Initial teacher training: self-evaluation and improvement planning advice for providers

Advice for accredited providers of initial teacher training (ITT) on developing an annual self-evaluation and improvement plan to raise outcomes for trainees.



The significance of effective planning for improvement for initial teacher training (ITT) providers is emphasised in the following documents:

This document only provides non-statutory guidance. It is intended to support you in developing effective self-evaluation and improvement plans.

Effective self-evaluation and improvement planning work together to continuously improve initial teacher training and raise outcomes for trainees. There is no preferred format for either process. You need to develop your own systems and formats, taking account of the features of effective self-evaluation and improvement planning outlined in this guidance.

Rigorous self-evaluation starts with an analysis of outcomes for trainees. It identifies those factors in provision that are having the most impact on outcomes for your trainees. These factors inform your improvement plan for the following year. The outcomes for trainees at the end of that year demonstrate how far your improvement plan has been successful.

All partners across your ITT partnership should be involved in both processes.

This document replaces the ‘Self evaluation document guidance’ and the ‘Effective improvement planning in initial teacher training’ document.


Initial teacher training market management team

This email address is for potential new and accredited ITT providers. If you’re a potential candidate, wishing to gain qualified teacher status (QTS), please visit

Published 20 April 2018