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Case study: Building capacity across key stages using multiple placements

Julia Croft

Job title: Secondary mathematics subject leader

ITT provider: University of Bedfordshire

Publication Date:

About this case study

We were finding that, although middle years trainees were passionate about their subject, they didn’t feel confident about working with older children. Julia Croft, secondary mathematics subject leader at the University of Bedfordshire, explains how a flexible approach to multiple placements is building capacity across key stages.

Julia says:

"In our first year, we’ve focused on developing the capacity of our strongest placements to support trainees on the middle years course. We were finding that, although middle years trainees were passionate about their subject, they didn’t feel confident about working with older children. As a result, they were getting quite anxious about their secondary placement."

"We’ve paired middle years trainees either with each other or with a secondary trainee. For both models, tutors and trainees have given really positive feedback. One trainee commented: ‘The support was invaluable in placement 2. Our discussions helped to generate ideas, and we tried things I wouldn't have thought of’. For logistical reasons we can’t use this approach next year, but we’ll definitely consider it again in the future."

"Looking ahead to the second year of the project, we plan to focus on building capacity among those schools that might find it difficult to take on trainees. From January, we’ll be placing some of our strongest trainees in pairs in those schools. We expect it will be a great development opportunity for them, and having two trainees will also mean tutors can spend more time in the school helping mentors to develop their skills."