Professor Alan Smithers and Dr Pamela Robinson. Teacher Training Profiles 2007

Transcription

1 Professor Alan Smithers and Dr Pamela Robinson Teacher Training Profiles 2007 CEER has summarised the Performance Profiles of the Training and Development Agency for Schools (TDA) since they were first compiled in In 2005/06 there were 240 providers of teacher training 75 universities, 59 school-based schemes (s), and 106 employment-based schemes, EBITTs (which differ from s in not awarding the PGCE). Chart 1 shows the relative contributions of Universities, s and EBITTs to the training of teachers in 2005/06 for the primary and secondary phases, and also for the cross phase Key Stage 2/3, together with some of the characteristics of the trainees. Chart 1: Teacher Training (Profile 2007) Primary KS2/3 Secondary Uni EBITT Uni EBITT Uni EBITT No of Providers No of Students 15, , , ,407 %Male %Ethnic Minority %Age %Postgraduate There were 172 primary providers, 199 secondary providers and 40 KS2/KS3 providers. The universities catered for 81.5 per cent of the primary trainees and nearly three-quarters of the secondary trainees (74.4%). The S in total took rather fewer trainees than some of the individual universities. The EBITTs brought more males into primary teacher training than the universities, with s in an intermediate position. EBITTs were also training more teachers from the ethnic minorities. EBITT and trainees tended to be older than the university trainees, contributing to the overall average age of 30. Teacher training is now mainly graduate, apart from primary and KS2/3 training in the universities where about 45 per cent of the trainees are undergraduate. Providers There were wide differences among the primary and secondary providers (KS2/KS3 is not included in this part of the analysis because they were not separately inspected). Drawing together intake, inspection and employment data (see methods at end), Chart 2 shows that

2 Cambridge comes out top for both primary and secondary, having overtaken Oxford the long time leader. The longer established universities generally fared well, with the newer ones - in spite of incorporating teacher training colleges - coming lower down the table. Chart 2: Universities and Colleges 2007 Universities and Colleges Primary Secondary Grand Rank Entrants Score Entrants Score Score of Cambridge of Oxford of Manchester of Exeter of Bristol of Warwick of Bath of London, Institute of Education of Reading of Birmingham Central School of Speech & Drama Staffordshire of Sheffield of Leicester of Central England in Birmingham Liverpool John Moores King's College London The of Northampton The of Winchester of East Anglia Newcastle of tingham of Southampton Loughborough Canterbury Christ Church of Brighton of York of Wolverhampton of Durham Univ of Bedfordshire of Portsmouth of the West of England = of Worcester = tingham Trent Manchester Metropolitan Includes De Montfort.

3 Chart 2 (continued): Universities and Colleges 2007 Universities and Colleges Primary Secondary Grand Rank Entrants Score Entrants Score Score Sheffield Hallam Trinity and All Saints College Roehampton of Plymouth of Chester of Sussex Leeds Metropolitan of Hull of Leeds of Derby of Northumbria Kingston of Gloucestershire Oxford Brookes Anglia Ruskin York St John College St Mary's College of Sunderland Edge Hill College of St Mark & St John Bath Spa of Huddersfield Newman College Liverpool Hope of Hertfordshire Middlesex St Martin's College Bishop Grosseteste Brunel The of Chichester Keele Open Goldsmiths College of Greenwich of East London Bradford College London Metropolitan London South Bank

4 The top universities for entry qualifications, inspections and employment are shown in Charts 3 and 4. There was wide variation. Chart 3: Top Ten Primary Providers Entry Qualifications Ofsted Inspections Employment of Durham Canterbury Christ Church of Reading of Chester = of Cambridge of Northampton of Cambridge = of Manchester of Cambridge tingham Trent = of East Anglia of Warwick of Manchester = of Wolverhampton of Central England Liverpool John Moores of Brighton of Derby of Reading (14 tied ranks) Newcastle Institute of Education Bath Spa of Southampton Chart 4: Top Ten Secondary Providers of Manchester of Birmingham of Southampton Entry Qualifications Ofsted Inspections Employment Central School of Speech and Drama of Oxford of Cambridge of Oxford of Cambridge of Sheffield of Bath of Exeter Loughborough York St John College York St John College Leeds Metropolitan of Cambridge of East Anglia of Birmingham Staffordshire of Warwick of Portsmouth of Bristol of Bristol of Manchester of York Institute of Education St Mary s College Institute of Education of Manchester Liverpool John Moores King s College, London of Sunderland of Exeter In primary, 82.1 per cent of Durham s entrants (top) had high-level entry qualifications (2.1+ degrees or high tariff score) compared with 34.1 per cent at the of East London (bottom). In secondary, 79.7 per cent at the Central School of Speech and Drama and 75.5 per cent at the of Oxford had high-level entry qualifications compared with 14.3 per cent at London South Bank. On inspections, Christ Church Canterbury had a perfect score for its primary provision, as did Oxford, Cambridge and Exeter for their secondary courses. The of Reading had the highest proportion of primary trainees known to be in six months later, and Cambridge the highest proportion of secondary trainees making it to the classroom. Analysis of the employment statistics is complicated by the unknowns (TDA data is compiled by HESA relying on surveys by the individual universities). Chart 5, shows that for primary, the 86.8 per cent at Reading recorded as in a compares with the 47.3 per cent at Bradford College. Universities with relatively few of their final year trainees in tended to have high percentages failing to complete (32.7% in

5 the case of primary at East London) and also still seeking a (20.1% in the case of secondary at Keele). Chart 5: Primary Trainees Entry Into Teaching Provider Total Awarded awarded In a Seeking seeking Top Ten of Reading The of Northampton of Cambridge of Warwick of Central England of Derby Newcastle of Manchester of Birmingham of Southampton Bottom Ten of East London of Greenwich Liverpool Hope St Martin's College Bath Spa London Metropolitan of Northumbria The of Chichester London South Bank Bradford College known For secondary (Chart 6), the 90.1 per cent taking up s from Cambridge compares with the 36.4 per cent from London South Bank. But even with unknowns excluded only 63.9 per cent of the Bradford primary trainees and 58.8 per cent of South Bank s secondary trainees are recorded as in.

6 Chart 6: Secondary Trainees Entry Into Teaching Provider Total Awarded awarded In a Seeking seeking Top Ten of Cambridge of Sheffield Loughborough Leeds Metropolitan of Birmingham of Portsmouth of Manchester St Mary's College Liverpool John Moores of Exeter Bottom Ten tingham Trent Keele Canterbury Christ Church Brunel of Greenwich St Martin's College Goldsmiths College London Metropolitan Bradford College London South Bank known School-Based Providers In addition to the university providers there are the s and EBITTs. We are not able to compare the EBITT providers because the TDA does not hold employment statistics for them. But we can compare the school-based schemes (s) in the same way as the universities. Chart 7 compares individual providers. The top two for primary, Devon Primary and Billericay Educational Consortium, would have come second and third to Cambridge in an overall listing, and the top secondary, Northumbria DT Partnership, would have been third behind Cambridge and Oxford, but above Manchester. There was, however, something of a tail which brought down the overall scores. Page 6 of 11

7 Chart 7: School-Centred Schemes and Non-HEI Providers S Primary Secondary Rank Entrants Score Entrants Score Devon Primary Group Billericay Educational Consortium Northumbria DT Partnership Portsmouth Primary Forest Independent Primary Collegiate Royal Academy of Dance South West Teacher Training The North East Partnership Bromley Schools Collegiate Wandsworth Schools' Consortium Devon Secondary Teacher Training Group Jewish Primary Schools Consortium Borough of Poole Thames Primary Consortium High Force Education North Bedfordshire Consortium Northampton Teacher Training Partnership The Learning Institute West Midlands Consortium Essex Advisory & Inspection Service London Arts Consortium Mid Essex Consortium Somerset Consortium Cumbria Primary Teacher Training Centre Leicester and Leicestershire Gateshead Cornwall Bournemouth & East Dorset Chiltern Training Group Outstanding Primary Schools Birmingham Primary Training Partnership Maryvale Institute The Dorset Teacher Training Partnership Page 7 of 11

8 Chart 7 (continued): School-Centred Schemes and Non-HEI Providers S Gloucestershire Consortium Suffolk and Norfolk Primary Suffolk & Norfolk Secondary Primary Secondary Rank Entrants Score Entrants Score Swindon Primary Catholic Partnership Middlesbrough North East Essex Coastal Confederation tingham City Primary Colchester and EBITT Langdale Early Years The Pilgrim Partnership Kent & Medway Training Solihull Consortium Shire Foundation London Diocesan Board of Schools South London Consortium Leeds ELS Cornwall Early Years Titan Partnership West Mercia Consortium Marches Consortium Chart 8 shows that overall, in 2007, the S rated as highly as university training for primary, and only just slightly lower for secondary, improving on The data in this chart are the raw scores out of 200 in each case since the standardised scores used in the league tables are set to the same mean and would not show the differences. This is more fully explained in the methods section. For both the primary and secondary phases, trainees were more likely to take up s. primary trainees have slightly poorer entry qualifications than the university trainees, and the training comes out rather less well in Ofsted inspections. secondary trainees are on par with the university trainees as regards entry qualifications, but Ofsted did not rate the training as highly. Page 8 of 11

9 Chart 8: Universities and School-Centred Schemes Compared Primary Secondary Uni Uni Entry Qualifications Ofsted Inspection Employment Overall Chart 9: Per Cent of Postgraduate Intake 1 with Good Degrees Per Cent Classics SocSci/Stu History Drama/Dance English Art&Design Citizenship Geography Music RE Economics Business St Science PE D&T 1. Includes all providers (Unis, s, EBITTs) at Secondary level. 2. Citizenship includes Citizenship with History. MFL Mathematics ICT Vocational Page 9 of 11

10 Subjects The degree classes of trainees vary considerably with subject (Chart 9). Those in classics (89.5% with good degrees), social science/studies (71.8%) and history (71.3%) have the highest qualifications, while those in maths (41.6%), ICT (41.0%) and vocational subjects (39.7%) have the lowest. These differences are consistent from year to year (see previous reports on the Buckingham, website). The subjects with the best-qualified entrants tended to have the highest proportions going into (Chart 10). In classics 86.2 per cent were recorded in six months after completing compared with 61.7 per cent in modern languages, 66.9 per cent in ICT, 67.8 per cent in vocational subjects and 68.3 per cent in maths. Art and design and PE were exceptions to the correlation. Art and design entrants have high entry qualifications but low entry to, and the reverse is true of PE. Taking Charts 9 and 10 together suggests that the subjects which find it hardest to attract teacher trainees with good degrees also tend have the highest proportions not successfully completing, or not seeking a. Chart 10: Entry to Teaching by Subject Subject Total Awarded awarded In a Seeking seeking known Classics Physical education Social science/studies Geography English Drama/dance Business studies History D&T Economics Music Citizenship Science Religious education Mathematics Vocational subjects ICT Art and design Modern languages TOTAL Includes Citizenship with History. Page 10 of 11

11 Methods CEER rankings are based on data compiled by the Training and Development Agency for Schools (TDA). The Profiles run a year in arrears to allow for employment data to be collected. The 2007 Profiles relate to the training year The rankings are based on entry qualifications, quality as judged by Ofsted inspections, and the proportion of trainees known to be entering, each initially scored out of 200. Entry: The score for graduate courses is based on the proportion entering with a first or upper-second. For undergraduate courses the average UCAS tariff score is re-based to a maximum of 100. Where an institution offers both undergraduate and graduate courses, the contribution is weighted according to the number of entrants on each. Quality: The quality score is based on the latest available Ofsted inspections. Each course is now given three grades: management, training and standards. The grades for training and standards (as the equivalent in previous years) have been doubled and the total score has been subtracted from 20 and multiplied by 200/15 to give a maximum score of 200. An overall rating was obtained for secondary provision by combining the grades for each of the courses in proportion to the number of trainees. Employment: The percentage of the final-year students recorded as being in a six months after completing is summed across courses and multiplied by 2 to give a maximum score of 200. All final-year students are included whether they are undergraduate or graduate. Tables: The raw scores for the entry qualifications, inspection ratings and employment record are standardised to a mean of 500 and a standard deviation of 100. The standard scores are averaged to provide a score for primary training and a score for secondary training. Where a provider offers both primary and secondary the overall score is the average weighted according to the respective course sizes. Where only one is offered this is taken as the final score. Coverage: The tables include all training providers in for whom full information was available on intake qualifications, inspection grades and entry to. KS2/3 courses do not form part of the league tables because there are no separate inspection information for them, but their intakes are included in the contextual analysis. No employment data is collected for employment-based routes so they do not appear in the league tables either. Other omissions include: the of Buckingham where the course is new and there has not been a full inspection; the of Winchester where secondary is new and there has not been a full inspection nor are there any final year trainees and the of Northumbria where no secondary data were returned by the provider. Derby no longer offers secondary although there were some residual late awards. De Montfort s Bedford-based provision has been incorporated into the of Bedfordshire. Among the s, Bexley has closed and Hastings and Rother was new in and had no final year trainees. Page 11 of 11