TDA - Assessment criteria

To determine whether a proposal will meet the secretary of state's accreditation criteria, the Training and Development Agency for Schools (TDA) has established assessment criteria against which it will evaluate proposals at each stage of the accreditation process.

Potential new providers (PNPs) should therefore submit proposals that address each of the assessment criteria. Failure to address the assessment criteria sufficiently could lead to the proposal not being recommended to proceed to the next stage or, ultimately, not securing accreditation.

The executive summary

The executive summary should indicate:

the reasons why the proposers wish to provide initial teacher training (ITT)
what age range and (for secondary) what specialist subject(s) the training will focus on, and the number of trainees proposed
any special features that are likely to contribute to a particularly high quality of training
any particular features of the training that will distinguish it from existing ITT provision
the current level of involvement and experience in ITT with accredited providers
any gaps the training will fill in the existing provision of ITT courses, for example in the geographical coverage of courses for a particular age range and/or subject specialism
any other ways it will add to the diversity of choice available to potential applicants for ITT courses
how it will help to meet schools’ current needs, as identified locally and nationally, and
the range of applicants it is hoped to attract.

Successful executive summaries will:

give convincing reasons why the group wishes to start ITT
provide a coherent explanation of how the proposal is likely to achieve a high quality of training
identify features that will add to the range and diversity of ITT provision, in the geographical region and nationally
address the most urgent current requirements of schools, both locally and nationally, and
present a convincing case that the course is likely to attract recruits who might not otherwise have applied for an ITT course.

Outline and full proposals

Outline and full proposals must follow the following format. The guidance given below suggests the level of detail required for outline and full proposals. The success criteria are for full proposals, and indicate how proposals will be assessed.

1. Rationale, aims and objectives

a. The outline proposal should:

contain a clear rationale, explaining why the group has decided to seek accreditation to run courses of ITT
describe the key features of the course, indicating what makes the provision distinctive and whether it contributes to additional diversity and choice for trainees
explain the reasons for the choice of age range, and for secondary courses the choice of subject(s) to be offered
clearly state the aims of the course and the objectives that relate to the intended outcomes for trainee teachers, and
demonstrate that enquiries have been undertaken which identify a likely demand from potential trainees.

b. The full proposal must:

show that there is an appropriate rationale for the:

reasons why the group has decided to offer initial teacher training
distinctive features of the provision and whether it contributes to diversity and choice for trainees
choice of age range and subject specialism(s) (for secondary courses), and
benefits to those involved (eg schools, teachers, pupils).

contain broad aims and specific objectives that:

indicate an intention to comply with the statutory requirements
identify and reflect the distinctive features of the proposal, and
summarise the outcomes of the training for trainees.

provide details of the research undertaken to demonstrate that:

there is a demand for ITT which the proposed provision could meet, and
there is a demand for newly qualified teachers in the local area with the relevant specialisms.

c. Successful proposals will:

provide clear reasons why the group is making the proposal
indicate in what ways the proposal distinguishes itself from existing ITT courses
explain clearly how the proposed course would add to the diversity of choice available to possible applicants
explain the reasons for the choice of age group and specialist subject(s) (for secondary courses)
indicate how the proposal will benefit others involved in the training apart from the trainees, eg teachers, pupils
provide a clear statement of the aims of the course, which indicate that it will meet the secretary of state’s requirements
provide a coherent statement of the objectives of the course, which reflect its distinctive features and outline the intended outcomes for trainees
provide convincing evidence that there is sufficient demand from potential applicants for a course of this nature, and
provide specific evidence that there is a demand in the local area for more newly qualified teachers in the age range and/or subject specialism(s) that will be offered.

2. Partnership with schools

a. The outline proposal should:

state the criteria for selecting the schools to be involved, and include details of their previous experience of ITT
state what types of school are to be involved
state how many schools are to be involved
indicate what level of commitment has been secured from each school at this stage, and
indicate the extent of the involvement of the schools in preparing the proposal.

b. The full proposal:

must contain clear, relevant and appropriate information about the schools (including name, address, Department for Education and Skills (DfES) number, type and age range) and, for secondary schools, subject departments to be involved at the outset
should state the criteria for selecting the schools and departments, and show how the schools and departments selected meet the criteria, including their experience of ITT
should indicate what strengths the schools involved will bring to the course
should state the criteria for deselecting schools or departments from membership of the partnership
must contain evidence that the schools identified have been actively involved in contributing to the preparation of the proposal, by including a signed statement of commitment from the governing body of each school, and
must include a draft partnership agreement that makes clear the roles and responsibilities of each partner and the division and allocation of resources between partners.

c. Successful proposals will:

explain the detailed criteria that will be applied in the selection of schools for the partnership, both initially and subsequently, in order to secure high-quality training
explain the procedures to be followed if schools fail to provide high-quality training or cease to meet the selection criteria, including provision for their support and/or deselection
provide details of sufficient schools of an appropriate type and age range to ensure a suitable range of experience and high quality training for the number of trainees proposed
provide specific evidence that the schools and, where relevant, subject departments are likely to provide high-quality training through information on the standards attained, quality of teaching and arrangements for professional development, supported by reference, where appropriate, to Ofsted reports,local authority reviews, self-evaluations or other performance data
provide details of the schools’ and, where relevant, subject departments’ previous involvement in ITT and the induction of newly qualified teachers (NQTs)
supply evidence on the extent of the schools’ active involvement in preparing the proposal
provide evidence that the proposal enjoys the full support of the governing body of each school in the partnership, and
include a draft partnership agreement with a clear description of the roles and responsibilities of each partner and appropriate proposals for the division and allocation of resources.

3. Accommodation, facilities and resources

a. The outline proposal should:

outline the accommodation, facilities and resources likely to be available to trainees, including library access, study facilities and ICT resources.

b. The full proposal:

must contain evidence that:

suitable accommodation for training has been secured, and
adequate and accessible resources will be available, including library facilities, ICT resources and recent research and inspection evidence.

c. Successful proposals will:

provide clear information on the different locations where training is planned to take place
describe suitable accommodation for the central training and for trainees’ study and social facilities, and
indicate appropriate arrangements for trainees to have easy access to suitable teaching and learning resources, ICT resources and equipment and library facilities.

4. Recruitment of trainees

a. The outline proposal should:

indicate the approximate total number of trainees to be recruited
describe how trainees will be recruited
include the criteria that will be used to select trainees, and
include:

for primary courses, the minimum and maximum trainee numbers proposed for each of the prescribed age ranges, or
for secondary courses, the minimum and maximum trainee numbers proposed for each main subject specialism, and how many trainees will specialise in specific age ranges.

b. The full proposal must:

contain a clear statement about the optimum number of trainees for each age range and subject specialism, together with minimum and maximum numbers,
contain evidence that the planned number of trainees is realistic and educationally viable,
include appropriate plans for the recruitment of trainees,
contain appropriate selection criteria and procedures which meet the secretary of state’s requirements, and
describe the procedures that will be followed in the selection of trainees.

c. Successful proposals will:

supply clear information on the optimum, minimum and maximum number of trainees that will be recruited for each age range and, where relevant, each specialist subject,
provide evidence that the proposed optimum numbers of trainees are realistic, and that the group size will allow discussion and peer support,
provide a convincing outline of the strategy planned to market the course and to attract applicants, and
ensure that the proposed selection procedures and criteria will result in the selection of trainees who are personally and professionally suitable for training and meet the minimum entry requirements.

5. Structure and content of the training

a. The outline proposal should:

meet the secretary of state’s requirements,
briefly show which elements of the course will enable trainees to meet all the standards for the award of QTS,
include a diagram of the course,
briefly show how provision for any special features of the course will be made, for example age range, subject specialism(s) or inclusion of foundation stage or 16--19 experience, as appropriate, and
briefly show how the various elements of the course are integrated, including the links between a trainee’s work in school and at other locations.

b. The full proposal must:

contain a general overview of the proposed structure and content of the course, which:

is coherent and provides appropriate coverage,
shows how different elements integrate effectively,
shows that the course meets current requirements, including those concerning length of courses and time in school, and
shows how the course reflects the distinctive features outlined in the rationale.

must include detailed information which shows the extent to which trainees will be given opportunities across the full age range for which they are being trained, to observe good teachers at work and work alongside them, in their chosen age range and/or subject specialism(s), and
must include detailed information that shows how the training ensures:

the content, structure and delivery of training enable trainees to demonstrate that they have met the requirements for QTS, and
account is taken of trainees’ individual needs.

c. Successful proposals will:

explain clearly how the course meets all the secretary of state’s requirements and how it will enable the trainees to attain all the standards required for QTS,
indicate clearly how the content of the course reflects the distinctive features outlined in the rationale, and how it provides full coverage of the specified age range and/or subject specialism(s),
explain fully how the different elements of the course relate to each other, so that they constitute a coherent and integrated training programme for the trainees,
demonstrate clearly that trainees will undertake sufficiently long and varied periods of school experience, to provide them with opportunities for sustained and substantial experience of classroom teaching,
demonstrate how trainees will gain experience of observing and working alongside teachers who are successful in the trainee’s chosen age range and/or subject specialism(s), and
indicate how the training will ensure that trainees are enabled to meet the requirements for QTS, and that account is taken of their individual needs.

6. Assessment of trainees

a. The outline proposal should:

set out, in general terms, how it will ensure that the trainees meet all the standards for the award of QTS before completing the course.

b. The full proposal must:

indicate how the assessment planned will provide evidence of trainees’ achievement in meeting the standards for the award of QTS,
contain a clear description of the process for assessing and recording trainees’ progress against the standards for the award of QTS,
detail the arrangements for the allocation of responsibility for:

taking an overview of the assessment of each individual trainee and ensuring that appropriate action is taken in relation to the progress made by individual trainees,
ensuring the quality and consistency of assessment, including the final decision about the award of QTS, and
internal moderation of assessment.

contain plans for independent, external moderation procedures to ensure that trainees recommended for the award of QTS have met the required standards, and
contain plans for procedures if a trainee makes an appeal against an assessment.

c. Successful proposals will:

explain in detail how trainees will be assessed rigorously and regularly to evaluate their progress towards achieving the standards required for QTS,
explain precisely who will undertake responsibility for each element of assessment, including the final recommendation for the award of QTS,
explain clearly the procedures and responsibilities for the internal and external moderation of the assessment of trainees,
demonstrate that the procedures for final assessment are sufficiently robust to ensure that trainees will be recommended for the award of QTS only if they have provided evidence of attaining all the required standards, and
demonstrate that the partnership has devised secure and equitable procedures to implement in the event of a trainee wishing to appeal against an assessment.

7. Quality assurance of the training programme

a. The outline proposal should:

indicate how it will be ensured that the provision complies with the secretary of state’s requirements for ITT and is of good quality.

b. The full proposal must:

contain strategies for ensuring that the quality of provision across all aspects of the course is of a consistently good standard
include a clear description of how, and by whom, all aspects of the course and their impact on the progress of trainees will be regularly monitored and evaluated
indicate who, or which group, will have overall responsibility for quality assurance
show how systematic monitoring and evaluation of all aspects of provision are carried out, and how:

improvement targets will be set, and
progress towards targets will be reviewed.

indicate how quality issues raised through monitoring and evaluation (including internal and external moderation) will be investigated and addressed to improve the quality of provision, and
include plans to collect information about the effectiveness of the NQTs in their first year of teaching, and for using this to improve the training.

c. Successful proposals will:

describe fully the strategies proposed for ensuring that the delivery and management of the training are of a consistently high standard
indicate clearly how, when and by whom the different aspects of the training programme will be monitored and evaluated
explain precisely which individual or group carries the ultimate responsibility for quality assurance
demonstrate clearly that procedures are in place to ensure that any problems will be identified and remedied speedily
describe the procedures planned to find out the views of NQTs about the effectiveness of their training and to make use of this information to improve the training, and
explain clearly how the outcomes of all quality assurance procedures will be acted upon, so as to bring about improvements in the quality of the training.

8. Management and staffing

a. The outline proposal should:

indicate whether a managing agent, higher education institution or lead school will be designated
indicate how the different management roles and responsibilities will be distributed, and how they relate to one another
show that there are sufficient well-qualified staff with recent and relevant experience in ITT partnership to meet the training requirements, and indicate how the workload will be spread between them, and
show that there are sufficient well-qualified and experienced staff to meet the requirements for financial control, and indicate how the workload will be spread between them.

b. The full proposal must:

where appropriate, indicate which school will be designated as the lead school, or the identity of the managing agent or higher education institution, including the name and position of the person who will sign the financial memorandum,
indicate how the partnership will be managed to ensure effective co-ordination, continuity and consistency of the training across the various contexts,
include a clear management structure (with an organisational chart) showing who is responsible for what and accountable to whom,
identify the body in the management structure with final responsibility for the course
include clear specifications of roles and responsibilities for all posts, and the time allocated to discharge them,
include job descriptions and person specifications which ensure that those appointed will have the relevant knowledge, understanding and skills to enable them to undertake the role competently,
give details of the qualifications and experience of staff who will deliver the different elements of the course,
include plans to provide suitably qualified and experienced staff to maintain and enhance financial controls and to comply with the TDA financial information requirements,
include plans to audit the needs of staff and to train and prepare them where necessary, and
set out the arrangements to ensure that schools are fully and actively involved in all aspects of the management, delivery, and evaluation of the programme.

c. Successful proposals will:

indicate clearly the lead school, managing agent or higher education institution, including the person who will be responsible for signing the TDA’s financial memorandum,
explain how schools will be actively and fully involved in all aspects of the training and management,
present a suitable management structure which indicates clear lines of accountability, including the group that has final responsibility for the course,
describe fully the roles, responsibilities and time requirements for all staff involved in training or management, including the responsible/principal officer for SCITTs,
provide clear job descriptions and person specifications for all staff with responsibilities for training, management and financial administration,
ensure that all staff involved in training, management and financial administration, including the responsible/principal officer, are suitably qualified and experienced, and
set out appropriate plans for auditing and meeting the needs of staff for further training and staff development.

9. Financial administration

a. The outline proposal should:

include an outline budget for income and expenditure (based on optimum trainee numbers)
indicate how the start-up funds will be used
for SCITTs, indicate that the financial arrangements reflect a sound grasp of the financial responsibilities set out in the financial memorandum,

confirm that a responsible officer will be appointed to ensure the appropriate stewardship of TDA funds,
include a person specification for the responsible officer that sets out appropriate financial experience and the plans for appointing to that post,
outline plans for effective systems of internal financial control, and
show an awareness of accounting systems and of the TDA’s financial monitoring requirements

include an outline plan of the financial management system in place, which will:

ensure that TDA funds are used for the purpose intended
safeguard TDA funds against fraud and theft, and
ensure that timely and accurate financial returns required under the terms of the financial memorandum are made to the TDA.

b. The full proposal must:

contain budgets for income and expenditure, based on optimum and minimum numbers of trainees, which are:

arithmetically correct and realistic
comprehensive in their coverage of the anticipated income and expenditure, and
indicate possible areas of capital expenditure and estimated amounts.

include:

a financial management organisation chart that identifies lines of accountability and details responsibilities, including the segregation of duties in relation to authorisation, custody and recording
details of how training bursaries will be paid to trainees – by cheque, cash or direct debit, and procedures to ensure there is no over/under payment
evidence about the past financial management performance of the proposers, for example audit reports on the lead school or managing agent, and
a detailed plan of the procedures necessary to produce the returns required by the TDA.

ensure:

for SCITTs, that the financial arrangements reflect a sound grasp of the financial responsibilities as set out in the financial memorandum
that there is a clear person specification and job description for the responsible officer, with sufficient time allocated for carrying out these responsibilities
that financial systems and procedures are described, covering:

control of expenditure, which includes authorising and controlling expenditure
payments being supported by claims and budgetary control
control of funds, including banking arrangements, two signatories on bank accounts, bank reconciliation and petty cash arrangements, and
safeguards of the assets and equipment necessary for the training function.

c. Successful proposals will:

outline a projected budget for income and expenditure that is accurate, realistic and comprehensive, and includes details of the funding income (for optimum number of trainees in each subject and/or age range) and the main categories of expenditure on the costs of training and management
describe fully the roles and responsibilities for financial administration, including the lines of accountability and the segregation of functions
describe clearly the systems proposed for the control of expenditure and the control of funds
explain clearly the procedures proposed for paying trainees’ bursaries, placing orders and producing the returns required by the TDA
explain clearly the way in which it is intended to use the two years of start-up funds, and
set out clearly what capital funding requirements are anticipated in the first two years of operation.