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Information about ITT
As your regional Teaching School Hub, we play a strategic role in helping to coordinate and support Initial Teacher Training (ITT) across Newcastle, North Tyneside, and Northumberland. Our aim is to establish strong school engagement in ITT by providing accurate information, linking schools with providers or trainees, and supporting recruitment efforts. Additionally, we help address any misinformation surrounding ITT, ensuring that schools have the knowledge and resources they need to participate effectively in teacher training.
From September 2024, significant reforms have been introduced to improve the quality and consistency of ITT provision nationwide. These reforms aim to ensure that all ITT providers are adhering to a high standard of training, guided by the ITT Core Content Framework (CCF).
National Context and Recruitment Challenges
On a national scale, the education sector continues to face challenges with teacher recruitment. Many ITT courses struggle to meet their recruitment targets, especially in subjects such as maths, physics, and modern languages. This shortage has made it more crucial than ever for schools to engage in ITT and provide high-quality placements for trainee teachers.
By offering placements, schools not only contribute to the training and development of future teachers but also help address the national recruitment shortfall. Trainees placed in your school may become permanent staff members, easing the pressure on recruitment and ensuring a steady pipeline of well-trained educators.
Key Changes to ITT from September 2024
As part of the reforms, the Department for Education (DfE) has introduced several new quality requirements for ITT, including:
Intensive Training and Practice (ITaP): This new component provides focused, hands-on training for all trainees.
Mentoring: Each trainee will receive at least 1.5 hours of mentor support per week. Mentors must also complete 20 hours of initial training, followed by 6 hours of refresher training in future years. This training is funded to ease the burden on schools.
Increased Role of Teaching School Hubs: Hubs now have a more strategic role in supporting ITT, ensuring that schools across their region can engage effectively in the training process.
Mentoring and Support for Schools
To reduce the workload on schools, we are collaborating with local ITT providers to offer a unified mentoring programme. This will include:
Standardised training across all providers, so schools working with multiple providers don’t need to duplicate efforts.
Flexible training schedules, with a mix of online and in-person options.
Recognition of previous mentoring experience to count towards training hours.
Data Collection and ITT Engagement
As part of our role, we are required to collect data on school engagement with ITT. This information helps the DfE understand the ITT landscape and allows us to better support schools and providers. Schools interested in ITT but not yet involved can contact us for support.
This data is critical to ensure sufficient capacity for trainee placements across the region. By engaging with ITT, schools help secure the future of the teaching profession, benefiting both the wider education system and their own recruitment needs.
Why Schools Should Engage with ITT
School involvement in ITT is essential to the success of teacher training. Schools provide the crucial classroom experience that trainee teachers need to develop. There are many benefits to taking on trainees, including:
Professional Development: Mentoring helps to develop staff professionally.
Access to Research and Innovation: Schools working with ITT providers gain access to the latest research and innovative practices.
Trainee Talent Pool: Schools have the opportunity to work with talented trainees who may be a good fit for future vacancies.
Further Information
More detailed guidance on these reforms and how they impact schools can be found in the DfE’s official documentation, which has been adapted by us for the local context. If you have any questions or need support in engaging with ITT, please get in touch with the Three Rivers Teaching School Hub team.
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Become an ITT school Partner
The Teaching School Hub’s Role in ITT
As the designated Teaching School Hub for Newcastle, North Tyneside, and Northumberland, we play a key role in supporting and coordinating Initial Teacher Training (ITT) across the region. Our goal is to promote school engagement in ITT by offering guidance, linking schools with accredited providers and trainees, supporting recruitment efforts, and combating any misinformation. We ensure schools have the necessary resources and opportunities to get involved in teacher training and benefit from the expertise it brings.
If your school is not currently involved in ITT but would like to be, we offer a range of ways to get involved, including trainee placements, mentor training, and professional development opportunities. We are also looking for schools to join our Northumberland Teacher Training primary partnership, offering tailored support for trainee teachers and contributing to the professional growth of your staff.
Why We Need Local Schools to Engage in ITT
Teacher training cannot take place without school placements. Schools play a vital role in training the next generation of teachers, who will in turn help to address recruitment needs in the profession. By providing placements, schools ensure the flow of new, well-prepared teachers into the workforce. This support also reinforces a school’s commitment to fostering educational excellence in the region.
Benefits to Local Schools
Involvement in ITT offers a range of benefits to schools and staff, including:
Professional development: Teachers who mentor trainees gain mentoring experience and further enhance their leadership skills.
Access to innovation: Schools gain exposure to the latest research, teaching methods, and educational best practices.
Networking: Schools are supported by ITT providers and their wider networks, which can offer additional resources and insight.
Talent pipeline: Schools have the opportunity to work with skilled trainee teachers, who may be a great fit for future vacancies.
Benefits to the Region, Education, and Pupils
By actively engaging in ITT, schools help ensure that highly trained and well-prepared teachers enter the profession, benefitting not just individual schools but the entire educational landscape. The result is more well-rounded, capable teachers who can have a positive impact on pupil outcomes and foster a stronger educational system across the region. In turn, this helps secure a stable future workforce and offers students the highest quality education.
How to Get Involved in ITT
The Department for Education (DfE) accredits a range of organisations to deliver both primary and secondary Initial Teacher Training (ITT), including higher education institutions (HEIs), charities, and school-based providers. If your school is interested in offering ITT placements for trainee teachers, you must partner with an accredited ITT provider. Contact the Three Rivers Teaching School Hub for advice on offering placements and connecting with local providers.
If your school already offers ITT placements, it’s essential to ensure your current provider is part of a partnership accredited to deliver teacher training from September 2024. If they are not, we can help you find a local, accredited ITT provider.
We provide a variety of information to support schools, including:
The different ways to get involved in ITT
Details of accredited ITT providers in your area
Updates on new ITT reforms, including changes due in September 2024 and what this means for your school
Information on the new Intensive Training and Practice (ITaP) opportunities for trainees
For more detailed guidance on offering a trainee teacher placement, please visit the DfE website.
If you have any questions or for more information on how to get involved, or to explore placement and professional development opportunities, contact us directly at the Three Rivers Teaching School Hub.
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PGTA (Post Graduate Teacher Apprenticeship)
We are excited to announce that from September 2026 we are now offering the PGTA (Post Graduate Teacher Apprenticeship) which is a 1 year on the job training course. Potential candidates must already be working a school have have to be nominated by their employer.
This is available on all Primary routes, our secondary subject offerings as well as the new SEND pathway (Apprentices on the PGTA SEND will train at either Primary 3-7 or Primary 5-11 based on the capabilities and needs of pupils rather than their age.)
The National Institute of Teaching’s Postgraduate Teaching Apprenticeship (PGTA) is a 12-month training programme that allows recruits to gain QTS and a teaching apprenticeship qualification, whilst remaining in paid employment in school. Our blended learning approach combines in-school experience, centre-based training and off the job training.
Why PGTA (SEND)?
- Grow talent in your school by investing in current staff as a pipeline to boost teacher recruitment.
- Apprentices can start on a higher timetable from September.
- Apprentices know your school and the children you serve and they can have their own classes from day one.
Who is suitable?
- Graduates working in your school, perhaps as teaching assistants or cover supervisors.
- Apprentices must have 12 months experience in the classroom and be ready to undertake an immersive training programme to gain QTS.
- Apprentices must have GCSEs in maths and English (and science for primary) grade C/4 or above and a degree.
What does it cost?
- The cost of the course (£9,000) is drawn from the apprenticeship levy your Trust/LA pay into each year.
- Apprentices are paid at UQT1 for 12 months.
- Candidates who wish to gain a PGCE must pay an additional £1,200.
What’s involved?
- Training begins with our Intensive Training and Practice (ITaP) days on 24-26th August 2027, with the option to attend Flying Start in July.
- Start in September, starting on a 60% timetable of 4 days in school, gradually increasing to 80% throughout the year.
- Attend training weekly on a Thursday with the NIoT, with 6 additional Fridays.
- If SEND - 7 additional SEND specific training days to support their practice in specialist settings.
- Complete a four-week contrasting placement (six week for SEND) in the spring term.
- A mentor to help support the trainee, including 1 observation and feedback session week and a 1 hour timetabled mentor meeting.