Support Training

Tom Dexter – Secondary Media  (2025-26 cohort)

Why did you choose to train with Forest Way ITT?

I chose to train with Forest Way ITT for its North West Leicestershire/ Leicestershire location and unique partnership with its accreditor, the University of Derby. Having grown up in Leicestershire, attending some of Forest Way’s partnership schools as a student meant I had already been taught by previous BTs of FWITT!  I knew it was a successful and reputable programme and, in combination with easy commutes to local placements, it was a no brainer. Therefore, the locality and Derby’s Outstanding OFSTED rating for Initial Teacher Training meant my decision was obvious.

What are Hub and Uni days like and how do they feed into your school practice?

The fortnightly Hub days in combination with the fortnightly Uni days are so important for developing as a BT but also to give you that breathing and alternative space from school practice. The Hub days are a nice, relaxed environment almost like small group CPD sessions where you explore the practicalities of the different areas of teaching through different activities but also where you can reflect as a primary/secondary cohort on your experiences as you develop – certainly some of the most fun days, led by expert lead mentors! Derby Uni days will be intensive, but this is where your understanding of evidence and research led education will be formed. From ITAPs to subject based tasks, the Uni days will drive your school practice from start to end.

What opportunities did you get at your placement schools to explore the wider role of the teacher outside the classroom?

During my time at my placement schools I got lots of opportunities to develop my practice outside of the classroom. I helped with subject support sessions, acted as a tutor for a Year 7 and a Year 10 group and year 10 and got involved with as much parental contact as possible including phone calls, emails and Parents Evening which was immensely purposeful for confidence building.  I also completed break/lunch duties which were great for forming wider relationships with colleagues of all job roles across the placement schools.

What support did you receive during your training year?

The support network at FWITT is incredibly robust and multi-layered. From day one, my school-based mentors and department colleagues, TAs and Senior Leaders provided daily guidance, constructive feedback and a safe space to test out new strategies in the classroom to make my teacher toolkit as broad as possible. Beyond my placements, the expert Lead Mentors during Hub days were always on hand to offer reassurance, lived experiences and professional and practical guidance, while the University of Derby tutors ensured I felt confident managing the academic side of the course. You never feel isolated; there is always someone ready to champion you or offer practical advice when things get challenging.

What tips would you give to someone applying to FWITT next year?

First, embrace every single opportunity that comes your way, especially outside the classroom like tutor periods and parental contact—it’s where you truly learn what being a teacher is about! Second, stay organised from the very beginning; managing your school placements alongside your Derby University tasks requires good time management, so find a system that works for you early on. Finally, rely on your cohort. The other BTs are going through the exact same journey and that shared support is priceless. All in all it will be hard, difficult at times, but rewarding, and it will evolve you as a person in ways you can’t realise.  Enjoy it!

Olivia Parker – Primary, 5-11 year pathway (2025-26 cohort)

What made Forest Way ITT stand out when you were applying for teacher training programmes?

Forest Way ITT stood out to me because of its outstanding reputation and the positive experiences that others had shared with me. From my very first conversation with Elle, I felt genuinely welcomed, valued and reassured that I would receive the support I needed throughout my training. I also really liked that the programme works closely with local schools, giving trainees the opportunity to gain experience in a range of settings while feeling part of a supportive community. It was clear that Forest Way ITT genuinely cares about its trainees and is committed to helping them succeed, which made it the obvious choice for me.

How do the placements work and how do you pick up teaching?

The course includes three placements (one per school term) and an Enrichment and Professional Opportunities (EPO) week. My first placement was also my final placement, which is the route that most trainees follow. My second placement was in a different school and a different key stage, giving me the opportunity to experience a new setting and broaden my teaching experience. You also complete an EPO week at Forest Way School, which is a great way to gain insight into different aspects of education.

You begin teaching quite quickly, but the programme is designed so that you can build your confidence at a pace that works for you. There are teaching percentage targets to meet each week, but they increase gradually and naturally, so you hardly notice the increase. I found that this made the transition into teaching feel manageable and helped me grow in confidence as the year progressed.

What opportunities did you get at your placement schools to explore the wider role of the teacher outside the classroom?

There were so many opportunities for me to explore the wider role of a teacher and I feel incredibly lucky to have experienced them. I was able to lead collective worship and storytelling assemblies, attend every school trip including visits to London, the zoo, museums, and even accompany the Year 4 camping residential. I also had the opportunity to co-lead the school council and help run a computing after school club.

My placement school and mentor were incredibly supportive and encouraged me to get involved in all aspects of school life. These experiences made such a difference to my teacher training, helping me to develop my confidence, build relationships with pupils outside the classroom and gain a much deeper understanding of the wider role of a teacher.

How does Forest Way ITT support your wellbeing during your training year?

Supporting trainee wellbeing is clearly a real priority at Forest Way ITT. Throughout the year, Elle regularly checks in with you to see how you are getting on, both personally and professionally. During training sessions, we also have opportunities to reflect on our experiences in school with our peers and with Elle, which creates a really supportive environment where you never feel like you are facing challenges alone.

If Elle ever felt that someone needed a little extra support, it was always offered straight away, even if they did not realise they needed it themselves. The wellbeing day was another highlight of the course, giving us the chance to pause, reflect and focus on looking after ourselves. Knowing that there was always someone looking out for us made such a positive difference throughout my training year.

What tips would you give to someone training to teach next year?

My biggest piece of advice would be to get stuck in and make the most of every opportunity. Say yes whenever you can because you never know if you will have the chance to experience something like it again after your training year. Whether it is leading an assembly, going on a school trip or getting involved in an after-school club, every experience helps you grow as a teacher.

It is also really important to look after yourself. Stay organised so that you can make the most of your time outside of school and enjoy a healthy work life balance. There will be challenging days but remember to keep calm and be kind to yourself. Sometimes the best thing you can do is step outside, get some fresh air and take a moment to reset. Teacher training is an amazing year, so embrace it, enjoy it and trust the process. You will be surprised by how much you grow and remember to have fun!

Emily Atkins – Primary 5-11 pathway, SEND main placement

What was your background before pursuing teacher training?

Following completion of my undergraduate degree in SEND, I worked in a SEND school for a few years whilst completing an MSc in Psychology. The school ranges from EYFS to P16 with a wide variety of needs, so I was fortunate to develop a good understanding of the setting and SEND education before starting my training.

Your main placement was at a SEND school Can you describe a typical day for a trainee teacher? 

The first thing I would say about a typical day in a SEND setting is that there is no such thing! In my setting, students have 3 lessons a day, with additional time for settling in, target work, personal care and transitions. As a trainee teacher, I started by observing lots of different classes, before gradually increasing my teaching responsibility until I was working towards a full-time teacher role. I also quickly became involved in the wider school community by supporting after-school clubs, trips and attending staff meetings. I found collaborating well with other staff to be the most vital aspect, as I was in a team with six staff members, and effective teamwork and communication were essential in supporting students and helping them make progress. There was also a lot of collaboration with other progressions, including speech and language therapists and occupational therapists which helped ensure students needs were met holistically. I think the biggest difference I noticed compared with my mainstream placement was the level of adaptation required to ensure all students were actively engaged in the learning. Many students had regulation and engagement needs which needed to be supported before learning could take place, so understanding the individual needs and communication styles of each student was vital.

How were you assessed over the course of the year?

Assessment looked different throughout the year, with a combination of mentor observations and feedback, weekly feedback forms, summative assessment points throughout each placement and end of placement evaluations. From the university side, there was also an academic assignment linked to each of the three placements. There is also an element of self-assessment, as you are constantly reflecting on your teaching, considering the feedback you have received and identifying how you can continue to improve.

What tips would you give to someone training to teach next year?

I think the biggest tip I could give is one which has been reiterated to me time and time again: do not put too much pressure on things to be perfect. What matters most is creating meaningful learning experiences, building positive relationships with students and helping them make progress. This will be much more challenging if you are burnt out from trying to perfect every resource or piece of paperwork. I would also suggest prioritising relationships with the students, as they learn best when they feel safe and secure. Take the time to show them that you are interested in the little things and celebrate every success, no matter the size. A final tip would be to always ask for help. Starting teacher training can feel daunting or overwhelming at times but you are never alone and the experiences of those around you can be invaluable when planning your next steps.