Durham's Initial Teacher Training Gets ‘Outstanding'!
(18 March 2011)
We are absolutely delighted that our recent Ofsted inspection has resulted in an ‘Outstanding' grading for all aspects of our ITT provision.
This is an exceptional result and shows the strengths that a research-intensive university like Durham has in the vital work of preparing new teachers.
Inspectors looked at all aspects of our primary and secondary teacher training provision. Clearly the report shows that the work of our students, partnership schools and university staff are all of exceptionally high quality. Professor Peter Tymms, Head of School of Education, said: ‘This is an excellent outcome and is the result of a truly magnificent team effort. Everyone concerned, students, schools and especially our own staff, are to be congratulated!'
Inspectors praised many features, such as the:
• very strong commitment and enthusiasm of trainees;
• high-quality training which prepares trainees to support pupils' all round achievement;
• high levels of commitment across the partnership and productive dialogue which leads to very effective support and high-quality training for the great majority of trainees.
Many very specific aspects were also singled out by inspectors for praise. These included the strong subject knowledge that trainees develop as a result of their university-based training and the very positive attitude of trainees to both the university- based and school-based components of their courses.
Dr Sue Beverton, Director of Initial Teacher Training in the School of Education, said ‘This is so very well deserved by all concerned. It makes me really proud to lead such a fantastic team. It is confirmation that we produce excellent teachers who go on to make a big impact in their chosen profession.'
In summary, the inspectors stated that;
‘Trainees feel very well supported in relation to both their professional
development and their personal needs. They are extremely confident that if an issue arose it would be dealt with quickly and effectively. This is echoed by school-based colleagues who were resoundingly positive about the timeliness and appropriateness of the provider's response if concerns regarding a trainee's progress were raised. The university has been flexible and sensitive in providing additional support for individuals as required, ensuring potential barriers to trainees' progress are overcome.'