After the incredibly successful development of a Secondary focused Watford Partnership (see website below) local primary schools were invited to join the partnership and develop the primary offer. In July 2022, a local group of schools already working together to support local PGCE students, jumped at the opportunity to further develop our collaborative approach to education. Building on previous School Direct experience, these schools enthusiastically developed this program with our current ECT students.  This website was aimed to be a one stop shop for the specific Primary elements ensuring clear communication whilst allowing all of the partners of the primary team to contribute to the effective development of the offer - through ongoing discussion and formative assessment. 

Year 2, 2023-2024, building on and learning from our previous experiences, was a positive step. Schools are now looking at how we can find concurrency and wider impact of the Watford Partnership approach to benefit all staff in shared discussion and development and through wider partner school collaboration. 

Year 3 2024-2025, we continued our approach welcoming Eastbury Farm to the group and developing a wider ECT 1 and 2 approach. At the end of the year we welcomed the Inclusive MAT Beechfield, Laurance Haines, Cherry Tree, and Holywell Schools. We also have worked with the Watford Partnership Leadership to develop our practice in line with new ECTITT developments, facilitated learning modules and fidelity requirements.

Year 4 2025-2026 We remain committed to a collaborative reflective approach to ECTITT support combining the benefits of national expertise and guidance with the detailed local and contextual knowledge and relationship building of a local offer. This year we continue to develop our ECT and ITT approach working together with our Watford Partners.  We practice and preach a research 'Growth Mindset' and 'Grit' process driven by open discussion, debate and evidenced practice. (See our debate rules)

Our current developing plans are shared below and can be viewed here.  As with all good teaching practice they remain under sustained review (Standish 2017) and are liable to formative development 'planning in the moment' to best meet the needs of our ITTECT students and learners.  As the approach becomes more established, a facilitator and ECT handbook will be developed to compliment and reinforce the core professional development entitlements and expectations. 

We also copy our overview of the year below together with training slides as they become available.