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At the SCITT's most recent OFSTED inspection the inspectors recognized the quality of trainees at the end of training was good:

“The trainees are reflective teachers, willing and able to accept ways forward to modify their techniques in becoming effective teachers. Their weekly evaluations are detailed and of good quality. They seek and act promptly on advice given by school-based tutors. They are committed to honest self-evaluation and this leads to improvements and good progress towards reaching the Standards.”

“They possess good subject knowledge and use this effectively in their lessons. They are particularly skilled in the teaching of phonics. Here they are able to devise interesting and engaging methods to develop skills in their pupils. Misconceptions and mispronunciations are readily identified during class discussions and used as teaching points for the whole class. Trainees make appropriate use of resources, including information, communications technology (ICT), to support their lessons. Interactive white boards are used effectively and with confidence by all trainees.”

“Trainees use a wide range of teaching and learning strategies confidently and effectively. They captivate their pupils with engaging and exciting openings to their lessons. For example, one trainee created the ambience of the seaside by having images of the sea rolling on the interactive white board as discussion took place.”
The SCITT's External Examiner also recognises the high quality of the trainees produced by the SCITT training: “Trainee X was an excellent role model in terms of the thoroughness of her preparation and her courteous engagements with adults and children. Her artistic disposition had been very much in evidence during her placement and she had already begun to make her mark on the corporate life of the school in terms of her contribution to music and the school production of Peter Pan.”

“Trainee Y, teaching literacy to a top set of year 3/4 pupils, was well paced, creative and engaging. The introduction of a significant drama element to the lesson was testimony to her growing professional confidence and imagination. She managed the session, which contained several transitions, very well and from the outset had established a culture of high expectations. She had invested time and energy during the placement in an innovative approach to social and emotional literacy and in seeking to establish a culture of consideration and kindness. Her modelling of these qualities through positive and consistent approaches to behaviour management was exemplary.”

“It was a well prepared and expertly managed session with pace and rigour. The children responded enthusiastically to the discussion sessions at the beginning and end of the lesson and worked collaboratively and cooperatively on independent group activities. From my observations, learning outcomes were achieved. Questioning skills were well developed to elicit understanding and scaffold learning. Trainee Z recognises the value of providing children with a range of teaching and learning activities and her management style is fair, firm and consistent with an emphasis on the positive. Trainee Z's teaching and management style are uncharacteristically subtle for a relative novice - she has a lightness but sureness of professional touch which might typically be expected of a more experienced teacher.”