All of our schools have a track record with working with university PGCE providers and other ITT providers. St Clere’s has lead high quality teacher training for over 15 years which ensures that cooperation between the schools is established and remains a strength of the partnership. Each school provides a fully trained mentor for each trainee, support by a Pathway Tutor from TES institute who visits every half term to monitor progress and helps quality assure the programme. This route has provided consistent employment for trainees within the partnership on completion of their training. In 2019-20, all of the trainees had been employed before the end of the course, the majority in the schools where they had trained.
Successful applicants can choose to gain Qualified Teacher Status (QTS) or PGCE which costs a little more in fees.
There are 17 schools in the partnership, including many outstanding or good features and managed by St Clere’s School/TTSA. The Thurrock Teaching Schools Alliance is one of a small number of alliances of its kind in the country. The unique blended learning programme combines the best of school based training, online learning materials, a network of experienced subject specialists to deliver pedagogy and subject knowledge and a number of off-site visits to special schools, primary schools and Leading Teacher days.
Subject Knowledge enhancement is provided on-line as part of the course delivery. Several days will be spent in a local primary school to gain Key Stage 2 experience and there will be visits to a Special School of which we have two in our Alliance.
A dedicated Face to Face programme takes place each week at St Clere’s School. In the spring term, there is a 6 week second placement in a contrasting school setting usually one of the partnership schools. Some of the partnership schools have 11-18 intake and offer Key Stage 5 opportunities. All of the schools are fully comprehensive.
As well as a strong degree, all ITT applicants must have English and Mathematics at GCSE Grade C or above (as well a grade C or above for Science for Primary Education trainees).
TTSA St Clere’s wish to find dedicated and inspiring individuals passionate to get into teaching. The course requires good organisational skills and would suit candidates who are proactive and committed.
Trainees should expect to be paid as an Unqualified Teacher
Fees and financial support
About the training provider
St Clere’s has been a very successful Initial Teacher Training (ITT) provider since 2004 and has an excellent success record that has enabled many candidates to successfully complete the ITT programme with the majority of trainees being good or outstanding. A large number of these trainees have been employed by their school and have gone on to start our Newly Qualified Teacher (NQT)programme.
School Direct offers both a fee-funded and a salaried path. The salaried path is an employment-based route for high quality graduates who will be employed as an unqualified teacher for the duration of their training and receive a salary. The salary is expected to reflect subject priorities with Physics, Maths, Chemistry, MFL and Computing attracting the higher salaries. Other subjects which would attract a bursary are listed on the School Direct website below.
As well as a degree all ITT applicants must have English and Mathematics at GCSE Grade C or above (as well a grade C or above for Science for Primary Education trainees).
Getting classroom experience will help you decide whether teaching is right for you. We encourage applicants to visit our partnership schools to gain classroom experience. The experience will support your application but we must state that school experience is not essential and that we do welcome applications from all interested candidates.
About the accredited body
TES Institute is committed to supporting school based teacher training, helping schools to create great teachers. Through their team of highly experienced Pathway Tutors working in partnership with schools and trainees, TES Institute combines the best of in-person and online learning to deliver truly flexible teacher training. TES institute works with 8 partnerships of schools across Essex, Suffolk and Kent, who work collaboratively to share best practice to develop and deliver high quality teacher training.
You will be trained in schools which have finely developed systems in place to nurture development of the whole teacher and equip that trainee teacher with the ‘tools of the trade’. St Clere’s will place you in one of our partnership schools. Each successful trainee is placed in a school for the majority of the placement and the training will be provided by expert practitioners.
During the interview process you will be asked to deliver an activity to a small group of pupils as well as a formal interview and a written English and numeracy task.
Training with disabilities and other needs
TES Institute and TTSA St Clere’s are committed to promoting access for people with disabilities and additional needs. We support and enable students with physical disabilities, sensory impairments, specific learning difficulties, special psychological needs and medical conditions that can have an impact on day-to-day activities, to participate in TES Institute programmes, as far as is reasonably practicable and within any constraints laid down by relevant professional bodies.
TES Institute will:
Encourage applications from people with disabilities
Seek to provide information in suitable formats
Assess applicants who disclose disabilities or specific needs solely on the basis of their academic potential and suitability to train to teach
Invite applicants with a disability or specific need to contact TES Institute to discuss how their requirements can be accommodated
Provide additional support or resources at application to enable the applicant to complete the application process including attending interview where applicable
Offer additional provision to ensure no disadvantage compared with other applicants
Work towards the earliest possible assessment of needs and offer of reasonable accommodations where required
Make reasonable accommodations in assessment where applicable and without impacting the learning outcomes to be assessed
Provide educational support services as appropriate for eligible students
Take steps to encourage students with progressive conditions, or who become disabled during their programme of study, to continue their studies
Promote an inclusive environment and attitude at TES Institute and endeavour to provide appropriate training to staff where required