ITT Strategy Group Primary Rural Best Practice Case Study

The Initial Teacher Training (ITT) Strategy Group for Devon, Plymouth, and Torbay has undertaken a case study to explore best practices in supporting primary ITT placements in rural schools. 

With 50% of Devon’s primary schools located in rural areas - compared to 30% nationally, there is a pressing need to increase placement opportunities in these settings. Despite available capacity, only 22% of rural village and hamlet schools are currently used for placements.

Drawing on insights from four case study schools, the report highlights the benefits of rural placements, including strong leadership commitment, enhanced school capacity, and successful recruitment of trainees into teaching roles.
 
Challenges such as mentoring time, travel, and access to specialist staff are addressed through creative scheduling, strong provider relationships, and flexible mentoring models.
 
The findings highlight the value of rural placements in preparing teachers for diverse educational contexts and strengthening school communities through collaboration and professional development.
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You can read the report in more detail below. 

1. Context
The ITT Strategy Group has been working together over the last 18 months to identify key areas where ITT Providers and schools can work together to further improve recruitment, retention and quality of training.

Analysis of placement data supplied by all Lead Providers has identified both an area of need around Primary rural placements but also schools who successfully manage these needs.

This case study seeks to set out what the challenges are and how these have been overcome by these schools in the hope that further schools in these rural settings will be better able to support Primary placements.
 
2. Executive Summary

• 50% of Devon Schools are in rural settings compared to 30% nationally.
• We need to train teachers to meet the different needs of rural schools by providing more placements within them.
• Schools who have committed leadership and staff with a vision to grow the next generation of teachers welcome many benefits of involvement within Initial Teacher Training, find it cost effective and adds to the capacity of their school.

3. Rural Primary Placements in Devon, Plymouth and Torbay
DEFRA use the following classification to determine the urban/rural nature of a settlement.
Sparsity in this instance is related to population density and accessibility of services.

Analysis (See Appendix 1 for detailed statistics)

• 50% of primary schools in our locality are in rural settings (D1àF2) Nationally it is 30%.  29% of these are used for placements.
• 34% of these primary schools are in rural villages and hamlets (E1àF2) 22% of these are used for placements.
• 45% of urban schools have placements.
• Overview: We have a need to train teachers locally to meet the demands presented by smaller schools e.g. mixed age classes. However, despite there being capacity for these placements only 22% are being used.

Question: how do we ensure that:

1. We train sufficient teachers equipped to meet the demands of a rural setting?
2. We use the capacity of rural school placements? 

4. Case Study Schools (see Appendix 2 for details)
Schools were chosen who were in E1àF2 categories.
They regularly offered and received placements and were involved with different ITT Providers.
Visits were undertaken to each school with a semi-structured conversation being used to develop thinking and ascertain views of with Headteachers, Mentors and Trainees.

5. Benefits and Best Practice Drawn from Case Study Schools

• Very strong commitment from Headteacher and Governors to support ITT. Their vision incorporated a long-term commitment to growing the next generation of teachers, a recognition that smaller, rural schools have a distinctive ethos as well as contrasting opportunities and challenges that they felt it was important for new teachers to be exposed to and gain experience in.
• Trainees felt and were encouraged to play a full part in school life with experiences commensurate with their stage in training because they played a big part in extending the capacity of the school: e.g. supporting guided and intervention groups, supporting clubs, break times and trips. (Specific mention was made of the huge impact and support Trainees were during COVID).
• Leaders actively used ITT as an excellent way of attracting recruits into their school where this has been challenging. Their employment of previous Trainees suggest this has been a successful strategy for them.
• Mentors felt that they had benefited from external training to be exposed to latest research as well as linking in with a network of peers. It also gave them a leadership opportunity that was funded.
• Leaders and Mentors felt that their school was better connected and less isolated through their involvement with ITT.
• Headteachers felt that their teachers had to break down and articulate and examine their practice, including allowing them to observe their children whilst the Trainee was teaching leading to better teaching overall.
• Teachers felt that they did not normally have a partner teacher in their age group, unlike larger schools, and welcomed the conversations with Trainees, especially when planning and assessing children.

6. Challenges Presented within Rural ITT Placements and Potential Solutions of Schools 

7. Conclusion
The overwhelming view of Headteachers, Mentors and Trainees within the rural schools was that providing placements for Trainees was a great addition to their school, far out-weighing any challenges and that they were glad to connect with other organisations in developing the next generation of teachers.
 
Our thanks to Halberton, Offwell, Rackenford and Uplowman Primary Schools for their time and professional generosity in sharing their insights for this case study.
Report by the ITT Area Strategy Team

Appendix 1

Appendix 2