Student teachers studying at the University of Roehampton are some of the best trained in the country, according to feedback from recent graduates.
Posted: 1 November 2012
Feedback from the National Priorities Exit Survey  showed that 98 per cent of recent graduates  trained at Roehampton’s School of Education rated their overall training as either ‘good’ or ‘very good’, compared to a national average of 89 per cent across the sector.
Roehampton’s combined undergraduate and postgraduate ‘good’ and ‘very good’ ratings were significantly higher than the national ‘all sector’ scores across every question in the Survey, making Roehampton-trained teachers some of the most satisfied with their training in the country. Overall, across its Primary teacher training courses Roehampton scored ‘good’ or ‘very good’ at 90 per cent or above in eight out of the 11 Survey questions, and in Secondary the School was rated ‘good’ or ‘very good’ at 90 per cent or higher in four out of the six Survey questions.
Roehampton’s School of Education also significantly outperformed the sector average across the Government Priority areas of reading  and phonics , primary maths  and pupil behaviour  , making Roehampton-trained teachers well-placed to lead best-practice in these crucial areas. The recently-released Newly Qualified Teachers (NQT) Survey  confirmed Roehampton’s strengths in teacher training, with 95 per cent of Roehampton-trained Primary NQTs and 97 per cent of Roehampton-trained Secondary NQTs rating the overall quality of their training as either ‘good’ or ‘very good’, compared to sector averages of 89 per cent and 90 per cent respectively.
Such excellent results come as the School of Education welcomes a new Director, Professor Michael Day. Formerly Director of Teacher Supply and Training at the Teaching Agency, Professor Day brings to Roehampton a wealth of experience at the heart of national strategies for recruiting and training teachers in England. Professor Day said of the Survey results: "I would like to congratulate the staff in the School of Education, and in our partner schools, on this impressive achievement. It is the result of a lot of hard work by the university and by our schools working in partnership to deliver such high quality training to new teachers. It provides an ideal springboard to deepen our partnerships to deliver even higher quality training as we move into the new world of "School Direct".
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