1. More can be Better
Trainees in Primary
Classrooms

2. Schools in the PDS Cluster 8
Yorkshire & Humber Region
Yeadon Westfield
Lee Mount Thorne Brooke

3. A Rural Contrast in North
Lincolnshire
Winteringham
South Ferriby Wootton St Andrew’s

4. The Project
 The research explored three core questions:
3. What are the realities of working in a SFCC in
Yorkshire and the Humber from a
Headteachers, experienced teachers and
trainees’ perspective?
5. What does it take to be a SFCC teacher?
3. What support can stakeholders offer to
prospective SFCC teachers?

5. Our findings show that it is important if we
are to retain and continue to recruit effective
SFCC teachers ITT providers and schools
need to ensure trainees:
 are offered the necessary training and support to
excel in their work especially in behaviour
management.
 have strong, support systems and strategies in
place
 have a positive experience on teaching practice in
a SFCC school.
 are trained on how to set up workable support and
action plans to address “difficult” classes and help
learners succeed.

6. Summary of Findings of research that
we know can be applied to all
Trainees
ITT providers need to ensure trainees:
 Have a strong knowledge of child and
adolescent development.
 Have an understanding of pupils family and
community background.
 Be able to diagnose their learning needs
 Be able to apply various strategies to support
their learners.

7. Working with PDS
2006-2009
Projects based on
 Improving Trainees experiences in schools
 Additional CPD opportunities for Partnership
schools
 Improving the Quantity and Quality of Mentors
in schools
 Qualifying and Quantifying the benefits of
having Trainees in our schools

8. Examples of how ‘more can be better’ in
Primary Schools?
In 2007/8 a PDS Cluster focused on
 Providing evidence of how supporting Initial Teacher Trainees in
school can positively impact upon pupil standards.
 Of the five schools involved , three focused on reading standards,
one on writing standards and one on staff opinions on the value of
ITT to their school.
 The Case Study points to the benefit to learners provided by
engaging with ITT at the strategic planning level. The additional
capacity created in classrooms can have a demonstrable positive
effect

9. Evaluation and Impact of the Project
 Writing:
“When the entry and exit assessments were carried out for writing
for the whole school, the impact of trainees could be analysed.”
“For the period of this case study, when trainees were present in a
class the writing progress at least doubled. This was the case for
EAL pupils and the class as a whole.”
 Reading :
In Y4 out of the 15 pupils,
12 had made 6 months + progress:
5 made over 2 years progress
4 made more than 1 years progress
3 made 6 months progress.

10. Enthusiasm
Raise
standards Staff CPD
Allows Peer evaluation
smaller class So why is more better? /paired
groups / placements
more 1-1
teaching
approaches
Allows
time for
Allows creativity/ Shared
reflection
projects planning and Learning
teaching from each
other

11.  How can large numbers of trainees be
effectively deployed in schools to
raise standards?
 Over to you …………………..