School-centred teacher training has become increasingly popular in recent years, and the Pennine Lancashire SCITT has been an integral part of this expansion in provision since being set up in 2013. Training with the PL SCITT means that you will be in a school right from the beginning of term in September, meeting the classes that you will be teaching over the course of your training year.
Trainees are able to visit schools in the summer term prior to their course starting, allowing them to feel more confident and secure when the course begins. Trainees tell us that this gives them a sense of belonging, and that they feel more like a real member of staff at the school rather than just a trainee.
The core of our partnership comprises four schools, all with many years’ experience in training teachers: Alder Grange School, Rawtenstall (the lead school); The Hollins, Accrington; Marsden Heights Community College, Nelson; and Ribblesdale School, Clitheroe. These schools joined together in partnership for the SCITT with the aim of recruiting quality teachers to our schools, and it has been pleasing to see so many of our trainees secure jobs in our partnership schools and other schools nearby.
We were inspected by Ofsted last year, being judged ‘Good’, and the outcomes were very positive indeed. Our partnership has remained quite small (deliberately so), and in this way we are able to provide a more personalised experience for trainees. This was recognised by the inspection team, who were impressed with the level of pastoral care given to our trainees, describing it as ‘exemplary’.
The inspection team also commented on our clear vision that provides our trainees with a holistic experience of education. All aspects of our programme are rooted in the philosophy of the development of the whole child, meaning that trainees are well prepared to enable their pupils to learn effectively. However, we also understand that sound subject knowledge is vital for good teaching and the importance of this is reflected in the careful design of our programme, which has subject pedagogical knowledge at its core.
The Training Programme
Our course is built on the foundations of a knowledge-rich curriculum; we have a clear understanding of the importance of subject-specific training, depth of subject knowledge and sound classroom management skills to successful teaching. The course is carefully planned and structured to equip trainees with the skills they need in behaviour management so that they can lead with confidence in the classroom.
The 38-week programme leads to Qualified Teacher Status and works alongside the Manchester Metropolitan University for the award of PGCE (60 M-Level credits). Several training days during the year will be held at the MMU campus in Manchester, giving our trainees access to all of the University’s facilities.
In addition to this core framework, our programme has several unique features. The child development strand encompasses experience of the full chronological range of education; experience in Early Years (EYFS) settings and primary schools through to post-16 experience, alongside visits to a Pupil Referral Unit and Special School. Our Professional Studies Programme allows you to choose minor specialisms in Special Education or Positive Behaviour Management. It features strands on the National Priorities of Literacy (and phonics) and numeracy.
Throughout you will have an attachment to a home school, working directly with an experienced Subject Coach, and to an outstanding practitioner in a contrasting placement.
“Having first joined Alder Grange Community & Technology School in 2001 as a Design and Technology Teacher, I took on the role as School Co-ordinator for AfL in 2009. Since then, I have worked with LEA National Strategy Consultants for AfL to develop a coaching programme through paired lesson observations to embed and enhance AfL throughout school. I have developed and delivered staff inset on AfL and other aspects of teaching and learning at both curriculum leaders and whole staff meeting forums on a routine basis. From the work initiated by these insets and training given to the ITTs in school, I have worked with Edge Hill University in the delivery of presentations to all PGCE trainees.
As Link Tutor I am responsible for ensuring the consistency of assessment judgements across the partnership and for intervention work with trainees as and when needed.”
“I joined the Senior Leadership Team at Marsden Heights Community College in 2015, having been a Head of Faculty for 8 years and Professional Mentor/ITT school lead for 6 years. I have been the School Lead and member of the strategic Board for the Pennine Lancashire SCITT since its inception in 2011-12. I have held the same role in the Pennine Lancashire School Direct partnership over the same period and have now assumed the Executive Lead role for the partnership. As part of this role, I have collaborated with 3 other schools to design and implement a SCITT training programme and a School Direct programme with 6 other schools and a Higher Education Institution. I am able to support Schools who are thinking of becoming involved in the School Led ITT training routes and also those who may be already involved. I have been teaching in the Secondary phase for over 20 years and have previously held pastoral leadership roles as well as leading academic teams and ITT.”
Places are within our Teaching Alliance, and placements will be at one of the following schools: