Get into Teaching London West Alliance A partnership of schools offering 100% employment record for those we have successfully trained. An innovative, integrated and inclusive partnership! Secondary School Direct Information Pack
Why train with us? London West Alliance delivers high quality school led initial teacher training (ITT) programmes for aspiring primary and secondary teachers across West London. Led by Lampton School, an outstanding teaching school with a national and international reputation for successful innovation and achievement in teaching and learning, the partnership is committed to training and developing outstanding teachers of the future. We have a highly successful record with 100% of our trained teachers in employment, most in our Alliance schools.
The Training Programme Our innovative and integrated programme is at the cutting edge of teacher training. Designed in collaboration with Roehampton University, which has a long established international reputation, we aim to produce outstanding reflective practitioners who can provide creative, challenging and purposeful teaching and learning. Working together we have integrated all aspects of the course, sharing the development and teaching of the programme and guaranteeing access to outstanding expertise in a variety of departments. We offer enhanced training for professional studies, building inclusive practitioners, skilled in national priority areas of special educational needs, English as an additional language, behavior for learning and closing the achievement gap. We harness all the expertise of our strategic partners, Challenge Partners, Hounslow Language Service, the Institute of Physics, The Brilliant Club and Researchers in Schools. You will be in school from the first day of the school year so you will be treated like a member of staff and will attend staff meetings and development days. In your school you will be assigned a subject mentor and you will be supervised by a professional coordinating mentor. You will also be supported through visits from university subject tutors and professional tutors from across the alliance. You will be offered an induction week to prepare you for your course in the summer term. Your training will take place on one day a week throughout the year in either the university or one of the alliance schools. Our subject mentors are outstanding teachers and in addition they are required to undertake a vigorous training programme, including effective classroom observation, feedback, coaching and enhanced subject knowledge for teaching. This programme provides awards of Postgraduate Certificate of Education with up to 60 credits at Masters Level and a Professional Graduate Certificate at honours level. Both qualifications will be referred to as PGCE and successful completion of either will carry the recommendation for Qualified Teacher Status (QTS) and access to subject expertise in innovative learning rounds.
We believe you will benefit from this programme in the following ways: the training is school-based 100% teaching employment Qualified Teacher Status and Masters level credits alongside a PGCE preparing leaders for the future confidence and ambition
About this training provider The training provider for School Direct is the London West Alliance through its lead school Lampton School. The accredited provider is Roehampton University. There are ten schools in the partnership. The Alliance has a collaborative working approach involving staff at all levels: Improving Teaching and Learning programmes across our schools, including subject specific working groups Developing Middle, Senior Leaders and future Heads in conjunction with ARK and Teaching Leaders A Research and Development group across schools working with Roehampton University School to school reviews led by Ofsted inspectors and senior leaders from schools Developing innovative approaches to Routes into Teaching For further information on individual London West Alliance schools, please check out their websites below: Barnhill Community High School Brentford School for Girls Brentside High School Chiswick School Feltham Community College Heston Community School Isleworth and Syon School for Boys Lampton School The Green School Rivers Academy Child Care Facilities. The School Direct partnership does not provide any child care facilities. Disability Access Roehampton University has full disabled access as do the following schools in the Alliance: Feltham Community College Lampton School Heston Community School Brentside High School
Barnhill Community High School The Green School Edward Pauling Primary Applicants who would benefit from disabled access should let us know in their application so they can be considered for placements at the appropriate schools. Accommodation The School Direct partnership does not provide any accommodation for trainee teachers. Where to find us Lampton School is situated in the London Borough of Hounslow to the west of London - http://www.lampton.org.uk/contact-us/
Open Day Opportunities Lampton School Direct holds open days in schools across the London West Alliance. Prospective applicants hear a detailed talk about the programme from School direct school leaders, followed by a question and answer session. Applicants will have the opportunity to have a tour of the host school and also to spend some time in classrooms observing practice. We encourage those wishing to teach Physics, Chemistry, Maths and Computer Science to make use of the School Experience programme for further experience School Experience Programme or contact sep@lampton.org.uk. For those who wish to observe other subjects, please contact getintoteaching@lampton.org.uk
The interview process Pre-interview rejection codes by subject tutors The following are the reasons why an application may be rejected before interview No. Description 1 Weak school level qualifications (GCSEs and A-level or equivalent) Degree qualification/ weak subject knowledge content to teach subject 2 specialism Overall quality of written English in the application, which may include 3 grammar and spelling, use of standard written English errors Weak personal statement that demonstrates lack of reflection or 4 understanding about teaching and learning 5 Lack of appropriate school observation experience 6 Lack of appropriate reference 7 Weak reference(s) Applicant does not meet the minimum requirements set out by the 8 Government for the School Direct salaried route 9 Late application/strong competition 10 Course full 11 Failed skills tests UCAS Teacher training applications are read by LWA teachers and lecturers from Roehampton University Applicants complete an NCA (non cognitive assessment) before interview via a link sent in the interview invite. Those invited to interview will be interviewed by school teachers normally in conjunction with university partners. The interviews take place in partnership schools. We expect you to prepare for an interview with us by working in a school, volunteering in a school or observing in a school. We will expect you know why you want to teach in the secondary sector and why you think you will be able to teach the particular subject you have chosen. 1. Quality of subject knowledge (to include subject-specific software where appropriate) Applicants could talk about their degree and any relevant work (or other) experience. They might also expand on any specialism or particular interest within the area, and on current interests or involvement in the subject. This should provide an opportunity
to assess their subject strengths, their awareness of development needs and note any concerns over subject knowledge that may be apparent. [All candidates are required to bring an initial subject audit to interview; this is sometimes discussed; and if an offer is made, used to inform subject knowledge development. NB Degree content and A Level course content may be explored at this stage.] 2. Quality of reflections on in-school observation or work or previous experience with young people Applicants could be asked what they know about the subject as taught in schools. This is an opportunity to note and comment on the visits they have made to schools and their impressions, e.g. characteristics of good/poor teaching that they saw, what they think goes to make up a successful lesson, models of teaching they would like to emulate and why etc. They might also talk about their own experience of the subject in school and what inspired them to pursue it at a higher level. They might be asked how they think they could make an aspect of their subject accessible to a particular class. They may also want to talk about involvement as a leader/helper in activities such as youth work, religious clubs etc. 3. Quality of response to subject-specific task/discussion Candidates will be asked to lead a short activity with a group of students from the host school. This will provide an opportunity to begin to find out how they would apply their own knowledge in the classroom. Reflection on this activity will enable them to comment on other aspects of educational practice or issues. 4. Quality of awareness of current educational issues Applicants may be asked to show their awareness of what is currently a matter of debate, innovation or controversy in the educational news, either in their own subject or in education in general. In particular, do they have views about changes in the curriculum and about approaches to learning and teaching? Have such issues affected their decision to teach or their views on teaching as a profession? 5. Quality of interpersonal and communication skills Interpersonal skills will include their spoken communication, their ability to listen and interact in a group situation, the clarity of their explanation and expression with students. We must ensure that all entrants are able to read effectively and communicate clearly and accurately in Standard English, so we must address this at interview. All subjects will use a written task to assess interviewees level of competence at this stage with a view to identifying those who may need further support in order to be able to make satisfactory progress.
Applicants should be asked about their generic ICT skills and, where appropriate, about their subject-specific skills. 6. Candidate s questions Candidates may want to ask questions about the course in general, subject-specific matters, school placements, finance etc. 7. Quality of candidate s overall realistic potential to become a successful teacher to include assessment of all sections above. At this point any issues raised by NCA results are explored, in addition, their likely ability to enthuse/engage pupils, reasons for wanting to teach, likelihood to be a good colleague, openness to advice and guidance, views on qualities needed to teach, resilience and motivation. This will be an opportunity for interviewers to assess an applicant s overall suitability for teaching, e.g. why do they want to teach, what qualities do applicants think are needed to be a successful teacher and what is there in their experience or personality which makes them suited to teaching, what areas of strength do they possess, what would they need to work on, what experience do they have of working in a team in stressful situations? This should also provide an opportunity to ascertain their experience and awareness of the importance of working with others in a variety of roles e.g. managing the work of teaching assistants and their ability to do so. Note any concerns highlighted by NCA and applicant s response. An overall judgement is required, ranging from inadequate (resulting in rejection), through needs development (additional support required: only offer with conditions in exceptional circumstances), via good, to excellent. 8&9&10. Additional information and Certificates We insist on seeing original documents these will be examined by Roehampton University who will make all judgements about qualifications. For degrees, or professional qualifications, a certificate or final transcript (as long as it includes their degree classification) is needed, for GCSE a certificate, the examination board results slip or letter of confirmation from school/college which must be on headed paper and signed. We see the skills test results letter and also verify the results online. We need to take in the sealed envelope with the Declaration of Health and the Suitability Declaration Form. We only need to see marriage certificates from females whose qualifications are in their maiden name. If anyone has changed their name from that shown on their original certificates, we need to see a change of name deed.
11. Development needs This will provide an opportunity for interviewers to raise any areas that have been discussed where the applicants may need to put in some work before starting the course but which are not conditions for acceptance. Judgements made at interview An applicant s response to each interview theme is graded: Inadequate/Needs development/good/excellent An overall grading (including reference to NCA) is made as follows: Inadequate= Reject Needs development= additional support required, if an offer is made conditions must be set Good=Likely to offer a place, with conditions as appropriate Excellent=Offer, with conditions as appropriate Post-interview rejection codes Please select all those relevant reasons for rejection from the list below Demonstrated insufficient subject knowledge to teach within the subject 1 specialism 2 Demonstrated poor communication and/or presentation skills 3 4 5 Demonstrated a weakness in written/spoken English (please indicate which) at a sufficient level to enter the teaching profession and successfully complete the course. Demonstrated a lack of knowledge of the role of the profession, which may include professional roles, expectations and responsibilities or a lack of understanding of the current issues relating to secondary education. Lack of experience of working with children of the secondary age range or, when appropriate experience has been undertaken, the lack of the ability to reflect upon working with children and learning within a secondary classroom. 6 Did not attend interview 7 Other (please specify)
After interview Feedback is provided on the interview form and unsuccessful applicants can request feedback on their interview and seek advice regarding improvement. Successful applicants receive an unconditional offer OR a conditional offer. Conditions include: Passing skills tests and/or other required qualifications Passing degrees, for example to meet government and/or HEI requirements Additional observation in schools designed to develop their understanding of the teacher s role, to develop subject knowledge for teaching, to develop a better understanding of how children learn and barriers to learning; as appropriate to the applicant. Additional reading or study. These conditions are always personalised, smart targets are set, and Admissions at Roehampton University ensure we have proof they are met. Applicants with unconditional offers will also receive developmental advice, for example regarding the development of subject knowledge. Monitoring, evaluation and review of admissions processes The results of the process each year are recorded in subject reviews, scrutinised by Roehampton University. London West Alliance will ensure that its SD programme is externally evaluated using Ofsted criteria Ongoing quality assurance is built in via the system of panel interviews comprised of teachers from across the alliance, with university colleagues and led by trained interviewers, to ensure compliance with legislation and best practice as defined by UoR and schools. The process is reviewed by the LWA Routes into Teaching working group which includes representatives from all participating schools and a university representative. The admissions process is compliant with the requirements for ITT, for example with regard to qualifications, fitness to teach, DBS, equality and diversity. It is also informed by University of Roehampton policies and the PGCE Secondary ethos.
Entry requirements For entry to the School Direct Secondary programme through the London West Alliance, you must: 1. Hold and be able to provide certificated evidence of having an undergraduate degree, preferably a 2:1. The degree or graduate-equivalent qualification shown on your application should relate to the needs of the course and the secondary subject specialism applied for. In line with teacher training initiatives and University guidance, we will not consider anyone with a 3rd class degree unless the applicant is already holder of a higher degree or has extensive relevant professional experience. In these circumstances, applicants will need to contact Lampton School. Please note that because of the volume of applications for English and History places, candidates will only be considered if they hold a 2:1 degree classification or better. 2. Have achieved at least a grade C or above in both Mathematics and English Language GCSEs (or approved equivalents). If you do not currently hold a GCSE grade C or above in Mathematics and English Language, please note that we accept the equivalency tests in both Mathematics and English offered by Equivalency Testing. Please contact them directly via their website. 3. Have recently (within the last 2 years and ideally the last 12 months) spent some time observing lessons in a UK secondary school before submitting an application candidates should make it very clear in their personal statement that they have completed this experience (dates, name of school and the year groups observed) and should be able to use this experience to draw upon if offered an interview. The purpose of this observation is to enable applicants to offer well-developed responses to interview questions regarding the world of the secondary school. Candidates should note that school placements will be in local state secondary schools so observational experience outside of this sector might not provide an adequate understanding of the rewards and challenges presented to teachers in this sector. All observational experience in either the state or independent sector should provide an opportunity to gain insight into teaching, learning and reflection upon the professional responsibilities of teachers. Candidates are invited to contact subject tutors for advice by email if they have any uncertainties about the relevance of observation undertaken.
4. Have a broad-based educational background and be able to read effectively and communicate clearly in standard English. 5. The UCAS form requires candidates to provide the details of two referees. If candidates have studied within the last 5 years, an academic reference must be provided. Ideally, candidates should choose someone who can comment on the candidate s character and suitability to enter the teaching profession. The other reference should be a school or employer s reference. Please be aware that if references are not appropriate, this may delay the processing of your application.
How we select our trainees Our selection process is demanding we are seeking real talent and commitment. Roehampton University screens applications to ensure that academic qualifications and experiences fulfill government requirements for funding Our school partners scrutinize applications Our selection day consists of o A Q+A session about our programme o A written exercise reflecting on an observation of learning o A panel interview o An activity with students
What we are looking for Schools in our Alliance are seeking to select and train teachers for their schools in the future and teachers who will become school leaders. So, they are interested in people who Have a moral commitment to ensuring that students they teach achieve academic and personal success that enables them to widen their life chances and to be full members of their communities Seek to reduce inequality in the lives of young people Are passionate about the subject they apply to teach and about the learning of students, themselves and other professionals Bring their own life experiences and wisdom to enrich student lives whilst being committed to learning from others. Have demonstrated their commitment to young people through voluntary or work experience Are committed to ALL the students in our schools and to teaching in a system that values diversity whilst recognizing that for students to benefit from it we need to work hard and intelligently Are resilient problem-solvers who take responsibility for their own learning and for leadership of others who have demonstrated a real passion for teaching Have a desire to develop their leadership skills