Independent Schools Graduate Teacher Programme

STTORMM works with schools in the independent sector to provide the Graduate Teacher Programme (GTP). There are some minor differences from the information which is offered elsewhere on this site to schools in the maintained sector. This information for independent schools and applicants is for Graduate Teacher Programme places, and is in FAQ format.

What is STTORMM’s role as an Accredited Employment-based ITT provider?

STTORMM offers fully-funded, supernumerary GTP training places to maintained schools within its partner local authorities: Salford, Tameside, Trafford, Oldham, Rochdale and Manchester. In the independent sector, it provides self-funded places to schools. Salary grants and training grants are not available to independent schools either from STTORMM or from the Training and Development Agency for Schools (TDA)

Why work with STTORMM?

STTORMM is a successful training partnership of schools, local authorities and the Institute of Education, Manchester Metropolitan University. It is able to draw on expertise across a range of children’s services, phases and sectors, as well as the knowledge capital provided by Manchester’s Urban Education Centre and the Institute’s Social and Educational Research Centre. Access to MMU’s library service, e-learning facility and Post-graduate awards is available for Graduate Teachers and school-based mentors. Since 2002, STTORMM has delivered employment-based training with more than 300 trainees who have successfully achieved QTS. A dedicated management support and advisory office oversees the operation of STTORMM in schools and the local authorities. This is linked to employment-based administrative support for MMU tutors within the Institute of Education.

Is entry to the GTP automatic?

No. All self-funded places are offered on the basis of the independent school meeting the STTORMM requirements for training on the GTP and candidates successfully undergoing the STTORMM selection process based on suitability for teaching, content of degree study and appropriate experience working with young people. Schools will be evaluated on a range of criteria including experience in ITT partnership, recent Ofsted or ISI performance, previous employment-based experience, strengths of subject and phase departments, and the quality of school-based mentor support.

In which subjects and phases does STTORMM provide support?

Training must take place across two consecutive Key Stages. In primary, training can be either in Foundation Stage & Key Stage One or in Key Stages One & Two. In secondary, training can be located in either Key Stages Three & Four or in Key Stages Four & Five. It is not possible to follow a Key Stage Two & Three programme.

Usually there is capacity to support GTP in National Curriculum subjects and others including English, Maths, Science, ICT, Modern Foreign Languages (MFL), Design & Technology, Music, RE, Social Science, Physical Education, Drama, Business Studies, Art & Design, History, Geography and Citizenship.

What should candidates be teaching?

Ideally, candidates should be employed as supernumerary to the teaching staff in order to allow their gradual introduction to teaching and to facilitate periods of time away, e.g. on courses, in second school placements, or in transition settings. Schools may wish to propose arrangements which will limit the proportion of time for which GTs are timetabled during the training period.

Towards the end of their training period, a GT’s teaching commitment must not exceed 70% of a normal teacher’s timetable (i.e. up to 16 hours). During the programme, teaching must encompass two consecutive Key Stages. It must allow for the full ability range of students to be taught and for GTs to gain pastoral experience.

For those qualifying to teach the Foundation Stage and Key Stage One:

For the Foundation Stage, the aims, principles, six areas of learning and early learning goals described in QCA/DfES Curriculum Guidance, and for Reception children, the methods & expectations in the National Literacy & Numeracy Strategy Frameworks, must be taught (QTS Standards 2.1a and 3.3.2a).

For Key Stage One, GTs must teach all three core subjects (English, Maths and Science including the Numeracy and Literacy Strategies) and across a range of the Foundation subjects (history or geography, PE, ICT, Art or Design and Technology and Performing Arts, plus they must be at least aware of Religious Education.

For those qualifying to teach Key Stages One & Two:

GTs must teach as Key Stage One above for each of Key Stages One & Two.

For those qualifying to teach Key Stages Three & Four:

For Key Stage Three, GTs must teach their specialist subject using the National Curriculum, relevant National Frameworks and the cross-curricular elements set out in the National Strategy for Key Stage Three. Those teaching English, Maths, Science or ICT must be aware of and use their subject-specific National Strategy.

For Key Stage Four, GTs must teach their specialist subject using the relevant National Curriculum Programme of Study or programmes specified for national qualifications (e.g. GCSE and GNVQ).

For those qualifying to teach 14-19:

For Key Stage Four and Post-16, GTs must teach their specialist subject using the relevant National Curriculum Programme of Study, or programmes specified for national qualifications (e.g. GCSE and GNVQ; A level or vocational equivalent). Post 16, GTs must also understand and promote opportunities for pupils to develop the Key Skills.

How long is training?

For Graduate Teachers who are new to teaching and employed full-time in a school, GTP training will take 3 terms or one academic year. GTs who have already completed other teaching qualifications (e.g. in post-compulsory), or have considerable teaching experience, may complete within a shorter time. The minimum permissible training period for the GTP is one term.

How is the programme structured?

An Individual Training Plan will be produced by school mentors (in liaison with STTORMM) for each successfully interviewed Graduate Teacher. This will take into account individual needs and school-based support during the training period. In addition, GTs will normally be expected to attend a series of central training sessions at MMU (‘full package’). Central training currently consists of 24 hours of seminars which is divided into subject and general professional work in the secondary phase. It is frontloaded, particularly for secondary subject work, which takes place almost exclusively in the first half of the Autumn Term (Term 1). A ‘quality assurance only’ package without central training is available to experienced GTs working in schools with considerable experience and expertise in ITT.

An Institute of Education tutor will visit the GT twice each term to monitor progress and assist in preparing the trainee for QTS assessment which will be conducted at the end of the training period by a STTORMM assessor.

Is financial support available? Are there any costs?

Candidates from Independent schools who apply for a place on the GTP do not qualify for TDA funding - individual costs have to be met by the school. This is approximately £4000 per GT on a 3 term programme and covers both provider costs and school training costs. The TDA will, however, cover the costs of final assessment.

We already train PGCE trainees – is the GTP different?

Both PGCE trainees and those on the GTP have to provide evidence that they meet all of the QTS standards. PGCE trainees spend one third of their year at a higher education institution and the remainder in two schools. Graduate teachers spend most of their training time in schools. The GTP is tailored to the needs of an individual working in the school context. Successful Graduate Teachers gain QTS alone, rather than a university award with QTS.

Must our candidate have teaching experience in a second school?

Yes. This is a QTS Requirement. Trainees must have substantial second school

experience; this is normally six weeks in length (and not less than four for those on shortened programmes) and has to be arranged by the lead school. The second school should be able to offer observation and teaching in the trainee’s specialist subject or phase, which will complement experiences in the lead school. The second school has to be a state maintained school. Significant teaching must occur together with access to areas not always available in the lead school (e.g. English as an Additional Language pupils, Gifted & Talented pupils, Special Educational Needs pupils, use of ICT in lessons, teaching both boys and girls).

Can a school in ‘special measures’ or on ‘notice to improve’ put forward a candidate for the GTP?

School designated by OFSTED or ISI to be in “Special Measures” cannot be partners in GTP training. Schools on ‘notice to improve’ may be able to offer GTP training in some departments, subject to approval by STTORMM.

What are the responsibilities of the lead school?

The lead school will:

• Engage in a formal Partnership to jointly train and prepare a GT for success in achieving QTS.
• Ideally, employ the GT in a supernumerary capacity; if not, they must have a timetabled teaching load of up to 70% of a normal teacher.
• Implement and support the Individual Training Plan and its school-based activities.
• Provide opportunities for the GT to work with students of all abilities and backgrounds.
• Facilitate GTs to attend the centrally run training at MMU.
• Nominate school mentors who must attend the Stage 1 & 2 training at STTORMM.
• Ensure that GTs teach in two consecutive Key Stages in order to qualify for QTS.

What are the responsibilities of the Graduate Teacher?

The Graduate Teacher will:

• Be a committed member of the school staff team.
• Engage in an Individual Training Plan.
• Respond to interim targets agreed with school mentors and STTORMM tutors.
• Attend courses and placements as agreed by STTORMM.
• Develop a portfolio of knowledge and good practice which evidences the QTS standards.

What are the next steps?

• Study GTP information on the TDA website: www.tda.gov.uk and the STTORMM website: www.sttormm.co.uk
• Obtain a free copy of the QTS Standards and associated Handbook of Guidance
• from the TDA Publication Line Tel 0845 6060 323.
• Download an application form from the STTORMM website which enables school and candidate to make joint application.

Further enquiries should be e-mailed to james.stewart@sttormm.co.uk. There is no deadline for unfunded applications; arrangements for recruitment and selection will vary according to the date of submission and may or may not run alongside those detailed in the STTORMM Diary. STTORMM is usually (though not always) able to be flexible around start dates.