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Thames Christian College, London.

David Adkins

Deputy Head/Subject & Professional Mentor

School Telephone: +44(0) 207 228 3933

Email: info@thameschristiancollege.org.uk

About the school

Training Provider: Institute of Education

Current number of trainees: 1

Key stages trainees can teach: 3 & 4

Subjects trainees can teach: We have trained teachers in the science and art departments in the last two years. We offer ITT to strong candidates depending on the teaching positions available in the school.

Benefits to School

The school trains teachers according to our policies and procedures and in line with our values. This means that teachers are trained for our school and understand our expectations of the teaching profession that they are entering.

Challenges

The cost of training teachers is high and not always the most cost effective staffing solution for a school. Teachers who enter initial teacher training in a private school setting need to find a second placement in a state maintained school. It has been tricky to negotiate second placements for teachers which benefit us as a school - the second placement school has not contributed to the cost of the training and needs to be realistic about the requirements given by us in setting up the placement.

Mentoring arrangements

Due to the [small] size of the school the professional mentor and the subject mentor were the same person. The trainee teacher was also able to talk to the Head teacher when the need arose. The mentor has a weekly meeting with the trainee. The trainee is also present and active in department meetings and other staff CPD and meetings.

Mentor's time required

5% of a mentor’s timetable allocated to a trainee.

School's management time required

It is difficult to how many hours of management time were spent on setting up initial teacher training - perhaps 6 hours initially. We attended courses held by the educational provider (IOE) which took another two afternoons.

Trainee engagment

Being a small school, trainee teachers are expected to be involved in many areas of school life.

Overall Experience

It has been great to have both trainees meeting the outstanding criteria by the end of the course. We find that it is helpful for pupils to see each trainee as a 'teacher' rather than a 'trainee'. This has meant that many pupils have not realised that the teacher is undergoing training beyond what other teachers seem to do.

Trainees have continued working at our school after their initial teacher training period.