School of Education accreditations

Accreditations Birmingham City University as a provider of Initial Teacher Education (ITE) is regularly inspected by the Office for Standards in Education, Children’s Services and Skills (Ofsted). Ofsted reports directly to Parliament and is independent and impartial. It inspects and regulate services which care for children and young people, and those providing education and skills for learners of all ages.

Ofsted inspections of ITE providers provide an expert and independent assessment of how well the provider is performing and the quality of teacher training offered. Information in the inspection report can help prospective trainees decide which providers suit their training needs.

In the latest Ofsted Inspection (March 2014) Birmingham City University was awarded a grade 2 rating ‘Good’ for its primary and early years, secondary and post-compulsory education and training provision.

Key strengths identified in the inspection are as follows:

  • The high quality of the oral feedback given to trainees after lesson observations.
  • The good use of specialist expertise in the teaching alliance and cluster groups of schools that helps trainees make very close links between the generic training and its implications for their own teaching.
  • The partnership’s clear vision for the future and the effective implementation of systems and structures to meet the need for new ways of partnership working in the changing landscape of ITE.
  • The good quality of the induction and pre-course phase which identifies trainees’ learning needs so that they feel well prepared to begin their programme.
  • The provider’s good pastoral support that ensures that most trainees attain well.
  • The phonics and mathematics training by tutors.
  • Rigorous recruitment and selection processes that successfully identify trainees who have the potential to become good and outstanding teachers.
  • The high quality of the induction and pre-course phases that identify trainees’ individual needs very well, so that they make a confident start to their teaching.
  • The exceptionally coherent way in which trainees are prepared, through the Education, Pedagogy and Professional Studies Programme (EPPS), to teach the new National Curriculum from September 2014 and support disadvantaged pupils, which is a strength worthy of sharing beyond the partnership.
  • Trainees who leave their courses with a wide range of knowledge and skills which makes them highly employable. Their career progression is swift and they make a real difference to the quality of teaching and learning in their schools.
  • An ambitious vision for the future of the partnership that is enthusiastically embraced by all stakeholders. Highly effective collaboration across the partnership leads to wide-ranging continuing professional development for all its teachers and trainees.
  • The trainees’ exceptionally strong sense of belonging to a genuine learning community in which they are equal partners, resulting in their very strong commitment to taking their place in improving outcomes for all learners.
Post-Compulsory Education and Training
  • Thorough and rigorous recruitment and selection processes which successfully identify trainees with the potential to be good and outstanding teachers and prepare them for the demands of the training.
  • The strong cohesion of the training including opportunities for trainees to weave their own practice into the programme.
  • Good support by tutors and mentors resulting in high completion rates on the full-time and ESOL pathway.
  • High rates of progression of trainees into relevant employment because of good quality teacher education and training, and good employability training.
  • Strong involvement of key partners who jointly own the quality of the programme and are fully committed to its development.