Course structure 

  • All teacher training courses run from Sept 1st until 30th June. Successful trainees will be awarded Qualified Teacher Status on 1st July. If applicable, the Post Graduate Certificate in Education (PGCE) is awarded by Bath Spa University at its awards board later in July.
  • PGCE is optional. Although the majority of our trainees study for both QTS and PGCE, the PGCE is an optional qualification. In some cases trainees feel that they would like to reduce their workload during their training year and therefore opt out of doing the PGCE. If trainees are fee paying then the Bath Spa University accreditation fee may be reimbursed to them. 

  • In school from day 1. Pupils and staff see you as a new member of the department and school rather than as a trainee joining them part way through the term. You have the opportunity to integrate in to the school community and take a full part in school life.
  • Trainees are supported by a subject mentor and an Initial Teacher Training Coordinator (ITTC) in school. The trainees work closely with their mentors and have a dedicated weekly meeting to discuss their progress and set targets. ITTCs meet trainees fortnightly to discuss wider school issues and offer pastoral support.

  • Visiting tutors. All trainees will be visited by an MSC visiting tutor three times throughout the course. Visiting tutors ensure that schools are providing trainees with a quality placement, that judgements made about the trainees are agreed and that trainees are on track with their programme.
  • Weekly, centralised professional training at the MSC. On Tuesdays training sessions are delivered by current practitioners who are experts in their fields. This includes lead teachers, educational psychologists, school professional development leads etc. Training is designed to be engaging and relevant, sending trainees away with ideas to try in their lessons.

  • A small inclusive community who know you and your school well. We pride ourselves on our capacity to support trainees during their training programmes. We understand the pressures of training to teach and managing life outside of school at the same time. We encourage trainees to share any problems or issues with us so that we can offer support and advice.
  • Second school placement. All trainees must complete a teaching practice in a second, complementary school. Trainees are able to choose which school(s) they approach to secure a placement (trainees receiving a training bursary are expected to complete both practices in the state funded sector). This allows a degree of personalisation for trainees e.g. we work with a range of schools and alternative educational settings e.g. Pupil Referral Units and Special Schools. Trainees can decide where they might gain most benefit.
  • Visiting other schools. We try and give our trainees the opportunity to visit different schools which can offer different expertise and experiences. As part of our Tuesday Professional Training we offer focussed visits to schools outside of the partnership e.g. special schools, Pupil Referral units.
  • We do not require trainees to specifically compile files of evidence. We are mindful of the need to reduce workload so aim to limit unnecessary photocopying and printing. Trainees are given feedback and targets weekly which provide evidence of their practice and progress. Along with filing their lesson plans and resources weekly. They also complete short portfolio tasks to supplement their teaching files. This provides all the evidence that they need. 



Ofsted Report