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Primary Education

As part of our training cohort, we will thoroughly support you on your professional journey to becoming a teacher. From day one of training, you will find yourself fully integrated into the teaching staff of your placement school.

Throughout the academic year, you will have the chance to make a significant contribution to the school in which you are based, both within the classroom and beyond, building meaningful and productive relationships with staff, students, and parents.

Programme Structure

Time frame


Trainees start their training on day one of the academic year (August or September) and finish on the last day of the summer term.

Typical week


Trainees are typically in school four days per week.

Teaching commitment


Trainees build from 40% timetable by Christmas to 60% by Easter and 80% by the end of the training.

Supported training


Trainees are never alone in the classroom and are supported and mentored by trained mentors and experienced teaching staff throughout their time in school.

Knowledge and skills


On regular occasions, trainees come together as a cohort to access our 'taught programme' which looks at the teaching of Maths, English and Science and the foundation subjects as well as Teaching & Learning, behaviour management, SEND, assessment and a range of other teaching essentials.

Phase specialism


Trainees train in EYFS, KS1 or KS2 as their primary placement, with the chance to do a second placement in an alternative phase. For those intending to teach in a Special School setting, there is the opportunity for their second placement to be in a Special School.



The Post Graduate Certificate of Education is delivered at NTU by a dedicated team of academic tutors. University-based days regularly occur throughout the year, and trainees have full access to NTU services throughout their training year.

PGCE Assessment


Trainees complete 2 x 5,000-word assignments (one in the autumn term and one in the spring term) to gain their PGCE award. Those completing these assignments to the required level have the opportunity to access Masters credits.

Teaching Assessment


Trainees gather evidence of progress throughout their training and store it electronically on Pebblepad. Trainee progress is presented, reviewed and discussed termly by the panel and those meeting the assessment criteria are awarded QTS by Inspiring Leaders.



Throughout the programme and particularly in the summer term, we allow trainees to explore potential areas of interest or expertise and adapt the programme at an individual level. For example, there is an opportunity to look more deeply at maths, phonics or a particular foundation subject. Trainees can develop expertise in diversity and inclusion in education or focus on student transitions from primary to secondary. The flexibility within our programme comes from the wide-ranging expertise available to us through our partnership schools.



The majority of our trainees find a teaching post during their training year. We actively promote job opportunities within and beyond the Redhill Trust throughout the training year. We also provide advice on getting an interview, how to be successful at the interview and support our trainees in finding the right setting for their next steps as an Early Career Teacher (ECT).



We firmly believe in supporting our trainees well beyond their training year. We provide a wide range of professional development opportunities through the Redhill College of Leadership and Development and Redhill Teaching Hub to ensure our trainees continue to develop their classroom expertise and leadership potential throughout their careers.

This exciting way of training allows you to work alongside our many outstanding practitioners with the watchful eye of a personal mentor overseeing your progress as you gain the knowledge, skills and professional attitudes that will allow you to embark on your journey towards excellence.

The trainees who choose this school-based approach often select it due to the wealth of teaching experience offered, the extensive hands-on practice it provides and the continuous support on offer alongside the training.

There is constant advice, reassurance, and encouragement available throughout the process and space for individual trainees to find their ethos and style, hopefully leading to a long and enjoyable career in education.

Get in Touch

If you want to know more about our programmes, or to find out what is right for you, please get in touch:

Sarah Haslam

SCITT Manager

Application and process advice

Sally Barfoot

Hub Director

Primary and secondary training advice

Adam Brett

SCITT Hub Lead

Secondary training advice

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