Our highly regarded Salaried School Direct programme is a demanding and rewarding route into the profession. Like all our programmes this route incorporates hands-on classroom practice in two placement schools with ongoing central training and professional learning sessions. You are employed by a school and paid a salary throughout the programme.
Being on the Salaried programme means that you will have classroom responsibilities from September; Associate Teachers (trainees) can have sole responsibility for up to 10 hours of teaching per week from September. We have carefully designed our programme to ensure that you are prepared for this responsibility by incorporating our unique and innovative ‘Summer Programme’ in June and July.
The Summer Programme is an intensive programme of Central Training designed to develop your knowledge, understanding and classroom practice ready for September. This is a compulsory part of the programme and applicants must be able to attend from 10th June 2019 onwards. The Summer Programme cannot be combined with any other paid work, for example as a TA in a school.
You will be employed as an unqualified teacher on a fixed term contract for 58 weeks which will run from June 2019 to the end of your training in July 2020. This covers the Summer Programme and the academic year from September to July.
The salary amounts offered vary depending on the subject you choose to teach, this is due to the amount of national funding available in different subject areas. Please note that due to the salaried nature of this programme, Associate Teachers on this route are not eligible for national bursaries or student loans but for this route you do not need to pay tuition fees.
The deadline for applications for 2018-19 salaried programmes is the beginning of May 2020(date TBC).
Trainees’ teaching is excellent…. Right from the start of the training programme, trainees are guided to focus on the impact their teaching makes on pupils’ progress and attainment. When trainees consider their own teaching, their reflections quickly turn to evaluating what their pupils learned, rather than just analysing the strengths and weaknesses in their own performance. Ofsted inspection report 2017
As the SCITT programme allows me to train on the job, I am fortunate enough to be spending the school year with the same wonderful class. I find that this aspect is extremely helpful in progressing my teaching as it allows me to really get to know the children, plan my teaching to suit them, and track their progression throughout which in turn guides my planning. Having this opportunity for continuity has given me far more confidence in my own ability as I can see how far I have come since starting the programme and I firmly believe that this is a unique opportunity, not always possible in other training routes.
Programme Structure
The principles underpinning the Summer Programme are that Associate Teachers (trainees) are given focused support and guidance to develop and test out their ‘teacher’s toolkit’. The time during this intensive programme is divided approximately half and half between central training sessions/ experiences and time in both placement schools.
The amount of teaching that an individual Associate Teacher has sole responsibility for can increase from January and any increase is negotiated by the Associate Teacher, the Programme Leader and the placement school. Due to its salaried nature this is an especially intensive and demanding programme that requires full commitment throughout. Basic hours at your placement schools and at Central Training will be between 8:00am and 4:00pm and on occasions you will be required to attend additional events. We work with schools across Oxfordshire and it is therefore important that you are able to travel to different locations across the county.
The weekly structure from September for Salaried Associate Teachers will be as follows:
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
| Main placement | Main placement | AM: Second placement PM: Central training | Main placement | Main placement |
The Summer Programme begins on 10th June 2019 and is an intensive training period that provides you with the basic toolkit to be ‘classroom ready’ in September. This is a compulsory part of the programme, and as such you are contracted and paid from this point.
The academic year begins in the first week of September, each week you will spend four days in your main placement school, a morning in your second placement school and an afternoon in central training. This will be supplemented with additional subject knowledge days throughout the year.
From September to December – In your main placement school you will have between 25%-50% sole responsibility for teaching, with the remaining time spent on professional learning, team-teaching with your mentor, planning and preparing, observing other teachers, working on evidence portfolio etc.
From January your timetable can increase to 75% of your four days in your main placement school. The increase will be gradual and will be negotiated; the remaining time will still be used for your own professional learning. In your second placement you can now have one hour teaching with sole responsibility.
Salaried Associate Teachers are paid and employed on a fixed term contract for 60 weeks which will run from 10th June 2019 to the end of your training on 31st July 2020. This covers the Summer Programme, 2019 summer holidays and the academic year from September to July. The programme leads to the award of Qualified Teacher Status (QTS) but Salaried Associate teachers may also undertake the optional PGCE at a cost of £1,500.
| PROGRAMME TITLE | UCAS CODE | 60 WEEK SALARY | SALARY PER ANNUM |
|---|---|---|---|
| Biology (11-16) | 2RJV | £14,000 | £12,552 |
| Chemistry (11-16) | 2LD3 | £21,000 | £18,828 |
| Computing (11-16) | 2LD4 | £21,000 | £18,828 |
| DT* (11-16) | 2LD5 | £14,000 | £12,552 |
| English (11-16) | 2LD6 | £14,000 | £12,552 |
| Geography (11-16) | 2RJX | £16,300 | £14,614 |
| History (11-16) | 2RJY | £12,000 | £10,759 |
| Mathematics (11-16) | 2LD7 | £21,000 | £18,828 |
| MFL** (11-16) | 2RJZ | £21,000 | £18,828 |
| Music (11-16) | 2RK2 | £12,000 | £10,759 |
| Physics (11-16) | 2LD8 | £21,000 | £18,828 |
| Primary (5-11) | 2LD9 | £12,000 | £10,759 |
| Primary EY (3-7) | 33S9 | £12,000 | £10,759 |
| Primary SEND (5-11) | 33M3 | £12,000 | £10,759 |
| RE (11-16) | 2NJY | £12,000 | £10,759 |
Salaried Primary Early Years 3-7
This programme is suitable for applicants who want to specialise in the 3–7 age range. You will be trained to teach and gain substantial experience across the 3–7 age and ability range as well as developing an understanding of educational theory and practice in the 0-3 and 7-11 age ranges.
Salaried Primary SEND (Special Educational Needs and Disabilities) 5-11
There are very limited places available for this programme and so it is most suitable for applicants who already have substantial SEND experience, and ideally those who already have an Oxfordshire Special School that is keen to support them through the training programme.
Successful candidates will be employed by a special school and will spend the majority of their time in schools in the special school placement. The programme will prepare you to train across the full 5–11 age and ability range and therefore there will be a significant placement in a mainstream primary school where you will teach and collect evidence of successfully meeting the Teachers’ Standards in that setting.
All our programmes are very highly regarded by those who have trained or are training with us, and crucially also by the Headteachers that recruit teachers who have trained on them. Our programmes are designed and led by practicing teachers who really understand what you need in order to become a successful and confident practitioner who will thrive in their career in the classroom, and potentially beyond, as a school leader.
If you are going to be a school teacher why learn how to do it anywhere other than in schools? Of course, this approach doesn’t mean that you simply learn to copy one particular school’s approach or system, in fact the reverse is true. Everyone who trains with us has two placements, as well as opportunities to experience teaching and learning in a wide range of other settings, in order to develop a deep understanding of the diversity that exists within our education system. Our flexible approach also means that we are often able to arrange bespoke placements, experiences and learning opportunities for individual Associate Teachers who are keen to develop particular skills or areas of interest.
Our Central Training sessions cover all the essential aspects required to become a successful teacher and are designed and delivered by expert and highly credible practitioners. Our programmes are carefully designed to ensure that through your school practice, central training and focused personal reflection you develop the necessary skills as well as a sophisticated understanding in order to be a great teacher.
‘Central training makes an excellent contribution to trainees’ development as new teachers.’ Ofsted Inspection report 2017.
Coherence and relevance are the key criteria we apply when designing our programmes and so we draw on the latest national and international evidence base when determining how best to prepare you for your career as a teacher. This also means that our fantastic school-based mentors know and understand the programme, but also how to be highly effective in their mentoring role.
Great teaching and great schools are based on great relationships and by training with us you will immediately be connected with some great networks. Central to our approach to training and development is the importance of reflection; we make sure that you have good people around you to support with this so that you can explore your own developing identity as a teacher.
Possibly the most important networks in your training year are the ones in your placement schools. All our trainees are called ‘Associate Teachers’ so that from the outset you are recognised as a teacher, not a ‘trainee’ or ‘student’ who is only dropping in for a few weeks, therefore the staff, the students and the wider school community will all see you as part of that network.
‘Partnership leaders and staff know trainees extremely well and are attentive to their professional development, performance and well-being throughout the programme. As a result, trainees feel completely supported and challenged.’ Ofsted Inspection report 2017.
