primary ite key headlines 2013-14
DESCRIPTION
Headline Data from the School of Education's 2012-13 Self-Evaluation Document (SED)TRANSCRIPT
Primary ITE: Key headlines from self evaluation in 2012/13
Achievement of the Teachers’ Standards
• Overall, the proportion of Primary students graded at least ‘good’ has increased in 2012/13
PGCE and BA
Attainment by under-represented groups
• Female students tend to attain higher grades than male students (particularly on the PGCE):
• White students tend to attain higher grades than students from other groups (however, small numbers skew data):
Attainment by under-represented groups
PGCE and BA
Attainment by under-represented groups
PGCE and BA
• Similar proportions of disabled and non-disabled students gain the highest grades; however, disabled students are more likely to withdraw/intermit
• Overall, the retention of Primary students has improved over the last 3 years
Retention (Year 1 students)
18-24 years
25-34 years
35-44 years
45-54 years
Total
67% 24% 7% 2% 347
Profile of cohort (Year 1 students in 2012/13)
Majority ethnic
Minority ethnic
Total
94% 5% 347
No disability
Disability declared
Total
92% 8% 347
Male Female Total
17% 83% 347
Age profile is similar over the last 3 years
Ethnicity profile is similar over the last 3 years
Proportion of disabled students has increased slightly over the last 3 years
Proportion of male students has increased slightly over the last 3 years
• Students continue to rate their placement experiences very highly overall
End of placement evaluations – positive feedback
2012/13 Final placement
2011/12 Final placement
Overall, the quality of my placement experience was very good 93% 100%
The University’s course briefings and handbook guidance supported my preparation for the placement
96% 95%
I received helpful verbal and written feedback from my Placement Tutor following formal observations / visits
97% 99%
My University Placement Tutor looked at, commented on and advised me about my planning and assessment files / documentation and enabled me to identify areas to improve my practice against the Standards
96% 97%
The school's induction process was comprehensive and helped me become acquainted with policies and procedures
96% 100%
I was given the opportunity to develop my teaching competences as appropriate to the placement and as detailed in the school experience handbook
94% 100%
% who Strongly agree or Agree with statements
• New software and evaluation processes enabled quicker analysis of data, thereby facilitating more targeted support for school where needed
End of placement evaluations – areas for development?
2012/13 Final placement
2011/12 Final placement
I received helpful verbal and written feedback from my mentor following formal observations.
93% 99%
My school mentor looked at, commented on and advised me about my planning and assessment files at least every 10 working days.
78% 91%
The mentoring process enabled me to identify areas for further development and take appropriate action to improve my practice against the Standards [includes advice and commentary on Action Plans].
88% 100%
I was able to observe outstanding practice. 89% 94%
End of programme evaluations 2012/13
Aspects of programme which are rated most highly:
Use a range of teaching methods that promote pupils’ learning (89%)
Use new technology more effectively to support learning (88%)
Helping them to understand subject knowledge (89%)
Helping them to understand pedagogy (90%)
Overall quality of training = 91% (95% 2011/12)
% who rate aspects of training as Very good or Good
Work with teaching colleagues as part of a team (89%)
Preparing them to teach primary mathematics (94%)
Areas for development? (however, note improvement in most cases over the last 3 years):
Preparing them to teach pupils:
•From minority ethnic backgrounds (65%) [56% 2010/11]
•With English as an additional language (71%) [49% 2010/11]
•With special educational needs (71%) [63% 2010/11]
Preparing them to teach reading, including phonics and comprehension (81%)[77% 2010/11]
End of programme evaluations 2012/13
Preparing them to work with teaching assistants to achieve objectives (79%)[91% 2011/12]
NQT Survey 2013
Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G
Aspects of training which are rated most highly:
Question UoB Sector
Overall quality of training 95% 90%
Teach specialist subject 82% 75%
Using new technology to support learning
78% 75%
Achieve progression for pupils 83% 78%
Teach across the range of abilities 86% 81%
Work with teaching colleagues as part of a team
92% 85%
Communicate with parents/carers 67% 64%
Assess robustness of educational research
73% 67%
Apply findings from educational research
73% 69%
NQT Survey 2013
Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G
Areas for development:
Question UoB Sector
Understand the national curriculum 80% 83%
Teach pupils from BME backgrounds 48% 64%
Establish and maintain a good standard of behaviour
78% 83%
Assess pupils’ progress 60% 68%
Teach pupils with SEN 63% 68%
Teach pupils with EAL 47% 59%
Teach language comprehension 63% 67%
Teach systematic synthetic phonics 71% 76%
Use data to support learning 41% 54%
Record and report pupils’ progress 51% 59%
• UoB graduates are more likely to be employed as a teacher than elsewhere in sector
NCTL Performance Profiles 2013
PGCE Primary
2011UoB
2012UoB
2013UoB
2013Sector
Awarded QTS
82% 91% 97% 91%
Employed as a teacher
84% 76% 89% 84%
BA Primary
2011UoB
2012UoB
2013UoB
2013Sector
Awarded QTS
88% 94% 89% 90%
Employed as a teacher
74% 79% 83% 79%
NB – data relate to students who graduated in 2011/12
University of Brighton survey of former students (NQTs) and headteachers
93%
Headteachers
NQTs
Manage behaviour effectively
How well prepared to …
72%
79% 61%Make accurate and productive use of assessment
83% 69%Cater for the needs of all pupils
56% 43%Specifically, pupils with EAL
76% 61%Specifically, pupils with SEN/D
95% Overall 83%
% who rate aspects of training as Very good or Good
90% Teach mathematics 89%
62%Teaching systematic synthetic phonics 62%
93% Teach English 74%