The Thomas Hardye School

Training School

Training School LogoTDA LogoOpen University logoExeter University logo


The Thomas Hardye School became a Training School in 2004. Training School funding makes us responsible for training staff at all levels and for all staff – from teacher trainee and newly qualified teacher to head teacher and support staff. It also enables the school to collaborate with our partner schools.

We continue to work in close partnership with Exeter University and other universities and colleges to provide a diversity of training for all staff within the school community and beyond,

We offer a pre-teaching Course for Sixth Form students interested in teaching as a career.

Universities support for various research projects motivates staff and leads to higher professional qualifications

We provide our own NQT programme for all newly qualified teachers who join us, supported by the Local Authority.

Our CPD programme is varied and provides bespoke training for all staff at all management levels including ‘Leading from the Middle’, Leadership Pathways, NPQH and Master degree level

Key Performance Indicators for Training Schools

The Key Performance indicators (KPIs) for Training Schools are regarded as a minimum expectation for Training Schools. Good Training Schools are strongly encouraged to extend their work and to innovate in other areas relevant to their circumstances.

The KPIs have been clarified and also revised to take into account requirements of the HPSS programme. They will take effect in September 2009 for the purposes of the annual review

Bench-mark Features of excellence Old indicator New KPI

1. A culture and ethos of training and professional development for all

Commitment to using high-quality school-based evidence to inform school improvement

6. 20% of teaching staff are engaged in practitioner led research

1. 20% of teaching staff are currently engaged in practitioner-led research

Whole-school commitment to the Training School, and desire to ensure succession planning

7. 30% of teaching staff contribute to the development and or delivery of in-house training programmes

2. 30% of teaching staff contribute to the development and or delivery of in-house training programmes. Support staff are also involved.

2. Securing School Workforce Supply

Capacity to support new and existing teachers to improve performance

1. 30% of teaching staff trained in mentoring or coaching

3. 30% of teaching staff have been trained in mentoring or coaching.

Whole-school commitment to support all ITT programmes and routes into teaching

2. 75% of subject departments have taken one or more ITT trainees in the past three years

4. 75% of subject departments take one or more ITT trainees each year; other departments seek to contribute in other

Commitment to evaluate ITT work in terms of its impact on teaching and learning; commitment to quality assurance

3. 90% of all trainees evaluated their experience as good or better

5. 90% of all trainees evaluate their school-based training as good or better

3. Supporting workforce development

Commitment to the value of collaborative work with key stakeholders and to working in partnership

4. 30% of Training School funded CPD activities involve collaborative outreach work

6. 50% of Training School funding is spent on collaborative outreach

Commitment to a culture of quality continuous professional development for all staff

5. 25% of all staff have participated in accredited or award-bearing professional development in the last three years

7. 25% of all staff have participated in accredited or award-bearing professional development in the last three years

Commitment to evaluate all professional development in terms of its impact on teaching and learning; commitment to quality assurance

8. 90% of all CPD training evaluations are rated as good or better

8. 90% of all staff can demonstrate the positive impact that CPD has had on their own professional practice

The following documents will be revised in line with the KPIs:

  • New version of Core Benchmarking Document
  • New version of Annual Review process sheet
  • New version of Annual Review reporting template
  • New version of GA advice sheet on KPI

Initial Teacher Training (ITT)

Every year we are able to offer a large number of placements for PGCE Trainees in all subject areas. Our excellent exam results and reputation also attract many requests from people considering applying for a teaching qualification and requesting a short placement prior to application or interview
Our main PGCE Partner is Exeter University

This year we are very pleased to welcome 7 trainees to the school.

We also welcome applications for the GTP programme provided by the Local Authority who act as the Recommended Body. In December 2009, Katie Davis successfully completed her training as a Performing Arts teacher receiving ‘outstanding’ at the completion of the course. We have
also mentored GTP trainees in Technology, Maths, English and PE over the last five years.

Newly Qualified Teachers (NQTs)

DASP logoDASP provides a comprehensive induction support programme for all its Newly Qualified Teachers. Under the responsibility of the NQT Coordinator, the Aim is to draw on the wealth of expertise available in DASP to coordinate a consistently high quality induction programme to ensure all newly qualified colleagues;

  • Fulfil the Core Standards
  • To develop their pedagogical expertise/skills.
  • Have an awareness of national/international influences on teaching and learning
  • To have a clear understanding of their role and of the role of the learner
  • To be reflective and analytical of their practise
  • To be a part of our thriving partnership opens up the opportunity for the NQT to become involved in a wide range of exciting, innovative projects and activities
  • To have a clear understanding of the Pastoral system and the role of the Tutor

DASP NQT Expectations:

All NQTs in DASP will be:

  • Assigned a personal mentor who will be responsible for guiding through the induction period.
  • Fully supported in developing their teaching practice through regular observations and thorough, constructive feedback.
  • Provided with a programme of professional development seminars which are specifically designed to meet the requirements of your own teaching phase. These seminars are led by experts from across the partnership.
    (See Plan below)
  • Provided with the opportunity to attend CPD conferences and away days.
  • Fully supported in developing and maintaining a portfolio of evidence that demonstrates your working towards the key Core Standards.

List of acronyms

ITT - Initial Teacher Training

GTP - Graduate Teacher Programme

PGCE - Postgraduate Certificate in Education

NQT - Newly Qualified Teacher

TDA - Training Development Agency

CPD - Continuing Professional Development

KPI - Key performance Indicators

QTS - Qualified Teacher Status

NPQH - National Professional Qualification for Headship

Useful website links