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Please click on the following link to apply for our School Direct Teacher Training Programme
Search for: Ignite Institute (22A)
Course code: Primary (2HB8)
How We Select Our Trainees
Application forms are carefully screened to select applicants for interview. Ignite Institute will consider how much recent experience applicants have had in Primary schools, academic qualifications including predictions, personal qualities and suitability for teaching, and additional interests and experiences.
Ignite will also contact referees provided by applicants. It is highly desirable that one referee is a Headteacher, or senior teacher of a school where you have gained experience. Selected applicants will be invited to attend an interview. Offers of places cannot be made until an interview has taken place. If an applicant cannot attend the specified interview date, an alternative date may be given, subject to places remaining.
The interview process consists of formal questions, where you will asked to share your experiences of working with children and demonstrate your understanding of Primary Education and the role of a teacher.
You will also be expected to show your ability to work effectively with children. This will involve a task where you will be asked to lead a short lesson. Further details are provided once an applicant is notified of an interview
The process will also consist of an English and Maths task. All details of the process will be fully explained before you attend your interview.
About This Training Programme
In 2022-23, Ignite Institute are continuing to offer an outstanding training programme that covers a wider geographical area.
Training to be a teacher with Ignite allows Associate Teachers to gain a realistic understanding of the challenges and rewards of teaching by becoming an integral part of the school staff. We have an established induction process in place, ensuring our trainees hit the ground running when the course starts in September and employment rates are high, particularly in partnership schools.
The training year consists of 130 days based in 2 schools, alongside 60 training days. 15 of these days are led by The University of Chester and focus on completing assessments for PCGE. The remaining 45 days are led by highly skilled and experienced specialists who work regionally and nationally, providing our trainees with outstanding CPD they can use and develop in the classroom. Training days are interactive and practical and due to many being based in a school setting, we build in opportunities for our trainees to put into practice with children some of the theory and pedagogy they have gained.
Our programme also includes accredited specialist SEND/autism training from a local partners and trainees will also receive Educational Visit Leader accreditation during a 3 day residential.
Alongside our high quality CPD, during school based experience, trainees will be supported, mentored and coached by excellent classroom practitioners. We promote a team teach approach as trainees begin their programme and there will opportunities for trainees to get fully immersed in the life of the school, observing and learning from as many different specialists as possible.
Our Professional Mentors are experienced, supportive and aim to ensure that ATs set high standards for themselves and the pupils they teach. Weekly reviews take place where trainees are encouraged and coached to become increasingly reflective as they review themselves against the teacher standards.
During the training year, there are 3 formal review points, where a QA lead from Ignite will work alongside a University Link Tutor to support schools and trainees in their reflective judgements.
Support is provided for trainees when making applications for NQT positions and due to the size and scale of the partnership, job opportunities are high.
“Our Associate Teachers are an asset to our school, they are dedicated hardworking individuals. It is clear that the selection process is identifying and appointing quality applicants. The training programme is exceptional, as they have access to the same quality trainers that we use for our own staff and there is also an excellent support system in place.”
Sarah Curtis – Headteacher – Meadow Primary School