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Promoting Quality in Teacher Education

Note of the meeting of the UCET Post 16 forum held on-line at 12 noon on Friday 16 October 2020

Welcome, introductions and minutes of the previous meeting

Colleagues were welcomed to the first meeting on the 2020/21 academic year. The note of the meeting held on 22 May 2020 was agreed. There were no matters arising not included elsewhere on the agenda.

Discussion

A range of issues was discussed, including:

An update from JNR on non-Post 16 related issues, including: cuts to bursaries for students on QTS programmes; ongoing UCET discussions with DfE and others about Covid 19 related issues; and the production by the sector of resources to support CCF implementation and student placements.

Covid 19, including: alternative (e.g. remote) ways to monitor and observe student teachers; the difficulty of securing placements; colleges no longer feeling able to support students; FE colleges increasingly recognising the value of bended learning approaches; particular issues relating to prison education; and the use of asynchronous teaching and delivery.

The risk assessment of student placements, including the use of ‘red, amber, green’ approaches; working in partnership with health authorities and others; and having regular meetings with individual students.

Recruitment to PCET ITE programmes, where recruitment (especially to pre-service) was reported to be buoyant, partly because of bursaries, although there was more of a mixed picture in regards part-time programmes and those delivered by partner colleges. Some applicants had applied because of being unable to secure places on QTS secondary programmes. Recruitment to apprenticeship routes would be helped if levels of bureaucracy were reduced.

The new OfSTED inspection framework, were inspections were scheduled to begin in January in spite of UCET calls for the new inspection framework to be delayed by 12-months. It was confirmed that the Core Content Framework (CCF) was only a requirement for QTS programmes, although PCET providers could use it if they thought it appropriate (e.g. to secure greater synergy across phases).

The grading and assessment of student teachers, with progress being monitored at regular stages, although lesson observations did not (subject to transitional arrangements) tend to now be graded.

Updates from Howard Pilot of the ETF who thanked the sector for its outstanding performance in extremely challenging circumstances. The updates covered:

ETF guidance on the DET, including mitigation strategies to be used only when necessary in the light of the Pandemic. These included: the 100 hours teaching experience requirements could now include a maximum of 15 ‘one-to-one’ sessions; and 2 of the required 8 observations could be ‘one-to-one’. All teaching practice and lesson observations could be carried out remotely. It was pointed out during the discussion that, although HEIs were able to exercise local discretion in what was technically an unregulated sector, student support regulations and OfSTED expectations meant that providers sometimes had little choice other than to follow the new guidance, even though it might (because of local lockdowns etc.) not be possible in all settings.

The review of the DET, which was generally thought to still be fit for purpose, albeit with optional content changes. The minimum core was being reviewed, with consideration being given to the place of digital skills instead of existing ICT expectations.

The establishment of the new FE support line to provide guidance, advice and support to teachers in the sector.

The Talent to Teach programme to give new graduates experience of the sector prior to possible enrollment on ITE programmes, which currently had 160 available places.

The planned publication of T Level support packages on 26 October, with subject-specific resources to follow.

The appointment of Charlotte Bonnar as ETF’s new Head of Sustainable Education in FE (it was agreed that Charlotte should be invited to attend the next meeting).

Andrew Dowell from the ETF spoke about the Society for Education & Training, where SET membership continued to be free of charge for ITE students. 800 new teachers had registered for QTLS assessments in the current year. An additional month’s grace had been allowed to give QTLS registrants to provide evidence of securing ITE qualifications. In answer to a question, it was confirmed that the date of programme completion (if recorded on qualification certificates) could be accepted by ETF instead of the date the certificate was actually awarded.

Mental health & well-being led by Angela Sanders and Teresa Carroll of the ETF, were key issues related to the workload of NQTs and pressures resulting from changes in roles. Approaches being taken reported by Post 16 forum members included: reducing the quantity of material expected of students, using results of verbal dialogue instead; the use of asynchronous delivery and tasks; using workload in ITE guidance produced by DfE; embedding mental health & well- being throughout ITE programmes; sharing relevant resources with partner organisations; having dedicated sessions on mental health & well-being; reducing paperwork, particularly in year 2; the utilisation of additional support workers being employed by some colleges; signposting students to university support services; helping students become resilient teachers; providing support networks for NQTs; and referring students to the Educational Support Partnership and the ETF’s new FE helpline.

An update from DfE colleagues on:

An expected White Paper, linked to spending review outcomes, to be published in the autumn that would, amongst other things, aim to facilitate the continued improvement in the quality of ITE provision.

The encouraging take-up of bursaries and in-service training grants, with the balance shifting towards the former because of current circumstances. 500 successful applications for bursaries and 30 for in-service grants had been received for 2020/21 to date, with resources still available to students commencing programmes up until January 2021. Funding for subsequent years was dependent on the outcome of the spending review.

Student support, where it was confirmed that pre-service and (provided course intensity rules were met) in-service students on ITE programmes were exempt from EQL restrictions. The eligibility of students on part-time programmes to support was being investigated, with some issues potentially resulting from the way programmes were coded by providers and partner colleges.

The £25k cost of registering with the Office for Students, which was felt to be unrealistic for some smaller partners. Developing franchise rather than validation arrangements might allow partners to be covered by existing HE registrations.

The establishment of a new Trailblazer group to review the teaching apprenticeship. The resulting changes to the apprenticeship might feed through into other teaching qualifications. UCET would be engaged in the process.

OfSTED PCET ITE inspections would be extended to cover more than just HE led provision.

Vice Chair of Post 16 forum

Russell Showbrook had tended his resignation as Vice Chair of the forum because of a change in work role. Russell was thanked for his excellent service. Nominations for a new Vice Chair would be invited soon. Anyone interested in the post were invited to contact James or Karen.

Items for information

The final 2020-2025 UCET strategy, summer UCET newsletter and details of the 3-4 November on-line UCET conference were noted.

Any other business

It was confirmed that ITE providers had flexibility to deliver ITE provision in ways they thought most appropriate, within the parameters of ETF, OfSTED and other guidance.

Date of next meeting

12 February 2021