As part of their newly launched Understanding Money Month this June, EVERFI a leading education company who are committed to closing the education gaps that lead to long-term inequality, in partnership with popular app Teacher Tapp, has discovered that an resounding 97% of teachers feel that it’s important to teach students about finance.

To succeed in the modern world requires key skills like managing finances and teachers recognise the importance of the subject (97%). The research also highlights that 83% of teachers feel that it is their role to upskill their class as they transition into adulthood, in order to help bridge a gap that sees one in five adults having less than £100 in savings or investments – a historically low level in the UK. succeeding 

However, of those that understand the need to educate students on financial matters, only 54% say they have enough time to plan and deliver these lessons, meaning students could be missing out on developing key skills and understanding in their formative years. The EVERFI and Teacher Tapp research also reveals that 37% of teachers say that financial education isn’t a current focus at their school. 

EVERFI created Understanding Money Month to directly support teachers in delivering financial literacy to their classes to ensure students learn critical skills that will help them in years to come. EVERFI have created free downloadable planners to  help teachers to plan and use their free, interactive and time efficient courses to help students make informed and smart decisions in the future. 

The interactive programmes, classroom activities, weekly planners and challenges make it easy for  teachers to deliver financial literacy education to their students that have been created in partnership with Young Enterprise. Available on EVERFI’s own platform the ready to go resources are split into three age-specific courses; Vault, Thrive and Aspire. 

Each course helps primary and secondary school students make smarter decisions;

  • Vault builds a financial foundation for nine to 9-11 year olds, teaching them how to borrow money responsibly, the basics of budgeting and the difference between stocks and shares.
  • Thrive helps students 11-16 years old plan for their financial goals by teaching key financial skills through relatable connections to everyday life and socio-emotional learning skills e.g. self-awareness, prioritising, self-control. 
  • Aspire helps students aged 14-18 year olds prepare for their financial future by teaching about the economy holistically through different perspectives: as a consumer, an employee and an entrepreneur or employer, and understand its relevance to their lives.

Speaking about the ease of using Vault, Melanee Rose, Head of Maths at King’s House School Richmond said: “Managing money and learning how to save are vital skills to learn at a young age. The built-in lessons in Vault made the course very accessible to me as a teacher and I’m excited to teach pupils about the value of money.” 

All EVERFI courses help create a more equal society by providing pupils with critical skills that prepare them for a brighter, happier, safer and more resilient future. EVERFI are offering Waterstones Vouchers for schools that sign up to Understanding Money Month by the end of June. 

Laura McInerney, Co-Founder & CEO, Education Intelligence, who worked with EVERFI on the findings said “As a former PSHE teacher I was unsurprised to see so many people saying that financial education was important. Most adults wish they’d learned more about it at school and knowing more about finance is a way of boosting pupil’s real-world confidence”

Martin Finn, EVP Global Operations at EVERFI spoke about the idea behind the launch of the campaign: “Understanding Money Month came to life to help make it easy for teachers to embrace financial education. We know that they see it as important, but often find it hard to access and deliver. At EVERFI, we are here to support teachers with high quality courses and planning tools. With our Vault, Thrive & Aspire courses, we use real-life scenarios and interactive games to show learners how to make smart financial decisions, ensuring all students have the critical financial skills they need for the future.”

Head to the EVERFI Teachers website today to explore Understanding Money Month further and the EVERFI courses available.

Teachers fear pupils without internet at home are becoming socially excluded and falling far behind


Many of the half a million pupils across the UK who don’t have internet at home are becoming socially excluded from their classmates and are falling far behind in their school work, teachers have warned. 

An online YouGov survey of primary and secondary school teachers across the UK, commissioned by EdTech firm Kajeet, found that almost a third of teachers surveyed (31%) think that lack of internet access over the last year has led their pupils to be socially isolated as children lead more of their lives online. 

Some 64% of teachers surveyed told the pollsters that pupils without internet access at home have not progressed nearly as well in their learning , while 31% say that this has led to social exclusion. More than a quarter (28%) say that no internet access has been detrimental to pupils’ mental health and made them lack confidence (27%).  

At least 550,000 children across the UK have no internet access at home, while more than 910,000 can only get onto the internet through a parent’s phone, according to the latest figures from the communications regulator Ofcom*. 

It is now a legal requirement for schools to provide ‘remote education’ during the pandemic – April’s 2021 Ofsted updated inspection handbook states that a remote learning provision is now required by all schools. However, many schools now set homework that needs to be completed or researched online and pupils without wifi, a monthly broadband connection or a device are increasingly left behind. 

More than a quarter of teachers surveyed – 27% – are particularly concerned about the issue of pupils without internet access at home for the coming year, the survey found.  

Shabaz Sayed,  Assistant Headteacher at St Mary Magdalene Academy in London, said: 

“As a school it is so important for us to ensure all our students have access to the same resources and to the same level of support and making sure everyone of our students can access great education.  We would not be fulfilling our role as educators if students were left behind.” 

St Mary Magdalene, alongside a growing number of other schools in the UK, has used the Kajeet SmartSpot, a device which allows pupils to access the internet from their homes for as long as they need without an existing internet connection. 

The wireless device, created by EdTech firm Kajeet, comes with safety features that block harmful content and has been successfully trialled in primary and secondary schools across the UK. 

Ben Mansell, Kajeet’s UK spokesperson, said: “The internet is something that many pupils, just like the rest of us, take for granted. Pupils now expect to just go online to do their homework and connect with their friends. 

“But for hundreds of thousands of pupils across the UK, this is not the case. As this survey of teachers shows, pupils without internet access at home are not just being left behind in terms of their schoolwork, teachers fear they are now being socially excluded too as pupils increasingly live their lives online.  

“We need to urgently reduce the digital divide between those pupils who have internet access at home and those who do not so that all pupils are able to do their homework and access virtual lessons, regardless of their socio-economic background.” 

The survey also found a staggering 64% of teachers who have children without internet access at home are printing out homework for them.  

Maths Summer Learning Challenge Launched


10 June 2021:  Whizz Education, provider of the award-winning virtual tutor Maths-Whizz, has launched an exciting summer learning challenge for all 5–13-year-olds.  This new initiative is open to all schools and parents, designed to encourage students to continue ‘doing’ maths whilst having fun over the six-week summer holiday period (mid-July to the end August).  The aim of the challenge is to ensure measurable learning gains are made, helping students get ‘back on track’ by September and have fun doing so both on screen and outdoors. 


Fiona Goddard, Senior Education Consultant explains: “It’s been a hugely stressful year, with teachers facing unprecedented pressure as many students struggle to keep up despite the heroic commitment of staff.  The Summer Learning Challenge is being launched as a response to the extraordinarily difficult circumstances faced over the past 12 months and will support our schools, teachers, and parents keeping children’s maths learning simmering whilst away from the classroom.


“Our research shows that when students switch off over the summer, they tend to lose around two-three months’ worth of maths knowledge, known as summer learning loss.  Yet with just one hour per week of focussed individualised Maths-Whizz instruction, they can expect to move their learning forward by around eight-nine weeks over a six-week summer period.  In all gaining a 4-month advantage with just one hour a week; helping to turn learning loss into learning gains.


“As a solutions provider accountable for learning outcomes through a holistic approach, we offer a range of services to help pupils achieve learning gains.  Therefore, as part of the Summer Challenge, schools will be supported with three learning initiatives:


  1.  Virtual Tutoring: one hour a week of Maths-Whizz for students and a minimum of three Progressions for six weeks during the summer securing learning gains.
  2. Make Maths Stick: a set of recreational outdoor maths activities for children and families. Two activities a week for six weeks.  Yes, it involves sticks. And yes, it’s really fun!
  3. Daily Challenges: brain-busting maths teasers for students, parents and teachers alike.  Five challenges per week for six weeks.  The fun maths teasers get children thinking outside the box. There are ‘easier’ or ‘harder’ options to get them reasoning and problem-solving at their level of understanding.


A prize will be awarded to the school that achieves the highest number of Progressions per student, which includes an amazing half-day maths enrichment session in the Autumn, delivered by our experts at Whizz Education, in-person or online.


A ‘Golden Ticket’ invitation to an online Maths Extravaganza, an hour of fun-filled maths activities with Dr Junaid Mubeen, Director of Education and Fiona Goddard, will also be awarded to individual students who achieve 60 mins and three or more Progressions over the six-week summer period in each of the six weeks.  Golden Ticket invitations will also be offered to students who receive a shout-out from our marketing team after sharing an interesting Making Maths Stick activity photo or a solution to the Daily Challenges.

Goddard continues: “We understand the summer is an essential time for teachers, parents and students to relax and recharge.  Therefore, this initiative is intended to secure learning and engagement with minimal effort and maximum fun!   With just 60 minutes per week the potential impact on learning gains is significant.”

All activities are fully supported with quality resources including: implementation plan for schools, personalised progress tracker chart with QR codes for easy access to the activities for the students, resource packs, instructional guide, and school and parent webinars all detailing how to participate.


Goddard confirms: “We believe that every child deserves a learning experience that caters to their individual needs and pace of learning.  Our expertise lies in designing and overseeing implementations that embrace the unique context of each environment. We work in close partnership with schools and parents, to provide engaging and interactive content pitched at the right learning level, so progression can be a positive experience.  We are now looking forward to collaborating with more schools, parents and students looking to take up the Maths Summer Learning Challenge!”  

To find out more about the Whizz Education. Sign up for the Summer Learning Challenge please see    

Investing in a Distance Learning Solution: The Future of Educational Technology

By Nadav Avni, Chief Marketing Officer at Radix Technologies

With vaccination programmes in place and Coronavirus infections rates dropping, economies are reopening, people are going back to work, and students are back to school. Educational technology adopted during the height of the pandemic, helped schools make the transition from in-person schooling to remote learning, but what happens to these investments once the pandemic ends? And how can classroom technology remain flexible no matter the educational setting?

An Educational Technology Overhaul Is Due

Given its importance, many educators believe that remote learning will enjoy the biggest growth in the next three years. Many school systems will focus on addressing the divide between students with access to those without while being inundated with requests and recommendations for equal access to the internet when students are at home.

Educational technology is a means to achieving the goal of providing equal access to education. Given the possibility that COVID-19 will linger a while longer, it makes sense to adopt systems that do not have a singular method. Post-coronavirus, schools should feature learning systems that can accommodate in-person training, remote learning, or a hybrid of both.

After the Pandemic, Hybrid Learning Will Follow Remote Learning

Because of the stay-at-home orders called for by the pandemic, schools undertook large-scale efforts to utilise education technology in support of remote learning. It enabled teachers and students to remain connected regardless of distance.

Now, schools are open and welcoming back students, pandemic or not, remote learning isn’t going away soon. Therefore, having a choice of educational technology modalities is important. Ideally, these systems work pre and post-coronavirus.

Post-COVID, hybrid learning offers the best way to combine in-person classes with online learning. A special set of tools for teachers is required. This includes an intuitive classroom management solution that allows access to learning materials for both in-person and online students. This helps teachers stay in control of their hybrid classes. At the same time, students, whether in-person or online, receive the same degree of attention and access. As such, they won’t feel that the method of learning seems to favour the other group.

Managing the Post-Pandemic Classroom

Unless the pandemic disappears tomorrow, learning methods will be subject to change depending on the COVID-19 situation. In times like these, it’s best to have both the school system and the educational technology capable of switching between in-person, remote, or hybrid learning modes in an instant.

The new normal brings new expectations as coronavirus transformed the teaching profession. With the right equipment, teachers can continue with the “over the shoulder” teaching experience even in online and hybrid situations. Sharing learning materials shouldn’t also pose a problem with modern classroom management solutions, as it incorporates popular mobile technology such as screen sharing, file sharing, and whiteboard collaboration. Integrating the communication functions instead of depending on a separate application can also provide additional convenience. Instead of requiring teachers and students to switch between applications, a single all-in-one solution can cover the functions of classroom management, learning management, and video conferencing. Finally, both students and teachers shouldn’t worry about potential breaches of private data. The optimal system should provide robust security measures that secure school and student information and keep them private and confidential.

Heightened Expectations for Education Technology

Hybrid learning offers an advantage of the flexibility needed sorely in a post-COVID scenario. It allows schools and students to continually adjust to any situation without the need to automatically suspend classes. Individual students also benefit from the flexibility of hybrid learning as they can still join classes from home when circumstances prevent them from leaving the house.

At the same time, teachers are expected to leverage modern educational technology to successfully manage different kinds of classes. Securing modern and effective classroom management solutions to help them do so should be a priority programme for educational institutions.

After all, investing in education technology isn’t a cut-and-dried operation. Instead, it should be seen as a continuous process for improvement that benefits the school and improves the students’ learning experience. Treating it as a one-time expense can potentially cause schools to fall behind over time as they deal with outdated software, hardware, and processes. Instead of choosing a singular system, it makes more sense to invest in an option that provides the flexibility and functionality needed for effective classroom management.

Academies Put Teacher Wellbeing First Trust Invests in Digital Partnership to Support Staff

A Multi Academy Trust is leading the way in supporting teachers during the pandemic by investing in a new digital partnership which puts wellbeing first. 


St Ralph Sherwin Catholic Multi Academy Trust – a family of 25 schools in Derbyshire and the surrounding counties – is using Pathway, a new online programme which delivers professional and personal development to primary and secondary schools. Launched by the award-winning ed-tech company Discovery Education and teaching union NAHT, Pathway is used by thousands of teachers across the UK. 


Designed to support ‘the whole teacher’, Pathway is a holistic programme with a strong focus on wellbeing. By bringing professional and personal development together online, it offers a unique approach to CPD, helping teachers at St Ralph Sherwin CMAT to flourish at this challenging time.


Written and presented by some of the UK’s leading education experts, the Pathway programme provides a wide range of easy-to-access courses, webinars, resources and tools to help teachers develop professionally and personally. Delivered fully online and available on demand, Pathway will enable teachers from the St Ralph Sherwin CMAT to access training, advice and support as they deal with the challenges of the COVID-19 pandemic. 


Jeremy Spencer, Senior Director of Performance and Standards at St Ralph Sherwin Catholic Multi Academy Trust, said: 


“Investing in, and looking after, our staff team is one of our absolute priorities at the St Ralph Sherwin CMAT. We looked hard to find a programme that would balance the personal development of our staff with a strong focus on their professional development. The Leadership Pathways Programme, from Discovery Education, provides staff with exactly what we were looking for. We look forward to enabling more teachers to benefit from this innovative and high-quality resource.”


Pathway includes a special wellbeing programme, written and presented by Professor Tim O’Brien and Dr Dennis Guiney, designed to help teachers stay healthy and motivated. A new advice hub, powered by NAHT experts, will also help schools to keep abreast of the latest education policies and guidelines. 


Andrew Hammond, Senior Director of Learning and Community at Discovery Education said:


“We believe that teachers’ wellbeing, motivation and creative ambitions deserve as much consideration as their professional skills. We’re delighted to partner with St. Ralph Sherwin Catholic Multi Academy Trust to bring the Pathway programme to schools across Derbyshire and the surrounding counties, helping teachers to stay motivated and feel supported at this exceptionally challenging time.”


Pathway’s contributors are some of the UK’s leading education experts and include Hywel Roberts, Dr Debra Kidd, Professor Tim O’Brien, Pranav Patel, Julie Keyes and Professor Max Coates.


Teachers, leaders and schools can find out more by visiting:  


Teach Active to launch the UK’s largest active learning day

As part of the Youth Sport Trust’s National School Sport Week (19-25th June 2021), Teach Active is set to host the largest active learning day for schools on Wednesday 23rd June.


On this day, English and maths lessons in primary schools around the country will be transformed into active lessons where children move around the classroom and have fun while they learn. Activities include setting up multiplication stations, and pupils must run to each station to pick up a multiplication problem card to solve, aiming to complete the whole course in less than 30 minutes. In another lesson, children play at being punctuation police. They march around, noting down punctuation errors written out on cards around the class or playground.


Jon Smedley, a former teacher and founder of Teach Active, said: “After a year of so much inactivity, we want to use the day to show that being active is not just about PE and sports but reducing the amount of time we spend sitting down overall.


“Any primary school can join in and see the benefits of active learning. It helps children engage with lessons, learn more effectively and improves their overall mental health by having fun with their classmates.”


Ali Oliver MBE, chief executive officer at the Youth Sport Trust, said: “We’re delighted Teach Active are supporting this year’s National School Sport Week.


“Young people have missed out on so much and had their worlds turned upside down by the pandemic. It is brilliant that Teach Active are helping more young people benefit from the important role physical activity has to play in their recovery.”


To help teachers prepare, Teach Active will provide 50 free active English and maths lesson plans for pupils from foundation stage through to year 6.


All schools who download the lesson plans and pledge to take part on social media with the hashtag #ActiveLearningDay2021 will have the chance to win £100 Decathlon vouchers to spend on school sports equipment. The top prize of a school visit from one of the Youth Sport Trust’s athlete ambassadors will be on offer for the school that posts the best video of their active learning day on Twitter with the hashtag #ActiveLearningDay2021.


The largest active learning day lesson plans are free to download to all schools here:


Schools can register to take part in the Youth Sport Trust’s National School Sport Week by visiting


#ActiveLearningDay2021 @TeachActive #NSSW2021 @YouthSportTrust 



Whizz Education Calls for Virtual Tutors to Become Part of National Strategy to Help Lost Learning

25 May 2021:  Whizz Education, provider of the leading virtual tutor Maths-Whizz, is calling on the Government to use catch-up funding for virtual tutors as a cost effective, scalable option to help lost learning due to the Pandemic.


The Institute for Fiscal Studies states: “By the time the Pandemic is over, most children across the UK will have missed over half a year of normal, in person schooling. That’s likely to be more than 5% of their entire time in school. The unprecedented nature of the current crisis makes it hard to predict the actual effects and the negative effects are also likely to extend beyond educational attainment.”   


Richard Marett, CEO, Whizz Education explains: “Over 2020-21, more than £350 million of public funds will be spent on the provision of subsidised human tutoring organised by the National Tutoring Programme (NTP) as an unrivalled means of supporting student catchup.   However, there is a missed opportunity in the form of virtual tutoring.  A virtual tutor is an automated online system that simulates the most effective instructional behaviours of a human tutor.  Virtual tutors have been shown to be as effective as human tutors and far more scalable.


“For example, our research shows with just 60 minutes per week of the Maths-Whizz virtual tutor over a six-week summer period, students can expect to acquire a four-month learning advantage.  In addition, Maths-Whizz provides more than 1,250 pre-prepared lesson plans, reducing the burden for teachers and assisting them to deliver measurable learning gains for children with a range of abilities.


“The rates payable by schools for just 15 hours of 1:1 human tutoring from the NTP subsidised tutors is a typical total cost of £700 per pupil.  By comparison, virtual tutoring costs approximately £30 per child per subject per annum when deployed at an individual school level and would be substantially less if adopted at scale, reducing to around £10 per child.  Therefore, we are calling for virtual tutoring to become part of a long-term national strategy bringing real-time accountability and measurable gains.


“Virtual tutoring now has the potential to form an integral part of education and serve as a safety net for all students irrespective of their background, to enjoy uninterrupted access to quality education.  It offers the real chance to help to close the learning gap and help students get back-on-track in a cost effective and scalable way.”  


To find out more about Whizz Education and the Maths-Whizz virtual tutor please see:


Bromley Teacher Shares Lockdown Lessons at National Education Event

A Bromley teacher has shared her experience of teaching during the pandemic at a national education event.


Sam Shallcross, Head of Computing at Bromley High Junior School GDST, was asked to speak at Discovery Education’s Learning for Now — a special online event which explored how teachers can deliver an enriched curriculum that gives children the skills they need for life.


Over 100 teachers from across the UK signed up for the virtual event on 23rd May which showed how schools can balance traditional academic learning with subjects such as Art, Music, Cookery and Sport. Sam Shallcross shared how Bromley High Junior School delivered an enriched curriculum online during lockdown and explained why this is more important than ever.


“An enriched curriculum is vital for children because it prepares them for the future, builds their resilience and allows them to have fun!”, said Sam. “At Bromley High Junior School GDST, we continued to teach subjects such as Music, Art and Cookery online during lockdown. It really boosted the children’s independent learning and wellbeing.”


As well as taking part in daily live lessons in Maths, English and Science, pupils enjoyed fun extra-curricular activities including a virtual art gallery, community choir and weekly live cookery lessons. Teachers also arranged outdoor science lessons to help children get closer to nature.


Bromley High Junior School GDST delivered many of its virtual lockdown lessons using digital resources from Discovery Education Espresso – an award-winning platform for primary schools. Back in the classroom, pupils use Espresso every day and Sam Shallcross says that their digital skills are coming on leaps and bounds.


“Our pupils’ digital literacy has really accelerated during the pandemic. Their confidence in using technology has grown because they’ve been using it every day. Their experience of virtual learning was a positive one. They learned how to work independently and to collaborate with their peers.”




Looking to the future, Sam Shallcross says that the experience of teaching during the pandemic has shown her the importance of letting pupils enjoy a wide range of subjects.


“At Bromley High Junior School GDST our focus is on preparing pupils for a bright future. An enriched curriculum gives children the skills they need for life. It also broadens their  horizons, which during the pandemic is more important than ever.”


Andrew Hammond, Senior Director of Learning at Discovery Education said,


“ We were delighted to welcome Sam Shallcross and teachers from across the UK to our Learning for Now Event. It was fascinating to learn how Bromley High Junior School has continued to teach an enriched curriculum throughout the pandemic and to hear first-hand the positive impact this has had on wellbeing, while giving pupils the skills and cultural capital they need for life.”


Bromley High School is part of the Girls’ Day School Trust (GDST), the leading family of independent girls’ schools in the UK.  


Explore Discovery Education’s events and award-winning digital learning services at

NASBTT speaks up for ITT providers following Ofsted Covid-19 report


NASBTT has responded to the publication of Ofsted’s Teaching Teachers during COVID-19 research report


Executive Director Emma Hollis said: “Firstly, and very positively, we are delighted that the hard work of ITT providers during the course of the pandemic has been highlighted in the report. The support providers have given to trainees has been recognised as going ‘above and beyond’, and something we have directly witnessed with our members over the past 14 months. We are equally delighted that our experiences of providers finding innovative ways to support trainees during an unprecedented period of time has been clearly identified by the research team.


It has also been our experience that some aspects of ITT provision have been strengthened by the shift to new ways of working. The report makes positive references to “deeper and more connected thinking about the ITE curriculum” as well as “improved guidance and support {and}…wider access to ITE curriculum content across the partnership”. This is reflective of the ‘Covid keepers’ we have been exploring with our members and signals a new approach to some aspects of ITT in the future.


At a time where broadening access to provision has never been more important, we are also pleased to note the recognition given to providers’ efforts to support access for trainees with a wide range of personal circumstances have been acknowledged. We are confident that such innovations will be embraced going forward, with face-to-face methodologies being retained where these have been shown to be more impactful.


The focus on mental health and wellbeing has also been recognised in the report and this is an area which we believe has been particularly effective for providers. With reports around the decline of the mental health of the teaching workforce presenting worrying findings ( it is promising that ITT providers have made this a central part of the offer they are able to give to beginning teachers who will be entering the workplace at a time of great uncertainty.


The impact of the pandemic was, inevitably, always going to be felt keenly by trainees who have limited access to classroom practice. We are pleased the report has identified that providers have made their best efforts to mitigate this disruption and have done everything within their gift to offer support and guidance through this difficult time. We are clear that there will be unique challenges for Early Career Teachers (ECTs) entering the workplace this September and it will be important for employing schools to appreciate these unique needs and ensure that, with the support of the ECF, they are tailoring support accordingly. Despite some challenges for this year’s ECTs, it is heartening to note that the report has highlighted some ways in which this cohort are at a unique advantage to others – including their immersion in online teaching and learning environments which has well-prepared them for the possibilities for blended learning and given them additional time and space for reflection on key principles of how pupils learn.


We do, however, have to take issue with the report’s conclusions that too few partnerships have a sufficiently ambitious ITE curriculum and too many partnerships are overly reliant on the experiences that trainees gain through placements to provide ITE curriculum content in subjects and phases.


Our experience of working exceptionally closely with providers over the past 18 months through conferences, workshops, one-to-one support and networking opportunities has been that providers have taken the introduction of the Core Content Framework very seriously and are working hard to ensure that their revised curriculum materials fully meet and exceed these new requirements. We have seen excellent practice in the development of highly ambitious ITT curriculums, many of which we have collated and shared publicly. The introduction of an entirely new curriculum expectation, if it is to be done thoughtfully and to a high standard, is always going to take time. We must also not lose sight of the fact that the ITE Inspection Framework was due to be introduced from September 2020, which fell in the eye of the Covid-19 storm. Despite this, the work we have been doing with providers has not lost sight of the importance of curriculum design and implementation.


On the perceived over-reliance on school placements for learning the curriculum, Government policy decisions, made explicit in the ITT Criteria have, over a period of more than a decade, directed providers to ensure that school placements are at the heart of any provision. It is a central part of the unique system of teacher training that we enjoy in England (and which is due to be exported globally with the introduction of iQTS) that real and sustained experiences of live classrooms are a core feature of any programme of ITT. The quality and consistency of school placements are a perennial challenge for ITT providers who have, variously, been tasked with working with schools in challenging circumstances, supporting employment-based routes into ITT and ensuring a breadth of school experiences for trainee teachers. These are challenging priorities to balance and it is our experience (backed up by the outcomes of Ofsted’s previous inspections) that providers have been able to rise to these challenges over successive inspection frameworks and through successive adaptations to government policy.


The positive note in the Ofsted report about the ability of the sector (and in particular the school-based sector) to secure placement opportunities for their trainees despite the tremendous pressure on schools throughout the pandemic is testament to the success of ITT providers’ relationships with their partnership schools.”


Free online CPD event with UK Parliament for teachers of pupils aged 5-11

UK Parliament is running a free online event for primary school teachers.


Your UK Parliament: engaging pupils aged 5-11

Take part in this free online CPD event to explore how your pupils can engage in the work of UK Parliament and how you can bring this to life in your classroom. 


Sign up to: 

  • Discover stories that will hook your pupils’ interest and show how UK Parliament works 
  • Explore free, curricula-linked resources and other opportunities to engage your pupils with UK Parliament


Special guests include Sarah Binstead-Chapman, Senior Doorkeeper in the House of Commons. 


Book your place now