To gain insight into the impact of these developments and celebrate the successes of the past year, we sat down with two pivotal figures in our programme: Alix Ward and Kerrie Parsons, our dedicated Lead Mentors. Their invaluable experience and passion for nurturing new talent have been instrumental in guiding our trainees through this innovative year. Join us as they share their perspectives on the journey, the triumphs, and the unique strengths of the RSA offer for both current and future generations of inspiring educators.

Embracing the New School-Led PGCE

"This past academic year marked an exciting transition to the new school-led PGCE programme, moving from the previous School Direct route. From your perspective as Lead Mentors, what were the most significant changes you observed in this new structure, and how do you feel it benefited our trainees' development?"

All the important aspects of the previous route had been evaluated to make sure the new programme reflected all that was good and added in additional benefits.  The most significant of these were the ITAP weeks, extended second placement and 80% teaching timetable in the third term.  All of these greatly improved trainees’ knowledge, skills and ability to teach their subject with confidence.  

The Impact of ITAP Weeks

"A key feature of the new programme was the introduction of the Intensive Training And Practice (ITAP) weeks. How did these dedicated, intensive periods of training contribute to the trainees' learning and practical skills, and what positive outcomes did you see as a direct result of these weeks?"

These weeks allowed trainees to focus on specific aspects of teaching practice in order to be able to see key skills in action.  Students had a classroom day being taught the theory before observing expert colleagues, trying out new skills in a lesson and then reflecting and refining their own practice.  All said that being able to concentrate on one specific area really helped them to understand both the why and the how of teaching, and they were able to improve their own teaching in lessons as a result.

Deepening Experience in Placement 1

"The extension of the first formal placement from six to nine weeks was another notable change. How did this increased time in a different school environment allow trainees to deepen their practice, build relationships, and develop their teaching confidence more effectively?"

This extension started at the end of the Autumn term, where trainees spent a week in their new school, familiarising themselves with routines, timetables and their departments.  This strong start meant trainees felt they had enough time to settle in and observe classes before taking over teaching themselves.

Trainee Success in Securing Employment

"As the year concludes, our focus naturally shifts to our trainees' next steps. Could you share your observations on how successful this year's cohort has been in securing employment, and what do you believe contributes to their strong employability?"

The year’s cohort have successfully interviewed and secured employment at Swanmore and other schools.  They have all shown strengths in subject knowledge, classroom management, lesson planning and delivery and exhibited the high standards of professionalism expected of teachers.  Their training programme includes interview practice with personal feedback, guidance on completing application forms and the variety of careers in teaching. We have one trainee who has gone on to work at a Further Education College and another who is continuing to develop her skills in a more specialist environment. 

The RSA's Distinctive Strengths

"Looking back at the entire training year, what do you identify as the core strengths of the RSA's offer? What truly sets our school-led PGCE programme apart and makes it such a valuable choice for aspiring teachers?"

We really take the time to know and nurture our trainees and all of them tell us how valued and supported they feel here.  We personalise our approach for each student and get to know them as individuals, taking into account their wants, needs, strengths and areas to improve so we can devise a bespoke plan for them.  We have high expectations and quality assure our mentors to ensure that they are delivering the best possible support for their trainee.  All our mentors receive regular training, and we offer drop-in sessions, which they use to seek advice if needed, or to pop in and tell us how well their trainee is doing and how pleased they are with their progress.  We have a dedicated separate space with hospitality included, which looks out over our lovely school field.  It is amazing to see deer and squirrels as you mark or plan.

High Expectations, High Rewards

"We sometimes hear that the RSA has high expectations of its trainees and operates 'by the book.' How do these high standards and our structured approach, in your view, ultimately prepare trainees for the realities and demands of a successful teaching career, and how does this translate into the quality of teachers we produce?"

We know that our trainees leave us as confident, competent teachers who are able to teach well and inspire all students to persevere and achieve.  We follow the program set out by the DfE as this has been well-researched and resourced so is proven to provide the trainees with all they need to be successful.  The program from the University of Winchester aligns with this and further develops trainees with the academic and theoretical knowledge they need.  School-based training sees all of this theory put into real-life practice.  No two lessons or days are ever the same in teaching and everyone has a responsibility to do their best for each student and maintain high expectations and standards.  We know our RSA trainees are well prepared for this.

A Message to Future Trainees

"For prospective trainees considering their Initial Teacher Training options for next year, what key message would you like to convey about choosing the RSA? Why should they make us their first choice for embarking on their teaching journey?"

We are approachable, knowledgeable, friendly and fun - we see you as an individual and will nurture and support you in every way to become a confident, competent and caring teacher.

Alix and Kerrie on the dodgems during the after-school staff session of the 2024-25 Rewards Day at Swanmore College.