School of Education
Primary School Direct Salaried (SDS)
2022/23
Partnership Agreement and
Guide for Partnership Schools
1. Introduction
2. Identification of School Direct schools
3. School Direct Partnership Agreement
4. Recruitment and selection of student teachers
5. Student teacher support
6. In-school Training and Provision by SD Lead Schools & Host Schools
7. Delivery and assessment of the School Direct programme
8. Criteria for deselecting a School Direct Lead or Host school
9. Management and quality assurance
10. Examination Boards
11. External Examiners
12. Tracking of progress towards the Teachers' Standards Annual monitoring and evaluation
14. Ofsted
15. Course Overview
Partnership Agreement (page 13 onwards)
Glossary
CPD Continuing Professional Development
DBS Disclosure and Barring Service
DfE Department for Education
ITE Initial Teacher Education
PGCE Postgraduate Certificate in Education
QAA Quality Assurance Agency for Higher Education
QTS Qualified Teacher Status
SD School Direct
SD Lead School the school which has been allocated SD places by the DFE
SD Host School the schools linked with the SD Lead School where student teachers undertake school-based experiences (the SD Lead School itself may also be a SD Host School)
SD Tuition Fee School Direct Training Programme (Tuition fee) route
SD Salaried School Direct Training Programme (Salaried) route
Links to other important documentation / weblinks:
School Direct bulletins:
https://www.gov.uk/government/publications/school-direct-bulletin
School Direct: guidance for lead schools:
https://www.gov.uk/guidance/school-direct-guidance-for-lead-schools
School Direct: recruitment and marketing guide
https://www.gov.uk/guidance/school-direct-recruitment-and-marketing-guide
Initial teacher training criteria:
https://www.gov.uk/government/publications/initial-teacher-training-criteria
1. Introduction
The purpose of this booklet is to summarise the requirements, structures and framework for the delivery and assessment of the Primary School Direct (SD) programmes by SD Lead Schools in partnership with the School of Education at St Mary’s University.
SD Lead Schools are lead schools of a group or alliance of schools which have been allocated SD ITE student number places by the DFE. Additionally, they may also be schools which have requested SD self-funded places directly with St Mary’s. Other schools within their group or alliance are referred to as SD Host Schools. SD Host Schools are the schools where students will gain some or all of their teaching experience during the SD programme. Students may also undertake teaching experience within the SD Lead School itself.
2. Identification of School Direct schools
The University establishes School Direct agreements with Lead schools. The bidding process normally takes place during a six-week period during May-July and Lead schools must specify the provider who will be the partner for the bid during this period. The University ratifies approval of inclusion in the bid to the DFE. Bids are subject to DFE criteria and the University only approves inclusion in bids where the Lead school and Host schools:
3. School Direct Partnership Agreement
Following approval in principle of the School Direct Partnership, an overarching School Direct Partnership Agreement will be signed by St Mary’s and the SD Lead School, which summarises the overall roles and responsibilities and the principles underpinning the School Direct Partnership. It is the responsibility of the Lead School to establish partnership agreements between themselves and host schools.
The signatories to the relevant School Direct Partnership Agreement will be the Headteacher or nominee of the SD Lead School, the Head of Primary Education and the Primary Partnership & School Direct Programme Director at St Mary’s. The Partnership Agreement will be in place for one year and is renewable on an annual basis.
4. Recruitment and selection of student teachers
The recruitment and selection of student teachers is undertaken jointly by St Mary’s and the SD Lead School. All School Direct student teachers must meet the entry criteria for ITE programmes (refer to the DfE’s Initial Teacher Training Criteria).
In summary, the roles and responsibilities relating to the recruitment and selection are as follows:
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The SD Lead School, with support from St Mary’s, will hold responsibility for the marketing and promotion of its School Direct allocations.
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The SD Lead School will liaise with St Mary’s regarding its proposed marketing and promotional materials.
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St Mary’s will support the admissions and selection process and will liaise with the SD Lead School to ensure a smooth and effective admissions and selection process which aims to recruit high calibre student teachers, promote equality of opportunity and meet the SD Lead School’s SD allocations.
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Normally, the SD Lead School and St Mary’s will jointly undertake the recruitment and selection of the student teacher. Both parties reserve the right to reject an applicant.
For the SD Salaried route, the SD Host School will:
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carry out the student teacher’s Disclosure and Barring Service (DBS), Prohibition Order, Childcare Disqualification and Occupational Health check; (and provide written confirmation to St Mary’s that this has been undertaken).
For the SD Salaried route, the SD Lead School will:
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access, record and report upon the student teacher’s Professional Skills Tests;
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maintain and manage management information and data systems to meet DFE / Ofsted requirements.
The SD Lead School will also make suitable arrangements for those student teachers with disabilities or needs as detailed by the Equality Act (2010)
5. Student teacher support
As with all ITE programmes offered by St Mary’s Primary Partnership, SD Lead and Host schools must follow the requirements for student teacher support, tracking and grading against the Teachers’ Standards as detailed in the Primary School Direct Salaried student brochure.
For Salaried students, the SD Lead School, in negotiation with their host schools are responsible for devising a training schedule to support their students in exceeding the minimum expectations as outlined in the Teachers’ Standards.
St Mary’s University supplements the school-based training and provision with additional taught input at the university. This is outlined in the Primary School Direct Salaried student brochure.
To ensure that all student teachers completing the SD Tuition and SD Salaried programmes are appropriately supported, St Mary’s will:
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carrying out internal and external moderation;
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administering examination boards and processing awards;
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managing the processes of award validation and external examination/assessment in line with the University and QA expectations
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Appoint suitable subject experts as tutors to ITE programmes, who are eligible to teach and assess at Masters level, and hold expertise in subjects, phases and key aspects of education and research.
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Provide taught sessions, lectures, workshops and tutorial support in areas relating to the key components of the programme.
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joint moderation and assessment of the student teacher;
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management of internal and external rigorous and robust quality assurance mechanisms;
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assessment and moderation of the student teacher against the Teachers’ Standards (DfE, 2012) ensuring accuracy and consistency of assessments.
6. In-school training and provision by SD Lead Schools & Host Schools
NB The SD Salaried trainee must be a supernumerary member of staff, and will not be solely responsible for a class.
For Salaried students, each school is required to set up a programme of regular training. A menu of school-based training opportunities is provided within the Primary School Direct Salaried booklet as a guide. In some School Direct alliances this may be delegated to the Lead School, but should be monitored by individual schools. Training during the sessions should be led by the appropriate colleagues and should support the students’ professional confidence and competence against the Teachers’ Standards.
It is an expectation of the St Mary’s University partnership that schools devise a programme of school-based professional development opportunities to enable student teachers to meet all the Teachers’ Standards across the age range of training, and that time within student teachers’ timetable is ring-fenced for this school-based training to occur. The training will include the training days led by St Mary’s but should include a range of other activities such as:
It is essential that each student is given a timetable which reflects his/her status as a new professional who is just starting out on their career. The timetable should start with a low loading and build up during the course of the year. Student teachers with considerable teaching experience can have teaching loads higher than those indicated below, but care must be taken to ensure that teaching loads are always appropriate for the student teacher’s stage of development. Student teachers’ timetables must always allow time for regular mentor meetings, collaborative working and observations of others.
St Mary’s expect all student teachers to be given experience of working with and observing more experienced colleagues in their host school and, where relevant, in other schools. Student teachers also benefit from team-teaching where the student teacher is asked to lead one particular section of the lesson with the teacher delivering the remainder.
The following table is a guide to the sort of balance and progression that we would expect to see for student teachers without considerable previous experience during the year. However, we would also expect the timetable and the balance of activities to reflect the progress of the student teacher; some may well make faster or slower progress than others. Student teachers must never be asked to teach more than 80% of the loading of a normal classroom teacher.
Novice – little or no verifiable evidence of working in an appropriate school setting:
Term one
Up to 40% of normal contact time as whole class teaching. Other 60% group work, observation, training and meetings.
Term two
50-60% of contact time as whole class teaching. Remainder as group work, observation, training and meetings.
Term three
80% of contact time as whole class teaching. Remainder as group work, observation, training and meetings.
Limited evidence – at least one year as LSA, Learning Mentor, etc. Some experience of whole class teaching. Some verifiable evidence of achievement against the standards for QTS.
Term one
50% to 80% of contact time as whole class teaching. Remainder: group work, observation, training and meetings.
Term two
50% to 80% of contact time as whole class teaching. Remainder: group work, observation, training and meetings.
Term three
80% of contact time as whole class teaching.
Very experienced – an experienced class teacher (at least one year as a class teacher). Substantial verifiable evidence of meeting the QTS standards:
Term one
80% of contact time as whole class teaching. Remainder: group work, observation, training and meetings.
Term two
80% of contact time as whole class teaching. Remainder: group work, observation, training and meetings.
Term three
80% of contact time whole class teaching.
At no time during this SD training period should the trainee be teaching more than is required by an ECT.
7. Delivery and assessment of the School Direct programme
The Salaried route is an employment-based route which leads to the recommendation of the award of QTS – there is no academic award (PGCE) associated with the pathway. In this route:
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Recruitment and selection processes are shared.
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All school-based experiences/placements are arranged and managed by the SD Lead School (it is the expectation that all placements will be in the SD Lead School or one of its SD Host Schools).
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For the period of training all student teachers must be employed as unqualified teachers at a school, and (except student teachers employed in academies or independent schools) must be paid in accordance with at least point one on the unqualified teachers’ pay scale for the period of their training.
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It is expected that the percentage of teaching time for a student teacher will be reviewed regularly and increase over the year in relation to their developing confidence and competence. Refer to section 6 within this booklet for further guidance.
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St Mary’s University in its quality assurance role and in liaison with the lead school, is responsible for deciding whether a student teacher’s percentage of teaching time is appropriate and whether it can accommodate sufficient time for training. By the end of the course, the student teacher should have a timetable of no more than 80% contact time for the days that they are in school.
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The SD Lead School will be responsible for the organisation of the student teacher’s second School Experience. It must provide the opportunity for student teachers to teach in two contrasting schools: the main school experience/placement school and a second school. It is vital that this experience is in a contrasting key stage e.g. KS1 or KS2. NB – as a 5-11 provider St Mary’s cannot validate QTS for early years placements. The timing and duration of the placement must be made with the agreement of St Mary’s, and coincide with the published timetable. The SD Lead School will provide details of the home school experiences and the proposed schools where remaining school experiences will be undertaken prior to the start of the SD programme. This information will be reviewed by St Mary’s.
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The school experience must include induction, observation of outstanding practice, peer and collaborative teaching, experience in appropriate key stages and subject expertise; teaching in respective key stages and subjects; training in the national priorities; assessment and reporting opportunities; PPA time; wider and cooperate life of the school; preparation for the ECT year; training in the professional and personal requirements of a teacher.
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The SD Lead School will monitor and student absence and should any concerns arise alert St Mary’s.
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Students will be supported by a mentor, allocated by the SD Host School, for the duration of their main school-based training and for their contrasting school placement. All mentors must undertake mentor training delivered by St Mary’s, although this may be enhanced by additional mentor training provided by the SD School.
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St Mary’s will provide a dedicated Link Tutor for the trainee who will follow them to their away placement.
NB In the case where a student teacher fails to meet the Teachers’ Standards or makes insufficient progress, the employing school may wish to terminate its contract with the student teacher. It is recommended that this clause be written into the contract of employment and the student teacher made aware of this scenario before beginning their training year. Please note – this course of action should only be a last resort. If schools do have concerns that the student teacher might not reach the standard required fit is important that prompt action is taken to support the student address any concerns.
8. Criteria for deselecting a School Direct Lead or Host school
Where there are perceived deficiencies in the level of support provided by the SD Lead School or Host School, we would want to address the problem before it gets out of hand, through additional visits to the school by a senior member of the Partnership team or through discussion with the head teacher. Exceptionally it may be necessary to withdraw from a partnership arrangement. Typically, these perceived deficiencies could include;
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Persistent non-compliance with the requirement of the School Direct Partnership Agreement;
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Persistent non-compliance with course requirements such as sufficient opportunity to teach or the protection of non-teaching time;
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Persistent evidence that observation or feedback has not been provided;
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If tutors or student teachers’ evaluations persistently reflect concerns over the provision being offered by the school/college.
9. Management and Quality Assurance
The St Mary’s Partnership Programme Director has responsibility for the day-to-day management of the SD arrangements and student teachers following SD Salaried programme. This includes supporting SD Lead and Host Schools and monitoring standards.
Trainee representatives from the School Direct Salaried route provide on-going feedback.
10. Examination/Assessment Boards
Recommendations for the award of QTS only will occur within the PGCE Primary examination board held in early July; there is no academic award associated with the Salaried route and they do not go through a graduation ceremony.
11. External Examiners
St Mary’s is responsible for the appointment of an external examiner for the Salaried route to oversee and moderate the assessment of student teachers.
12. Tracking
The progress of all student teachers following the Salaried route is tracked by the SD Salaried Lead, drawing on the processes established for mainstream ITE primary programmes.
13. Annual monitoring and evaluation
Existing and well-established monitoring processes for the St Mary’s mainstream provision are mirrored for the purpose of the School Direct programme, drawing explicitly on SD Lead School data and information. Specifically:
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Link Tutor reports on the quality of support provided by partnership schools include a specific section inviting comment on, where relevant, the quality of the SD programme support;
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All SD student teachers are invited to complete placement evaluations at the end of each school experience in the same way as student teachers following mainstream ITE routes: these evaluation forms flag the fact that the student teacher is following a School Direct programme in order to enable specific analysis of student teachers’ SD experiences;
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Similarly, SD student teachers complete end of course evaluations which mirror those completed by mainstream PGCE Primary student teachers;
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The evaluation of the SD Training programme informs any associated improvement plans which, in turn, inform the annual Self Evaluation Document for Primary ITE and the Partnership Improvement and Development Plan.
14. Ofsted
St Mary’s is responsible for the Ofsted inspection of SD provision.
15. Course overview
School Direct Salaried Partnership Agreement 2022-23
1. Introduction
This document sets out the agreed commitment between _____________________ and St Mary’s University to a School Direct Salaried with QTS only (SDS QTS) Initial Teacher Training Partnership in the academic year 2022 - 2023.
Nomenclature
For the purposes of this agreement the nomenclature is as follows:
Alliance refers to the School Direct alliance lead school.
Alliance school refers to all other schools within the School Direct alliance.
Accrediting Provider refers to St Mary’s University.
The Partnership refers to the all parties as mentioned above.
2. Purpose of the Agreement
The agreement is designed to meet the development needs of trainees recruited by the SDS QTS Partnership. Such trainees will undertake teacher training with the aim of achieving Qualified Teacher Status (QTS). The Partnership will jointly contribute to the selection, recruitment, training and assessment of a trainee. The agreement has been designed so that the School/University Partnership fulfils the DfE Requirements for ITT, please (see Appendix B). Recommendation for QTS lies with the University with all other matters being shared. All quality assurance (QA) requirements are fully met in line with the St Mary’s University QTS programme.
3. Statement of Values
Four core values define St Mary’s and underpin all we do as a University. They are:
We celebrate differences, recognising that everyone is born with a unique identity. St Mary’s is a place where students and staff can reach their full potential and make a positive contribution to society.
Our generosity of spirit sets us apart. It can be seen in the encouragement, collegiality, empathy, helpfulness and service to be found across the University.
We respect everybody. We treat everyone as we ourselves would want to be treated.
We strive to be the best at everything we do. We seek professionalism through setting high standards and continuous improvement in all our practices and work.
The Partnership believes that the purpose of teacher education is to equip teachers with the relevant knowledge, understanding, skills, attitudes and behaviours so that, through their teaching, they meet the academic, cognitive, physical, emotional, spiritual, moral, social and aesthetic needs of the pupils and trainees in schools.
The Partnership is deeply committed to developing critically reflective practitioners who are committed to their own continual professional learning. In order to develop as effective teachers, it is essential that trainees have opportunities both to practice their classroom skills and to reflect on and develop their practice with the support of high-quality training, coaching and mentoring.
The partnership is fully committed to training high quality teachers capable of rapid professional advancement through to leadership roles.
The Partnership will actively promote fundamental British values through its work with trainee teachers. These values are embedded in democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs, and none.
4. Equal Opportunities
The Partnership is committed to equal opportunity for all individuals regardless of race, culture, religion, age, gender or disability and sexual orientation.
5. Relationship with existing Initial Teacher Training and other programmes
Schools working in the School Direct partnership may also be working with a range of other providers. Whilst these will be separate from the School Direct Partnership there will be clear synergies that are mutually beneficial. It is critical that all parties, whatever ITT route they are engaged with share a clear, common and accurate understanding of what trainee teacher needs to achieve and demonstrate to meet the Teachers’ Standards for QTS.
6. Statement about future employment of School Direct trainees
The DfE School Direct Operations Manual 2015-16 states that School Direct enables schools to select and recruit their own trainees with an expectation that trainees will be employed by the school or partnership of schools once they are qualified. There is an expectation, not a guarantee of employment.
7. Funding
Trainees should not pay fees to cover the cost of the QTS award as they are not eligible for a training bursary or student loan.
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Lead schools will be charged St Mary’s University fees for QTS only programmes. St Mary’s have set a fee charge of £3,500 for the recommendation of QTS for this academic year. The remaining salary and training grant is to be used at the discretion of the Lead School for the administration and training required for the two school placements. Please see Appendix C.
8. Partnership Responsibilities
By signing this document the Alliance lead school and St Mary’s University agree to form the SDS QTS only Partnership and commit the institutions to:
(a) ensuring compliance with the DfE ITT Requirements, please see Appendix B.
(b) ensuring that St Mary’s regulations for the award of Qualified Teacher Status are met.
The lead school of the alliance will be partner for communication with the DfE in relation to the SDS QTS only partnership allocations and recruitment. As the Accredited Provider St Mary’s will be the lead partner for communications regarding Qualified Teacher Status.
The alliance lead school will be responsible for naming both school placements for each trainee and support of the mentors who will work with each trainee in each school placement. The alliance lead school will also make a payment from the funding it receives for both school placements in negotiation with the alliance schools.
9. Quality Assurance
SDS QTS only trainees will be registered as St Mary’s University trainees and as such all St Mary’s University Quality Assurance procedures will apply.
10. The Quality of Applicants
All successful applicants must satisfy the current entry requirements set by the DfE including Fitness to Teach and DBS clearance.
Qualifications
Applicants will normally be expected to hold:
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at least a 2.2 first degree or equivalent; and
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five GCSEs or equivalent at grade C or above including English, Mathematics and Science.
Experience of working with young people
Applicants will normally be expected to have experience of working with young people including recent observation experience of the primary school environment.
Notable Characteristics
Successful applicants will need to demonstrate resilience and the potential to be an excellent role model to young people.
These entry requirements must be made clear to applicants through the entry profiles and where necessary must be made a condition of acceptance to the course.
Page Break11. Staffing
School-based staff will contribute significantly to the recruitment and selection of trainees.
The partnership will ensure that schools provide appropriate staff for mentoring and the partnership will ensure appropriate training for such mentors. All mentors MUST attend central Partnership training.
12. Assessment
For all SDS QTS only trainees, judgements and decisions relating to progress and attainment will be the responsibility of the host school mentor in consultation with St Mary’s and will operate through the University Examination Boards.
For QTS:
Trainees will be required to meet all of the Teachers’ Standards for QTS. This will be monitored and assessed through use of the Training Documents and Abyasa Profiles used by all primary trainees and processed through the St Mary’s Examination Board. In addition there will be internal and external scrutiny from the University.
Appendix A: Roles and commitments
The University will:
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ensure the fulfilment of the responsibilities of the University, which are specified here;
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participate in all matters related to publicity and admissions procedures for the course;
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handle all administrative matters related to course accreditation, inspection, assessment and examination procedures and quality assurance;
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work with the Lead School to manage and co-ordinate the course;
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provide training at suitable times for all alliance staff involved in delivering the course;
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provide 12 days of lectures for trainees covering core and foundation subjects, and professional studies;
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make arrangements for trainees to reach all the required Standards by the end of the course;
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provide personal guidance and support for trainees through access to a personal academic tutor, and counselling, if required. This support may extend to Student Services and/or the Students Union;
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provide trainees with basic training in awareness of their legal status in school and of e-safety procedures in schools and subject classrooms;
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in conjunction with the Lead School monitor the alliance schools' contribution to training, offering extra support where required to ensure that training provided is of a high standard;
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ensure that all procedures are carried out for the final assessment of trainees for the recommendation of Qualified Teacher Status, and for the completion of an Early Career Teacher transition document.
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organise internal and external moderation procedures, and in collaboration with the Lead School investigate quality issues raised through such moderation.
The University Link Tutor will:
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provide school-based staff with relevant subject and course documentation;
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provide trainees and school-based staff with communications from University;
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visit trainees on at least three occasions during the year to observe, support and carry out a QA check of the placement;
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discuss trainee progress in relation to the Teacher Standards for QTS.
The Lead School will:
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ensure that all trainees are provided with clear guidance in respect of the safeguarding of children;
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provide a senior and experienced member of staff, taking leadership of ITT, to fulfil the role of the Lead School Manager (Professional Co-ordinating Mentor / PCM) and make appropriate provision for all school placements;
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ensure that all staff receive appropriate on-going training and support to fulfil their roles in ITT;
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ensure that staff training encompasses equal opportunity legislation as it applies to their roles in ITT;
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provide outstanding mentors who have the appropriate subject knowledge and understanding, the pedagogical skills, and the interpersonal qualities, willingness and time to support trainees;
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aim to ensure that trainees are placed in diverse settings;
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audit each trainee's subject knowledge, understanding and skills;
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collate information on trainees' academic background, initial audit and interim and final assessments, and facilitate discussion of these between the Lead School, the alliance schools and the university;
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ensure that trainees undertake DBS clearance;
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ensure that trainees undertake a ‘Fitness to Teach’ assessment.
The Alliance School will:
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act as the first point of contact with the Lead School managers and administration in co-ordinating all aspects of the training and assessment of the ITT programme;
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provide a programme of induction to the school and training in whole-school issues;
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provide induction into class procedures, data (e.g. target grades for school pupils), resources and specifications as appropriate;
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receive and approve the trainee teacher’s lesson plans in good time and provide appropriate feed-back in time for the trainee to make agreed amendments;
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ensure that the trainee is formally observed once a week and is provided with written feedback in relation to the Standards framework using the University’s on-line training plan;
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jointly observe with the University Link Tutor and/or lead mentor as appropriate;
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identify in the trainee profile small areas for development for the next phase of training in relation to the Standards and work with the trainee to set targets and agree a plan of action;
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monitor progression on the online assessment tool Abyasa during the training period;
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oversee the assessment and recording of pupils’ progress undertaken by the trainee;
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provide appropriate training and support for trainees including a guaranteed private meeting each week between the class teacher mentor and trainee, the outcome of which is recorded on Abyasa;
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participate in the assessment of trainees and course evaluation and monitoring procedures;
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keep up to date with developments in ITT by participation in any events organised by the Partnership during the academic year;
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co-ordinate the evaluation of school-based training by trainees and mentors and liaise with the Lead School management as appropriate;
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have responsibility for implementation and review of school experience activities;
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provide access to information on the school’s use of a range of data to support pupils’ learning and progress, such as target-setting; assessment, transfer information;
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include trainees in parents' meetings, reporting to parents, and the school’s professional development programme;
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keep the Lead School manager informed of any developments in school that might adversely affect the quality of the trainee experience in school;
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assess the progress against the Standards at the end of each practice together with the partnership Link tutor as appropriate and agree grades.
Appendix B: ITT Training Criteria
All accredited ITT providers must ensure all of the following:
C2.2 That they prepare all trainee teachers to teach across two or more consecutive age ranges:
and engage them with the expectations, curricula, strategies and teaching arrangements in the age ranges immediately before and after the ones they are trained to teach.
For KS1 and KS2 providers trainees must have an assessed school experience in BOTH KS1 and KS2.
C2.3 That training programmes are designed to provide trainees with sufficient time being trained in schools to enable them to demonstrate that they have met the Standards for the award of QTS.
C2.5 Each trainee teacher must have experience of teaching in at least two schools or settings.
Away School Experience:
SDS trainees must teach in the away school.
Appendix C: Financial Arrangements 2022-23 for SDS
St. Mary’s University agrees to invoice the school for the cost of support and recommendation for QTS:
Term 1 (December): £1,500
Term 2 (March): £1,000
Term 3 (June): £1,000
NB: St Mary’s University is not responsible for payment of the second school placement undertaken by the SDS trainee or for any travel costs incurred by the Salaried trainee to either training sessions or second school teaching experience.
Partnership Agreement for School Direct Salaried QTS only 2022-23
__________________________ (name of Alliance)
__________________________(name of signatory)
I have read and agree with Partnership Agreement for School Direct Salaried QTS only 2022-23
.........................................................................................................(Signature)
St Mary’s University
Head of ITT Partnerships ............................................................. Eleanor Stewart (Signature)
This form once signed must be returned to: -
Eleanor Stewart
Partnership Lead
St Mary’s University
Waldegrave Road
Strawberry Hill
Twickenham TW1 4SX