Revealed: 5 key findings from Ofsted teacher training review

As we approach the recommencement of Initial Teacher Training (ITT) inspections in January, Ofsted has conducted a comprehensive review of ITT providers across the country. This assessment comes after a pause in inspections throughout the previous academic year, which was requested by the Education Secretary.

This past spring and summer, Ofsted undertook three-day monitoring visits to 78 ITT providers. These visits marked the initiation of assurance assessments since the implementation of new ITT statutory guidance in September of the previous year, following a 2021 market review. The primary objective was to gauge how effectively ITT providers are adopting these changes.

This article summarizes the significant findings from both primary and secondary phase providers.

1. Financial and Pastoral Support Enhancing Trainee Retention

In light of ongoing challenges in teacher recruitment and retention, Ofsted discovered that ITT leaders are employing various strategies to assist trainees in completing their programs and succeeding in teaching roles.

According to ITT census data for the 2024-25 academic year, only 62 percent of postgraduate recruitment targets for secondary education were met, although this reflects an improvement from 48 percent in the prior year. In contrast, the primary sector achieved 88 percent of its targets, down from 94 percent.

ITT performance data for the 2023-24 academic year indicates that 93 percent of the 22,760 trainees were awarded Qualified Teacher Status (QTS); however, just 75 percent were employed in state schools in England within 16 months post-certification.

ITT providers have expressed concerns regarding the preparedness of teacher candidates, with some applicants reportedly enrolling only to access training bursaries without genuine intentions of pursuing a teaching career.

Ofsted noted that several ITT leaders have instituted “additional pastoral and financial support for trainees facing challenges” that could impede their learning and overall well-being. These leaders assert that such initiatives help to retain higher numbers of trainees, particularly those from diverse backgrounds.

2. Challenges in Mentor Recruitment

Ofsted’s findings revealed inconsistencies in the mentoring experiences of trainees. Issues such as variations in feedback quality and target-setting during weekly meetings were highlighted, along with discrepancies in mentors’ understanding of the ITT curriculum.

In November, the government eliminated an earlier requirement mandating mentors to complete 20 hours of training, following feedback from schools struggling to accommodate this demand. However, some ITT provider leaders voiced concerns that this change undermines the significance of the mentorship role, leading to inconsistent information for schools.

A number of secondary ITT providers are facing difficulties in attracting subject mentors for training in shortage subjects. The report indicated that within smaller departments, it becomes particularly challenging for mentors to allocate time for training. In certain instances, trainees were even assigned non-specialist mentors.

3. Variability in SEND Training

The report also highlighted “fragmented” training regarding Special Educational Needs and Disabilities (SEND). A recent rapid evidence review commissioned by the DfE underscored the crucial role teachers play in the early identification of SEND yet revealed that training in this area continues to be inadequate.

Concerns were raised about the insufficient preparation provided by current ITT programs to equip educators with the necessary skills for identifying and supporting students with SEND. Some leaders were found to be lacking in planning effective SEND instruction.

Inspectors noted instances where trainees transitioned too quickly from legislative understanding to adaptive teaching, depriving them of opportunities to reinforce their learning. They further highlighted that, in some cases, mentors displayed varying degrees of knowledge regarding the research undergirding the SEND ITT curriculum.

Despite these challenges, Ofsted indicated that, in most instances, SEND training is “comprehensive and well-integrated.” Some providers have sought external expertise to deliver SEND “masterclasses,” while others have arranged for trainees to shadow students with SEND or collaborate with specialized staff members.

4. Evolving Demographics of Trainee Applicants

Ofsted reported a notable shift in trainee applicant demographics, with an increase in diversity, inclusive of individuals from various backgrounds and older individuals pursuing career changes. However, these trends vary based on the provider’s location.

The latest ITT statistics indicate that the proportion of UK nationals entering postgraduate ITT for 2024-25 saw a slight decline to 90 percent, down from 91 percent the previous year. The proportion of European Economic Area nationals remained stable at 6 percent, while entrants from other countries rose by 1 percentage point to 4 percent.

Furthermore, the percentage of white trainees declined by four percentage points to 72 percent, contrasted by a rise in BAME trainee representation by 1-2 percentage points. The number of older trainees is also increasing, with individuals under 25 comprising 51 percent of trainees, a decrease from 53 percent over the past two years. Meanwhile, the share of trainees aged 45 to 49 has increased by a percentage point to 4 percent.

5. Rural Areas Face Increased Recruitment Challenges

Nevertheless, Ofsted observed that providers situated in rural or less diverse regions encounter heightened difficulties in recruiting a varied applicant pool. Factors such as inadequate transport links pose significant obstacles for potential candidates lacking driving access.

The inspectorate noted that location is becoming an increasingly critical factor in applicants’ decision-making processes, with some trainees opting for ITT programs closer to family due to accommodation costs.