Primary School Partnership Opportunities

The School of Education is renowned for its high-quality teaching and research, and is one of the principal teacher training providers in the UK. As one of the largest providers of Initial Teacher Education courses in London and the South East, we offer a range of routes into teaching via our BA, PGCE, School Direct and SCITT programmes. Furthermore, we provide a continuum of provision for teacher development, from support for early career teachers, to on-going professional learning for experienced teachers and leaders in education. In offering this continuum of provision, we are seeking to make a significant contribution to school improvement locally, regionally and nationally.

Primary Schools Partnerships

Pupil progress lies at the very heart of what we do. As a partnership we aim to inspire and support the next generation of teachers, so that they may fulfil their potential and positively impact all of the children they work with throughout their career. This ambition can only be achieved through collaboration between partnership schools and the university.

The University of Roehampton Schools Partnership encompasses a range of different types of schools across London and the surrounding counties. These include: local authority schools; academies; free schools; faith schools; independent schools and special schools. The schools we work with also reflect the culturally and ethnically diverse community surrounding the University. Student teachers benefit enormously from such varied school experiences and it is a key strength of our partnership.

Partnership Expectations

The University of Roehampton Schools Partnership expects the following from partnership schools:

  • A positive school ethos where student teachers are accepted and welcomed as temporary colleagues.
  • Commitment to ITE partnership and to provision of a quality experience for student teachers.
  • Evidence of good practice developing throughout the school and effective role models who can share their expertise in the curriculum and related areas with student teachers.
  • Structured opportunities for student teachers to plan, teach and assess in accordance with the university’s Block School Experience Requirements.
  • Regular observations of student teachers and feedback (both written and oral) on their impact on pupils’ progress and support with target setting.

Benefits of Working in Partnership 

There are many benefits to working with the University of Roehampton Schools Partnership:

  • Supporting our student teachers is an excellent way to talent-spot high quality NQTs through placements, access our internal advertisement systems and attend our annual NQT networking recruitment event.
  • NQTs starting their career in their placement school are already part of the school community, which is good for retention.
  • Student teachers can bring new energy and enthusiasm to a school, and can further support the development of high quality teaching through the implementation of innovative strategies and research-informed practice.
  • We offer Class Teacher Mentor training for all class teachers who host a University of Roehampton student teacher. The focus of this training is on supporting them with the essential skills of mentoring and coaching. Class Teacher Mentors also have access to online resources and direct support from Roehampton Mentors.
  • Access to our high quality Continuing Professional Development programme.
  • Teachers find having a trainee highly motivating. Feedback from our school partners indicates they find working as a mentor and receiving training from us a good form of professional development.

Primary School Partnership Strengths and Targets for 2020/21

(Extracted from Self Evaluation document and Improvement plan 2019/20)

Strenghts

Impact
• Progression in BA outcomes from year 2 to year 3 resulting in high quality NQTs.
• Significant increases in student confidence in preparing them to teach pupils with English as an Additional Language across all programmes as a result of more specialist input and staff CPD
• High levels of student satisfaction with the ways that the courses had prepared them to teach using a wide range of teaching methods
• Student teachers’ own teaching is very strong by the end of the course.

Implementation
• High quality tutoring which makes students feel well supported throughout the course and enables them to reach successful outcomes. This manifested itself in very positive feedback about how the courses have supported them during lockdown and prepared them for their NQT year despite the disruption
• Strong subject specialisms on BA course which facilitate students practice in the classroom identity with subject specialisms on the BA course
• Positive feedback from external examiners following discussions with students about how the taught course blended theory and practice in modelling pedagogy.
• Well-designed curriculum co-designed with partners
• Tutors subject expertise provides strong taught input on the course.

Leadership and Management
• Positive feedback from external examiners about how the course had taken steps to manage student workload.
• Strong CPD for Mentors (Mentor evaluations)
• Feedback from placement surveys

Targets

Outcomes
• Improve student confidence and competence with SEND
• Improve student confidence and competence in TS6 particularly in measuring, recording and reporting pupil
• Improve outcomes for male students drawing on research from Manchester Met University.

Quality of Education
• Improve use of student expertise from prior experience – fast tracking
• Support students with little or no prior experience of teaching in pre-and early course inputs
• Take actions to manage phonics inputs to increase student satisfaction and confidence
• Develop student confidence in teaching PE well, including pupils with SEND
• Improve some dissatisfaction with variability of quality of teaching on foundation subject inputs on the PGCE course in terms of EY inputs, the use of technology and subject knowledge development

Leadership and Management
• Ensure sharing of expertise with partners. Partner inputs on our curriculum and support schools using our subject expertise
• Successful implementation of the Core Content Framework.

Frequently Asked Questions 

If you are an existing University of Roehampton Partnership school, you should receive an email with an online link and information on all of our updates early in the summer term. Using this link you can register your school’s placement offers for 2021/22.  

If you are not already working with us, but are interested in becoming a University of Roehampton Partnership school, please contact a member of the Partnership Team (see details on Contacts page)- 

You can see the key contacts here.

Cohort Placement Dates Expectation of student teachers
BA Year 1 Wednesday 5 Jan - Friday 11 Feb 2022 Support Teacher

Working towards planning, teaching and evaluating 6-8 group activities and between 2-4 whole class or large group activities per week. Full participation in the life of the class and school.
BA Year 2

Part 1= Monday 8 Nov - Friday 3 Dec 2021

3 Assessment and Phonics days in March 2022

Part 2= Monday 18 April - Friday 13 May 2022

Sharing Teacher

Students initially focus on observing and working with groups, as a support teacher, and build up to leading whole class/group lessons.

Students return to the school for three days in March 2021 to focus on assessment, phonics and to prepare for Part 2, without any teaching expectation of the student.

Students work towards managing the class for two days in the final week as a sharing teacher, taking responsibility for the day-to-day management of the class and planning, teaching and assessing the children's learning.

BA Year 3

Wednesday 5 Jan - Friday 1 April 2022

Lead Teacher

Students begin by teaching whole class lessons in the role of sharing teacher. They work towards managing the planning, teaching and assessment of the whole class by week 5, as they step into the role of lead teacher, until the end of the placement.

PGCE

Placement 1

 

Initial visit: 21 & 22 October

Monday 1 Nov - Friday 17 Dec 2021

Assessment days on 9 - 11 February 2022

The aim of the visit day is for students to meet their teacher and class to prepare for the main placement.

Students initially focus on observing and working with groups, as a support teacher, and build up to leading whole class lessons. They work towards managing the class for two days in the final week as a sharing teacher.

Students return to the school for three days in February 2021 to focus on pupil progress and assessment. This involves focussed observations of the class teacher and children (including children’s work) without any teaching expectation of the student.

PGCE

Placement 2

Initial visit: 7 & 8 February 2022

Monday 7 March - Thursday 7 July 2022

The aim of the visit days is for students to meet their teacher and class to prepare for the main placement.

Students begin by teaching whole class lessons in the role of sharing teacher. They work towards managing the planning, teaching and assessment of the whole class by week 6, as they step into the role of lead teacher, until the end of the placement.

The payment packages for 2021/22 are: 

Cohort

Payment

BA Year 1

£175

BA Year 2

£250

BA Year 3

£400

PGCE Placement 1

£250

PGCE Placement 2

£400

 

When does Class Teacher Mentor (CTM) training run?

CTM training will run throughout the academic year, delivered via Zoom. Dates are currently being finalised for 2021/22 and will be shared directly with partner schools when placements are confirmed.

 

Yes. All students have a full, enhanced DBS disclosure and complete a thorough child protection/safeguarding course before going into school.

 

Feedback from Partnership Schools on their experience working with us

"This was our first year as training partners with Roehampton. We had 14 first year trainees who were well supported, were having outstanding training, were highly motivated and just fun to have around. They have made a significant positive impact on our academy."

Tim Mills
Headteacher, Angel Oak Academy

"We are very proud of our strong links with Roehampton. We have many PGCE and BA students who are always very well prepared and very knowledgeable about current issues in education, including their Safeguarding responsibilities. We are always very well supported and look forward to continuing to build an even stronger partnership in the future."

Kieran Gorman
Deputy Headteacher, St John's Walham Green Primary School

"Our mutually beneficial partnership with the University of Roehampton continues to go from strength to strength. We have supported a number of students, who gain an excellent grounding in the profession from their ITE experience at Roehampton. Roehampton's rigorous training ensures students are thoroughly prepared for life in school, which gives them the best possible opportunity to succeed in their careers. Additionally, our school staff have benefitted enormously from working alongside Roehampton staff and we are excited by the opportunities brought about by working with such an exceptional institution."

Jonathan Smith
Deputy Headteacher, Ridgeway Primary School

To support communications within Roehampton's school partnership network the university produces a monthly newsletter. Please follow the links below to view newsletters from the last year: