Schools Direct Training Programme (UnSalaried)

Schools Direct Training Programme (UnSalaried)

Schools Direct Training Programme (UnSalaried)

Schools Direct Training Programme (UnSalaried)

What is School Direct?

School Direct is a teacher training route where your training is based in a school. The school will work in partnership with a university, college or SCITT (School-centered initial teacher training) where you will study and attend lectures and seminars.

  • If you’re successful in your training, you might get a job in one of the schools in the partnership.
  • Graduates with around three years’ work experience (there may be exceptions for STEM subjects) might be able to train on the job, with a salary from the start.

You’ll train in at least two schools, and you'll also be taught by the university, college or SCITT that the school partners with.

  • Training programmes last one year full-time, in line with the term dates of your chosen school.

How it works

Training places are allocated to the lead school on behalf of the partnership, usually for 1 year. The lead school has overall responsibility for requesting places from the National College for Teaching and Leadership (NCTL) and ensuring that the criteria for School Direct are met. Schools can:

  • select and recruit their own trainees
  • choose which teacher training provider to work with
  • agree the content and focus of the training programme depending on the needs of both the trainees and the school

There are two School Direct training options you can apply for – one that’s open to all high quality graduates, and a salaried option for high quality graduates with at least three years’ work experience.

School Direct (tuition fee) places

  • These places are open to all graduates and funded by tuition fees paid by the trainee. Trainees may be eligible for a training bursary or scholarship.
  • Although your training is based in a school, they’re not your employers, and in many ways your training will be similar to training programmes in universities and colleges.

School Direct (salaried) places

  • This route allows you to train ‘on the job’.
  • This is an employment-based route for high quality, experienced graduates with at least three years’ work experience. You will earn a salary while you train.
  • Schools can decide to accept applications from candidates with less work experience to attract high quality candidates in hard to fill subjects.
  • Trainees are employed as an unqualified teacher.
  • NCTL provides funding to lead schools to cover training costs and subsidise trainee salaries.

Both routes carry the award of qualified teacher status (QTS) and some may also lead to the award of a postgraduate certificate in education (PGCE).


Outstanding Opportunities

The Gladesmore Community School Direct Partnership offers incredible opportunities for working and learning. It provides an ideal school based learning opportunity within excellent schools to train as a teacher. This inspirational partnership comprises fourteen schools and the UCL Institute of Education.

We have a straightforward and powerful vision: "To provide an outstanding all round education where all students make impressive progress in a positive, friendly, family community atmosphere". Thus, we create an environment in which staff, pupils and trainee teachers alike feel valued and supported. We have worked with trainee teachers for many years and we fully appreciate how their vibrancy, enthusiasm and drive contribute to the school community.

Our partnership is led by Gladesmore Community School, an outstanding school, and comprises a strong combination of co-educational urban schools serving catchment areas in different contexts.

There are thirteen schools currently in the partnership, each of which is co-educational. There are three secondary schools (The Latymer School, Gladesmore Community School and East Barnet School) and ten primary schools.

As a partnership we provide a particular opportunity to experience a diverse and contrasting range of teaching and training experiences across a mixture of urban schools serving catchment areas in different contexts. Students in all our schools are happy, friendly and well-behaved and are at the heart of everything we do. Both staff and students are ambitious and confident. Many consistently out-perform their national peers and make significantly more progress.

Our staff is our most valuable resource, eager to share skills and with a proven track record in training and professional development. As exceptional practitioners they are adept at modelling behaviour management as well as demonstrating the teaching of subject knowledge to the next generation of teachers.

About The Latymer school:

The School and Its Buildings:

Much of the North end of the school dates from 1910 with substantial additions including The Great Hall, in 1928 and further development particularly the Gymnasia and Technical Labs in 1966. A new Performing Arts Centre was built in 2000 and the Sports/Dining Hall complex was completed in 2006. Apart from general teaching rooms there are a large number of rooms dedicated to specialist teaching. There is a suite of 12 Science laboratories, all of which have been fully re-equipped and modernised. Our 6 Technology rooms have similarly been upgraded.

There is a suite of specialist ICT rooms which are used extensively in the teaching of a large number of curriculum subjects. The suite contains over 200 modern PCs, all networked and widely accessible to pupils and teaching staff. Pupils have controlled access to the Internet and there is a comprehensive Intranet service. Increasing use is being made of interactive whiteboard and wireless technology and we have developed home to school links to provide students and staff with remote access to learning resources.

The School has the benefit of a large Library with some 20,000 volumes in stock and library staff who offer help and advice. In addition a separate Learning Resources Centre contains a further 2,000 reference volumes, a wide selection of periodicals and ICT facilities. All our pupils are trained in ways of retrieving information for their school work and for their interest and are encouraged to use the facilities for study at lunchtime and after school. There is a Connexions Careers Library with extensive on- and off-line facilities for accessing the latest data on university courses and avenues for future career development.

For the Sixth Form, there is a large Common Room and a quiet Study area with computer access. The Music, Drama and Media Studies departments have specialist facilities in their dedicated building, offering a range of studios, larger spaces for music and drama and air conditioned individual music practice rooms. The Seward Studio, named after a former Chair of the Governing Body, is a high-tech multi-purpose performance space, (auditorium/theatre/art gallery/Media Studio) which was opened in February 2010.

For PE, there are approximately 12 acres of playing fields laid out, according to season, for football, hockey, rugby, cricket, rounders and athletics. Tennis is played on the tarmac area at the rear of the School. A 4 Badminton court Sports Hall was commissioned in 2006. The building also houses a Sports Science and two further classrooms, a Fitness Room, and a new Dining hall and kitchen. Our Great Hall, with a fully equipped stage and seating for over 1000 people, is used for whole school assemblies, concerts, drama productions and other major school events.


The Latymer School is situated in Edmonton, North London. Its site is off the A10, just north of the North Circular Road. It is easily reached from the M25 and is well served by public transport. The nearest mainline railway station is Edmonton Green Station, which is less than one mile away. The nearest tube station is Southgate Tube Station which provides a link to Central London on the Piccadilly Line (3.4 miles away travel distance to the School). Full directions to The Latymer School can be found on the website.


  • You apply via UCAS (
  • The training provider is the 'Gladesmore Community School Direct Partnership'
  • You will apply to and be employed by one particular school in the partnership, where your training will be delivered by expert teachers.
  • Please state clearly on the application that you would like to be considered for a School Direct position at The Latymer School.


The Latymer School is a vibrant, inclusive environment where the large number of applicants for student places and the special ethos make it an exciting place to teach. The School aims to provide a broad and stimulating educational experience with very high standards within the formal curriculum while believing that school life should be valued for itself and not only as a preparation for adulthood. The heart of the school's aims is the intellectual, cultural and social development of all pupils in a context of mutual esteem and sensible good order.

The most recent Ofsted report stated that “Latymer is an outstanding school that provides an excellent all-round education for all of its students. Consequently, they develop into mature, confident and likeable young adults. The students, their parents and the school's partners hold it in extremely high regard. A particular strength of the school is the high level of commitment shown by the staff and the senior team to maintaining top class academic standards while continually seeking to widen and enrich the curriculum”.

The School is an environment where students are cooperative and willing to work with innovative teachers. We are serious about providing opportunities for teachers to develop; this is valuable for the individual and valuable for students since they receive an enhanced service when teachers teach even better. The School actively promote the continuing professional development of teachers through the role of subject mentor. Mentoring is viewed as being mutually beneficial where mentors reflect on and develop their own practice whilst playing an active role in the development and training of the next generation of teachers.


School Direct Training Programme (Unsalaried):

Teacher training is embedded into the practice of the School. The School have strong relationships with a number of training providers across a range of subjects and specialisms and has an outstanding track record of trainees gaining employment directly after qualifying. Our teachers are excellent practitioners who contribute fully to the Professional Studies training that we provide ‘in-house’ for our trainees. This is further complemented by collaborative training sessions with partner schools in the local area. The School will take the lead in terms of recruitment but will work in partnership with the designated training provider for specific subjects (see links below).

What funding will I receive?

Tuition fees:

For 2015/16 entry, tuition fees for Home/EU students are £9,000 and for Overseas students are £14,080. Tuition fees are paid directly to the Training Providers and are reviewed annually, centrally within the Training Providers.

Government Training Bursaries:

You may be eligible for a Government Training Bursary, and for Mathematics, Physics, Physics with Mathematics, Chemistry and Computer Science/IT you may be eligible for a scholarship. For full details please visit:

For further information about funding, please visit either:

Please note training bursaries are only available to students who have been classified as Home/EU for fee purposes.

Candidates with higher (e.g. MA, PhD) and/or overseas degrees should contact the Admissions Office for further guidance:

Institute of Education (English and Economics with Business Studies)

The training will be linked with the PGCE programmes at the Institute of Education and will lead to the awarding of PGCE, recommendation for QTS and 60 credits towards a Master’s Degree in Education (Masters Degrees require 180 credits in total). The partnership with the Institute of Education provides trainees access to the leading research-based centre for teacher education in the UK and Europe.

You will be assigned to two schools (placement 1 and 2) during the academic year. You will start the academic year at The Latymer School (September 2016) where you will follow an induction programme. In addition you will then follow the PGCE programme at the Institute of Education. The Institute of Education deliver a series of Keynote lectures (generic) and workshops (predominantly subject based). When you are not required to attend either a Keynote Lecture of workshops at the Institute of Education you will continue the Induction Programme at The Latymer School. You will undertake a second teaching placement at a school that meets your personal development requirements (a collaborative decision). The majority of your training will take place at The Latymer School on the school premises. At least one of your placements will give you access to post-16 learners. You will be assigned a Subject Mentor at the placement school and a Professional Coordinating Mentor who will oversee your training.


Potential for Teaching

You should demonstrate awareness of what good teaching entails and show indication of a desire to teach.

Previous experience of teaching or voluntary work in a school is desirable.

You are advised to spend some time observing your subject being taught in a UK state secondary school and refer to the experience in your application. Successful experience with young people

Successful applicants often have experience of working with children and young people, such as sports clubs, youth groups, religious groups, baby-sitting or voluntary work and can demonstrate that successful working relationships with the young people were made. Similarly, successful applicants often have relevant school experience, such as working as a teaching assistant, or have gained other experience of teaching young people, e.g. by offering tuition.

Whole School Contributions

You are encouraged to contribute to the following ‘whole-school’ activities as part of your training programme:

  • An extra-curricular club / society. You are encouraged to participate in, and contribute to a club or society of which you have an interest in.
  • Contribute to a ‘whole school’ working party.

  • As part of your professional development we encourage you to partner with a teacher from a different department. You can then discuss ‘whole school’ and ‘cross curricular’ issues in an informal setting on a regular basis. Reference
    Candidates who are in the process of completing their degree studies, or who have recently left university, should provide an academic reference from a tutor at their university. Candidates who have been working for a considerable period of time should provide a reference from their current or most recent employer. Safeguarding children and young people
    The Department for Education (DfE) requires the Disclosure and Barring Service (DBS) to vet the background of persons working in their schools. Candidates offered a place on a PGCE course are obliged to submit a signed declaration regarding any police record. Your health
    All PGCE trainee teachers must meet the Secretary of State's requirements for physical and mental health. We welcome applications from people with disabilities. Candidates offered a place must complete a health declaration form. If this reveals a need, The Latymer School will consult with the applicant to determine if the School can provide the appropriate placements, support and monitoring for the trainee during the course.

Entry Requirements:

  • An upper second class honours or a first class honours degree from a recognised university in the subject that you wish to teach.
  • We are willing to consider applicants who have a 2:2 who can demonstrate a real aptitude for teaching.
  • Applicants with relevant industrial or commercial experience are very welcome to apply.

Other Requirements Successful candidates will need to meet the entry requirement of the schools in the partnership and of the UCL IOE, by the time the training programme begins.


GCSE A-C in Maths and English (or equivalent) for secondary teaching.

Skills Tests:

Computer-based professional skills tests in numeracy and literacy set by the National College for Teaching and Leadership prior to confirmation of the place on the programme. You can only take the tests up to three times and you have to pay for resits.

Proficiency in English:

Without this the applicant will find it difficult to teach classes, follow lecture and participate in tutorials. If English is not their first language, they will have to demonstrate a satisfactory level of English language proficiency.

Medical Fitness:

Teaching is physically and mentally demanding, and there are fitness requirements set by the Department for Education for applicants to initial teacher training programmes.

Candidates who are offered a place must be certified as meeting national requirements for physical and mental fitness to teach, although this does not preclude disabled people from pursuing a programme of study at the UCL Institute of Education or a career in teaching.

Protection of children and clearance from the Disclosure and Barring Service (DBS)

We have a duty to protect children and vulnerable adults, and to ensure that they are not put at risk. If offered a place applicants will be asked to apply for an Enhanced Disclosure certificate from the DBS as a requirement of entry to the course.

English Trainees - Personal Qualities

  • Ability to engage interest and communicate your own enthusiasm for English
  • Subject knowledge relating to range of literature and texts taught at A-Level
  • Evidence that you have a commitment to working with young people
  • Ability to explain ideas clearly and to think on your feet
  • Evidence of good interpersonal skills
  • Awareness of current educational issues

Economics with Business Studies Trainees - Personal Qualities

We are looking for a confident and enthusiastic trainee teacher who has the ability to engage interest and communicate her/his knowledge of Economics and Business Studies with clarity and in a creative manner. For Economics the trainee must have at least a grade A in Mathematics at GCSE as well as a good degree in Economics. Work experience and/or professional experience are desirable but not essential. The trainee must have an interest in current affairs as well as a desire to share her/his experience and knowledge with young people.

Personal Qualities:

  • A commitment to teaching
  • Good organisation skills
  • Good communication skills (both oral and written)
  • Good interpersonal skills
  • An ability to explain abstract concepts clearly
  • An awareness of current educational issues


  • The Latymer School and the training provider will have 40 working days (from the day the application is submitted to UCAS) to process an application to an offer of a place
  • The Latymer School will have 25 of these days to arrange and conduct an interview
  • The Training Provider will then have 15 days to conduct the final stage interview / assessment and communicate the final decision to applicants
  • The Latymer School will record interview decisions directly onto UCAS Teacher Training
  • Applicants who successfully pass the interview stage with The Latymer School will then have a second stage of interviews with the UCL Institute of Education – subject specific. It is a rigorous and thorough process, designed to get the best match of applicant to the places available. Please see the ‘subject specific’ overview of the interview process below:

Economics with Business Studies Trainees – The Interview

  • Take a short test for literacy and numeracy
  • Teaching of a 20-25 minute lesson
  • Lead a 20 minute seminar/discussion with a group of sixth form pupils (further information available)
  • Formal interview with Head of Department, Deputy Head Curriculum and Professional Co-ordinating Mentor

English Trainees – The Interview

  • Take a short test for literacy and numeracy
  • Teaching of a 20-25 minute lesson
  • Lead a 20 minute seminar/discussion with a group of sixth form pupils (further information available)
  • Formal interview with Head of Department, Deputy Head Curriculum and Professional Co-ordinating Mentor