutor: Mrs Anne Joyce Bespoke training from Alliance SLEs, Visiting Speakers and Headteachers IPads for each student Course Resources Educational Texts

10. 2013-2014 Currently in talks with the University on developing the course for the next cohort of 20 students. Areas to Consider… Strands of study provided by the University. During the first cohort there was some flexibility with modules selected for Affinity School Direct. However, in the second cohort the University now offer strands of study which need to be taken in their entirety. Broader CurriculumScience MathsLiteracy Wider Professional ContextProfessional Pedagogy Future Thinking and Commitment to Highly Effective ITT

11. A Changing Landscape The Future… Expectations from the DFE The White Paper, The Importance of Teaching, envisaged teaching schools as… “outstanding schools, which will take a leading responsibility for providing and quality assuring initial teacher training (ITT) in their area”. Teaching Schools … are at the heart of a self-improving school-led system. Over the next 2 years we expect that the expansion of School Direct will be led by teaching schools, with the aim that by 2015 each teaching school alliances would be training 50, 60 or more teachers a year. Michael Gove last month announced an extra £10 million for teaching schools (£33,000 for each alliance), specifically to help you lead the system in making ITT increasingly school-led, through School Direct and the expansion of school- centred provision.

12. A Changing Landscape How do we move forward? Identifying provision which identifies the Governments requirements of a more school based training programme - Developing further links with the University of Leicester Develop closer links with ‘Like Minded’ Teaching Schools to develop a school Based experience that reflects current developments and practice Consider specialist teaching to raise standards and expertise of staff Continue to work in partnership with the University to ensure that the academic rigour of our programme is such that we can enable our trainees to submit for Masters accreditation.

13. Any Questions