Support and Wellbeing



Staff well-being is of paramount importance to our trusts and all our partner schools. Your teacher training year will be rewarding but, at times, challenging. We have many levels of easily and quickly accessed support in place to enable you to succeed and flourish:

  1. Your Professional Tutor
  2. Your tutor gets to know you well through training sessions and school visits. They give both pastoral and academic support throughout the year. Our tutor team has vast experience in supporting trainees through the different challenges they may face, both personal and academic.

  3. Your Learning Coaches
  4. In each school you will be assigned a Learning Coach - this person will meet with you weekly to review your progress and development priorities. They are highly skilled at responding to individual needs.

  5. Your Class Mentors
  6. On each placement you work in partnership with a class teacher. This gives a good balance of nurture and challenge to enable you to grow at your own pace.

  7. University
  8. Through our partnership with the universities, trainees have full access to student services, including study support and counselling. Academic support is provided by university tutors.

  9. Alumni
  10. From 2019, we are working with a small group of our alumni to provide a ‘First port of call’ layer of support for trainees. Run by volunteer past trainees, they understand the highs and challenges of teacher training and our courses inside and out. This makes them very well placed to offer advice and support, whether you need advice on how to evidence a TSA or just someone to talk to.

  11. Your Peers
  12. The bond that our trainees form and the support that they give each other is consistently strong. We help develop this early on by holding 2 events before the training year begins, and a residential early in the year. These friendships last into our graduates’ careers.

‘Trainees receive outstanding-quality, highly tailored support in response to their emerging needs. This ensures that trainees experiencing difficulties are identified and then supported quickly, and those who are excelling are stretched and challenged effectively.‘

(OFSTED, 2017)