• Find an adult learning and skills inspection report
• Understanding an adult learning and skills inspection report
• Types of adult learning and skills Ofsted inspects
• Inspecting adult learning and skills
  • Inspecting further education and skills
  • Inspecting residential provision in colleges
  • Inspecting initial teacher education
• About our survey reports
• How to complain

Inspecting initial teacher education

We evaluate the efficiency and effectiveness of the education and training provided and how it meets the needs of learners. Information in the inspection report can help learners decide which providers suit their training needs.

When we inspect, inspectors use a framework to guide them through inspection.

• Our single ITE inspection framework, Framework for the inspection of initial teacher education 2008–11 outlines the purpose, processes and procedures used for the ITE inspections carried out within the academic years 2008 to 2012.
• The Framework is complemented by our guidance for inspectors - The inspection of initial teacher education 2008–2011 and grade criteria.
• Providers are also inspected against the relevant requirements and standards set out in Professional standards for Qualified Teacher Status and Requirements for ITT, published by the Training and Development Agency for Schools, and/or New professional standards for teacher/tutor/ trainer education in the lifelong learning sector, published by LifeLong Learning UK, as appropriate.

As part of the inspection, inspectors will observe trainees teaching. The observation may be conducted jointly with a trainer from the provider; the inspector will then observe the trainer giving feedback to the trainee. The inspector may also provide some feedback directly to the trainee, such as what went well and what could be done more effectively, with emphasis on the quality of learners’ experiences. This will not contribute to the final assessment for the trainee. Trainees will be interviewed and their files reviewed.

Inspectors will normally:

• have a brief preliminary meeting with the trainee and mentor/initial teacher education coordinator on arrival
• read documentation – the trainee’s files (60 to 90 minutes)
• observe a lesson taught by the trainee (about 60 minutes)
• meet with the trainee (60 minutes)
• meet with the mentor and/or class teacher (up to 60 minutes)
• meet with other appropriate staff, such as the initial teacher education coordinator, professional tutor (up to 30 minutes each).

Inspectors will look at case studies of trainees. ‘Pen portraits’ for a sample of trainees are supplied by the provider noting areas like level of achievement, subject knowledge and professional development. Trainees will be able to discuss points with inspectors such as, monitoring and assessment, professional values, strengths and areas for development.