About Us

Getting started....below is an overview of the role of each 'organisation':

Tes Institute: the accredited ITT provider - has full and final accountability for all aspects of training design, delivery, and quality across the partnership;

Davenant Foundation School: the lead partner - has an operational or strategic role with responsibilities delegated to them by the accredited ITT provider, such as trainee recruitment, delivering training, involvement in ITT curriculum design, supplying lead mentors/mentor leadership teams, or running Intensive Training and Practice;

Placement School(s) - provide placements and general mentors.

Essex Schools ITT has a long tradition of successful teacher training and were centrally involved in the ‘pilot’ year 2012-13 when the Government launched the programme.

• On our 2024-25 programme, we have 54 trainees across over 30 secondary and primary schools
• We provide a very special, school-based training experience and are a Lead Partner with Tes Institute, who is our accredited ITT provider, and who has a reputation for innovative on-line learning materials, especially in shortage subjects, with its Subject Knowledge Enhancement courses
• In recent years, we've had class leading results - our completion rate is an average of 97%, which is well above average for Initial Teacher Training programmes. From our current cohort, 89% found teaching jobs before the end of the course, and 74% of these were in our partnership schools, which shows the strength of our teacher training network
• Our programmes are accredited by the National College for Teaching and Leadership (NCTL) and provide a blend of online learning and in-school experience leading to Qualified Teacher Status (QTS) and an option to add a Postgraduate Certificate in Education (PGCE)
• Our programmes are offered on a training, unsalaried basis with government bursaries being available for shortage subjects. (Bursaries will be confirmed in October.) Only those with significant prior teaching experience (ie; on an unqualified basis) would be considered for a salaried training place (and only then on a school's recommendation)
• The PGCE is accredited by our partner university (UEL) and is subject to annual review
• Tes Institute is committed to supporting school-based teacher training, helping schools to create great teachers.  Through our team of highly experienced Pathway Tutors working in partnership with schools and trainees, Tes combines the best of in-person and online learning to deliver truly flexible teacher training. Starting with just 2 partnerships and 27 trainees in 2013-14, Tes have trained thousands of teachers since, and have expanded further with 7 partnerships, from Essex into Suffolk and Kent. Tes schools work in partnership to share best practice and develop and deliver high quality teacher training
• Find out more about Tes Institute
• We work with organisations in Harlow and Chelmsford, such as TeachHarlow and The Chelmsford Learning Partnership (CLP)
• Our unique blended learning programme combines 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
• The Directors of Essex Schools ITT have been involved in teacher training locally for many decades and have been working in partnership with TES for the last 7+ years. The collaboration and cooperation between the schools is well established and is a strength of the partnership
• Each Partner School provides a fully trained Mentor for each trainee, supported by a Pathway Tutor from Tes, who visits each half-term

Decisions, offers, feedback, and deferrals

We are committed to ensuring:

• the provision of timely responses to applications
• that every applicant has time to attend interviews for other courses with other providers, and to consider the outcomes of other applications before accepting or declining offers with us
• applicants are given a deadline to meet any offer conditions that have been set
• applicants that apply and are interviewed at different times through the recruitment period,  should be given the same amount of time to meet the same conditions, where possible
• if an application is rejected, feedback should explain the reason(s) why to the applicant, including advice on how the application can be improved.

Accessibility

Tes Institute is committed to promoting access for people with disabilities and additional needs. If you have a disability or additional support need and require us to make reasonable adjustments prior to the interview, please get in touch - https://www.tes.com/institute/institute-disability-inclusion