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e-Qualitas Initial Teacher Training curriculum is led by subject-specific leads; the cohort of trainees for Primary Education are led by a team of three who are focussed on English, Primary and Phonics respectively. Shanti Chahal is our SCITT’s  Subject Lead for Primary English.

Shanti has worked in teaching both Secondary and Primary education, as an English subject lead and curriculum-developer.

As Primary English Subject Lead, Shanti works with e-Qualitas’ trainees within our Primary cohort on the Schools Direct and Teaching Apprenticeship Programmes. In addition to this, Shanti supports e-Qualitas in developing its Primary ITT curriculum.

Here is our interview with Shanti, offering an insight into her background and experience in schools:

(e-Q) What is your background prior to joining e-Qualitas?

At university I studied microbiology, so completely different to my work now! I became a Science Teacher, after spending time working in a hospital. I studied for my master’s degree in educational leadership whilst leading science at a school in Medway. After that I returned to London to work in English leadership as well as teaching. I worked then for Academy’s Enterprise Trust, who are a large MAT and a the specialist leader for English. This entailed delivering training, designing curricula and working with different schools across the Trust; as well as day-to-day teaching, leading English within the Trust.

I am passionate about writing, so I have completed lots of work around writing for pleasure. I’ve done some work with the CLP around reading for pleasure and really pushing excitement and enjoyment of reading. I find this a particularly relevant subject post pandemic.

Would you say your passion for reading brought you to your current role?

Yes, certainly. When I first started teaching, I led science because it made sense with my degree… but I am someone who reads constantly for pleasure. English is my real passion. When you’re leading this subject, but also as a teacher, you must have an interest in children’s literature and knowing what the children are talking about, to give them advice around the subject.

What do you enjoy about educating the educators of the future?

I think it’s exciting to work with teachers early in their careers because they have an infectious enthusiasm and excitement; they really come in passionate and wanting to make a difference in the classroom. Whether you’ve been teaching for five years or ten years, when you’re working with trainees, that enthusiasm rubs off on you. Trainees and new teachers have great ideas; a new cohort will always bring something different that you haven’t seen before into the classroom.

How much importance do you feel wider subject knowledge has in teaching a subject’s curriculum?

I think it’s incredibly important. Within the context of a subject, how to teach spelling rules and how to embed different elements of grammar and comprehension, wider subject knowledge is  always vital. Additionally  you need the overall context of what you are teaching to understand how it fits in to everything else a student is learning, in order to teach children about why it’s important. Ultiimately you need the children to understand how they’re going to use their reading skills in the future and why reading is so important for their life chances. Framing reading and writing in exactly that way is so important. A teacher needs  that understanding to help them to become really passionate about the subject. I think even if it’s things like having a good knowledge of children’s literature, having that understanding as a teacher enables them to steer them towards specific books, which might be the first book they read, which might enable them to fall in love with reading.

I think reading is a gateway to other subjects and I think that’s the something really important to teach children. Beyond the mechanics of phonics and reading fluency, reading is all about how to gain information from a text. This enables children to gain understanding and values and to explore different worlds.

What do you consider essential qualities in a good teacher?

I think compassion towards children is essential. Teachers need to be like therapists and social workers and listen to  the children. You must be that adult who is consistent and who’s always there for them. So compassion for the children is important, but also compassion for yourself. I think trainee teachers especially are often quite hard on themselves and can hold themselves to quite high standards. So compassion for yourself and understanding when you need a break is important so that you can support the children to make the best progress.

I think willingness to learn and develop is important too. One must be willing to look at different research and move forward and develop different skills, because we’re always learning. Everything is always changing. If you look at like edtech, for example, which in the time that I’ve been teaching has just changed so much. So, I think that willingness to learn is vital.

Patience with the children and also with yourself is essential, because you’re not going to be an perfect at everything straight away. It takes time and that dedication and constant work.

Which areas of Primary English could be most challenging for trainee teachers?

There are a lot of different ways to teach children how to construct sentences and how to build vocabulary. All those things will come. But you need that first instance, where children become excited to learn. Developing a culture within your classroom where children want to be readers and writers and to explore different books. Creating an environment in which children want to show you their writing, to develop it and learn from it themselves. I think that kind of intrinsic motivation is probably the most challenging aspect.

How did your own teachers inspire you?

I can think of of two teachers in particular who were both very fun, they built a good relationship with the class. I can particularly remember that I would really enjoy their lessons.

One of the two would go off on some ridiculous tangents that I still remember today. I think she taught me philosophy and she asked the whole class questions like ‘what happens when we run out of space for/graveyards?’; that’s such a good question! I was about 17 at the time. She was great, she was really fun.

The other teacher taught me English when I was doing my GCSE and she taught our class ‘To Kill a Mockingbird’. It was great because she’d grown up in the American South; so as we were reading this book  – which I’d already read and I already loved – she would pause and give us this great extra information about the context or how it related to what she’d experienced growing up in Alabama. She’d also talk to us about the author (Harper Lee) and her relationships with other people of that time. She had a fantastic wealth of knowledge.

What are you looking forward to about the start of the academic year?

I’m really looking forward to meeting the trainees and starting to build those relationships. The e-Qualitas team and I have put a great deal of time and effort and into our ITT curriculum, making it evidence based and impactful. I am really looking forward to seeing the curriculum go out and having an impact in classrooms. I’m also looking forward to working with the mentors and supporting trainees in schools.

I’m looking forward to seeing the progress that the trainees make through the year, because it’s always so lovely to see when trainee teachers suddenly become confident teachers and have that presence in the classroom.

 

With September approaching we are looking forward to welcoming a new cohort of trainees to our Initial Teacher Training (ITT) programmes.

e-Qualitas’ ITT Partnership Manager James Fazzani shares a round-up of the key discounts and benefits available to trainees enrolled on the Teaching Apprenticeship and Schools Direct programmes.

As we look ahead to the new Academic year, I know that our September 2022 cohort will be excited to begin their teaching training. A teacher training year is a rewarding experience, not least because it leads to Qualified Teacher Status and often directly to a role within education.

In addition to this, I am pleased to let trainees know that they are also eligible to receive multiple perks, benefits and discounts while they work towards their QTS…

Totum Pro

e-Qualitas Trainees are eligible to sign up for TOTUM PRO membership, enabling them to receive a wide range of discounts – with 350+ brands offering significant savings.

All offers available to TOTUM PRO members can be found in the PRO category at TOTUM.COM. Please see https://www.totum.com/se/student-discount/cat/totum-pro to sign up and access discounts.

e-Qualitas have been created by the National Union of Students (NUS), and so the money we raised by the discount card helps to fund the National Society for Apprentices, which will serve to represent our trainees’ needs and those of all vocational learners.

Trainline Rail Card

The Trainline Rail Card provides trainees with a Trainline Digital Railcard enabling them to receive 33% off off the price of  train tickets during their Teacher Training.

Trainees living in London Boroughs can also receive a 30% discount on TfL transport journeys with an Apprentice Oyster Card (more info at tfl.gov.uk)

Additional Support

Trainees who are receiving any existing benefits (mental health support etc) may also also eligible to receive support during their training – the following gov.uk document provides additional information: www.e-Qualitas.co.uk/apprenticeship-support

I hope that this information will come in handy to all of our new cohort during the months ahead. On behalf of the whole e-Qualitas team, I wish new trainees all the best as they prepare to begin their ITT programmes.

If you’re a current e-Qualitas trainee and have any questions regarding your ITT, or any of the information in this article, contact our team using info@e-Qualitas.co.uk

e-Qualitas are pleased to introduce Charlotte Fell, who joins us for the new academic year as maths Subject Lead.

Charlotte is an experienced educationalist, who has worked extensively in teaching Secondary maths, as well as delivering Initial Teacher Training to school-based trainees.

As maths Subject Lead, Charlotte will work directly with e-Qualitas’ trainees as they work towards their maths QTS on the Schools Direct and Teaching Apprenticeship Programmes. Additionally, Charlotte will be supporting e-Qualitas in the development of its curriculum for maths ITT.

We caught up with Charlotte for a Q and A session, offering an insight into her background, experience in ITT and schools, as well as her thoughts and values around education as whole:

(e-Q) What is your background prior to joining e-Qualitas?

(CF) My degree is in Intelligent Systems, which is maths, Computing and Psychology; this led me directly to a career in secondary maths teaching. I spent eighteen years teaching students from year 7 up to further maths A-Level, with 9 years as a Head of Department. As Head of maths, my department was successful in increasing the number of students taking the subject at A-level –achieving consistently high grades. I have written and run masterclasses for the Royal Institution, and I’ve always been driven by the goal of increasing the popularity of maths in schools. More recently I co-founded a successful national maths and physics SCITT (School Centred Initial Teacher Training).

Alongside this I completed a 2-year master’s degree in Teacher Education at the University of Oxford, which I really enjoyed. My dissertation was focussed on mentoring and the relationships between trainees, mentors and teacher educators.

What drew you to your role with e-Qualitas?

It is well documented that there has been a shortage of mathematics teachers in the UK and I strongly believe in education as a means of social justice; my role at e-Qualitas really ties those factors together, as my job helps to fulfil the shortage of mathematics teaches who are so fundamental to secondary education.

I genuinely find it interesting to work with trainees, learning about their motivations for getting into teaching. That is inspiring and motivating to me, as trainees bring new ideas and perspectives. Joining e-Qualitas provides an arena for me to use my skills in training aspiring teachers, while enjoying these aspects of ITT that are so rewarding. e-Qualitas is a well-established community of teacher educators, which I am really excited to be a member of.

What do you enjoy about educating the educators of the future?

Educating teachers, specifically in maths, is important in ensuring that everyone has an equal opportunity at school. Something I would like to challenge is when it seems to be socially acceptable for adults to say they either don’t like maths, or that they are rubbish at it. I can recall hearing parents offer these as reasons not to help their children with their maths homework in the past. I think it would be a positive step to eradicate that in the future; this is something I talk to my trainees about. Adults often talk about a fear of maths, drawing on their own experience of education. This is something that specifically maths teachers must deal with. My goal is to educate my teachers to make their classroom a place where everyone feels happy to discuss ideas and volunteer answers, where it doesn’t matter if their answer isn’t correct first time.

Do you think maths presents any other subject-specific challenges like this?

Mathematics is one of the few subjects that appears on the news; In 2015, for example, there was a GCSE question (about Hannah and her sweets) and it made the national news, with a great deal of discussion around it across social media.  Maths is a really loaded subject, which is something trainee teachers need to be aware of.

How much importance do you feel wider subject knowledge has in teaching a subject’s curriculum?

The skills a student learns in maths are highly transferrable to other subjects, the workplace and adult-life in general. The ability to assimilate information for use elsewhere to problem solve – by making links with information – is relevant in so many different situations. Showing your ability to grasp an abstract concept and to apply rules to it to work to a solution is a good skill to have, which a good maths teacher can develop in their students.

What do you consider essential qualities in a good teacher?

Enjoyment is essential for a good teacher: it is essential that they enjoy their subject and that they enjoy working with their students. I strongly agree with e-Qualitas’ Curriculum Intent that intellectual curiosity is a vital quality in an educator; they should want to learn and always ask questions. Alongside this, I would say that a high level of emotional intelligence is equally important, and an intellectual curiosity to continually develop this. A teacher should be reflective, stepping back and looking objectively at their work – with a view to continually improve their teaching.

Which areas of maths could be most challenging for trainee teachers?

Teaching maths for your students’ wider understanding is something that trainee teachers must grasp from the start. While there can be value to teaching parts of maths as algorithms and sets of rules, it is more important to appreciate the fundamental underlying concepts in mathematics.

While you do need to understand mathematical techniques, there is no wider algorithm for understanding; for example – if a maths question doesn’t tell a student what ‘kind’ of problem it is, it could be difficult for them to solve it. This means teaching students how to identify the  maths problem they are required to solve, as opposed to simply teaching them how to solve specific problems within the classroom setting. I think that element of teaching and understanding pervades all areas of the subject.

Strong subject knowledge is key to this aspect of teaching. The challenge is understanding the pedagogy of maths and then teaching it in a way that gives students an understanding of the subject, as opposed to a set of rehearsed algorithms for solving problems.

How did your own teachers inspire you?

In my mind, the teachers who really inspired me were the ones who really took an interest in our success as their students. Students respond positively when a teacher takes a genuine interest in their work and is pleased when they do well. The teachers who inspired me were those who took that personalised approach, getting to know students and their output within their subject.

What are you looking forward to about the start of the academic year?

I am always excited to start working with a new cohort of trainees. I’m fortunate to have had time to develop a maths-specific curriculum, so it will be enjoyable to start delivering this and getting to know the trainees as I do so.

e-Qualitas’ August 2022 conference and ITT induction event has been confirmed, with sessions centred on a theme of “Creating a Climate for Learning”.

The event will take place in London on August 31st, welcoming new trainees to the Initial Teacher Training (ITT) cohort for the 2022/23 Academic year.

This year’s conference will provide an opportunity for new trainee teachers to receive an induction into their training programme, spending time with fellow trainees, subject leads and tutors. The conference will also include guest speakers who will share presentations that offer professional insight, relevant to the teaching profession.

Sessions at the conference will cover a range of topics including ‘Wellbeing & Workload’, ‘Professional Standards & Behaviours’ and ‘Education, moral purpose and social justice’.

Trainees will also receive an introduction to the new’ ‘In Residency with eQ’ Programme, in which accomplished professionals from various subject areas are employed by the SCITT to share their insight and experience throughout the training year.

The event will also provide trainees with an introduction to their relevant Subject Leads, for Maths, Science, English and Primary Education; who will be their primary point of contact during their ITT.

In a recent Curriculum Conversations, e-Qualitas Deputy Programme Director Trace Maloney highlighted the advantages to in-person training and conference events:

“Moving much of our training to face-to-face or live virtual means trainees will be able to forge greater connections within their peer group”

e-Qualitas’ aim is for a further move towards in-person events in the 2022/23 academic year, having utilised virtual meetings extensively during pandemic restrictions. The August conference offers an early opportunity in the year for trainees to get to know their peer group, beginning their dialogue with fellow education professionals.

Further details of the conference location and speakers will be shared directly via email; if you’re enrolled to begin training with e-Qualitas in September and require more information, get in touch via our initialteachertraining@e-qualitas.co.uk.

In the meantime, you can also watch a highlights video from our recent Trainee conference here.

e-Qualitas aims to train teachers to become confident professionals who reflect habitually on their own practice and learn effectively from the work of their peers.

Here e-Q’s Curriculum Director Tracey Maloney speaks with recently qualified English teacher Bethany Ames, about her experience as an ECT (Early Career Teacher) and an article which she recently had published by The English Association.

In the article, titled ‘Creating exceptional curricula: an ECT’s perspective’, Bethany discussed her involvement in curriculum planning and delivery, noting that:

“My active role (in whole-school curriculum planning and delivery) this year provides another learning experience for me, and one that is facilitating further personalisation and development of my own practice…”

In our interview Tracey and Bethany discuss the importance of subject focus and subject-specific intelectual curiosity, within teaching and in curriculum development.

You can download the English Association’s publication of Bethany’s article, at e-Qualitas.co.uk/englishassociation

Visit our Curriculum Intent page to learn more about the principles behind e-Qualitas’ training programmes and curricula; or visit the ‘Our Programmes‘ page to learn more about the teacher training programmes we deliver.https://www.youtube.com/watch?v=omgInZJdDq0

e-Qualitas Trainees are invited to attend curriculum conferences at several key stages of their Initial Teacher Training (ITT).

Each conference includes sessions from education professionals, who deliver sessions that provide trainees with information and resources to use in their own teaching practice. This year’s conference centred on a theme of ‘Becoming an Evidence-based Teacher’.

Here is a short highlights video from our June 2022 conference, including feedback from one of our current trainees, as well as key messages from the day’s guest speakers:

Guest speakers included Professors Patricia Riddell and Becky Parker, as well as BrainCanDo CEO Julia Harrington. Professor Riddell delivered sessions titled ‘Neuroplasticity’, ‘Memory and the Brain’ and ‘Resilience’. Professor Parker delivered sessions on Climate Change in education, drawing on her wealth of experience and research. Additional speakers included current e-Qualitas Trainees, sharing their experiences of teaching within the UK and Internationally.

e-Qualitas CEO Robyn Johnstone discussed the outcomes of the conference, noting that:

“Our curriculum places a great deal of value on events like our trainee conference, with face-to-face learning opportunities making a welcome return for the 2022 academic year. e-Qualitas’ curriculum seeks to connect our trainees with the wider teaching community – as part of the goal of becoming an evidence-based teacher – so it was pleasing to see our trainees discussing the conference sessions and their teacher training extensively with one another at the conference.”

You can read Robyn’s full comments on the conference in our recent blog post here. More information about e-Qualitas’ ITT programmes can be found by following this link, or alternatively you can read our full Curriculum Intent for more information.

 

A Subject Knowledge Enhancement course, or SKE, can build the curriculum-knowledge that makes all the difference prior to a trainee teacher beginning their initial teacher training (ITT).

DfE funding and bursaries are available for trainees taking SKE courses prior to beginning a teacher training programme…

Continuing our series on Reena Asal’s recently completed Teaching Apprenticeship at St Joseph’s RC school in Horwich, we caught up with members of the school’s teaching staff – including Mrs Asal herself – to discuss the advantages of her Maths SKE course to the school and students.

Reena completed her Subject Knowledge Enhancement (SKE) course, as part of her Initial Teacher Training. St Joseph’s had recommended Reena take the SKE course at the start of her ITT with them; this enabled the school to access DfE funding to cover the course fees as well as a bursary that was payable to Reena while she studied her SKE.

e-Qualitas’ SKE’s are run completely online, with courses starting each week. SKE’s can be completed as 8-12 week courses that cover week-long modules of the subject’s curriculum, or alternatively a school or trainee can choose to enrol for specific week-long modules of a subject.

If you, or a member of your school’s team are interested in studying an SKE in Maths Science or English, visit our SKE page for more info or complete the form below to submit your details.

The Assessment Only route to Qualified Teacher Status (QTS) is ideal for school staff, who have teaching experience and who are seeking to become qualified teachers.

Here is our interview with with Abu-Dhabi based Abigail Fishbourne, a Senior Assessor on e-Qualitas’ Assessment Only programme. Abigail supports e-Qualitas on the international Assessment Only programme, working with schools and candidates across the Middle East region.

Here she discusses the advantages of UK Qualified Teacher Status to trainees, schools and students; as well as the aspects of the Assessment Only process that she enjoys the most.

The Assessment Only (AO) route to QTS can be completed in just 12 weeks, fully remotely, via a series of conversations and assessments of a candidate’s teaching practise. The AO programme is available to teachers in the UK or internationally, with many teachers in International British schools benefitting from it.

Visit our dedicated Assessment Only page here for more information or to begin your/your school’s application for this route to QTS today.

Last week e-Qualitas welcomed current programme trainees to their Curriculum Enrichment Conference in London.

The event, which took place at the Marriott Hotel in Marble Arch, focussed on a theme of ‘Becoming an Evidence-based Teacher’, with keynote speakers covering a diverse range of highly relevant and current topics.

Guest speakers included Professor Patricia Riddell (topics covered: Neuroplasticity, Resilience), Professor Becky Parker (Climate Change), Hannah O’Leary (Relaxation and breathwork) and Julia Harrington, CEO of BrainCanDo.

Current e-Qualitas trainees also shared their experience, with Amanda Alsop discussing Climate Change in the Classroom and Nicaragua-based Simon Walters discussing An International Perspective on Teaching.

The conference was invitational-only to e-Qualitas’ current cohort of trainees on the Schools Direct and Teaching Apprenticeship Programmes, who are now in the final stages of their Initial Teacher Training. In addition to the keynote speakers, the event also provided a perfect opportunity for trainee teachers to network and share their experiences with their fellow trainees – building connections within e-Qualitas’ future alumni.

e-Qualitas’ CEO Robyn Johnstone attended the conference, commenting:

”I’ve heard lots of positive feedback from today’s sessions already, with trainee teachers really engaging with the topics covered. I am confident that sessions like Professor Patricia Riddell’s on Neuroplasticity gave our trainees a great deal to put into practise and take back with them to the classroom – as did all of the other sessions.

Professor Patricia Riddell speaking at e-Q's 'Becoming an Evidence-based Teacher' conference.

Our curriculum places a great deal of value on events like our Curriculum Conference, with face-to-face learning opportunities making a welcome return for the 2022 academic year. e-Qualitas’ curriculum seeks to connect our trainees with the wider teaching community – as part of the goal of  becoming an evidence-based teacher – so it was pleasing to see our trainees discussing the conference sessions and their teacher training extensively with one another at the conference.

We now look ahead to our Trainee Conference in August, where we will welcome our 2022/23 trainees, as they begin their ITT programmes. This will enable trainees to meet one another and make connections with tutors and peers from day one, which we know will add tremendous value to their learning experience.”

We will be  publishing videos and slides from several of the talks to our news pages very soon; connect with us on our Twitter and LinkedIn pages to keep up with our SCITT’s latest updates.

e-Qualitas’ Deputy Programme Director Tracey Maloney continues our series of Curriculum Conversations, with her latest blog.

Tracey discusses the initial starting points and overarching ideas behind the updates to the Curriculum and its sequence for the 2022/23 Academic year…

 “Earlier this year, Paula Gladwin (e-Qualitas’ Programme Director) and I began work on re-sequencing e-Q’s Initial Teacher Training (ITT) curriculum for trainees. We already had excellent training day materials, using up to date educational research articles and texts but we knew that we needed to look again at the order in which we present and prepare them to be ready to use with specific subjects.

In teaching, there has always been uncertainty over the professional knowledge that teachers should acquire before they enter the profession fully. There is quite literally no syllabus or specification for being a teacher; educationalists must use their professional judgement and design to suit their ITT cohort. We, therefore, had to look at the best available evidence and ensure that the order in which we taught it to trainees would offer them the best route to becoming high quality teachers and impacting positively on pupil outcomes.

We wanted to build an over-arching curriculum-frame which took trainees from novice to expert. As you can imagine, everything competes to be first in the sequence, as for some trainees all the work of taking your own class is brand new. With this in mind, we re-sequenced the early areas of behaviour management, planning and placed them before the programme really began. The curriculum rationale for this was to match more closely with our curriculum intent; ‘nurture a genuine passion for teaching’…”

 

“As the curriculum framework progressed, we were able to make decisions over whether training should be Live Virtual, Face to Face or Self-directed online. The conversations we had were around whereabouts trainees were in their training – were they on placement so what was easier to work around that need? Could it possibly be bad weather so maybe a live virtual would be preferable there. Most importantly, the curriculum material and what choice would help most in the delivery of that.

Our aim was to review the scope of the curriculum, did we have too much? In some places, yes so, we have drawn in the tasks that trainees complete to check how valid they are against what they have in their training. Then the curriculum sequence; we are much happier now that we can see that we have prepared the ground for subject-specialists to interpret our sequence of days and themes through their subject lens.’’

Tracey has worked with e-Qualitas as a tutor and presenter of training courses, before becoming Deputy Director for ITT programmes.

You can read the previous article in this series by following this link: Curriculum Conversations #1 – Aims. Connect with us on Twitter, LinkedIn and Youtube to keep updated on this series.

What our teachers say about us...

I would like to discuss how amazing my GTP mentor was. Anna Savva has supported me throughout my training and I can't thank her enough for all of the constructive feedback and motivation she installed in me to be my best in becoming a great teacher which led me to achieve QTS.

Fatma Ozkocak, School Direct Trainee

What our teachers say about us...

e-Qualitas is an outstanding training provider for anyone who is looking at starting their journey into becoming a teacher. They provide their trainees with support via email and telephone, and direct you to lots of helpful resources which help trainees to reflect on their daily practice and become a better teacher.

James Cook, Teaching Apprenticeship Trainee

What our teachers say about us...

I am pleased with all the aspects of the course including booking as well as the cost of the course. E-learning modules were easy to follow which explained clearly with examples. The course provided an opportunity to update my subject knowledge in maths and equip me to take on more responsibility in teaching.

Suganthiny Krishnakanthan , Subject Knowledge Enhancement Course student

What our teachers say about us...

I recently engaged in the 12 week SKE Maths course delivered by e-Qualitas. Successful completion of this course was a condition of taking up a place on a PGCE degree course. I initially felt that this was a stressful proposition, but I should not have worried as e-Qualitas make the process very simple.

Lesley-Ann Thorburn, Subject Knowledge Enhancement Course student

What our teachers say about us...

Everyone I have come in contact with from e-Qualitas has been extremely helpful, so I have had an excellent experience so far. I have taken part in two zoom meetings discussing e-track and the Pre-ITT activities, the meetings were informative and put my mind at ease so I could get on with the work I needed to complete. I look forward to continuing my apprenticeship journey with e-Qualitas.

Nina Commons, Teaching Apprentice Trainee

What our teachers say about us...

I have found Rose to be very helpful as a consultant. She always responds very quickly and is always able to answer any questions or queries I have. The communications with the team at the Teaching Apprenticeship programme, in general, have been great. The webinars have been particularly useful and informative.

Doug Fanning, Teaching Apprenticeship Trainee

What our teachers say about us...

Rose was absolutely fantastic in every step of the way when dealing with both my school and myself, every question was answered quickly and the zoom consultation she held with my school was really the reason why my school went ahead with taking me on in the first place. I also would not be training to be a teacher right now if she had not sent an email to my school offering the courses.

Harry Lawrence, Teaching Apprenticeship Trainee

What our teachers say about us...

Rose as a consultant - extremely helpful. She provides you with everything you need to know and more. Rose will put you in contact with the correct people if she does not know the answer to your question. If it was not for Rose, I wouldn’t be where I am now on this course.

Lauren Spall, Teaching Apprenticeship Trainee

What our teachers say about us...

You have been extremely helpful and very efficient at responding to an email which has made the application process easier. You have been very friendly and have managed to answer all questions I have asked. You are a credit to the company.

Laura Duck, Teaching Apprenticeship Trainee

What our teachers say about us...

Rose has been a friendly and extremely helpful consultant who has gone out of her way to help me choose the right route to train as a teacher. She has been prompt in replying to my emails and has been reliable when I have asked for more information. I am excited to start my training this September and feel confident that Rose will still be there to support me if I need her.

Holly Peck, Teacher of Psychology, Hampton School

What our teachers say about us...

The candidates that have been put forward are all of a very high calibre. There is obviously a sound and robust selection process before they reach me which makes the whole process much easier and purposeful. The candidates have been so superior to other candidates from other training providers that we have stopped using the other providers where possible. We aim to continue to work with TAP and EQ to this end.

Stephen Gillatt, Director of Recruitment and Training for Community Schools Trust

What our teachers say about us...

I have to say that my tutor Sean was absolutely amazing at helping me plan. He got me to understand how important it was to know my students. My plans were quite basic at first but Sean really helped me develop this and I feel really confident about my planning now as it meets the needs of all my pupils. I think that the course with eQ was absolutely fantastic. At first, I thought this is just so much work but now I absolutely see the benefit of doing all of that work

Hannah Beggs, Teaching Apprenticeship Trainee

What our schools say about us...

I would rate the overall eQ experience with regards to the Teaching Apprenticeship 10 out of 10. The reason it would be a definite 10 is because accessing the programme is really simple. The training materials are such high quality and the bits that we really like with eQ are the fact that Mentors and Tutors from eQ are very knowledgeable and often they're very black and white, so it's really clear if somebody's making progress, so we really like that transparency.

Chris Wallis, Spires Academy Vice Principal

What our schools say about us...

eQ was fantastic and very helpful with regards to helping us access the Teaching Apprenticeship Levy funding. Previous to a couple of years ago we haven't had to access the salary grants and working with Suraj and eQ made that process really, really simple, and really straightforward.

Chris Wallis, Spires Academy Vice Principal

What our schools say about us...

The benefits of the Teaching Apprenticeship Programme for us are that the trainees can start at any point during the year, so it allows us to be flexible. One of the other benefits is that the programme is so well put together. That means that any of our graduates get a really positive experience of teacher training, and they're trained to the best standard and the way that we want them to be trained.

Chris Wallis, Spires Academy Vice Principal

We first became aware of the Teaching Apprenticeship Programme at a Bolton Headteachers meeting two years ago now and the Teaching Apprenticeship Programme team came and presented and I was really interested. I reached out and as a result of that started making links and here we are today with multiple TAP trainees.

Martin Knowles, Essa Academy Principal

What our schools say about us...

eQ was phenomenally helpful in finding us, suitable graduates. They helped us recruit the best possible candidates from across the country. Actually, we're right in the South East of England, so our catchment for graduates is quite small. Some of our teacher training candidates came from further afield. One came from York and another came from Essex, so it enabled us to get the best possible candidates.

Chris Wallis, Spires Academy Vice Principal

What our schools say about us...

There are many benefits to the TAP Programme on many levels. First and foremost, obviously we can tap into the apprenticeship levy so there's a financial incentive for the school. It gives us an opportunity to grow our own, which I'm really passionate about.

Martin Knowles, Essa Academy Principal

What our schools say about us...

So this year, in particular, we've found some members of staff that have joined us as Teaching Assistants or in pastoral roles who have just fit in with the school ethos so well that we really didn't want to lose them and those members of staff expressed an interest very early in the career that they wanted to become a teacher. So we found that with the Teaching Apprenticeship Programme we were able to retain those staff, grow those staff and turn them into the teachers that they want to be without losing them for PGCE programme. So it really has been absolutely critical for us this year in terms of retention for those members of staff and we really believe it's about the person.

Abbie Rock, Essa Academy Assistant Principal

What our schools say about us...

e-Qualitas has been very good in terms of helping and directing our Trainees, Tutors and with me as a Lead Trainer in terms of providing the service that quality we want and really filtering down that vision that e-Qualitas have in terms of their handbook, in terms of their ITT curriculum, and ensuring that all parties are clear on our common goal for each individual trainee.

Kieran Morris, Essa Academy Lead Trainer

What our schools say about our Trainees

So, in science, we're really lucky to have our Teaching Apprentice this academic year, and an ITT student and I find that both of them coming in have bought new ideas to the department. They're both keen, enthusiastic. They want to learn and take all the information. They've not got any preconceived ideas. They're not jaded by the system as it were. They do work really, really well with enthusiasm. I love having trainee teachers, it's good fun!

Faye, Spires Academy Mentor

What our schools say about us...

I think what TAP has done has provided more in situ trainees that are literally immersed in teaching and learning, and as long as the Mentors are handpicked by us, which they are, we've got an excellent foundation to foster and develop high-quality trainees. We have some wonderful Mentors and the external support provided by TAP is good quality. I think it's better for trainees to learn on the job.

Martin Knowles, Essa Academy Principal

What our schools say about our trainees..

Well, in the Humanities faculty here, we've got several teachers who are currently teaching here who trained here through the TAP programme. They understand our students. They understand the way we want to teach, and it's really great talent. It's like when they become an NQT they’re not really an NQT because they already know the kids. They already know us and they’re already trained and ready to go!

Eloise, Spires Academy Mentor

What our schools say about our trainees..

I'm Head of Faculty here at Essa Academy for Humanities, mentoring two TAP students at the moment. So I think the benefits of the Teaching Apprenticeship Programme is that they're launched straight in and of course, we've made sure their timetable is slowly laddered up, so the initial part of teaching might be a 10 minute plenary or introduction the lesson and then obviously the timetable allocation is increasing each week. But the idea of getting stuck in straight away and picking up good practice straight away from colleagues and that being specific to the school that you're in, I think has been really really useful. So the idea that you can get started really quickly and hit the ground running I think has really benefited the trainee we've got, and it suits their personality to get stuck in nice and quickly.

James Ledger, Essa Academy HOD Humanities

What our schools say about us...

So the best element of the Teaching Apprenticeship Programme is seeing staff with potential having a vehicle to move forward to teaching and learning. A lot of the trainees that have come through from being TA's within the school, and it's great to see that they have a pathway into the teaching profession. There's a lot in the news now in terms of retention figures and actually to get really good quality staff who have the relevant qualifications and for our Head and for our school to support that, has been one of the greatest achievements to see staff develop people who will stay within the teaching profession and will be really proficient. And lastly, I'd just like to thank Jane Embury for all the support over this period. She answers the phone at any time and and really supports each individual teacher and is a credit to e-Qualitas.

Kieran Morris, Essa Academy Lead Trainer

What our schools say about us...

The quality and delivery of learning through the TAP programme is excellent. It's very thorough on e-track, which is the e-Qualitas online learning portal which is where the trainees and mentors record all of the evidence and the observations and the learning that's happened. There's a very thorough programme on there, quite a complete curriculum which links really nicely to teacher standards and is quite comparable and equivalent to other training providers with what they expect. So the support has been good. There's been Webinars available for Mentors and it's a complete training package, so there's been no complaints at all, and it's quite an easy route to follow, I think, for the school, for the Mentor and for the Trainee as well.

James Ledger, Essa Academy HOD Humanities

What our schools say about us...

The process of getting started on the TAP Programme is really straightforward. For us, accessing the salary grant was really helpful and really easy and the relationship we had with eQ made that happen. eQ delivers all the teacher training elements of the programme and also help provide training courses for our Mentors so that we know that the programme being delivered is the best possible programme that we could have.

Chris Wallis, Spires Academy Vice Principal

What our schools say about us...

The Teaching Apprenticeship route will absolutely be a part of our longer term recruitment strategy for our school. The the fact that we are able to recruit nationally, the fact that we get quality candidates through from eQ, means that the process is infinitely easier for us. Our recruitment going forward will be quite heavily based around teaching apprenticeships.

Chris Wallis, Spires Academy Vice Principal