Accredited by the Department for Education The magazine for everyone involved with Initial Teacher Training at ARU Partnership Perspectives 2026
17 4 6 14 16 2
4 Teaching the hardest lesson: Preparing teachers to talk about grief 7 Maximising impact: Mentoring as continuing professional development 11 Fostering curiosity and professional capital: The BEd Additional Enrichment Activities Programme 15 BERA TEAN Conference 2026 16 Enriching theory and practice: The BEd Guest Speaker Programme 20 Behind the scenes of ITT at ARU 22 ARU ITT Partnership Award Nominees 25/26 24 Selected recent publications from the School of Education In this issue A message from Dr Rachel Minett Welcome I am delighted to introduce the 2026 Partnership Perspectives magazine, a space where we can come together to share and celebrate the exciting work taking place across our Initial Teacher Training partnership. This year’s theme, bridging theory and practice, reflects our shared commitment to supporting trainees in becoming thoughtful, skilled, and informed professionals. At ARU, our BEd course is carefully designed to help trainees connect theory and evidence with the realities of classroom practice. Through this, they gradually develop their ‘practical wisdom’, the ability to make informed professional decisions, guided by the expertise of both school- based mentors and university tutors. This is very much a collaborative endeavour, and we are deeply grateful for the vital role our partner schools play in shaping the course and supporting the development of ambitious and committed trainee teachers. In this issue, you will find a range of articles highlighting research within the School of Education, insights into key aspects of the BEd course, the impact of our mentor development programme, and reflections from both school mentors and trainees on their experiences. On page 22, we are proud to celebrate the individuals, schools, and Multi-Academy Trusts who were nominated for an ITT Partnership Award this year. It was truly uplifting to read these nominations, and we hope that everyone recognised felt appreciated for the important contributions they make to our partnership. Finally, a big thank you to all our school partners for your continued support, commitment, and collaboration this year. We greatly value our work together and look forward to building on our shared successes in the year ahead. Dr Rachel Minett Strategic Lead for Partnerships 3ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Teaching the hardest lesson: Preparing teachers to talk about grief From September 2026, schools across England will begin teaching pupils about grief and bereavement as part of the updated Relationships, Sex and Health Education (RSE) curriculum. For the first time, statutory guidance recognises that experiences of loss are part of life and that children should understand that grief is a natural response to bereavement and that people experience it in different ways. This is an important and welcome shift. Yet it also raises a practical question for schools and teacher education providers: are teachers confident and prepared to support these conversations? As Director of Initial Teacher Training and a PhD researcher exploring death literacy in education, this question sits at the centre of my work. My research looks at how we can support the next generation of teachers to develop the confidence, language and practical wisdom needed to navigate conversations about death, grief and loss with young people. I’ve also collected some fascinating data whilst our trainees have been on placement, this reveals that far from being a taboo topic, the subject appears in the classroom in lots of ordinary and often unexpected ways. Death is something every community experiences, but it has often been absent from formal education. Many teachers enter the profession having never received training on how to respond to bereavement, despite the likelihood that pupils in their classrooms will experience loss. Childhood bereavement is more common than many people realise. Estimates suggest thatARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026 4
one in 29 school-age children in the UK has been bereaved of a parent or sibling. In most classrooms there will be at least one child who has experienced a significant loss. If we widen that out to other losses, including grandparents, community members and pets, loss and death are certainly topics that young people experience and inevitably want to discuss. For many children, school provides routine, stability and a sense of belonging during periods of grief. Teachers can make an enormous difference in helping bereaved pupils feel understood and supported. However, many educators understandably worry about saying the wrong thing or making a difficult situation worse. Recognising this challenge, Anglia Ruskin University has partnered with Scotty’s Little Soldiers, a charity that supports bereaved military children and young people, to develop a series of open-access training resources for trainee teachers, maximising the time of ITT when trainees are learning about so many new aspects of their role, to focus on grief and bereavement as part of inclusive practice. The collaboration brings together expertise from both organisations to help teacher trainees better understand how grief can affect children and how teachers can respond compassionately and confidently in the classroom. The training resources include materials designed for both primary and secondary contexts, as well as an introduction to bereavement theory. Their aim is not to turn teachers into grief counsellors, but to equip them with the awareness and confidence to support pupils appropriately and to know when and how to seek additional help. The importance of this preparation is reflected in research carried out by Scotty’s Little Soldiers with nearly 200 bereaved military families. Their findings showed that 77 per cent of bereaved children and young people had experienced lessons containing material that directly related to or reminded them of their parent’s death. More than half reported encountering multiple potentially distressing classroom moments. These situations are not unusual. Lessons about illness in science, historical discussions of conflict, or stories involving death in literature can unexpectedly resonate with a bereaved child. Without preparation, teachers may feel unsure how to respond. In my doctoral research I explore the concept of death literacy, which refers to the knowledge and skills that help individuals and communities navigate experiences of death, dying and grief. Developing death literacy in education is not about introducing difficult topics prematurely, but about creating spaces where young people can learn that loss is part of life and that it is possible to talk about it. For trainee teachers, this increase in death literacy can also support the development of wider teacher behaviours. I’m particularly interested in how new teachers develop their phronesis – practical wisdom – as they mature and gain more experiences during their training. Knowledge without action is not enough, trainees must know how to respond, building professional confidence through compassionate action, not scripts or rote learning of professional dialogue. The inclusion of grief and bereavement in the RSE curriculum reflects a broader societal shift. Increasingly, there is recognition that avoiding conversations about death does not protect young people. Instead, age-appropriate discussion can help children develop emotional literacy, empathy and resilience. Teacher education has a key role to play in this change. Across England and Wales, around 25,000 new teachers complete their training each year through accredited Initial Teacher Training providers. By embedding bereavement awareness and death literacy within teacher education programmes, universities and schools can help ensure that new teachers feel better prepared for the realities of classroom life. Jenny Fogarty Director of ITTARU PARTNERSHIP PERSPECTIVES MAGAZINE – J ULY 2026 5
Mentor conference 6ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Maximising impact: Mentoring as continuing professional development Becoming an ARU School Mentor not only allows you to support a trainee teacher but also provides an opportunity for your own professional development. Mentoring encourages experienced teachers to step back and reflect critically on their own practice, often reinvigorating their enthusiasm for teaching and learning. By articulating pedagogy, modelling best practice, and engaging in professional dialogue, mentors deepen their understanding of what truly effective teaching looks like. The role also strengthens leadership skills. ARU School Mentors refine their ability to give constructive feedback and support professional growth. These are skills that transfer directly to wider responsibilities within school settings. Engaging with trainees encourages mentors to stay up to date with current educational research, university-led training, and evolving policy, helping to bridge theory and classroom practice. High-quality training of School Mentors has been emphasised in recent Department for Education statutory requirements (DfE, 2025). As a new ITT provider, ARU carefully considered the design of its School Mentor training and support, factoring in teachers’ limited time for engaging in professional development and looking for creative ways to offer training to our School Mentors. Our universal offer includes a School Mentor Conference, an online School Mentor Briefing, and bespoke support from a Lead Mentor throughout placement. ARU’s Masters-level opportunity for School Mentors In addition to our core mentor training for School Mentors, we also offer the opportunity for mentors to engage in an academic qualification to develop and enhance their mentoring skills. In September 2024, ARU launched a 30-credit Masters level module, ‘Mentor Training for ARU School Mentors’. This is an optional and free course for any School Mentor who is mentoring an ARU undergraduate trainee during their teaching placement. On successful completion of the 10-week course, the credits can be used towards a Masters in Education with Mentoring. The course has been designed using a Universal Design for Learning (UDL) approach (CAST, 2024) that aims to provide full-time teachers with flexibility and choice in accessing learning (Minett, Gray and Ward, 2026). The course develops participant’s knowledge and understanding of a range of approaches to mentoring. It is organised into six areas that are key to mentor development: (i) approaches to mentoring, (ii) understanding pedagogy, (iii) behaviours and learning, (iv) professionalism and expectations, (v) curriculum design and inclusive planning, and (vi) assessment and transition. The content is available for participants to access at a time to suit them, with a range of resources available, including online videos, carefully chosen key reading, and the use of reflective questions. The module assignment, a recorded presentation, is closely aligned to the School Mentor’s professional practice in supporting a trainee teaching. It gives School Mentors the opportunity to reflect on the impact their mentoring has had on the trainees. Ultimately, being an ARU School Mentor is a mutually beneficial partnership. While trainees gain guidance and support, mentors experience meaningful professional learning that positively impacts their own teaching, leadership, and career progression. 7ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
School mentor perspectives on the Masters-level mentoring course I never initially saw myself becoming a mentor; it was only through my experience as a trainee teacher that I came to understand the profound impact a skilled and supportive mentor can have. That experience shaped my appreciation of what high quality mentoring looks like and the difference it makes during those formative early stages of the profession. As I began my own mentoring journey, I wanted to ensure I could offer trainees the same level of guidance and support I had benefited from. The 30-credit ARU School Mentor course felt like the ideal next step in helping me develop the knowledge and confidence to do this effectively. The course content was comprehensive and thoughtfully sequenced. Through online lectures and weekly activities, I explored what trainees need to understand about pupil learning, how they can manage their own development, and the importance of strong professional behaviours. The blocks covering pedagogy, assessment, curriculum design, and professionalism deepened my knowledge of the mentoring process and highlighted how mentors can create purposeful opportunities for trainees to develop their skills. Engaging with academic literature as part of the assessment enabled me to reflect critically on my current mentoring approaches and identify both strengths and areas for further development. Preparing a recorded presentation encouraged a different style of academic thinking, and although rigorous, the task was manageable and rewarding. It also gave me greater confidence in drawing on theory when working with trainees. One of the most enjoyable aspects of the course was discussing research with trainees in school. These conversations strengthened our professional relationship, and trainees often shared that they felt reassured knowing I was actively progressing in my mentoring role. It signalled my commitment to supporting them with both practical strategies and a strong theoretical grounding. Balancing the module alongside teaching was entirely manageable due to the flexibility of online study. The experience has already opened new pathways, including being selected to mentor additional trainees and progressing to the Lead Mentor course. I highly recommend this module to anyone starting their mentoring journey or seeking to further develop their practice. Laura Wiseman Hilltop Infants School I chose to take the 30-credit ARU School Mentor course because I wanted to feel better equipped when supporting my BEd trainee. I’d mentored before, but I often felt I was relying on instinct rather than a clear understanding of the theory behind how to help someone grow as a teacher. The course seemed a good way to strengthen that part of my role, and it certainly did. What I appreciated most was how practical the learning felt. The theory gave good foundations, but it was the chance to link it straight back to everyday school life that made it valuable. I found myself looking at familiar situations with fresh eyes – how I structure feedback, how I guide a trainee through a tricky week, how I help them recognise their own strengths. The reflective questions at the end of each lecture were especially helpful, giving me prompts to look closely at my own practice and consider where I could make improvements. In terms of impact, the biggest change has been how deliberately I mentor now. I think more carefully about the questions I ask and the kind of support a trainee needs at different points in their placement. It’s made our conversations more focused and far more useful for them. Fitting the study around teaching was manageable. The course was designed with school commitments in mind, and each module can be completed at a pace that suits you. There are also opportunities to get support from ARU through online drop-in sessions, and you can submit a draft 10% of your assignment early for feedback to make sure you’re on the right track. Overall, it was a positive experience and one I’d happily recommend to anyone wanting to strengthen their mentoring practice. Emily Stephens Mayflower Primary 8ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
If you’re a school mentor and interested in enrolling on our next delivery of the course, please get in touch with us via ARU-ITT-Partnerships@ aru.ac.uk. More information about the course can be found here: Mentor Training for ARU School Mentors - ARU Dr Leanne Gray Lead for ITT (Chelmsford), Strategic Lead for Mentoring Mentor conference References CAST (2024). The UDL Guidelines version 3.0. Available at: https://udlguidelines. cast.org (Accessed: 24 June 2025). Department for Education (2025) Initial teacher training (ITT): criteria and supporting advice, accessed Oct 31, 2025, https://assets.publishing.service.gov.uk/ media/68ff71040f801e57b5bef91f/Initial_teacher_training_ITT_criteria_and_ supporting_advice_2025_to_2026.pdf. Minett, R., Gray, L, & Ward, O. (2026). Designing accessible professional development for ITT mentors: Applying the Universal Design for Learning framework. Impact 26. Available at https://my.chartered.college/impact_article/designing-accessible- professional-development-for-itt-mentors-applying-the-universal-design-for- learning-framework/. 9ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
School mentor perspectives on the benefits of mentoring a trainee teacher Mentoring a trainee teacher for the first time in 2026 was a highly rewarding professional experience. The aspect I enjoyed most was the opportunity to support and guide someone at the beginning of their teaching journey, while observing their confidence and skills develop week by week. Beyond supporting a new colleague, the experience also strengthened my own teaching practice. Through mentor training sessions and regular discussions about pedagogy, I found myself reflecting more critically on my own classroom strategies and identifying areas for further development. This reflection allowed me to consider not only how I teach, but why I teach in certain ways and how these approaches benefit pupil learning. These professional conversations proved invaluable. They supported the trainee in understanding the reasoning behind classroom strategies, while also encouraging me to refine my own practice to better meet the needs of the pupils in my class. Alex Rippingale Eight Ash Green Primary One of the biggest realisations I had during my time as a mentor was the toolkit that I had managed to build over my years as a teacher. Sometimes, the skills you’ve learnt go unrecognised because they have become part of your daily practice. Having a student helped me to refocus my energy on the things I knew (and was able to share), as well as understand that some of those skills could be refined and adapted to better support others. Having a student allowed me to harness some of the fresh insights to education that a new teacher can bring and consider how these can be used in everyday practice. I found that target setting and collaborative feedback were two integral parts of the mentoring process – not only in having them to support progression but also using them as a tool to build an effective professional relationship with my student. Since having this opportunity, I have now built targets into my own practice, which has helped me to concentrate on my own professional development more frequently. Sean Hill Hilltop Junior School Mentoring trainees across both their first and second year has been a genuinely rewarding experience. One of the most enjoyable aspects has been seeing their growth in confidence as they begin to trust their own judgement and establish their presence in the classroom. Watching that transition from needing close support to working with increasing independence has been my highlight. The experience has also encouraged me to reflect more deeply on my role as a mentor. I have developed a stronger understanding of when to guide and when to step back, allowing trainees the space to think critically and develop their own approach. Mentor training has been especially valuable in refining my coaching skills, particularly in using purposeful questioning and delivering feedback that supports meaningful progress. Working with ARU trainees and Lead Mentors has had a positive impact on my own professional development. It has reinforced the importance of reflective practice and has helped me to refine how I support others to improve, which has had a positive impact beyond the mentoring relationship itself. Molly Gardner Larchwood Primary The experience I had with the ARU team, our valued trainees, the preparation day and the placement itself was outstanding. Learning how to be an effective mentor allowed me to learn from my mentee and ARU colleagues about the latest research and teacher training practices which we then were able to implement in class. Additionally, we had interesting discussions about methods in school which could be improved with upgrades (anyone played Hangman recently?). I thoroughly enjoyed seeing my mentee progress through the placement and gain in experience and confidence as he did so. Working as a partnership on training targets with autonomy, allowed us the freedom to pick goals which challenged but were equally achievable in the given time frame, allowing the trainee to flourish and enjoy the role of educator. Seeing the next generation of budding teachers testing ideas and learning through action under your guidance was powerful stuff, I discovered. I can’t recommend involvement with the ARU placement enough, I’ll be at the front of the queue for 2026/27 for more enthusiastic and rewarding collaborations. Thank you! Nicky Drysdale Holywell CoE Primary School 10ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 202610 ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Fostering curiosity and professional capital: The BEd Additional Enrichment Activities Programme Training to be a teacher is an exciting and rewarding journey and we want our trainee teachers to gain as much experience as possible, so they can fully embrace the role of a primary teacher and ensure they are not only ‘classroom ready’ in terms of subject matter and pedagogy, but also have experiences that enliven their classroom and bring learning to life. The Additional Enrichment Activities Programme goes above and beyond the statutory DfE requirements for Initial Teacher Training and has been intentionally created to foster curiosity, and support trainees develop their individual teacher identity, whilst at the same time increasing their cultural, social, and professional capital. It consists of three interlinked strands: Staff Led Staff-led experiences are fully integrated into the taught curriculum. They are part of modules and are not seen as ‘additional’ by the trainees, however these experiences are purposefully designed to extend and enhance the programme. For example, early in Year 1 trainees are taken to the local library to meet staff, view facilities and gain an understanding of how they might make use of the library when they are qualified teachers. They are given a task to complete - select 5 pupils from the Ruskin Star primary class (a fictionalised class they are given to work with at the start of the year, with details of the pupils, including a handover from the previous year’s teacher) and select a book for each child providing a rationale for the choice. Another aspect is the guest speaker programme. All year groups, on every campus, come together on a Monday afternoon to listen to a speaker. Following the guest speaker’s input, staff facilitate discussions to ensure it is contextualised for the stage in their training and to the relevant campus and locality they will be teaching in. Directed Directed experiences are purposefully designed to complement the learning taking place on campus. These are activities trainees can complete with a degree of flexibility, offering valuable opportunities to consolidate learning, explore beyond the course curriculum, and deepen understanding of what shapes teacher identity and professional knowledge. There are specific weeks when these Created by Co-pilot 11ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
should be undertaken, but how and when they are done is up to the individual trainee. For example, trainees are asked to visit a place of worship and a museum to complement the on-campus humanities sessions. The trainees can decide which place of worship and museum to explore, when and with whom. Some will go to their nearest ones and others will venture further afield; some will go on their own and others will go with a group of peers. The idea is that they visit these places, not as a tourist but as a teacher – looking for the educational opportunities, considering how they could use them in their teaching, or increasing their own subject knowledge. The trainees are asked to reflect on their experiences using Jasper’s (2013) ERA cycle (Experience; Reflect; Action) and discuss with their Personal Development Tutor. Another example is experiencing Early Years Foundation Stage and secondary schooling. This provides trainees with knowledge about the differing curricula, pedagogy and needs of the children in those phases as well as an insight into the transition into and out of the phase they are training to teach. They are asked to identify the similarities and differences and reflect on these, to see how they can take some of the aspects into their own practice. Voluntary The voluntary experiences are optional, and the trainee tailors these to their interests, passions and areas for development. There are suggested activities, and a recommended time frame when these might be caried out, but the individual has the choice of what to do and when. Trainees would be expected to record their experiences and reflections and discuss with their Personal Development Tutor. Some examples of suggested voluntary activities are to visit a coastal area; attend a concert or theatre performance that they would not normally attend; volunteer in a school; undertake work in an educational establishment or organisation; learn British Sign Language; teach abroad…. The list goes on and is not exhaustive. Impact and next steps Trainees have relished the opportunities available. All current Year 1 trainees had a trip to the Wellcome Sanger Institute to deepen their understanding of science; all trainees in Peterborough have been invited to Reading Buddies training with the National Literacy Trust; all Year 2 trainees have been to a place of worship, museum and undertaken geography field work. Both cohorts have either completed, or have identified when to complete, their EYFS and secondary school experiences, and many have volunteered in schools. The guest speaker programme continues to develop, and we are even more ambitious for the next academic year as we start to plan for the first cohort graduating and looking for their first teaching post. We will be inviting guest speakers in to talk directly about this process as well as continuing to have speakers for all year groups. Further opportunities to visit schools outside of the UK are also being pursued. As the partnership and reputation of the course grows, the additional enrichment activities programme will evolve to offer even more opportunities to ensure that the trainees can not only maximise their time at ARU, but make it bespoke to their needs, interests and passions which in turn will enable them to hone their teacher identity and self- efficacy effectively. Opportunities If you have any ideas or would like to contribute to the additional enrichment activities programme, please contact Karen Tozer (karen.tozer@aru.ac.uk). Karen Tozer Lead for ITT (Peterborough), Strategic Lead for Curriculum 12ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Trainee reflections on their experiences of the BEd enrichment programme Gyamfua Antow Year 1 Trainee The Additional Enrichment programme has helped to expand my understanding about teaching and how different it can look in different age phases. I spent a week in a reception class; observing routines, lessons and the learning that happened. I discovered that everything that occurred in that classroom was a form of learning or a form of building up skills. How the children unknowingly built up their motor skills during play time; learnt about science when planting tomatoes and potatoes and learnt about responsibility through routines (for example, the children all knew that once play time was over, they had to tidy up what they were playing with and also help others tidy up). Everything that the class teachers set up in the classroom had a purpose. This experience showed me the importance of knowing your class. Teachers made sure to structure the days so it was manageable for the whole class and the SEND students – this was definitely highlighted during the one-to-one sessions. It showed me how learning can look different as you move from reception to year 6. Daisy Baseford Year 1 Trainee For one of my enrichment activities, I attended a secondary school to spend the day shadowing a student in Year 7. I spent the day going around the school experiencing different lessons, observing many different teachers and getting a feel for how the content develops from a primary to a year 7 classroom. Being able to have this experience has allowed me to gain an insight into where children in a primary setting are progressing to. It has shown me how impactful different methods of teaching can be for students and specifically how crucial adaptive teaching is across all years. From the experience, I have come away even more eager to be a part of children’s progression, to support their journeys and help to shape their futures. Lara Bowen Year 1 Trainee My Key Stage 3 enrichment experience was extremely beneficial in developing my teacher identity. The strong contrast between primary and secondary settings confirmed my excitement for becoming a primary school teacher. Observing how teaching and pedagogy change in KS3, with increased independence and evolving attitudes, highlighted the unique impact primary teachers have. My earlier experience in Year 6 offered valuable insight into the significant changes in students’ academics and enthusiasm as they move to Year 7. Overall, these experiences reinforced my commitment to primary education and the vital role it plays in inspiring young learners. Bella Barrett Year 1 Trainee During my 5 days enrichment experience in a reception class in Peterborough, I worked alongside the pupils and staff exploring the topic of ‘Growing’. They had been studying ‘The Very Hungry Caterpillar’, observing their class caterpillars transition into butterflies. This was followed by reading Errol’s Garden focusing on what plants need to grow. Pupils had the opportunity to be active learners when planting their sunflower seeds. This opportunity to be the gardener made the learning relevant, interesting and engaging. When planting the seed the pupils were asked what plants need to grow? How can we help them grow?, addressing any misconceptions that pupils had. This made the lesson memorable for the pupils as this was the first time some had ever planted a seed. Observing these lessons has made me realise that I would like to learn more about active learning and how I can apply this to both core and wider curriculum lessons. I will use my new knowledge and experience when planning lessons on my next 8-week placement. I have been inspired to have a class book in which lessons can refer back to for younger pupil’s making learning more related and memorable. 13ARU P ARTNERSHIP P ERSPECTIVES MAGAZINE – JULY 2026
14 ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
BERA TEAN Conference 2026 In May, members of the ITT team were proud to present at the BERA Teacher Educator Advancement Network conference in Sheffield. The annual TEAN conference provides a platform for teacher educators to present their research, network with colleagues in the field and engage with new developments within teacher education. Rachel Fossey presented on simulation-based learning (SBL) with a colleague from Northumbria University entitled ‘Constructing Reality: How should we design simulation-based learning in Initial Teacher Education?’. ARU and Northumbria have been involved in a collaborative research project comparing student experiences across our institutions of two different SBL sessions which utilised different modes of delivery. One was primarily designed with multiple-choice answers to scenario-based questions around an unfolding social and emotional/safeguarding situation followed by some role play sharing key information with a SENCo and parents. The other session included audio and visual stimulus as well as interactive games which can support EAL pupils followed by sequential planning tasks. The outcomes showed that both modes of delivery were positively received by trainees. There was no significant difference in their responses, but they universally appreciated the opportunity to rehearse teacher actions and decision making. The multiple-choice format provided a useful scaffold for trainees at the early stages of their course and feedback about role play has directly informed how we now use this approach. Rachel Minett and Mo Halilaj presented key findings from their research project titled ‘It’s a different world’: Nurturing lecturer self-efficacy beliefs in new teacher educators. Based on analysis of interviews with new teacher educators at ARU, we argued that beginning teacher educators benefit from a mixture of formal and informal learning opportunities. Formal professional learning that closely aligns to teacher educators’ specific job roles, informal collegial support and a psychologically safe workplace are particularly strong influences upon the development of teacher educators’ confidence to perform effectively in their new role. Learning from this project will feed into the continuous development of induction support for new members of the ITT team. Karen Tozer led a roundtable workshop titled ‘Delivering Excellence in Teacher Education: A Practical Framework for Developing Teacher Educators’, which focused on strengthening the practice of teacher educators. The session introduced a framework created to capture elements of excellence in the teacher educator classroom, while avoiding a checklist approach or a rigid structure. The framework has been used to support observations, enabling feedback to be shared that was developmental, dialogic, and collaborative. This process helped to identify both individual and team strengths to be identified, alongside areas for further development. Subsequent actions were taken to support continued improvement and progression towards excellence. The framework also offers flexible future applications: it can be used by individuals for self-reflection; in peer reviews to encourage professional dialogue; and within induction to establish clear expectations for high- quality delivery. We also attended several thought-provoking research presentations led by other teacher educators focused on topics such as the concept of ‘practical theorising’, inclusive teacher education, evaluations of mentoring approaches, metacognition, collaborative CPD and teacher wellbeing. After each presentation we had time to ask questions and discuss with others, allowing us to consider how we might apply new approaches in our own ITT context. Overall, the TEAN conference was a great opportunity to share and discuss our research with peers, learn about innovative developments in the field of teacher education and network with other teacher educators. Dr Rachel Minett (Lead for ITT, Cambridge), Karen Tozer (Lead for ITT, Peterborough), Mo Halilaj (Senior Lecturer, Chelmsford), Rachel Fossey (Senior Lecturer, Chelmsford)ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026 15
Enriching theory and practice: The BEd Guest Speaker Programme In Initial Teacher Training (ITT), some of the most impactful moments in a trainee’s development occur when theoretical ideas are meaningfully connected with teaching practice; this is when learning comes to life. Engaging with the experiences and perspectives of experienced practitioners and specialists allows trainees to develop a clearer understanding of key concepts and see how these translate into everyday classroom scenarios. The benefits of such engagement are not limited to helping trainees apply theory but also to support their professional enrichment. Widening trainees’ exposure to a range of educational contexts and viewpoints helps them to develop their understanding of the wider educational landscape, consider the realities of teaching and recognise the importance of sustainability for their future careers. This reflects the DfE’s expectation that ITT programmes should offer content that extends beyond the foundations of the Initial Teacher Training and Early Career Framework (ITTECF), preparing trainees for the complex professional, ethical, and systemic demands of their early career (DfE, 2025). Ensuring that academic learning remains closely aligned with school realities, while also situating classroom practice within its wider educational context, strengthens trainees’ professional identity and readiness for the profession. 16ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Designing the programme We developed a three- year rolling Guest Speaker Programme within our Key Professional Skills module to enhance trainees’ professional learning through structured engagement with experienced practitioners, supported by scaffolded reflective questions designed to promote critical thinking and reflective practice. When designing the programme, we set a clear intention: to create opportunities for trainees to learn from voices beyond their university sessions. Working with external partners, we asked: • What do new teachers need to know? • Which perspectives or insights would support professional readiness? Keeping these questions at the heart of the design, we then mapped out a programme, aligned with the ITTECF, that created opportunities to invite a diverse range of experts from across education, research, charities, and community organisations. Our intention was to support trainees to engage with current issues, challenge assumptions, and broaden their understanding of the profession. A shared learning community across campuses To strengthen connection and community across each campus the programme is delivered to all cohorts at once. This gives trainees the opportunity to learn together in a shared academic space and to hear from peers across all cohorts, helping them strengthen their professional voice and build broader networks. It is a joy to see trainees grow in confidence, particularly when they feel able to ask questions and contribute within a wider audience. This helped to develop trainees’ thinking and encouraged richer discussions, developing a stronger sense of shared professional community within our BEd cohorts. Bridging the gap between theory and practice The Guest Speaker Programme provides opportunities for trainees to learn from external experts who help them make connections between their university learning and classroom practice. Guest speakers bring fresh ideas and unique experiences that can help to broaden trainees’ perspectives. Each session is informed by current research and educational priorities, enabling trainees to build on their academic understanding while also developing the practical insights and professional judgements needed for classroom readiness. This reflects wider sector calls for ITT curricula to integrate university learning with the realities of school practice. Contribution from external specialists further strengthens trainees’ understanding of evidence-based practice and prepares them for the professional expectations and the daily demands of the role. 17ARU P ARTNERSHIP P ERSPECTIVES MAGAZINE – JULY 2026
Highlights from the 2025/26 programme This year’s programme has explored sustainability, pedagogy, neurodiversity, wellbeing, and inclusive practice. Examples include: • How to future proof teaching: the power of sustainability (Ministry of Eco Education) • Why are British values important to a well-rounded classroom (UK Parliament Teacher Training) • Transforming Learning: Pedagogy-driven approaches to EdTech and AI in Education (Cambridge Assessment) • Neurodiversity – why is this important? (Sensational Minds) • How do research driven pedagogical approaches support pupil success? (Cambridge Assessment and Research) • Dynamic Teaching – Bring Learning Alive (Education According to George) • How to support sibling grief in schools (Sibling Support) • What I wish I knew about SEND as a newly qualified teacher (SENDCo, Ely St Mary’s Junior School) Each session has provided practical insights and reflective discussions. This has helped our trainees make meaningful connections between theory and practice. Looking ahead We are continuing to develop the guest speaker programme as a rolling three-year offer that stays responsive to sector priorities and trainee needs. What is becoming clear is the value of bringing in a broad mix of voices, combining teachers, educational specialists, researchers, and the impact of hearing from colleagues within partner schools. This has strengthened trainees’ understanding of the profession and its multidisciplinary requirements. For this reason, we seek to strengthen contributions from partner schools further increasing opportunities for trainees to hear from staff working in the classroom and school communities. In future, opportunities to involve alumni teachers will also support trainees to learn from those who have recently made the transition into the profession. Additionally, it will be important to ensure we continue to consider key priorities and needs for classrooms. The guest speaker programme will continue to be planned within the wider context of the BEd curriculum to equip trainees with the adaptability and reflectiveness required to sustain and enjoy a career in teaching. 18ARU P ARTNERSHIP P ERSPECTIVES MAGAZINE – JULY 2026
Trainee experiences and impact The bespoke Guest Speaker Programme at ARU has been a foundational element of my teacher training, bridging the gap between theory and practice within the primary classroom. Each speaker offers a unique perspective, prompting me to reflect on my own practice and reinforcing the theoretical understanding that often underpins many teaching strategies and educational pedagogy. One particularly memorable session was with a speaker from the Sibling Support charity. This session deepened my awareness of the emotional and social complexities many children face outside the classroom and how these challenges can significantly impact both their well-being and academic progress. It challenged me to think critically about how, as educators, we can better support children in certain situations. Having this awareness has allowed me to feel more confident on placement by enabling me to approach sensitive situations with a deeper understanding and a more holistic perspective. These sessions have broadened my thinking and encouraged me to reflect on my own practice. I now see the importance of integrating real world challenges into my teaching approach, creating an environment where children feel understood, supported, and valued. The programme has been instrumental in shaping my teaching identity, and I’m grateful for the opportunity to learn from professionals who are deeply knowledgeable within their fields. Jake Crane Year 2 Trainee The Guest Speaker Programme, has played a huge role in shaping the kind of teacher I want to become. As a trainee, when you’re constantly reading research and theory, it can sometimes feel quite distant from the reality of the classroom. Hearing experts talk about how they actually live this out in their teaching makes everything feel more real, relevant and possible. It’s so refreshing and reassuring to see how theory translates into meaningful practice. These sessions have certainly given me the confidence to think more intentionally about my decisions on placement, especially around the relationships I build with the children and creating the best primary school experience for all students in my class. Without hearing these honest experiences from the speakers, I think finding my teacher identity would feel much more overwhelming, but the programme has reminded me that becoming a teacher is a journey, and that reflection, authenticity, and care are at the heart of it. Meg Nuckley Year 2 Trainee If you’re interested in supporting our guest speaker programme, please contact us to find out more via traintoteach@aru.ac.uk Liza Field Senior Lecturer Practitioner, BEd Course Director (Cambridge) References Department for Education (2024). Initial Teacher Training and Early Career Framework. London: Department for Education. Available at: https://assets.publishing.service. gov.uk/media/661d24ac08c3be25cfbd3e61/Initial_Teacher_Training_and_ Early_Career_Framework.pdf (Accessed: 23 February 2026). Department for Education (2025). Initial teacher training (ITT): criteria and supporting advice – academic year 2025 to 2026. London: Department for Education. Available at: https://assets.publishing.service.gov.uk/media/68ff71040f801e57b5bef91f/ Initial_teacher_training_ITT_criteria_and_supporting_advice_2025_to_2026.pdf (Accessed: 23 February 2026). 19ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Behind the scenes of ITT at ARU Delivering Initial Teacher Training at scale with hundreds of trainees, mentors and schools would not be possible without the support of our dedicated Operations Team, led by Julie Wren. From managing funding, resources, placement allocation, event organisation, team organisation, trainee support, communication and more, the Operations Team are integral to ensuring our ITT provision is smooth running and of high-quality. Below, our Operations Team introduce themselves and their roles.. I’m Julie, the ITT Operations Manager, proudly supporting a dedicated team of four using my 25 years’ experience in higher education. I enjoyed studying for my MBA at ARU, which has enhanced my insight into the student experience, shaping how I support staff to deliver the best outcomes for our trainees. I am responsible for managing ITT data, systems and processes, and play an integral role in the preparation of data for statutory returns to the DfE. I always look forward to welcoming new trainees in September and working with placement schools each Spring. You can reach me at traintoteach@aru.ac.uk Julie Wren | Operations Manager My role in the ITT Operations Team takes my experience from other areas of the ARU business and enables me to support the placement and compliance aspects of the trainee journey. I am responsible for ensuring that trainees meet all their compliance requirements, such as DBS clearance and Occupational Health checks, upon course commencement and monitor this throughout their time with us. I work closely with the wider ITT team to develop school partnerships and provide data to support successful placement alignments. It is my responsibility to work with the team to strategically allocate trainees to our partner schools across all three geographical campus areas. I get great satisfaction seeing our trainees flourish and grow on placement. Rachael Herne | Placements and Compliance LeadARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026 2020 ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
I joined the ITT Operations Team last year having worked in course administration and compliance in other areas of ARU over the last 10 years. I am responsible for maintaining the compliance, placement and safeguarding records for our trainees and ensuring they have everything required to be able to safely attend their placements. Working closely with Rachael Herne, the ITT Placements & Compliance Lead, I ensure that the school data and contacts for our partner schools are up to date and assist with mapping school placement offers to trainee needs. I am enjoying learning more about the ITT course and the trainees. Sarah Hellier-Brown | Placements and Compliance Administrator My name is Heidi Nally, and I am the Senior ITT Administrator (maternity cover). My role is diverse and encompasses both executive and operational support for the ITT Director, Senior Leadership Team, Course Directors and academic staff across all campuses. In addition, I work closely with Rachel Minett to support partnerships, including organising partnership events, coordinating partnership awards, and managing related communications. I enjoy engaging with prospective trainees from the interview stage through to their enrolment on the course and, ultimately, celebrating their successful graduations. Rebecca Castro/ Heidi Nally (maternity cover) | Senior ITT Team Administrator My name is Nicole Jordan and I am the Senior ITT Course Administrator. I am based on the Chelmsford campus, however I also work across Cambridge and Peterborough supporting the trainees from their early application and interview days all throughout their ARU journey. I have previously worked in two universities in Ireland within student support and peer mentor programmes and I aim to bring that knowledge into my new role with ARU. My primary role is to support trainees in all university aspects outside of academics. If a trainee has any questions about finance and health support, OneNote and Pen Portraits, placement and attendance, I am the person they can come to. You can reach me at traintoteach@aru. ac.uk with a quick ‘Hi Nicole’ email. Nicole Jordan | Senior ITT Course Administrator The Operations Team can be contacted via traintoteach@aru.ac.uk or ARU-ITT-Partnerships@aru.ac.uk 21 ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Mentor Award Nominees Jenny Adcock – Takeley Primary School, Essex Rachael Alcock – Millwards Academy School, Essex Sonia Askher - Thorpe Primary Academy, Peterborough 🏆 Anett Baxter – Spalding St Paul’s Primary School, Lincolnshire Josie Blades – Kings Hedges Educational Federation, Cambridgeshire 🏆 Rory Boughton – Woodston Primary School, Peterborough Macy Bryant – Lee Chapel Primary School, Essex Layla Burton – Fairhouse Primary School, Essex Abi Clarke-Brookes - Bassingbourn Community Primary School, Cambridgeshire Benjamin Cook – St Pius X Catholic Primary School, Essex 🏆 Emily Cunnington – St Johns Church School, Peterborough Sian Davies – Welland Primary Academy, Peterborough Freddie Dawson – Clare Community Primary School, Suffolk 🏆 Sue Dharamraj – The Peterborough School, Peterborough Nicky Drysdale – Hollywell CoE Primary School, Cambridgeshire Rebecca Duncan – St Thomas More’s Catholic Primary School, Essex 🏆 Ed Gamwells – Chipping Ongar Primary School, Essex Leanne Greaves – Thorpe Primary Academy, Peterborough Molly Hathway-Neville – St Marys Catholic Primary School, Hertfordshire Kezia Herzog – Exning Primary School, Cambridgeshire Susanna Javed – The Beeches Primary School, Peterborough Monika Komisarczyk – Brewster Avenue Infants School, Peterborough Martha Lamb – Home Farm Primary School, Essex Helen Leo – Northlands Primary School, Essex Rachel Lucas – Orsett Church of England Primary School, Essex Kirstin MacVicar – University of Cambridge Primary School, Cambridgeshire 🏆 Samantha Marks – Ryedene Primary School, Essex 🏆 Clare Miller – Longthorpe Primary Academy, Peterborough 🏆 Naomi Moore – Great Leighs Primary School, Essex Corina Neacsu – Kings Hedges Primary School, Cambridgeshire Danielle Newton – The Peterborough School, Peterborough Sarah Norton – Chapel Hill Primary School, Essex 🏆 Robert Pipe - St Thomas More Catholic Primary School, Peterborough 🏆 Megan Reeve - Barling Magna Primary School and Academy, Essex Alex Rippingale – Holy Trinity Primary School, Essex ARU ITT Partnership Award Nominees 25/26ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026 22
Partnership Contribution Award Nominees Anglian Learning Trust, Cambridgeshire 🏆 Clare Community Primary School, Suffolk Collingwood Primary School, Essex Hearts Academy Trust, Essex 🏆 Heybridge Primary School, Essex Home Farm Primary School, Essex Karen Porter - Drapers’ Multi-Academy Trust, Essex Kate Trethewy - Longthorpe Primary Academy, Peterborough Kings Hedges Educational Federation, Cambridgeshire Larchwood Primary School, Essex 🏆 Ryedene Primary School, Essex St John’s Church School, Peterborough St Matthew’s Primary School, Cambridgeshire🏆 The Beeches Primary School, Peterborough 🏆 Queens’ Federation, Cambridgeshire Unsung Hero Award Nominees Sonia Asker - Thorpe Primary Academy, Peterborough Jackie Catley – Thorpe Primary Academy, Peterborough Youssef Ellimouni - Bassingbourn Community Primary School, Cambridgeshire 🏆 Nickey Kaur – Woodston Primary School, Peterborough Lianne Lawrence – Baddow Hall Junior School, Essex Jen Newton – Orsett CoE Primary School, Essex Gavin Pearce – St Marys Royston, Cambridgeshire Jo Russell – Westlands Primary School, Essex 🏆 Lucy Stevens – Howbridge Infants School, Essex Katie Weatherstone – Kings Hedges Educational Federation, Cambridgeshire Emma Whitmore – Murrow Primary Academy, Cambridgeshire 🏆 Mentor Award Nominees (cont) Em Robshaw-Hull - St Michael’s CoE VA Primary School, Hertfordshire Katherine Russell – Heybridge Primary School, Essex Prabhjot Sadheura – Benhurst Primary School, Essex 🏆 Rachel Spittle – R A Butler Academy, Essex Rebecca Smith – Collingwood Primary School, Essex Emily Stephens – Mayflower Primary School, Essex Lisa Tew – William de Laxley CoE Primary School, Peterborough Tamar Vickery – Cherry Tree Primary School, Essex Natasha Walker – Ryedene Primary School, Essex Matt West – Ryedene Primary School, Essex Michelle Wheeler – Kingswood Primary School, Essex Catherine Wilkinson – St Botolphs C of E Primary School, Peterborough Ellie Willshere – Howbridge Infants School, Essex Laura Wiseman – Hilltop Infants School, EssexARU PARTNERSHIP PERSPECTIVES MAGAZINE – J ULY 2026 23
Selected recent publications from the School of Education Aaronricks, K., Harris, M., Deb, S., Randall, S., Wisbey, M., & Hawkins, M. (2026). Nourishing Our Future: The Impact Story 2024—2026. Anglia Ruskin University. Bates, G. (2025). What is the best revision technique? Education in Chemistry. Available at: https://edu.rsc.org/feature/ what-is-the-best-revision- technique/4022445.article Fossey, R. (2025). Simulation- based learning – a pedagogical approach to teacher education. Research in Teacher Education, vol 15 (2), pp32-37. Available at: https://www.uel.ac.uk/sites/ default/files/rite-nov-25-article- 4-fossey.pdf Fossey, R., Counihan, C., Nichol, D., Luke, C., Cole, M., Meller, S., Davies, J., Barker, L., Anderson, A., Hudson, K., Gray, W., & Mulholland, K. (2026). Constructing Reality: Comparing Simulation Modalities in Initial Teacher Education. Education Sciences, 16(6), 891– 891. https://doi.org/10.3390/ educsci16060891 Gray, L. (2026) What do school mentors need to excel? Professional Development Today. Available at: https://www. teachingtimes.com/what-do- school-mentors-need-to-excel/ Hizli-Alkan, S., Sahin-Ipek, D., & Xenofontos, C. (2026). Teacher mediation of curriculum making in language diverse mathematics classrooms. Mathematics Education Research Journal. https://doi.org/10.1007/s13394- 026-00578-z Hizli- Alkan, S., Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (2025). Understanding curriculum making by teachers: Implications for policy as text and as practice. In The BERA SAGE International Handbook of Research-Informed Education Practice and Policy. Sage. Hobday, E. (2026) ‘Windows and mirrors: Why curriculum representation matters for children known to social care’, BERA Blog February 2026. Available at: https://www. bera.ac.uk/blog/windows- and-mirrors-why-curriculum- representation-matters-for- children-known-to-social-care Idowu, E., & Connolly, S. (2025). From ECT to SLT: Black Teachers’ Progression into Educational Leadership Roles in Primary Schools in England. In Ethnic Minority Agency in Mainstream Education (pp. 35–50). Emerald Publishing Limited. https://doi. org/10.1108/978-1-83662-264- 220251003 Kaplan, G., & Luff, P. (2025). Experiences of first-generation immigrant parents accessing early services for their autistic children in the UK. Research in Autism, 129. https://doi. org/10.1016/j.reia.2025.202740 Luff, P., Kanyal, M., & Mangione, D. (2026). Grandparents, grandchildren and screen time: Intergenerational interactions with and through digital technology. In Digital Technology in Early Childhood Education: Innovations and Practices in Early Learning. Springer. Luff, P., Mangione, D., Kanyal, M., & Dissanayake, M. N. (2026) Supporting resilience for autistic children and their families: Appreciating the roles of grandparents. Frontiers in Education, 11. https://doi.org/10.3389/ feduc.2026.1771073 Minett, R., Gray, L., & Ward, O. (2025). Designing accessible professional development for ITT mentors: Applying the Universal Design for Learning framework. Impact, 26. Minett, R., Sau, J., & Gray, L. (2025). Building a new school– university partnership: Using theory of change methodology as a collaborative tool. School- University Partnerships, 18 (3), pp 428-446. https://doi. org/10.1108/sup-07-2025-0038 Moreau, M.-P., & Hoskins, K. (Eds.). (2026). A Modern Guide to Education, Gender and Sexuality. Edward Elgar Publishing. https:// doi.org/10.4337/9781035329038 Sahin-Ipek, D., Hizli-Alkan, S., & Xenofontos, C. (2026). Teachers’ curriculum making practices in language diverse primary mathematics classrooms: A systematic literature review. Cogent Education, 13(1). https:// doi.org/10.1080/233118 6x.2026.2668777 Tsegay, S. M., & Chikomba, T. (2025). BAME Professionals in England: National and Regional Issues. In Ethnic Minority Agency in Mainstream Education (pp. 15– 33). Emerald Publishing Limited. https://doi.org/10.1108/978-1- 83662-264-220251002 24ARU PARTNERSHIP PERSPECTIVES MAGAZINE – JULY 2026
Accredited by the Department for Education Cambridge campus East Road Cambridge CB1 1PT Chelmsford campus Bishop Hall Lane Chelmsford CM1 1SQ ARU Peterborough University House Bishop’s Road Peterborough PE1 5BW aru.ac.uk Key contacts for Initial Teacher Training at ARU Jenny Fogarty | Director of Initial Teacher Training jenny.fogarty1@aru.ac.uk Leanne Gray | Lead for Initial Teacher Training (Chelmsford) leanne.gray@aru.ac.uk Rachel Minett | Lead for Initial Teacher Training (Cambridge) rachel.minett@aru.ac.uk Karen Tozer | Lead for Initial Teacher Training (Peterborough) karen.tozer@aru.ac.uk Julie Wren | Operations Manager Julie.wren@aru.ac.uk Liza Field | Course Director for the BEd in Cambridge (2024 and 2025 cohorts) liza.field@aru.ac.uk Elizabeth Hobday | Course Director for the BEd in Peterborough elizabeth.hobday@aru.ac.uk Rachel Fossey | Course Director for the BEd in Chelmsford (2024 cohort) rachel.fossey@aru.ac.uk Muhamet Halilaj | Course Director for the BEd in Chelmsford (2025 cohort) muhamet.halilaj@aru.ac.uk Rebecca Castro & Heidi Nally | Senior ITT Team Administrators, Nicole Jordan | Senior Course ITT Administrator: traintoteach@aru.ac.uk Partnership enquiries: ARU-ITT-partnerships@aru.ac.uk ITT Partnership website ARU ITT Mentor Hub 25