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5. Structures and partnerships
Requirements:
Providers must be able to set out the essential features of their structures and partnerships which will enable them to deliver teacher training in the way described in the preceding sections. Providers must:
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This discussion was modified 7 months ago by
Rob Walden.
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This discussion was modified 6 months, 3 weeks ago by Rob Walden.
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This discussion was modified 6 months, 3 weeks ago by Rob Walden.
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This discussion was modified 7 months ago by
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10 Replies
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5.1 Be able to set out at what scale they operate and, recognising the quality level set out in this document, demonstrate that they have sufficient capacity to be able to meet the Quality Requirements for training in all subjects and phases offered.
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5.2 Secure and retain schools and other partners to enable them to deliver their programme in line with the Quality Requirements, meeting the needs of all trainees, and set out how they will develop the training and delivery capacity of ITT lead partners and schools in their partnership.
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5.3 Be able to set out which courses are to be run and what target recruitment numbers and minimum and maximum numbers will be in place.
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5.4 Identify and retain lead partners and be able to articulate what responsibilities may be delegated to lead partners (which may include teaching school hubs). Providers should also consider how they plan to involve other relevant specialist hubs.
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5.5 Establish the structure of their partnership and governance arrangements, including formal arrangements between lead partners and accredited providers and between teaching practice schools and providers, and exercise governance effectively, recognising that accountability for all aspects of the operation of the partnership rests with the accredited provider.
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5.6 Market the course offer, recruit trainees and help potential trainees to navigate the market.
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5.7 Establish budgetary arrangements that set out how funds are distributed across accredited providers, lead partners and schools, and how funding is distributed within the partnership in a way which adequately reflects the distribution of delegated responsibilities. Providers must ensure funding is used for intended purposes at all levels in the provider’s partnership, and that these arrangements contribute both to quality provision for trainees and to the retention of partners.
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5.8 Ensure that trainees are prepared to teach pupils in schools across a full range of contexts found in the geographical area in which they are training, including areas of high disadvantage. For example, trainees’ placements could include time in schools serving disadvantaged communities, or a focused period teaching pupils from disadvantaged backgrounds or schools judged to require improvement.
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5.9 Ensure that, at a local level, schools and other lead partners are well placed to recruit trainees (for example, in the way that School Direct currently achieves this), given the fact that local recognition and relationships are critical for securing and maintaining the confidence of potential trainees.
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5.10 Establish arrangements for secure and compliant data handling across composite organisations and partnerships.