To improve standards in schools, we need to raise the quality of teaching and school leadership.
We want to:
- raise the status of the teaching profession to make it more attractive to top graduates
- make sure that teachers receive solid training that gives them the practical skills they will need
- give teachers access to high-quality professional development so they can continue to improve throughout their careers
To improve the quality of teaching, we are giving school leaders more freedom and responsibility to lead and manage their staff. This includes giving schools the flexibility to pay the best teachers more.
To improve the way new teachers are trained, we are:
- expanding school-led initial teacher training (ITT) through School Direct
- encouraging more schools to become accredited providers of ITT (called SCITTs, school-centred initial teacher training) with programmes taught by experienced, practising teachers
- only allocating places to ITT providers that Ofsted has graded as ‘good’ or ‘outstanding’
- increasing the number of high-achieving graduates teaching in disadvantaged schools by expanding Teach First (an employment-based teacher training programme for outstanding graduates)
- providing opportunities for former members of the armed forces to receive teacher training through the Troops to Teachers programme
- setting up 2 trial university training schools (UTS), where university faculties:
- set up and run a school
- give teachers access to their latest research
- provide training for new and existing teachers
To raise the status of the teaching profession and make it more attractive, we are:
- reducing bureaucracy and giving teachers and school leaders more freedom to use their professional judgement
- encouraging more new teachers into priority subjects through:
- training bursaries of up to £25,000
- tax-free scholarships worth £25,000 in maths, chemistry, physics and computing
- making it easier for schools to attract and retain outstanding teachers by giving them more flexibility over pay
We are improving the quality of current teachers by:
- providing teachers with evidence about what works through the Education Endowment Foundation, and encouraging them to send us their views on research or evidence gaps
- increasing access to the subject knowledge enhancement (SKE) programme
- raising the minimum requirements for practice and conduct through clearer teachers’ standards
To improve the quality of school leadership at all levels, we are:
- encouraging school leaders to develop their skills through new qualifications to become a headteacher (NPQH), senior school leader (NPQSL) and middle leader (NPQML)
- recruiting up to 100 outstanding school leaders over the next 2 years through the Talented Leaders programme to work in areas that struggle to recruit excellent headteachers
- improving the quality of subject and year-group leaders of schools in disadvantaged communities through the Teaching Leaders charity
- supporting the Future Leaders charity to develop the leadership skills of teachers who want to work as headteachers in disadvantaged communities
- continuing to recognise and support national school leaders who work to improve education in their area - these are:
In the schools white paper ‘The importance of teaching’, published in November 2010, we set out our commitment to support teachers and improve standards in schools.
- updated induction arrangements for newly qualified teachers (NQTs)
- revised teacher appraisal and capability arrangements to help school leaders manage teachers’ performance effectively and to make it easier to remove ineffective teachers
- reformed classroom teachers’ pay to link it to performance
- introduced new arrangements for leadership pay, giving schools greater flexibility to attract and reward good leaders
- published revised guidance on teacher prohibition that makes it easier for schools to respond to instances of serious teacher misconduct
- introduced tougher skills tests for teacher trainees - all applicants must now achieve a high pass mark before they can begin teacher training
- established a national network of around 600 teaching schools to develop leadership and raise the quality of teaching
- revised the national standards for headteachers
Who we’ve consulted
- over the summer of 2011, we ran a consultation on the ITT strategy set out in ‘Training our next generation of outstanding teachers’ - we received around 250 responses
- from 22 September to 16 December 2011 we consulted on allowing qualified teachers from the United States, Canada, Australia and New Zealand working in further education to become permanent teachers in English schools - we received 122 responses.
- from 20 March to 25 May 2012, we consulted on ‘Proposed changes to allow initial teacher training (ITT) in pupil referral units (PRUs) from September 2012’ - we received 28 responses
- from 26 March to 18 May 2012, we consulted on allowing schools to employ industry experts as instructors more easily - we received 33 responses
Teachers’ pay and performance
From 24 May to 16 August 2011, we consulted on simplifying schools’ teacher performance management arrangements. We received 250 responses.
Following Lord Hutton’s recommendations from his review of public sector pensions, we have reformed the teachers’ pension scheme (TPS), with changes taking effect from April 2015.
In developing the new pension scheme, we negotiated with unions and set out a proposed scheme design. We have run the following consultations:
- from 7 May to 28 June 2013 we consulted on proposals for implementation of the reformed teachers’ pension scheme in 2015
- between 13 September and 11 November 2013, we consulted the draft Teachers’ Pension Regulations 2014 - we received 31 responses
- between 12 November 2013 and 7 January 2014, we consulted on New Fair Deal pension changes and proposals to increase member contributions - we received 47 responses
- on 29 April 2014, we launched a consultation on further regulations to complete the teachers’ pension scheme reform - we received 18 responses
As part of the independent review of national standards for headteachers, we launched a public call for evidence on the revised headteacher standards on 16 May 2014. The call for evidence closed on 16 June 2014.
Following discussion with unions and wider consultation, we published the equalities impact assessments on the revised teacher’s pension scheme in the autumn of 2012.
On 13 September 2013, we published an updated equalities impact assessment on the teachers’ pension scheme. The impact assessment looked into whether teachers’ pension contributions from 2015 onwards would have a disproportionate impact on any group of teachers.
Bills and Legislation
The following regulations are relevant to this policy:
- The Education (School Teachers’ Qualifications) (England) Regulations 2003, as amended
- The Education (Specified Work and Registration) (England) Regulations 2003, as amended
- The Education (School Teachers’ Appraisal) (England) Regulations 2012
- The Education (Induction Arrangements for School Teachers) (England) Regulations 2012
- The Education (School Teachers’ Prescribed Qualifications, etc.) Order 2003, as amended
- Education Act 2002
- Education (Specified Work)(England) Regulations 2012
- The Teachers’ Pensions Regulations 2010
- The Teachers’ Pension Scheme Regulations 2014