Placement School Information

Placement School Information 2020 – 2021
The National Mathematics and Physics SCITT (NMAPS) offers subject specialist training to Mathematics and Physics Teacher Trainees, focusing 50% of our training time on subject specific pedagogy.  We receive a high number of applications and, as a national, subject-specific SCITT, attract really strong candidates. 

Are you interested in being a placement school for an NMAPS trainee?  

  • Do you have a good Mathematics and / or Physics / Science department?
  • Are you looking for professional development opportunities for current or future members of staff in these departments?
  • Do you have a good track record of supporting and developing trainees, NQTs and / or new teachers to your school?
  • Does the idea of ‘growing your own’ future members of staff appeal to you?
  • Do you want to play your part in supporting the future-proofing of the teaching profession?
  • Would a supernumerary, specialist trainee with the skills and capacity over time, to observe and support, team teach, work with individuals and groups of students, and plan and deliver whole class teaching, be a welcome asset to your school?

NMAPS School Placements
NMAPS operates via a Hub School system in 9 areas of England.  Each Hub school delivers weekly training for trainees and trains and supports the placement school mentors in their area.

NMAPS trainees complete two school placements in an ABA model.  Main placements (A) take place from the start of term in September until the end of June, except for the first half of the spring term, when trainees go on their second contrasting placement (B).  Having completed their ITT course at the end of June, trainees are available for employment from 1 July.

For one day, per week, throughout the year, trainees attend training at their local Hub school; for the remaining four days trainees are in their placement schools.

Trainees are supernumerary and therefore do not have classes of their own.  They work alongside class teachers, team teaching and working with individuals and groups of students, whilst they develop their confidence and ability to lead whole class teaching.  In our experience trainees rapidly become valued members of their department teams and are keen to make a positive impact from the outset.

Trainees’ progress is tracked throughout the year against the Teachers’ Standards using an online portfolio.

Financial Information
NMAPS recognises the financial cost of hosting a trainee and makes a significant contribution to facilitate released time for the mentor: £1500 for a main placement and £300 for a second placement. 

Registering as a placement school
To register as a main or second placement school for one of our 2020-21 trainees, please contact your local Hub or email enquiries@nmapscitt.org.uk

The Role of the Placement School
The placement school will need to:

  • Provide a suitably experienced, trained mentor to meet with the trainee for one hour per week and carry out a formal lesson observation once a week;
  • Provide opportunities for the trainee to work in both KS3 and KS4 classes, with a range of students and abilities (where appropriate, trainees may also work in KS5);
  • Enable trainees to have an appropriate role at Parents’ Evenings and in extra-curricular activities;
  • Release mentors to attend mentor training days as part of the mentor’s Continuing Professional Development;
  • Support with recruitment into the profession by advertising their partnership with NMAPS on their website and displaying promotional materials in their school;
  • Adhere to the content of the Partnership Agreement between NMAPS and the Partner School.

 The role of the Mentor

  • A handbook is provided prior to the start of the new academic year detailing the mentor’s role and responsibilities.
  • Mentors will also develop a working relationship with their local Hub Subject Leader, who will conduct termly joint observations with them and is available to guide and support the mentor throughout the year.
  • Paperwork has been streamlined and kept to a minimum. Mentors can record lesson observations and weekly progress meetings straight into the trainee’s online portfolio.  
  • The mentor is expected to undertake initial NMAPS mentor training at their local Hub school at the start of the Autumn term. This training will explain the programme and the role of the mentor in the training, support and development of the trainee.  It will also show them how to use the trainee’s online portfolio.
  • Mentors who are new to NMAPS are also expected to complete the one day NASBTT licensed Teacher Education Programme Level One Coaching and Mentoring course. NMAPS offers this highly regarded CPD course free of charge to all mentors.  
  • Mentors are expected to attend half-termly mentor meetings at their local Hub school throughout the academic year.

 Why host an NMAPS trainee?
NMAPS attracts high quality candidates with an excellent level of subject knowledge and trains them to become specialist teachers of their subject.

The NMAPS programme has very high retention and employment rates.  Of our 2019 cohort 100% of graduates entered NQT posts, many of whom stayed in their main placement school.

School placements are a critical component of Initial Teacher Training and therefore to the future supply of competent, confident NQTs.

Hosting and mentoring a teacher trainee offers huge benefits; the professional development of the mentor, the injection of new energy and ideas and a supernumerary specialist resource, to name but a few. 

NMAPS conducts a rigorous interview process and completes screening checks for all applicants including an Enhanced DBS check prior to the start of their training year.