Bourton Meadow Academy Primary (27GP)

PGCE with QTS full time

Accredited body
Bourton Meadow Initial Teacher Training Centre
Financial support
Student finance if you’re eligible

A postgraduate certificate in education (PGCE) with qualified teacher status (QTS) will allow you to teach in state schools in England and may allow you to teach in other parts of the UK.

It may also allow you to teach overseas, though you should always check what qualifications are needed in the country you’d like to teach in.

Many PGCE courses include credits that count toward a Master’s degree.

Age range
5 to 11
Course length
1 year
Date you can apply from
12 October 2021
Date course starts
September 2022


About the course

This is a non-salaried primary general (5 - 11 years) course, leading to QTS (with a PGCE).

It prepares applicants to teach the full range of national curriculum subjects across Key Stage 1 and Key Stage 2.

From the first day in September, trainees commence their training within a main placement school, enabling them to become an integral part of the teaching team and quickly form strong relationships with colleagues, pupils and parents/carers. They will spend 4 days in school each week, working alongside an experienced teacher tutor who will provide daily coaching and support. This school experience is complemented further in the spring term by a placement in a contrasting setting and key stage.

In addition to the school-based training, all trainees will attend weekly core training sessions which take place in a range of venues across the partnership on Fridays. Core training is delivered by subject specialists and other qualified professionals. These sessions provide a coherent, well-sequenced programme, which meets the statutory requirements of the Core Content Framework.

Our curriculum enables trainees to develop a deeper understanding of key issues and pedagogical thinking by encouraging them to critically reflect on research and draw upon the best available evidence to inform their own classroom practice.

The weekly core training sessions also provide an opportunity for trainees to compare notes with peers working in other schools and share experiences within a supportive environment.

Trainees on this course also work towards a PGCE (carrying 60 Masters’ credits), currently awarded by the University of Buckingham. Trainees will attend a series of workshops, to fully prepare them for the written modules.

The assessment of trainees forms an important part of the programme, as it enables trainees to reflect on how well they are mastering the core curriculum and gaining proficiency in fundamental skills in English and maths. Ongoing formative assessments are embedded within the programme, helping trainees to identify their strengths and areas for development at all stages of their training.

Towards the end of the year, trainees are assessed against the Teachers’ Standards and after demonstrating that they are meeting these requirements, a recommendation is made for Qualified Teacher Status (QTS).

Our assessment procedure is transparent, understood by all partners and consistently implemented. Great care has been taken to ensure that evidence collection is both purposeful and manageable.

School placements

Generally, trainees will have two school placements during the course: a main placement and a second placement. They will work in these placement schools four days a week (Monday - Thursday), giving them approximately 140 days in school.

Main Placement: This is the school in which the trainee will spend most of their time throughout the year. By remaining with the same class for the majority of the year, trainees develop a secure understanding of pupils’ progress over time, how this is tracked and used to inform future teaching.

Second Placement: This usually takes place in the first half of the spring term and gives trainees an opportunity to experience a contrasting setting and different key stage.

A second placement familiarisation week in November, also provides trainees with an opportunity to spend time in their new school, prior to the placement commencing in January. This enables trainees to familiarise themselves with the school’s ethos, routines and planning and form strong relationships with colleagues, helping them to maximise their learning and progress during this short but vital phase of the training programme.

Enhancement Visits: These visits are built into our core training programme so that trainees are given regular opportunity to spend time in different schools and settings, preparing them teach in a wide range of contexts. Enhancement visits focus on specific areas such as behaviour management, Pupil Premium, Special Educational Needs (SEND) and transition from KS2 to KS3. However, in support of our personalised training programme, training managers can arrange additional visits, if a trainee has a specific interest they would like to pursue.

Bourton Meadow arranges placements on behalf of trainees. When selecting schools, we consider a wide range of factors including geographical location, preferred key stage, type of school, previous experience, chosen course etc. However, we are also able to accommodate requests for a specific school (with the Headteacher’s agreement) if an applicant already has a link with the school.

Entry requirements

Qualifications needed

An undergraduate degree at class 2:2 or above, or equivalent.

Grade 4 (C) or above in English, maths and science, or equivalent qualification.

We’ll consider candidates with pending GCSEs.

We’ll consider candidates who need to take a GCSE equivalency test in English, maths or science.

We accept equivalency tests from a range of organisations and applicants are responsible for the cost of these.

Personal qualities

We aim to recruit individuals who can:

  • demonstrate a passion for teaching and a genuine concern for children’s welfare
  • demonstrate good subject knowledge, particularly in maths and English
  • communicate clearly and accurately in standard English
  • show resilience and perseverance
  • manage time effectively and work well under pressure
  • proactively seek opportunities to enhance their training
  • form positive relationships with individuals from all walks of life
  • support the values, attitudes and ethos of our partnership schools
  • maintain high standard of professionalism
  • reflect on their own practice and act upon advice received

Other requirements

  • Fit to Teach health assessment

  • Enhanced DBS check

  • Prohibition Check

We usually recommend that applicants gain a small amount of experience within a primary school, in order to gain first-hand experience of a classroom environment and a small insight into the role of a teacher. However, this is not a requirement of the course and we understand that this may not always be possible.

Please visit our website to discover other ways of gaining an insight into the course and the profession as a whole. (

Fees and financial support

The course fees for UK students in 2022 to 2023 are £9,250.

In addition to the fees, you will also be required to cover the cost of a Disclosure and Barring Service (DBS) application (Approx. £55), which is a prerequisite for working in schools.

Also, immediately before starting the programme, you will be asked to sit a free, online diagnostic maths assessment through Elevate My Maths. If this assessment identifies any areas of fundamental maths skills requiring further subject knowledge development, you will be asked to complete an interactive module to enhance your skills in each of the required areas. Following this, you will then be able to complete a free summative test in order to demonstrate your proficiency in maths, prior to QTS. (There are 7 modules in total and the interactive modules cost £5 plus VAT each. However, you will not need to complete all 7 modules - only the ones that require further study, as identified through the diagnostic assessment.)

About the training provider

Bourton Meadow Initial Teacher Training Centre (BMITTC) has a long history of training exceptional teachers. The teacher training centre is attached to Bourton Meadow Academy and operates within the Campfire Education Trust.

Based in Buckingham, the partnership is ideally placed between Milton Keynes, Aylesbury, Oxford and Northampton.

It is an established provider of initial teacher training - recognised by Ofsted (2014) as an outstanding provider and has been since its formation in 2000.

A very unique and important aspect of our training programme is the regular meetings with an experienced training manager from Bourton Meadow, which take place every 2-3 weeks.

Teaching is an incredibly rewarding career but it is not an easy one. These planned and regular face-to-face meetings (in addition to the time you’ll spend with school-based colleagues) provide you with the highest level of support. By being with you every step of the way, we can ensure your wellbeing and progress on the course and really personalise the training you receive, to ensure you reach your full potential – both now and in the future.

Other benefits of training with Bourton Meadow include:

  • Opportunity to work alongside skilled practitioners on a daily basis

  • Large focus on practical experience and application of skills across the full national curriculum

  • Regular feedback on your teaching and the impact it has had on pupil progress

  • A coherent and well-sequenced training programme, which delivers the statutory core curriculum.

  • A flexible training programme, responsive to trainees’ evolving needs

About the accredited body

Bourton Meadow ITTC is an established, outstanding provider of initial teacher training. It accredits School Direct courses for two lead school partnerships: Bourton Meadow Academy (Primary General: 5 - 11 years) and Bedgrove Infant School (Primary General: 3 - 7 years). All trainees, regardless of the route, benefit from the same high-quality training and support, including the very regular visits from a training manager.

Working within the Campfire Education Trust, it shares three core values: supportive, cooperative and adventurous. To find out more about these values and how they underpin our training programme, please visit our website:

Interview process

It is our aim to recruit the highest quality applicants into the profession.

For this reason, we carry out a rigorous, three-stage selection process.

Stage 1: An application sift is carried out by course leaders to check for minimum academic requirements as well as strong references. To enable your application to be processed more quickly, please ensure you include a full work history, with no gaps.

Stage 2: Applicants are invited to attend a selection day, where they will take part in a range of activities including a maths and English task as well as a short presentation.

These tasks enable us to identify applicants who possess good subject knowledge, as well as desired characteristics and interpersonal skills.

Stage 3: Formal interview

This interview lasts approximately 20 minutes and consists of a series of questions which enable the applicant to share more information about their previous experience and to elaborate on the skills they can bring to the profession. We look for evidence that the applicant has a thorough understanding of the role of a class teacher and what this entails on a daily basis.

Following a successful interview, a conditional offer is made. This offer is conditional on the applicant obtaining any pending qualifications, an Enhanced DBS check and a ‘Fit to Teach’ health assessment.

Safeguarding is at the forefront of all our recruitment and selection processes.

International students

We cannot sponsor visas. You’ll need to get the right visa or status to study in the UK.

You do not need a visa if you already have settled or pre-settled status under the EU Settlement Scheme, or if you’re an Irish citizen.

Candidates with qualifications from non-UK institutions may need to provide evidence of comparability by applying for a UK ENIC statement.

Training with disabilities and other needs

We strongly encourage skilled and talented applicants from a variety of backgrounds, including those with a disability.

We therefore endeavour to cater for trainees’ individual needs, through the application and selection process, as well as the duration of the training programme by working in collaboration with our schools to make reasonable adjustments.

Placements are carefully chosen to ensure that the specific needs of an individual can be met within the setting and this includes accessibility for trainees with a physical disability.

The regular visits by a training manager from Bourton Meadow enable us to keep in close contact with trainees and to personalise the training and support they receive. Wellbeing is given high priority within these meetings and training managers are experienced at supporting trainees in different ways.

In the past, trainees with dyslexia have benefitted from additional visits and meetings to support them with the completion and organisation of course-related paperwork, as well as time management. Bourton Meadow ITTC can also help to signpost trainees to various organisations which can provide more specialist advice.

As a result of these measures, data analysis over recent years demonstrates that there are no differences in the outcomes of trainees with a known disability compared to those with no disability.

Please contact us if you have a disability or other need and would like to discuss any specific requirements before applying to our training programme, as we would welcome the opportunity to do so.

Contact this training provider

01280 823374
Bourton Meadow Academy
Burleigh Piece
MK18 7HX

Support and advice

For support and advice, you can speak to a Get Into Teaching adviser for free. They’re all experienced teachers who can help you to prepare your application, book school experience, and access exclusive teaching events.

You can also call Get Into Teaching free of charge on 0800 389 2500, or speak to an adviser using their online chat service Monday to Friday, 8.30am to 5pm (except public holidays).

Find out about the different ways to train if you do not have a degree, or are already an experienced teacher.

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