May 2024
Price: £95 PLUS VAT
Format: DOWNLOADABLE PDF
This conference examined the future for initial teacher training in England, following the publication of the new Initial Teacher Training and Early Career Framework (ITTECF), combining the Core Content Framework and the Early Career Framework into a single framework from 2025.
Delegates discussed the implementation of the combined framework, looking at whether its aims of improving flexibility, reducing workload burdens for both mentors and trainee teachers, and avoiding repetition in content for early career teachers are achievable.
There was also discussion on the likely impact on recruitment and retention objectives, as well as opportunities for broadening the curriculum through introduction of topics such as oracy, SEND and mental health.
Stakeholders and policymakers assessed concerns surrounding the new framework, including calls from some for a delay to its implementation to allow for further consultation and revision, alongside concerns over its evidence base and its future use in Ofsted inspections.
It was also an opportunity for stakeholders and policymakers to discuss the outcome of the 2022 provider accreditation process, which will be implemented alongside the delivery of new quality standards for training from September 2024.
Delegates looked at its impact on access to provision, and strategies to prevent cold-spots and regional disparities in access to training and the recruitment of newly qualified teachers. Discussion will also consider the impact of the reaccreditation process on subjects that are currently suffering teacher shortages, such as science and maths.
The agenda also examined the role of Teaching School Hubs moving forward, with a focus on increasing engagement as the Government considers applications to be included in the next round of Teaching School Hubs from September 2024. Those attending considered strategies to increase engagement with Hubs, as well as the future place and role of universities in the ITT market.
Further sessions assessed the workload of newly qualified teachers and their mentors, as well as strategies to improve staff satisfaction, alongside the potential impact of proposed travel bursaries for trainee teachers in preventing cold-spots in provision and reducing dropout rates.
We are pleased to have been able to include keynote sessions with: Richard Gill, Chair, Teaching School Hubs Council; Harry Madgwick, Research and Policy Manager, Education Endowment Foundation; Karen Wespieser MBE, Chief Operating Officer, Teacher Tapp; Russell Hobby, CEO, Teach First; and Sir Andrew Carter, CEO, South Farnham Educational Trust; and Author, Carter Review of Initial Teacher Training (2015).
Overall areas for discussion included:
- standards: examining the current state of play in England - key areas for improvement - creating evidence-based approaches to reform
- future ITT delivery: outcomes of the 2022 provider accreditation process - looking ahead to implementation - policy priorities for teacher training moving forward - Teaching School Hubs participation
- access:
- preventing cold-spots and disparities in access to provision following the accreditation process - the impact of provider partnerships
- meeting teacher supply and recruitment objectives - disparities in recruitment access for shortage subjects - SEND and AP placements - financial support for trainee teachers
- Initial Teacher Training and Early Career Framework:
- combining the Early Career Framework and Core Content Framework - ensuring the curriculum is fit for purpose
- academic freedom and provider autonomy - SEND and subject-specific content - increased funding and support for mentors - priorities for inspection moving forward
The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; GLD; IfATE; and Ofsted.
