National and provider-level information about the outcomes for final year teacher trainees in England in the academic year 2019/20. Outcome measures presented are the proportion of final year trainees that gained qualified teacher status, and the employment rates of these qualified teachers. The publication also includes information on the outcomes for assessment only (AO) candidates and early years ITT trainees.
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These provider level tables contain the qualified teacher status and employment outcomes of postgraduate and undergraduate final year ITT trainees and their characteristics by provider. The data in this table covers data for 2017/18 to 2019/20 for qualified teacher status and 2017/18 to 2018/19 for employment outcomes.
The initial teacher training (ITT) performance profiles are designed to:
These statistics are based on final year trainees (see methodology for more detail on how final year trainees are identified). For comprehensive statistics about new entrants to ITT and their characteristics, please refer to the ITT census publications, available on the ITT statistics webpage.
These statistics cover those training to teach via both postgraduate and undergraduate routes, as well as separate sections on those undertaking early years initial teacher training (EYITT) and assessment only (AO).
The following tables are included:
In this year’s publication, the main tables contain three years of data, from 2017/18 to 2019/20, for the first time. This means revised employment figures are included in the main tables for 2017/18 and 2018/19. Previously, revised employment data was only included in the route and subject time series tables for the last year. Please see the methodology for more details on how provisional and revised employment numbers are calculated.
To become a qualified teacher in England, trainees typically complete a programme of initial teacher training (ITT). This provides them with training, mentoring and teaching practice in schools, and leads to the award of qualified teacher status (QTS) for successful trainees.
There are a number of pathways into teaching which include an undergraduate route, over a three or four-year course, and postgraduate routes which normally run for one year full-time. Postgraduate fee-funded courses can be undertaken through a higher education institution (HEI), or via a group of schools delivering a school-centred initial teacher training (SCITT) programme or a School Direct fee-funded programme. Postgraduate salaried routes include the School Direct salaried programme, the Teach First Leadership Development Programme and, since the 2018/19 academic year, the Postgraduate Teaching Apprenticeship (PGTA). Two non-mainstream routes, early years ITT and assessment only, are covered in separate sections below.
At HEIs, the university or college delivers the pedagogy of teaching supplemented by placements in schools. Successful trainees are awarded QTS and a postgraduate certificate in education (PGCE). On school-led routes, trainees are placed in a school from the first day of training. Most school-led routes also include a PGCE as many school-led providers will pair with an HEI.
Footnotes
[1] Some trainees in their expected final year of ITT may have not fully completed their course at the end of the academic year. Trainees who are yet to complete the course will go on to be awarded QTS or will complete without being awarded QTS in a later academic year.
[2] Provisional figures are estimated as it is too early in the reporting cycle to capture everyone who is employed in a state school. Revised figures will be calculated following collection of the November 2021 school workforce data and will be published as part of the 2020/21 performance profiles publication; see the methodology section for further details.
[3] Revised figures for 2018/19 are calculated from more complete data using the November 2020 school workforce census; see the methodology section for further details.
[4] The postgraduate teaching apprenticeship (PGTA) is a new route introduced in 2018/19. It is relatively small (272 trainees) compared to other routes.
[5] Undergraduate trainees who were affected by Covid-19 were also offered course extensions into the following academic year to enable them to gain adequate evidence of meeting the Teachers’ Standards. As with postgraduate trainees, their outcomes will be recorded in a future ITT performance profiles publication once they have completed their course.
Footnotes
[1] There are smaller numbers of trainees studying Classics (73 trainees) compared to other subjects.
[2] Provisional figures are estimated as it is too early in the reporting cycle to capture everyone who is employed in a state school. Revised figures will be calculated following collection of the November 2021 school workforce data and will be published as part of the 2020/21 performance profiles publication; see the methodology section for further details.
Footnotes
[1] The postgraduate teaching apprenticeship (PGTA) is a new route introduced in 2018/19. It is relatively small (272 trainees) compared to other routes.
Footnotes
[1] 657 out of 29,314 (2%) of postgraduate trainees had an unknown disability status.
[2] For all postgraduate trainees, 1,620 out of 29,314 (6%) had an unknown ethnicity status.
[3] Other includes Arab and any other ethnic group.
[4] 27 out of 29,314 (0.1%) of postgraduate trainees had a gender status of Other.
[5] Provisional figures are estimated as it is too early in the reporting cycle to capture everyone who is employed in a state school. Revised figures will be calculated following collection of the November 2021 school workforce data and will be published as part of the 2020/21 performance profiles publication; see the methodology section for further details.
Summary of final year postgraduate trainee outcomes for the 2019/20 academic year
| Percentage awarded QTS | Percentage of those awarded QTS teaching in a state school | ||
|---|---|---|---|
| Age | Under 25 | 93% | 72% |
| 25 and Over | 90% | 73% | |
| Disability | Declared | 85% | 69% |
| None declared | 92% | 73% | |
| Ethnicity group | Asian | 88% | 66% |
| Black | 86% | 70% | |
| Mixed ethnicity | 90% | 73% | |
| Other | 90% | 67% | |
| White | 92% | 73% | |
| Gender | Male | 87% | 69% |
| Female | 93% | 74% |
Footnotes
Footnotes
[1] Includes third class honours degrees, and ‘ordinary’ or ‘general’ degrees awarded after a non-honours course, and degrees awarded after a non-honours course that was not available to be classified. It also includes other categories from non-UK degrees.
[2] Some trainees in their expected final year of ITT may have not fully completed their course at the end of the academic year. Trainees who are yet to complete the course will go on to be awarded QTS or will complete without being awarded QTS in a later academic year.
[3] ’Upper second’ includes undivided second class.
Gaining QTS through AO is a way for existing unqualified teachers, support staff or teaching assistants to demonstrate that they already meet all the QTS standards, without the need for any further training. AO is open to those with relevant teaching experience who hold a degree, or for those with a teaching qualification from another country. Candidates undertaking AO do not complete a course to achieve QTS, but are instead assessed against the Teacher’s Standards. The entry criteria for AO is the same as those for all initial teacher training (ITT) courses and must be met in full prior to registration. Only DfE-approved accredited providers of ITT can assess and recommend AO candidates for QTS.
Typical candidates for AO might include:
Subject breakdown of AO candidates
AO candidates’ previous qualifications
Compared to mainstream trainees, AO candidates were less likely to have obtained a first or upper second class in their first degree (53%[4] compared to 74%[4] of new entrants on mainstream postgraduate programmes in 2019/20).
Footnotes
[1] Some qualified teachers from overseas can obtain professional recognition and the award of QTS without undertaking ITT or AO. This applies to fully qualified teachers who trained in the European Economic Area (EEA), under the terms of Council Directive 2005/36/EC. Teachers who trained outside the EEA must have their qualifications recognised by an EEA member state and must have 3 years of experience in that state to be eligible to apply for QTS in England without undertaking ITT or AO. Teachers from Australia, Canada, New Zealand and United States can also apply for mutual recognition and must be fully qualified and eligible to teach permanently in the country in question. This must be documented from the recognised authority in that state. There is further information on the award of QTS on our webpage.
[2] AO data collection first became mandatory in 2014/15.
[3] Revised figure for 2019/20 taken from ITT Census 2020/21.
[4] Excludes those with unknown degree class
Footnotes
[1] Providers graded by the Office for Standards in Education, Children’s Services and Skills (Ofsted) as ‘requires improvement’, or a lower quality, cannot provide EYITT.
[2] ‘Maintained’ refers to schools or nurseries where funding and oversight is provided through the local authority.
[3] Trainees with EYTS can work as level 3 support workers in a maintained nursery or school. They can work as unqualified teachers in maintained schools or academies but this status is dependent on the school.
[4] Trainees can also undertake an assessment only route to earn EYTS. This is designed for graduates with experience of working with children from birth to five, who are able to demonstrate the Teacher’s Standards (early years) without further training; for example, overseas trained early years teachers. The EYITT assessment only route is not included in this publication.
[5] There were 17 final year undergraduate early years trainees in the 2019/20 academic year.
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These are Official Statistics and have been produced in line with the Code of Practice for Official Statistics.
This can be broadly interpreted to mean that these statistics are:
Find out more about the standards we follow to produce these statistics through our Standards for official statistics published by DfE guidance.
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