PRIMARY SECONDARY

Train With Us

SAF ITT has been providing highly successful and supportive classroom-based School Centred Initial Teacher Training (SCITT) in Bedfordshire, Cambridgeshire, Hertfordshire, Northamptonshire and Milton Keynes. 

We offer four comprehensive supported training routes where students can learn how to become inspirational teachers and future school leaders.

You may be straight out of school or university, or you may have several years of work experience behind you, but all that matters really is your desire and commitment to teach and shape the minds of the next generation.

Why train with us?

  • Personalised programme to meet your needs based on your experience and knowledge
  • Highly skilled tutors to support your training & development 
  • You can choose to train to teach children in primary or secondary schools
  • As a teacher trainee with SAF ITT, you’ll be teaching in classrooms at one of our partnership schools
  • There are salaried places available for you to learn while you earn in both primary and secondary schools
  • You can opt to teach in a Special School (SEND), this will also include a one term placement in a mainstream school
  • Study for a PGCE alongside your Qualified Teacher Status (QTS)

Get in touch with us at ITTadministration@saf.org.uk and let us help you find the best route for you.

Recruitment

We welcome applications from all applicants who meet or are working towards the entry criteria for initial teacher training courses.

Qualification requirements

  • have achieved a standard equivalent to a grade 4 or C in GCSE English and mathematics
  • if you intend to teach pupils aged 3 to 11 (primary) you should have achieved a standard equivalent to a grade 4 or C in a GCSE science subject
  • completed undergraduate (or equivalent) degree or be in the final year of study 
  • if you intend to teach in secondary, you should have a minimum of an A Level relating to your chosen subject specialism
  • qualifications in key and functional skills at level 2 in mathematics and English are not equivalent to GCSEs in terms of content, breadth of knowledge and understanding. We will consider additional evidence if you feel you have the breadth of knowledge and understanding required

Equivalent qualifications

We will accept equivalent qualifications in English, mathematics and science with; Equivalency Testing and A Star Teaching 

For overseas qualifications we will accept a comparability study from ENIC

Selection criteria for interview

We will consider a wide range of evidence to judge applicants' suitability to train to teach.  Prior experience in a school is not required. This will include:

  • information from application forms including the personal statement
  • the quality of spelling, grammar and punctuation within the application
  • referees' reports

Primary Interviews

Candidates will be invited by email to attend an interview.  This usually takes place in one of our partnership schools. 

Elements of the interview are:

  • meet the panel
  • spend time interacting with children in a classroom
  • read a story to the children in the same class
  • deliver a five minute presentation to fellow candidates and panel members (details will be in your invitation)
  • formal interview questions
  • written task
  • fundamental skills audits in English and mathematics (see details below)
  • candidates attending interview for a SEND setting will spend time with a pupil panel answering questions

If face to face interviews cannot take place due to Covid-19 the interview process will take place via Teams

Elements of the interview are:

  • meet the panel
  • read a story to the panel (as though they are your class of children)
  • deliver a five minute presentation to the panel (details will be in your invitation)
  • formal interview questions
  • written task
  • fundamental skills audits in English and mathematics (see details below)
  • candidates attending interview for a SEND setting will be invited to visit one of the special schools by arrangement

Secondary Interviews

Candidates will be invited by email to attend an interview. This usually takes place in one of our partnership schools.

Elements of the interview are:

• meet the panel
• deliver a teaching episode of approximately 20 minutes – teaching the students a chosen element of the curriculum or skill from the subject area you wish to train to teach in
• deliver a five minute presentation to fellow candidates and panel members (details will be in your invitation)
• formal interview questions
• written task
• fundamental skills audits in English and mathematics (see details below)
• candidates attending interview for a SEND setting will spend time with a pupil panel answering questions

If face to face interviews cannot take place due to Covid-19 the interview process will take place via Teams.

Elements of the interview are:

• meet the panel
• deliver a five minute presentation to the panel (details will be in your invitation)
• formal interview questions
• written task
• fundamental skills audits in English and mathematics (see details below)
• candidates attending interview for a SEND setting will be invited to visit one of the special schools by arrangement 

Fundamental Skills

All prospective teachers are expected to be competent in Fundamental Skills for English and mathematics.

SAF will use diagnostic assessments during the recruitment/training process to see where applicants are at the initial stage of their journey to become a teacher. These will be used to inform training needs so that we can help ensure that all fundamental skills are secure before the end of the training year.

It is the responsibility of the training provider to ensure that all trainees have fundamental English and mathematics skills during the selection process and the early part of their training, so that these are developed during the training programme.

All teachers are expected to be competent in Fundamental English and mathematics. By the end of their teacher training year, all trainees must be able to demonstrate competence in the following areas:

Speaking, listening and communicating are fundamental to a teacher’s role. Teachers should use standard English grammar, clear pronunciation and vocabulary relevant to the situation to convey instructions, questions, information, concepts and ideas with clarity. Teachers should read fluently and with good understanding.

Writing by teachers will be seen by colleagues, pupils and parents and, as such, it is important that a teacher’s writing reflects the high standards of accuracy their professional role demands. They should write clearly, accurately, legibly and coherently using correct spelling and punctuation.

Teachers should use data and graphs to interpret information, identify patterns and trends and draw appropriate conclusions. They need to interpret pupil data and understand statistics and graphs in the news, academic reports and relevant papers.

Teachers should be able to complete mathematical calculations fluently with whole numbers, fractions, decimals and percentages. They should be able to solve mathematical problems using a variety of methods and approaches including: estimating and rounding, sense checking answers, breaking down problems into simpler steps and explaining and justifying answers using appropriate language.

The skills outlined above are incorporated into our training programme and there are additional support sessions for trainees identified as requiring additional help.

 

 

 

 

 

 

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