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In June 2011, the Department for Education (DfE) published its strategy for initial teacher training (ITT), 'Training our next generation of outstanding teachers'. An online consultation on the strategy took place over the summer. The Training and Development Agency for Schools (TDA) also ran regional consultation events. This implementation plan follows up on the ITT strategy. This ITT strategy implementation plan reaffirms the government's commitment to recruiting the very best graduates into teaching, securing better value from the public investment in ITT, and reforming training so that more ITT is led by schools.

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The Department for Education is consulting on proposals to further strengthen the Initial Teacher Training (ITT) system for the Further Education (FE) sector in England. We want to ensure that publicly-funded ITT is creating a strong supply of new teachers to the FE sector, particularly where vacancies are currently hard to fill, and that courses are the best possible quality. We are also seeking views on longer-term changes to the way in which FE ITT is regulated by Government, including a requirement for providers to be accredited and to provide Government with data.

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This White Paper sets out planned reforms to UK's further education and technical training system. Proposals to support people to develop the skills they need to get jobs include measures to: give employers a greater say in the development of skills; provide higher level technical skills; provide a flexible lifetime skills guarantee; simplify and reform funding and accountability for providers; and support outstanding teaching.

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From February to May 2013, the National College for Teaching and Leadership (NCTL) surveyed newly qualified teachers (NQTs) who had successfully completed their initial teacher training in England during the 2011 to 2012 academic year. The NQTs were invited to complete an online questionnaire. The survey asked them to: (1) assess the quality of their initial teacher training in a number of key areas; (2) [report on] their induction experiences; and (3) [report on] their current employment circumstances.

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This report forms the initial government response to Sir Andrew Carter's review of initial teacher training. The government recognises that the best systems from around the world train their teachers rigorously from the beginning, focusing on practical teaching skills. The government seeks to improve teaching standards through the best possible teacher training. The review directed a number of recommendations to the sector for best practice. It also suggested some areas for system-wide improvement and this document is a response to those recommendations. Show less

Teaching remains a popular career choice for many. We recruited over 2,000 more trainee teachers for the 2018 to 2019 academic year than in 2017 to 2018, continuing the positive trend we saw the previous year. However, the growing number of pupils of secondary age means that we need even more teachers. This is at a time when we are losing more teachers from the profession than we can afford to, and are operating in the most competitive labour market on record. To address this, the Department for Education has developed a teacher recruitment and retention strategy. Building on extensive quantitative and qualitative evidence, the strategy was developed collaboratively with teachers, headteachers, representative bodies, teachers' unions, initial teacher training providers and leading experts.

The strategy outlines four key areas where focus, investment and reform can have the biggest impact on improving teacher recruitment and retention. Priority 1: create the right climate for leaders to establish supportive school cultures; Priority 2: transform support for early career teachers; Priority 3: build a career offer that remains attractive to teachers as their careers and lives develop; and Priority 4: make it easier for great people to become teachers.

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The schools White Paper, The Importance of Teaching, sets out a radical reform programme for the schools system in England, with schools freed from the constraints of central government direction and teachers placed firmly at the heart of school improvement. Drawing heavily on evidence from the world's best education systems, it outlines how the government will raise the prestige of the teaching profession, and how it will transform the quality of initial training and continuing professional development. And it commits Government to cutting away unnecessary duties, processes, guidance and requirements. The White Paper also sets out: powers for teachers to improve discipline, and trialling a new approach to exclusions; a vision for a transformed school curriculum supported by rigorous assessment and qualifications; more academies and free schools and a strong strategic role for local authorities; changes to school performance tables, [Office for Standards in Education] Ofsted inspections and governance; a fairer funding system including a pupil premium to channel more money to the most deprived children; and school-led school improvement replacing top-down initiatives.

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The countries with the highest-performing school systems have succeeded in making teaching one of the pre-eminent professions, respected throughout society and attractive to the highest achievers. They have promoted effective recruitment, selection and initial training of teachers, so that all those who begin a career in the classroom are well equipped to do so. This document outlines how schools will be encouraged to work together with universities to provide the training that is best for their trainees. Finally it describes how this will all happen while still achieving best value for money. An implementation plan sets out how training will be applied.

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