1. Entry Criteria
All accredited ITT providers must ensure all of the following:
C1.1 That all entrants have achieved a standard equivalent to a Grade 4 in the GCSE examinations in English and Mathematics.
C1.2 That, in the case of graduate programmes of ITT, all entrants hold a first degree of a United Kingdom higher education institution or equivalent qualification.
C1.3 That all entrants, as part of the provider's selection procedures, have taken part in a rigorous selection process designed to assess their suitability to teach.
C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the professional skills tests prior to entry.
2. Training Criteria
All accredited ITT providers must ensure all of the following:
C2.1 That the content, structure, delivery and assessment of programmes are designed to:
- a) enable trainee teachers to meet all the standards for QTS across the age range of training, and
- b) ensure that no trainee teacher is recommended for the award of QTS until they have met all of the standards for QTS.
C2.2 That they prepare all trainee teachers to teach within one of the following age phases: Ages 3-11 (primary), Ages 7-14 (middle), Ages 11-19 (secondary).
C2.3 That training programmes are designed to provide trainee teachers with sufficient time being trained in schools or further education settings to enable them to demonstrate that they have met all the standards for QTS. This means they would typically be structured to include at least the following periods of time to be spent in training in schools:
- • A Secondary graduate (non-employment based) programme – 120 days (24 weeks).
- • Employment-based programme – as determined by the training programme.
C2.4 That each trainee teacher has taught in at least two schools.
Management and Quality Assurance Criteria
All accredited ITT providers must ensure all of the following:
C3.1 That their management structure ensures the effective operation of the training programme.
C3.2 That partners establish a partnership agreement setting out the roles and responsibilities of each partner. Provision that is not school-led must assure the significant role of schools in recruiting, selecting, training and assessing trainee teachers.
C3.3 That they comply with all current legislation relevant to ITT.
C3.4 That they monitor, evaluate and moderate all aspects of provision rigorously and demonstrate how these contribute to securing improvements in the quality of training and the assessment of trainees.