Trainee Teacher Partnerships
At Hillcrest, we are committed to nurturing the next generation of educators by providing high-quality support and mentorship for Early Career Teachers and student teachers. We welcome trainees from a variety of pathways, including Teach First and SKITT, and are proud to be an official partner school for Cambridge University, supporting and mentoring their PGCE students. Through expert guidance, hands-on experience, and a collaborative learning environment, we help aspiring teachers develop the skills and confidence needed to excel in the classroom.
Positive Feedback from the University of Cambridge
We were delighted to receive positive feedback from the University of Cambridge regarding the support provided to trainee teachers during their school placement at Hillcrest in 2025.
"They have absolutely loved being welcomed into the Hillcrest team and have been made to feel supported from the very beginning. As their tutor, I am hearing great things about the advice given and opportunities that have been signposted as part of their time with you."
"Particular thanks must go to Miss Hancox and Mr Frost, who have given clear and relevant support and advice to help students make progress. We really are grateful. The future of the profession is in safe hands!"
We are proud to work in partnership with the University of Cambridge to support the development of future teachers and are grateful for this recognition of our staff's commitment to mentoring and professional development.

We are also delighted to celebrate Mrs Wardle, who has been nominated as a University of Bedfordshire Initial Teacher Education (ITE) Partnership Star in the category "Praise for Going Above and Beyond."
This nomination recognises Nikki's exceptional commitment, dedication, and willingness to go the extra mile in supporting trainee teachers and contributing to the success of the ITE partnership. We are incredibly proud of this well-deserved recognition and thankful for the positive impact Mrs Wardle continues to make.
