ITaPs in action at RA Butler Primary School
Intensive Training and Practice (ITaP) is a central component of the Initial Teacher Training (ITT) framework. It is designed to bridge the gap between theory and classroom practice by focusing on specific aspects of teaching through structured observation, expert input, reflection and deliberate practice.
Grounded in the ITT Core Content Framework (CCF), ITaPs enable trainee teachers to develop high-impact, evidence-informed techniques. For example, trainees explore how strategies such as scaffolding support pupils to access learning, and how these supports are gradually removed as independence increases.
A structured, high-impact day
This year, RA Butler Infant & Junior Schools have hosted two ITaP days as part of the CTSN SCITT programme, focusing on Questioning and Use of Scaffolds.
Each day is carefully planned to provide a rich and purposeful experience. It begins with input from Jo Cooper, Deputy Headteacher, who introduces the school context and explains how the focus area is embedded in practice. For the questioning showcase, this includes approaches such as oracy expectations, probing questions and ensuring all pupils actively participate.
Trainees are then taken on a full school tour before engaging in a series of structured lesson observations across different year groups. Typically, they observe four lessons during the day, enabling them to see consistent approaches applied in a range of contexts.
“We see these days as an opportunity to open our doors and share what we do with pride. It’s about showing how evidence-informed practice can make a real difference for pupils, while supporting the next generation of teachers.”
Jo Cooper, Deputy Headteacher, RA Butler
Learning through focused observation and reflection
A key strength of the RA Butler model is its emphasis on purposeful observation. Trainees use structured observation materials to identify specific techniques in action, particularly within the scaffolding focus, such as:
- Modelling and worked examples
- Guided practice and “I do, we do, you do”
- Use of prompts, visuals and checklists
- Gradual removal of support as confidence grows
After each round of observations, trainees come back together to reflect and discuss what they have seen. These facilitated debriefs are essential, helping trainees to connect classroom practice to the underpinning evidence base.
Following the visit, trainees continue the ITaP cycle through further analysis, planning and micro-teaching, applying these strategies with expert feedback in their own settings.
A positive experience for all involved
Feedback from trainees has been overwhelmingly positive. The structured approach, welcoming environment and clarity of focus ensure that trainees know exactly what to look for and gain maximum benefit from the day. As a result, places are highly sought after, with some trainees choosing to attend more than one ITaP day.
“It takes a lot of organising and a day out of your schedule, but reading the feedback really reminds us what a brilliant opportunity it is for everyone involved.”
Emma Vincent, Executive Headteacher, RA Butler
A call to action
RA Butler’s work highlights the powerful role schools can play in developing future teachers.
We would strongly encourage other schools to consider getting involved in hosting ITaPs. This is one practical and impactful pathway to support initial teacher training across the region. By opening classrooms, sharing expertise and modelling excellent practice, schools contribute to the strength of the profession as a whole.
Supporting ITT is not just an opportunity – it is a shared moral imperative.
If you would like to find out more about ITaPs, and how you can support ITT Training Providers across our region, please get in touch with Saffron Teaching School Hub.