Our Mission Statement

 

At Mid Essex ITT, our mission is to develop committed, optimistic, research informed and effective teachers who thrive in inclusive classrooms and enable every learner to succeed. Through an ambitious and evidence informed curriculum, expert mentoring and a supportive, values led culture, we prepare trainees to teach with confidence, integrity and adaptability. Our trainees learn to reduce barriers for all pupils, reflect thoughtfully on their practice and contribute positively to the profession and wider community. 

 

To develop committed, optimistic, research informed and effective teachers who thrive in inclusive classrooms and enable every learner to succeed. Trainees are supported through ambitious training, expert mentoring and a culture of care so they enter the profession confident, reflective and ready to make a meaningful difference. 

Our core values

Committed 

• Show professionalism every day 
• Be organised and reliable 
• Take responsibility for your learning 

Optimistic 

• Believe every pupil can achieve 
• Stay positive and resilient 
• Build warm, calm, safe classrooms 

Research Informed 

• Use evidence to decide what works 

• Reflect on what you have taught 

• Try new strategies and evaluate them 

Effective 

• Know your subject 

• Adapt to meet pupils’ needs 

• Use assessment to help learning 

• Help every pupil make progress 

Inclusion

We build a culture where all trainees feel welcomed, valued and safe and where individual needs are understood and supported. Trainees learn to: 

• Reduce barriers for pupils with SEND, disadvantaged backgrounds, those known to social care, EAL learners and young carers. 

• Promote equality, diversity and respect in every interaction. 

• Apply inclusive, evidence informed practices and adaptations. 

• Recognise and respond to wellbeing needs, in themselves and in pupils.

Curriculum, Teaching and Training

Our curriculum is: 

Ambitious and well designed 

• Built around subject specificity. 

• Aligned with statutory frameworks and the ITTECF. 

• Informed by high quality research and focused on real classroom demands. 

Sequenced for cumulative development 

• Knowledge and skills build progressively and logically. 

• Core pillars include behaviour, adaptive teaching, assessment, subject knowledge, safeguarding, curriculum and professional behaviours. 

Integrated with teaching practice 

• Weekly taught input connects directly to observed practice. 

• ITAP is woven through placements and mentoring. 

• Reflection cycles (What / So What / Now What) support ongoing improvement.

Delivered by experts 

• Expert teacher educators and mentors model evidence based practice. 

• Mentoring is consistent, responsive and aligned to trainees’ subject needs.

Achievement (Trainee progress and readiness)

Trainees: 

• Develop secure behaviour management, adaptive teaching and assessment skills. 

• Know how well they are progressing and what to refine next. 

• Complete the programme successfully and are employment ready. 

• Undertake practice that reflects real workload and professional expectations 

Professional Behaviours, Personal Development, and Wellbeing

We maintain clear expectations for conduct, attendance and engagement. We ensure trainees: 

• Receive timely, proportionate pastoral and professional support. 

• Learn how to manage workload sustainably. 

• Understand and enact safeguarding responsibilities. 

• Thrive in a culture free from bullying, harassment or discrimination. 

Leadership and Partnership

Our leadership ensures: 

• A shared, enacted vision grounded in our core values. 

• High quality mentoring, oversight and quality assurance. 

• Strong collaboration with schools to address local teacher supply needs. 

• Partnership coherence so trainees experience varied, relevant contexts. 

• Workload is managed and staff feel valued. 

Safeguarding and Compliance

We meet all statutory requirements for: 

• ITT/ITTECF entitlements. 

• Safer recruitment. 

• Prevent duty and Equality Act expectations. 

• Creating a culture of openness where trainees feel safe and confident to report concerns. 

What This Produces:

High performing, inclusive trainee teachers who: 

• Place the interests of children first. 

• Apply research intelligently. 

• Reflect, adapt and grow. 

• Are committed to sustained careers in teaching.