Primary ITE: Key headlines from self evaluation in 2012/13

Achievement of the Teachers’ Standards

• Overall, the proportion of Primary students graded at least ‘good’ has increased in 2012/13

PGCE and BA

Attainment by under-represented groups

• Female students tend to attain higher grades than male students (particularly on the PGCE):

• White students tend to attain higher grades than students from other groups (however, small numbers skew data):

Attainment by under-represented groups

PGCE and BA

Attainment by under-represented groups

PGCE and BA

• Similar proportions of disabled and non-disabled students gain the highest grades; however, disabled students are more likely to withdraw/intermit

• Overall, the retention of Primary students has improved over the last 3 years

Retention (Year 1 students)

18-24 years

25-34 years

35-44 years

45-54 years

Total

67% 24% 7% 2% 347

Profile of cohort (Year 1 students in 2012/13)

Majority ethnic

Minority ethnic

Total

94% 5% 347

No disability

Disability declared

Total

92% 8% 347

Male Female Total

17% 83% 347

Age profile is similar over the last 3 years

Ethnicity profile is similar over the last 3 years

Proportion of disabled students has increased slightly over the last 3 years

Proportion of male students has increased slightly over the last 3 years

• Students continue to rate their placement experiences very highly overall

End of placement evaluations – positive feedback

2012/13 Final placement

2011/12 Final placement

Overall, the quality of my placement experience was very good 93% 100%

The University’s course briefings and handbook guidance supported my preparation for the placement

96% 95%

I received helpful verbal and written feedback from my Placement Tutor following formal observations / visits

97% 99%

My University Placement Tutor looked at, commented on and advised me about my planning and assessment files / documentation and enabled me to identify areas to improve my practice against the Standards

96% 97%

The school's induction process was comprehensive and helped me become acquainted with policies and procedures

96% 100%

I was given the opportunity to develop my teaching competences as appropriate to the placement and as detailed in the school experience handbook

94% 100%

% who Strongly agree or Agree with statements

• New software and evaluation processes enabled quicker analysis of data, thereby facilitating more targeted support for school where needed

End of placement evaluations – areas for development?

2012/13 Final placement

2011/12 Final placement

I received helpful verbal and written feedback from my mentor following formal observations.

93% 99%

My school mentor looked at, commented on and advised me about my planning and assessment files at least every 10 working days.

78% 91%

The mentoring process enabled me to identify areas for further development and take appropriate action to improve my practice against the Standards [includes advice and commentary on Action Plans].

88% 100%

I was able to observe outstanding practice. 89% 94%

End of programme evaluations 2012/13

Aspects of programme which are rated most highly:

Use a range of teaching methods that promote pupils’ learning (89%)

Use new technology more effectively to support learning (88%)

Helping them to understand subject knowledge (89%)

Helping them to understand pedagogy (90%)

Overall quality of training = 91% (95% 2011/12)

% who rate aspects of training as Very good or Good

Work with teaching colleagues as part of a team (89%)

Preparing them to teach primary mathematics (94%)

Areas for development? (however, note improvement in most cases over the last 3 years):

Preparing them to teach pupils:

•From minority ethnic backgrounds (65%) [56% 2010/11]

•With English as an additional language (71%) [49% 2010/11]

•With special educational needs (71%) [63% 2010/11]

Preparing them to teach reading, including phonics and comprehension (81%)[77% 2010/11]

End of programme evaluations 2012/13

Preparing them to work with teaching assistants to achieve objectives (79%)[91% 2011/12]

NQT Survey 2013

Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G

Aspects of training which are rated most highly:

Question UoB Sector

Overall quality of training 95% 90%

Teach specialist subject 82% 75%

Using new technology to support learning

78% 75%

Achieve progression for pupils 83% 78%

Teach across the range of abilities 86% 81%

Work with teaching colleagues as part of a team

92% 85%

Communicate with parents/carers 67% 64%

Assess robustness of educational research

73% 67%

Apply findings from educational research

73% 69%

NQT Survey 2013

Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G

Areas for development:

Question UoB Sector

Understand the national curriculum 80% 83%

Teach pupils from BME backgrounds 48% 64%

Establish and maintain a good standard of behaviour

78% 83%

Assess pupils’ progress 60% 68%

Teach pupils with SEN 63% 68%

Teach pupils with EAL 47% 59%

Teach language comprehension 63% 67%

Teach systematic synthetic phonics 71% 76%

Use data to support learning 41% 54%

Record and report pupils’ progress 51% 59%

• UoB graduates are more likely to be employed as a teacher than elsewhere in sector

NCTL Performance Profiles 2013

PGCE Primary

2011UoB

2012UoB

2013UoB

2013Sector

Awarded QTS

82% 91% 97% 91%

Employed as a teacher

84% 76% 89% 84%

BA Primary

2011UoB

2012UoB

2013UoB

2013Sector

Awarded QTS

88% 94% 89% 90%

Employed as a teacher

74% 79% 83% 79%

NB – data relate to students who graduated in 2011/12

University of Brighton survey of former students (NQTs) and headteachers

93%

Headteachers

NQTs

Manage behaviour effectively

How well prepared to …

72%

79% 61%Make accurate and productive use of assessment

83% 69%Cater for the needs of all pupils

56% 43%Specifically, pupils with EAL

76% 61%Specifically, pupils with SEN/D

95% Overall 83%

% who rate aspects of training as Very good or Good

90% Teach mathematics 89%

62%Teaching systematic synthetic phonics 62%

93% Teach English 74%