Way back in 2013, I set up Oxford Teacher Services Ltd to show how the simple collection of teacher vacancies then being published by schools on their web sites could significantly reduce the cost of advertising teacher vacancies. Eventually, the DfE created a vacancy website that although not perfect did help change the dynamics of teacher recruitment advertising.
Post covid, and my appointment as cabinet member for children’s services in Oxfordshire between 2023 and 2025, I wound down the work of Oxford Teacher Services, although I did manage to help the UAE with their concerns about a teacher supply model, and continued monitoring both ITT and teacher labour market statistics.
Yesterday, Oxford Teacher Services Ltd was sold to OXIE Holdings Ltd. This company is in the forefront of dealing with aspects of AI in schooling, and also the development of ‘drone football’.
I believe that ‘drone football’ has a great future. Why not book a trial event for a day, for your school, company or youth group. ‘Drone football’ can also be booked for birthday parties. ‘Drone football’ will also be showcased at a number of science fairs over the next year.
I will still continue to monitor labour market data through dataforeducation, and will publish a report early in January on headteacher turnover in England during the 2025-26 school year. If you would like more information about that work, please contact me either through the comment section or by email.
I would like to thank everyone that has helped make the work of Oxford Teacher Services Ltd possible during the past 13 years, and I wish it well for the future as a part of OXIE holdings.
Yesterday, the BBC ran a story about graduates and repayment of their tuition fees. Of the three graduates featured: one had paid nothing of the loan off, and her interest payments were increasing; one had paid something, and one had repaid the lot, using a family loan at a lower rate of interest. Plan 2: Three friends on a decade of student loans – BBC News
What stuck me about these three graduates in their 30,s was how much they were earning. One, in private practice, earned £50K; another as a project manager working outside London earned £72K and the third in financial services earned £85K.
Now, all no doubt have responsibilities, but do they have the same level of responsibilities as a primary headteacher, even of the smallest school?
Since last summer, I have seen 36 headships advertised on a scale starting at below £60,000 and more than 270 in total with a scale starting below £70,000. Now there are pension benefits and employer-driven flexitime holidays that the graduate in private practice might not expect, but there is a freedom that self-employment brings, plus other advantages.
Of course, the bottom of the scale might not be where a headteacher start, but it does provide a guideline. Indeed, with falling rolls, I have seen some re-advertisements at a lower salary than the original advert.
In post earlier this year, I wondered whether about primary headteacher salaries Are state school headteachers overpaid? | John Howson and I make no excuse for returning to the subject. It’s a tough job running some our smallest schools. Little by way of support staff; mixed age classes, the same amount of DfE demands, from the annual census to attendance returns, let alone Ofsted looming.
I don’t know whether the NAHT still submit job evaluation data comparing headteachers with comparable salaries elsewhere to the School Teachers Pay Review body, and I hope that they still do, because it seems to me that secondary headteachers manging a leadership team are often rewarded with a six figure salary, primary heads managing themselves, and both teaching and providing leadership aren’t properly recompensed. And what happens when a grumpy parent uses AI to submit a 22 page complaint, and expects a response?
Hopefully, if the school is in an academy trust or a diocese, help will be forthcoming, but for maintained schools, it will depend upon how many staff are left supporting education in Children’s Services. Not many, in some authorities, I fear.
As I pointed out in the previous post, a teacher in a large primary school on the upper Pay spine and with a TLR (Teaching & Learning Responsibility point) might earn nearly as much a headteacher in a small school, and with the benefit of the 1265 hours worktime directive that doesn’t apply to those on the Leadership Scale, such as headteachers.
I sincerely hope that the School Teachers Pay Review body will consider the issue of the demands of being a headteacher, and the remuneration it deserves. If it doesn’t, I suspect many primary headteachers would make excellent project managers, and not have to work evening and weekends. And, of course they wouldn’t have to deal with staff, parents and pupils.
A headteacher role is a great job, but it needs rewarding appropriately, and not just a sum based upon pupil numbers alone.
LinkedIn invited me to try their new lead generation tool. I asked it to look at this blog, and it came up with a number of possible future posts I could use to gather new readers, all generated by AI (artificial intelligence) from some key prompts and audience identifies that I provided.
It is an interesting piece, although, I have altered (added in italics) some additional text. I would be fascinated to hear what readers think.
AI starts here
A dashboard showing applications up fifteen percent across the board is one of the easier things in education data to misread, and can be one of the more expensive in terms of outcomes.
If you consider recruitment to Initial Teacher Training (ITT) as an example. The structural reason that a dashboard can be misleading is that an ITT recruitment dashboard aggregates things that behave nothing like each other. Domestic and international applicants, candidates with and without visa routes, subjects with entirely different seasonal curves, and applications that will convert at wildly different rates all sit inside the same headline number. The dashboard is honest. The aggregation is what misleads.
Three patterns come up repeatedly:
– Treating a total as a common trend, when a surge in one subject or one applicant group is carrying the whole figure
– Reading application volume as recruitment, when the gap between offer, acceptance and enrolment is where subjects like physics may be very different to that in Classics.
– Comparing the current month to the same month last year without checking whether the policy environment, bursary levels or visa rules changed in between
However, the second-order effect is the one that causes real damage. When a headline figure looks healthy in December, the case for intervention weakens, and by the time the subject-level picture is unambiguous in March the levers that would have mattered, bursary announcements, provider allocations, targeted campaigns, may have already closed for the cycle.
Intervention decisions are can risk being made against an aggregated number at exactly the point in the year when disaggregation would tell you, the reader, something much more useful.
The key takeaway: the dashboard rarely gets the arithmetic wrong. However, all too often it might be read as a single story when, in reality, it is holding four or five different stories, and the one that matters is usually the quietest.
AI ends here.
My message that isn’t in the AI piece, is, if designing a dashboard, first know what is its purpose. If you don’t know what it might reveal, check regularly for trends. As an example: when I first started counting headteacher vacancies in the 1980s, I didn’t know that church schools will be more likely to re-advertise their vacancy than non-faith schools. When looking at teacher vacancies; I didn’t know the rhythm for temporary and maternity leave vacancies being advertised, but I had a hunch, and added the field to the database. As a result, I would also say, collect as much data as you can, when constructing a database, as you might not know what it will tell you.
So, thanks to AI for simulating this post, and quickly offering me some thoughts about many posts I had already written. Does this make this a genuine post or an artificial one?
How early in the annual ITT recruitment cycle can you confidentially predict the outcome? I asked myself this question when, earlier today, someone looked up a post on the blog that I wrote in February 2022. Not much of a Christmas Present | John Howson
Based on the data from the end of January 2022 for courses starting that autumn, I wrote the following
‘In summary, there is a degree of caution about the data in this monthly release, but there is almost certainly work still to be done to avoid another year of under-recruitment and a tight labour market for schools in 2023’
This was my cautious way of saying that a further year of trouble lay ahead. Even I, at that time, could not have predicted how far away from the targets the outcome for that year’s recruitment was to be. Of course, the targets may well have been too high, just as the current year’s targets may well be too low in some subjects. Nevertheless, recruitment outcomes were brutal. See STEM subjects ‘late recruiters’? | John Howson and More on the ITT census | John Howson as well as a number of other posts during December 2022 discussing the ITT census and its findings.
Over the course of more than 25 years studying monthly trends in recruitment, I believe that by the end of February in a normal year – Covid pandemic years being an unforeseen exception – it is possible to predict trends from that month’s data. This is because, by then, applications from final year undergraduates and discontented new graduates are in decline as finalists concentrate on exams and final coursework to be replaced for the next six month much more by career switchers.
Crucially, in Jue and July new graduates that haven’t found a job may swell the number of applicants when there is a tight graduate labour market. If there are plenty of graduate jobs, and the application rate until June has been subdued, a late bounce is unlikely.
In the past three years, application data has been made more challenging to interpret because of the large influx of applicants from ‘the rest of the world’. These applicants may account for as much as 25% of the total number of applicants. Even if they are made ‘offers’ will they obtain the necessary visa to come to England, and then will they be allowed to teacher here? So far, this is an issue in some subjects, but not across the board.
Should the DfE react to poor recruitment data? An interesting question. They did react in 2013 in July when I ventured to suggest some subjects would not hit their targets. You can read what happened in my book ‘teachers, schools and their vies on education’ available either n Amazon or directly from myself via the comments section.
Suffice to say, I think that was a face-saving exercise, but the substantive point remains. Can and should the government intervene in a cycle to help recruitment. Hopefully, with falling rolls and the threat of AI, they won’t need to. However, it is worth remembering that the Training Grant was announced in a March, and had an immediate effect upon recruitment.
Traditionally, the Labour Party conference used to end in song. Historically, it was the Red Fag that was belted out by delegates, many of whom had learn to sing both in school and in church, chapel or other place of worship. Go to a funeral or a wedding these days, and singing is often either desultory or non-existent, except for a few brave souls. Partly, this is down to the decline in attendance at organised worship, but partly, especially for weddings, it may be down to the decline in music teaching in schools.
However, it will take more than a few philanthropic gestures to revive music in our schools. The subject has now reached a crisis point in state schools across England. I don’t expect the number of new trainees to meet the DfE’s target this autumn. Sadly, It is not as if missing the ITT target in music is something new.
ITT census
% of target recruited
2019/20
80
2020/21
122
2021/22
71
2022/23
62
2023/24
27
2024/25
40
2025/25
65
My expectation for the 2025/26 outcome is somewhere between 80-85% based upon September acceptance numbers through the DfE recruitment to ITT portal data published yesterday – see my previous two posts for more details.
The improvement to around 80% is because the target for this September has been reduced by the DfE from a high of 820 trainees needed in 2024/25, to a new low of 260 two years later for the 2026/27 intake.
ITT target
2021/22
2022/23
2023/24
2024/25
2025/26
2026/27
Music
540
470
790
820
565
260
In part, the reduction in the target is the result of not adding unfilled places in one year to the target for the next year. That was a policy I have always said, since it was tried in the 1990s, was a mistake. Schools cannot absorb more than a certain number of teachers each year, and they always start the autumn term fully staffed for the timetable that they have produced.
Change the timetable, and cut an examination subject, and a school is unlikely to offer it the following year in its options package, especially if it might not recruit a teacher needed to teach the subject, and someone else might need to make way for the restoration of the subject to the timetable. Once gone, it is hard to recover without a change in policy.
Of course, falling rolls will mean a reduction in demand for teachers, assuming school funding doesn’t improve – quite likely, and that retention remains at current levels – also likely with a faltering graduate job market. But is the cut to 260 places for music, a cut that would certainly justify the removal of the bursary sensible? The DfE seem to think so, after having run the Teacher Supply Model, based upon current input data. I am less sure.
So far in 2026, there have been over 500 vacancies for teachers of music and heads of department, so by year-end in December that total might have increased to somewhere between 550-600 vacancies across the year in state schools.
How does that compare to possible supply? In 2025/26 the ITT census recorded 367 music trainees. Allowing for wastage, both in-course and post-course that might reduce the available number to less than 300 or about 50% of vacancies, leaving the other 300 to be filled from returners or other sources.
Music
ITT census
2013/14
380
2014/15
375
2015/16
355
2016/17
355
2017/18
295
2018/19
300
2019/20
320
2020/21
483
2021/22
390
2022/23
301
2023/24
214
2024/25
345
2025/26
367
estimate
2026/27
240
With the reduced target of 260, the likely outcome, based on the September offer number is for around 230 trainees at the end of the year, with less than 200 available to work in the state sector in 2027, based on past trends.
Vacancies would need to fall by around 200 in 2027 for that number of new teachers to take up half the vacancies. If vacancies were to remain at 600, admittedly an upper estimate, then new entrants to the labour market might only be able to fill a third of vacancies. This would be grim news, and leaves me with two conclusions
The Teacher Supply Model has cut targets too far too soon
The removal of the bursary has affected recruitment, but the effect has been masked by the cut to the ITT target.
In the real world, unless I am wrong, fewer children will study music from September 2027/28 onwards – that’s the next school-year.
Is that what the government wants? I don’t know, but I do know that there is a risk of music disappearing as an examination subject unless more music teachers are recruited.
I was told, an unverified number, of just 190 entries in the North East Region for music at A level this summer. How many of those were from private schools? I will see what I can find out from the published statistics.
Music is changing, but that change won’t happen nor will music continue to support growth in the economy through orchestras, popular music and other trends if we let music die in the majority of state schools.
A world where music is created by Artificial Intelligence and not by humans, will be a less enjoyable place in which to live.
In my previous post, I said at the end of the post that I would look at what any differences between the August ITT acceptance data issued by the DfE earlier today, and the ITT census to be issued in December 2026 might be, by looking at the difference between those accepted in September 2025 and the ITT Census of December 2025.
In reality, this task has proved something more of a challenge that I had expected. This is mostly because of the late announcement of the targets for September 2026. These were not announced until April 2026, by which time many subjects had already made offers in excess of the new, and lower, targets. The fact that the targets for 2026 were in many subjects drastically reduced has made the analysis almost impossible.
Because of the reduction in the targets, it is possible that the outcome of the 2026 ITT Census could be the best year in terms of hitting targets since 2012, especially once Teach First and any other non-DfE portal recruitment is factored into the census.
However, there are a few subjects that rely almost entirely upon the DfE portal for recruitment that we now know are very unlikely to meet even the revised target for September 2026.
These are: Business Studies; Classics, Drama; Religious Education and the catch-all ‘Other’ that includes media and communication studies, social studies, citizenship and psychology.
Although how the ‘other’ subjects grouping reaches a target of 2,035 places remains a bit of a mystery. As I have advocated elsewhere, it is now time to breakdown the ’other category’ into its component subject targets to allow for meaningful discussions about teacher supply. With around one in eight places in the ‘other’ category and the category recruiting very poorly it is time for a more meaningful discussion about the classifications used by the DfE for its IIT targets.
A reminder of how the targets have changed this year when compared to the previous year
2025/26
2026/27
Total
26,920
20,800
Primary
Total
7,650
5,520
Secondary
Total
19,270
15,280
Art and Design
680
605
Biology
985
675
Business Studies
900
1,200
Chemistry
730
690
Classics
60
75
Computing
895
565
Design and Technology
965
620
Drama
620
370
English
1,950
1,980
Geography
935
685
History
790
520
Mathematics
2,300
2,000
Modern Foreign Languages
1,460
1,085
Music
565
260
Others
2,520
2,035
Physical Education
725
655
Physics
1,410
810
Religious Education
780
450
Some years ago, the total was nearer 40,000 trainees, so this has been a dramatic reduction.
When were secondary trainee targets last as low as 15,280? Not for some time. I will do a search and see if I can find out the last time the targets were this low for both primary and secondary trainees. As these targets now include almost all routes, it will be interesting to see whether when they were last this low were there no ‘off target’ numbers such as the former employment-based routes?
Earlier this year, (in April) the DfE slashed the targets for new trainee teachers, citing falling rolls. In some case, this won’t have made a difference because either the new target was still unattainable or those in ITT had already exceeded the new target, and presumably couldn’t or wouldn’t withdraw offers already made.
So, what does the landscape look like this September, now that the DfE has released the data that will be close to the final outcomes for courses, at least those recruiting through the DfE portal. The Teach First, and other such programmes must be added to the data. However, before the ITT census there will undoubtedly be some dropouts or no-shows to courses. As a result, the September numbers accepted should provide a good idea of the basis for calculating the number of new teachers emerging onto the state school labour market for September 2027. (Take of 6% for in-course-wastage, and then 15-20% of the remainder for those not wanting to teaching state schools – these are conservative percentages). This means there may well be shortages in some subjects, especially the arts that Labour seemed to want to espouse, as the table shows.
The final percentages for mathematics and physics may well depend upon how many overseas students can obtain a visa, firstly to study and then to work in England?
It really is time to open up what the DfE means by ‘others’, and include some more actual subjects in the list. Computing may be the first subject to be benefitting from concern over the loss of jobs to AI.
I very much doubt whether the total for music, biology, religious education, design and technology, geography and English will be enough to meet the needs of schools in 2027. Rolls across the country just are not falling that fast, whatever is happening in London.
I am not sure what the DfE has calculated for the effects oof VAT on the private school sector, but if numbers fell in that sector, the sector would need to recruit fewer teachers. This would only have an impact if it was a reduction in overseas student numbers, as, presumably, home students would transfer into the state system, requiring more teachers, even at the worse pupil-teacher ratio of the state sector.
Where are acceptances down on last year?
Applications submitted were 62,633 this year, compared with 55,637 last year. However, accepted numbers were down from 26,714 to 24,850 meaning an increase of more than 4,000 applicants rejected.
The number of acceptances fell across all age groups, larger falls were in the age-groups normally associated with career switchers, and there were relatively small falls for new graduates. This is encouraging news for the long-term health of the profession, as younger trainees that stay the course should provide for the cadre of future leaders.
Most of the fall in acceptances were of females: down from 17,918 to 16,189, with males just declining from 8,516 to 8,382. This may reflect the greater number of females that apply for primary sector courses.
More worrying is the fact that while acceptances from ‘rest of the world’ applicants remained steady at 1,440 this year compared with 1,428 last year, most UK regions witnessed a decline in acceptances. There were 9,661 acceptances for primary phase courses compared with 9,887 last year, while secondary phase acceptances declined from 16,829 to 15,190.
Apprenticeships bucked the trend, witnessing more acceptances (1,453 against 1,310 for PG and 261 against 198 for degree apprenticeships). Salaried route acceptances slumped from 618 to just 304, presumably as a result of the apprenticeship route, which may be cheaper for schools.
Finally, all training provider regions witnessed a decline in acceptances, with fewer than 1,000 trainees across the North East region being accepted ( 911 compared with 1,078 last year).
If I have time, I will compare the 2026 September acceptances with census to measure whether there is any significant amount of change between the two datasets.
As part of its monthly review of applications by graduates to train as a teacher, this blog has often commented upon the issue of whether there will be sufficient new teachers of music. This blog has also condemned the withdrawal of the bursary for music by the Labour government.
These posts are all related to the supply side of the question about how many music teachers are needed each year to staff the state school system in England. The DfE answers that question using the Teacher Supply Model, basically an algorithm using past data that can be problematic when future needs don’t follow past trends.
For most of the period between 2015 and July 2026, I have been tracking actual demand for music teachers in state schools, as recorded through advertisements. Tracking adverts has the added advantage of not only assessing demand for classroom teachers, but also looks at trends for subject leaders in music, and the extent to which they are part of larger groupings of arts and creative subjects. Tracking vacancies can also highlight areas where demand is not being met easily, but highlighting where vacancies are being re-advertised.
I have already posted a couple of blogs so far this year on demand:
‘It will not be known until December 2026 as to whether trainee numbers are sufficient to meet the needs of schools after taking into account the number of returners to teaching. However, the fact that some 20% of posts were readvertised during the survey period does point to some pressure on the pool of possible applicants. There certainly seems to be only a small reserve at best. ‘
Music is an important art of the nation’s cultural heritage and identity, and the State, through schooling, has an important part to play in recognising the breadth and depth of that heritage, and encouraging future generations to continue and develop it in ways never imagined when I was at school.
To ensure a pipeline for the future, especially if university departments continue to axe music degrees, then the music community in schools should consider creating a teaching apprenticeship for those young people that are good at music and might want to become a teacher. Creative thinking about developing future teachers of music is an imperative. Now, who will take the lead? The new National Centre? Unlikely? So, it is up to the community, and perhaps MusicMark to think deeply about the issue of where the next generation of teachers of music will come from in a changing world of higher education. A teaching conservatoire?
This week, the Education Policy Institute (EPI), a think tank with left leanings, published another report about the value of ensuring teachers don’t leave the profession compared with trying to boost recruitment. Their latest report is called Retain or Recruit? Microsoft Word – EPI_RetrainRecruit_September2026 and follows on from their earlier report on a similar topic, reviewed in my blog post from 2022, ‘Keeping Science Teachers in Schools Keeping science teachers in schools | John Howson Both EPI reports were supported by The Gatsby Foundation, a body that has a long and honourable history of supporting research in this field.
The latest EPI report makes three recommendations:
Fund a specialist-equivalent retraining programme
Close the data gaps on completion, post-programme teaching, and demand
Add retraining alongside bursary policy, not in place of it
I am all in favour of re-training, if there are the teachers with sufficient knowledge, skills and desire to retrain to do so located in the schools that need them. After all, with an open labour market for teachers, using price as a mechanism for attracting teachers to work in schools without teachers capable of delivering physics at an advanced level hasn’t worked.
However, the EPI report does need to be set into the current context of falling pupil numbers that will eventually affect the size of sixth forms. As I demonstrated in an earlier post, Are small sixth forms a good idea? | John Howson small sixth forms often don’t perform well. Is it worth making sure any first tranche of retrained teachers would be in schools with a viable future, and the possibility of a credible ‘A’ Level programme? However, this is a much wider issue than just teaching physics to ‘A’ level that a future government may need to deal with at some stage.
I am all in favour of ensuring we know who teachers what to whom, and indeed what isn’t being taught in some schools because of the lack of a qualified teacher. I wonder whether this information already exists within the School Workforce database? If not, some sampling of schools might be useful. The 1999 study that I participated in showed that ‘Teaching ‘A’ Level physics was an important driver in retention of early career teachers. I guess it might also be for those retrained. We know for ‘A’ Level entries the schools not currently entering any candidates for the subject.
It is also worth recalling the EPI previously visited this issue in 2018, as I noted in my blog post Pay physics teachers more than history teachers? | John Howson when the issue of differential pay was discussed. Mechanisms around recruitment and retention incentives and equal pay for jobs of equal worth can bedevil that debate.
Finally, it is worth considering whether programme such as Teach First have a better rate of retention than other ITT routes, including apprenticeships and salaried schemes.
We all want more teachers of physics, so I hope that decision-makers consider the EPI approach seriously, as they did with pre-ITT course subject enhancement courses.
What does it take to ensure all training places for graduates wanting to be a teacher are filled. The best chance of sufficient trainees is when the school population is in decline, the job market is challenging for graduates – especially new graduates – and existing teachers are not exiting the profession at the same rate as previously.
The current ITT position is governed by the fact that school rolls are falling, so fewer new teachers are needed; the graduate job market is beginning to feel the consequences of AI, or it may be for graduates in some subjects, such as computing. Although teachers leaving the profession, net of returners, has not changed much, the opportunities for teachers to work outside of England and not pay back their student loans is probably still increasing.
The 2026 targets for trainee numbers were cut by the DfE. We won’t know until the ITT census in December what the overall picture looks like, but the table below shows the position if all ‘accepted’ for courses covered by the DfE’s monthly statistics of numbers accepted were to turn up and be recorded in the 2026 ITT census.
Subject Target 2026/27 August offers Fill: August view August Accepted Fill on Accepted August Chemistry 690 1530 YES 1362 YES Biology 675 679 PROBABLY 492 NO Mathematics 2000 3141 YES 2720 YES Design & Technology 620 741 YES 659 YES Art & Design 605 756 YES 624 YES Geography 685 589 NO 496 NO Classics 75 47 NO 39 NO English 1980 1900 POSSIBLY 1587 NO Drama 370 338 POSSIBLY 279 NO Business Studies 1200 379 NO 283 NO Music 260 283 YES 238 NO Religious Education 450 367 NO 308 NO Others 2035 527 NO 424 NO History 520 1166 YES 995 YES Modern Languages 1085 1409 YES 1201 YES Physics 810 1649 YES 1434 YES Physical Education 655 1608 YES 1359 YES Computing 565 1041 YES 876 YES
Despite the cuts to training places, some subjects are still unlikely to meet their reduced target, even though they have more trainees accepted than last year. However, the effect of AI may be seen in the increase in numbers accepted in computing.
The focus now should be on recruitment into the arts and social sciences, where some subjects only beat the target number by a very small margin, and others missed even the reduced requirement. Can the DfE afford to offer bursaries in these subjects without cutting the bursary elsewhere and risking a yo-yo effect of no bursary, a slump in applications.
Personally, I think al trainees should be treated equally, and that the DfE should not try to pick winners and losers. However, with funding tight, I cannot see that happening, even with a Secretary of State more likely to be sympathetic to teachers than some of her predecessors.
In passing, it is worth noting that applications from those in their 50s are below the numbers in the last cycle. All other groups have recorded increases, but for the ‘21 and under’ new graduates grouping, this is just 106 more applicants. For the 22-25 age groups it is just over 600 more application out a total of over 15,000.
The large increase in applications is for secondary courses, up from 38,169 in the last cycle to 43,365 this year. However, much of that increase has been fuelled by an increase in applicants from the ‘Rest of the world’ – up from 8,777 in the last cycle to 14,049 in this cycle, now accounting for more than 25% of applicants once those from the EEA are included in the total.
The September DfE data will be confirmatory, and few changes are expected that is unless those from overseas that have been ‘accepted’ fall foul of the government’s visa rules.
What of the class of 2027/28? With falling rolls, and the increasing effect of AI on jobs for new graduates, it seems likely a new golden age for teacher training may be dawning. However, this will result in casualties among providers: not all will survive.
This blog called the start of the supply crisis in 2013, and was condemned by the DfE for doing so. Perhaps it might be rewarded for charting what has happened over the next 13 years, and its predication for the future? But somehow I doubt it.
