Thank you for your interest in training to teach at Bourne Grammar School. Our purpose as a school is to create the best atmosphere, provide the best support, and get the best results in everything we do, including teacher education. Our trainees are placed with expert mentors - teachers with great experience and knowledge of the profession. As a result, training at Bourne Grammar School is supportive, rewarding, and successful. This is what some of our current trainees say:
Amanda - Spanish
Before starting my training year at Bourne Grammar School I had been studying for my degree in Modern Languages with the Open University whilst working full time as an unqualified teacher elsewhere. I chose to train here because the School is rated ‘outstanding’ by Ofsted and has an excellent reputation in the local area. I felt confident that the staff would be able to give me the best chance possible of becoming an outstanding teacher. I also loved the department and the members of staff when I visited - I felt that I would fit in here!
The teachers and Leadership Team constantly challenge you to be the best possible teacher that you can be, and to have colleagues behind me who are willing to give me the support, guidance and constructive criticism I need is great. There is always someone available and willing to help no matter what the problem is - either professionally or personally. I am supported, respected, and appreciated.
Stuart - Geography
For the past couple of years I have been studying for my degree in Geography. Before that I spent 22 years as a full-time soldier in the British Army, and retired as a Regimental Sergeant Major. After leaving the forces I trained as a gas engineer and plumber. I was also involved in leadership and management consultancy for a number of companies, providing bespoke training across Europe.
I then decided to train to be a teacher at Bourne Grammar School for a number of reasons. First, the school’s reputation within the area is excellent and regarded by many as one of the best schools in the county. Second, after a brief visit in 2014 to the school I knew it was the type of school I wanted to join, based on the professionalism of the teaching staff and the atmosphere.
The training at the School is excellent, particularly the support and feedback from both my mentor and department. It’s really encouraging to see how far I have progressed in my teaching practice. What makes the training really stand out is the time teaching staff and members of the Leadership Team take out of their own busy day to help, advice or just chat about how things are going.
Applying for teacher training can be a daunting and confusing process, but there are really only four main routes, each involving a minimum of 24 weeks in at least two contrasting schools to give you practical classroom experience, academic study to give you the knowledge and understanding to teach successfully, and an assessment of your teaching skills (through being observed teaching classes):
Teach First is a school-led programme for high quality graduates with leadership potential to become inspirational leaders in low-income communities. Following six weeks of intensive training, you will teach in a school for two years while working towards a PGCE.
School Direct is another school-led programme where member schools choose an accredited teacher training partner and tailor the course to the subjects and phases they require. Once qualified, teachers go on to work in the same school or one in the school’s partnership.
School-centred initial teacher training (SCITT) is another school-led programme provided by a consortium of schools and partner education providers. Bourne Grammar School offers teacher training primarily through this route. The full-time training takes one year and leads to QTS. You can also choose to complete a PGCE during this time, awarded by the University of Hull.
There are also many university-led programmes that lead to QTS. The Postgraduate Certificate in Education (PGCE) is the most popular postgraduate route for secondary education teachers. In these routes, it’s often the case that trainee teachers are placed into schools without choice. The traditional PGCE course format is split between university and school with 24 weeks for secondary training.
Being accepted on a teacher training programme will require you to have some experience in a school, so, come and spend time with us! And whilst gaining experience in our School, please feel free to talk to our staff about their training. You’ll find both newly-qualified teachers (NQTs) and experienced teachers are willing to share their thoughts about different training programmes, and about the high level of support offered by Bourne Grammar School to trainees and NQTs.
If you enjoy your time here and think that this is the school in which you want to train, the next steps are relatively simple.
- First, search for The Deepings School on the UCAS Teacher Training website. It should then display the vacancies (made available at different points in the year). If your preferred programme is not available you can contact us or CfBT prior to starting your application to see if vacancies may arise in the near future.
- Second, once you’ve registered with UCAS you can begin your application.
- Third, if your application has been considered successful, you will be invited to interview. This usually takes place at the Deepings School, which is the nearest CfBT Teacher Training Hub.
Spend some time reading about teaching as a career. You’ll be expected to know what’s involved and what’s expected of you as a trainee teacher. Issues such as safeguarding, bullying, learning, child development, motivation and behaviour are key elements of teaching practice that you may be asked about in the interview.
If you need any assistance, don’t hesitate to get in touch. Stella Chamberlain (Recruitment) and Aidan Hesslewood (SCITT Coordinator) would be happy to help with any queries. Email us on firstname.lastname@example.org
We look forward to hearing from you, and wish you the very best in your next steps toward teacher training.