National and provider-level information about the outcomes for teacher trainees in England in the academic year 2023/24. Outcome measures presented are the proportion of trainees with course outcomes that gained Qualified Teacher Status (QTS), and the employment rates of these qualified teachers. The publication also includes further information on the trainees such as their characteristics, ITT subjects, and ITT routes. The publication also includes information on the number of assessment only candidates and the outcomes for early years ITT trainees. Please note that:
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Table 8 contains data on trainee characteristics, table 9 contains data on trainee (QTS) and employment outcomes, table 10 contains data on trainee placement . All tables are defined by trainee providers and looks at provider level than trainee level
The ITT performance profiles are designed to:
• provide transparent information on outcomes of trainee teachers to the public
• help potential trainee teachers make informed choices about where to train
These statistics are based on trainees with course outcomes, i.e. those trainees who have achieved QTS or ended their training but did not achieve QTS. Trainees who did not achieve QTS includes those who left the course before the end (excluding those who left the course within 90 days of the start) and trainees who did not meet the standards. 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) courses.
The following tables are included. All contain data on QTS achievement rates and employment rates. Employment rates for the latest year are provisional estimates and all previous years are revised:
In this year’s publication, the main tables contain seven years of data, from 2017/18 to 2023/24. Please see the methodology for more details on how provisional and revised employment rates are calculated.
To become a qualified teacher in England, trainees typically complete a programme of Initial Teacher Training (ITT). This provides them with education, training, mentoring and teaching practice in schools, leading to the achievement of Qualified Teacher Status (QTS) for successful trainees.
Trainees on all programmes of ITT learn the knowledge, skills and behaviours that define great teaching, receive ongoing mentoring support from a mentor during school placements and will learn how to teach effectively through multiple opportunities to refine and practice particular approaches throughout their training.
ITT is largely delivered through Higher Education Institutions (HEIs) and School Centred Initial Teacher Training (SCITTs) who are accredited by DfE. Many providers also offer academic awards such as PGCE or PGDE for postgraduate ITT.
Trainees on all postgraduate programmes, whether delivered by SCITTs or a HEI, will spend at least two-thirds of their training in schools.
There are three routes into teaching:
• the postgraduate fee funded route, which normally runs for one year full-time.
• the postgraduate salaried route, which normally runs for one year full-time and includes the School Direct salaried programme, the High Potential ITT programme (HPITT) and, since 2018/19, the Postgraduate Teaching Apprenticeship (PGTA).
• the undergraduate route, which normally runs over three or four years and includes teacher training via an undergraduate degree route and the new Teacher Degree Apprenticeship pilot which is a salaried route (and is accepting applications from 2024/25 onwards).
Two non-mainstream routes, Early Years ITT and Assessment Only, are covered in separate sections below.
Caution should be used when comparing the latest provisional employment rates with revised rates from previous years.
Trainee sex
Trainee age
Trainee disability status
Trainee ethnicity
Official statistics in development are official statistics that are undergoing development, previously called experimental statistics. For the first time, region is determined using trainee placement data, rather than the address of the accredited provider. Providing trainee placement data is not mandatory for providers, however data for at least one placement is now available for 93% of trainees with outcomes in academic year 2022/23 and 96% of trainees with outcomes in academic year 2023/24. In previous academic years, this data was available for less than 1% of trainees. We have therefore presented regional breakdowns for the last two years only.
The location of the first placement school is used where available, or the location of the second placement school where this is available and there are data issues with the first placement. Where placement data is not available for a trainee, the address of the accredited provider is used. This means that the statistics more accurately reflect the location of trainees, especially for providers such as Teach First where trainees may undertake placements far from the location of the accredited provider. Note that trainees who did not achieve QTS were more likely not to have placement data available. For more information, see the methodology section.
We will review the methodology for these statistics and the designation of official statistics in development ahead of next year’s publication. Users are encouraged to provide feedback on these statistics, particularly as we continue to refine and improve them. Feedback can be submitted via the details in the “Contact Us” section below.
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 are the same as those for all 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:
Summary
Subject breakdown of AO candidates
Footnote
[1] Teachers who trained and qualified in specific overseas countries and regions can gain qualified teacher status (QTS) with no further ITT or AO in England. Figures for these teachers are published in the yearly Teacher Regulation Agency Annual Reports, which can be found online
Data collection
The initial teacher training performance profiles are collected each year for trainees with ITT course outcomes in a given academic year. For 2023/24, trainees are included if they:
between 1st August 2023 and 31st July 2024 (inclusive).
For the academic year 2023/24, we extracted data for 214 providers. This consisted of 143 SCITTs, and 71 HEIs. All data were reviewed, confirmed and signed-off by a designated person at each provider.
This statistical release presents trainee outcomes and provisional employment data for 2023/24 as well as revised employment data for 2022/23.
These statistics now include “self-funded” trainees, who had been excluded from historic releases of these statistics. These are trainees that the provider has indicated are not eligible for UK financial support and, for historic data, where they do not have a DfE allocated place. Trainees identified as self-funded may include overseas trainees not entitled to UK financial support; trainees on the School Direct salaried or PGTA routes undertaking a non-DfE-funded subject and/or employed at an independent school; or in situations when a School Direct salaried or PGTA trainee is undertaking a subject that would not normally be funded by DfE, but the provider is funding the trainee themselves.
These self-funded trainees were historically excluded from ITT official statistics and were thought to be a small group of trainees. However, in recent years the numbers of these trainees have been growing, with 1,373 trainees identified as self-funded in the 2023/24 data. We have therefore moved to including them to improve the coverage of these statistics.
To enable comparison between years, previous years’ data from academic year 2019/20 onwards has been revised to include these trainees. Therefore, total trainee counts, QTS achievement rates, and employment rates published here do not match historic publications. Amending historic data prior to 2019/20 was not possible due to changes in data sources. Therefore, care should be taken when comparing numbers of trainees from before 2019/20.
Note that, at the time of publication, self-funded trainees are not included in the headline measures for the ITT Census official statistics on entrants to ITT. Therefore, added caution is advised when comparing numbers between the two sets of statistics. We intend to include self-funded trainees in the ITT Census publication headline measures from academic year 2025/26.
Quality assurance
Data for the ITT performance profiles were completed, reviewed and signed-off by providers. The data collection and publication team within DfE carried out additional quality checks and data validations throughout the data entry process. After data were extracted on 13th June 2025 (excluding employment data which was extracted at a later date), a quality assurance process was undertaken by the publication production team. This process included detailed quality checks across the dataset.
This quality assurance process identified a small number of issues. These, along with the solutions that have been implemented, are outlined below.
Measuring employment
The Department uses internal administrative data sources to estimate how many final year trainees who achieved QTS go on to employment in a state-funded school in England. For full details on the methodology for measuring employment, see the publication methodology.
For this publication, we calculate two employment rates:
Provisional employment rate: Departmental analysis has found that matching ITT trainee data to school workforce census data from the year following qualification does not fully capture how many trainees go onto employment because some teachers do not start in time to be recorded in that SWC, while others start up to sixteen months after the end of the academic year. We account for these teachers by applying an uplift to the 2023/24 employment figures to estimate a provisional employment rate for 2023/24. The uplift is derived by comparing with data from previous years to determine what proportion of new teachers employed during the year were not included in their first school workforce census but were captured in the following year’s census (the uplift applied for 2023/24 was around 26% of those not captured in the first school workforce census).
Please note that the provisional employment rates for smaller cohorts are likely to see significant revisions. In particular, the provisional employment rate for Classics may see revisions of over 10 percentage points, and other secondary subjects may see revisions of up to 8 percentage points. We are currently considering options to adjust the uplift process for subsequent publications.
Official statistics in development are official statistics that are undergoing development, previously called experimental statistics. For the first time, region is determined using trainee placement data, rather than the address of the accredited provider. Providing trainee placement data is not mandatory for providers, however data for at least one placement is now available for 93% of trainees with outcomes in academic year 2022/23 and 96% of trainees with outcomes in academic year 2023/24. In previous academic years, this data was available for less than 1% of trainees. We have therefore presented regional breakdowns for the last two years only.
The location of the first placement school is used where available, or the location of the second placement school where this is available and there are data issues with the first placement. Where placement data is not available for a trainee, the address of the accredited provider is used. Note that trainees who did not achieve QTS were more likely not to have placement data available, and therefore more likely to be assigned to the region of the accredited provider.
For the majority of trainees with placement data, the first placement is in the same region as the accredited provider (around 85% in 2023/24). However, trainees at accredited providers based in London are more likely to have placements in other regions (around 35% of those at London-based accredited providers in 2023/24).
This means that the statistics more accurately reflect the location of trainees, especially for providers such as Teach First where trainees may undertake placements far from the location of the accredited provider.
We will review the methodology for these statistics and the designation of official statistics in development ahead of next year’s publication. Users are encouraged to provide feedback on these statistics, particularly as we continue to refine and improve them. Feedback can be submitted via the details in the “Contact Us” section below.
Find out how and why we collect, process and publish these statistics.
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.
Our statistical practice is regulated by the Office for Statistics Regulation (OSR).
OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to.
You are welcome to contact us directly with any comments about how we meet these standards. Alternatively, you can contact OSR by emailing regulation@statistics.gov.uk or via the OSR website.
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