Tag Archives: teacher supply

Music ITT will miss its target: my reasoning

Posted on by
1

After my last blog post on ITT targets, someone messaged me to ask how I decided which subjects were likely to meet their targets so early in the recruitment round? As I tried to make clear in that post, it isn’t an exact science, but more a guide towards trends in each subject.  

The big assumption, and why the DfE has accused me of ‘scaremongering’ in the past, is that the rest of the recruitment round will follow the pattern set in previous years. There is a rhythm to recruitment that normally goes through three phases.

Phase 1 –November to January.  Early entrants that know they want to be a teacher, and apply early in each recruitment round.

Phase 2 – February to June – final year students tend to be focused on completing their courses, so applications tend to be more likely to come from career switchers into teaching. The behaviour of this group can be closely linked to trends in the wider labour market: lots of graduate redundancies, and there will be more applications to teaching. A buoyant labour market, and fewer may consider teaching as a career. Offers will also depend more on the location of places available, as this group of applicants tends to be more location specific: they may have a partner, and a stake in a local housing market.  Places on national schemes, and local school-based programmes can be important to this group of applicants.

Phase 3 – July until the start of courses. Trends in this phase tends to be linked to the labour market for new graduates. Those graduates that have left job-seeking until after their finals will look to teaching in greater numbers if there are few options elsewhere. In the past male applicants have tended to feature more in this group, especially in some subjects.

Of course, two events can upset the normal rhythm. In 2020, the Covid pandemic created a surge in applications between April and July, possibly because of uncertainty about the wider labour market.

The other event that can shape the ITT market is the actions of government. Changes to the bursary scheme or events, such as the introduction of a Training Grant can make a big difference to applications. By their very nature, they cannot be predicted, but they can be modelled.

 2026 ENTRY TO PG ITT
 MUSIC
2025 TARGET565
OFFERS JANUARY 202670
OFFERS JANUARY 202591
TOTAL OFFERS 2025416
DIFFERENCE 2025 TOTAL AND 2025 January OFFERS325
PROJECTION for 2026395
ESTIMATED SHORTFALL170

In the table is my estimate for the outcome for music in this round, on which I have based my view that the subject will not fill all the ITT places, if the target remains the same as last year. Any increase in the targets makes a shortfall even more likely. At present, the target would need to be reduced more than 100 places to a level not seen in recent years, and not in line with the recent Curriculum Review for the subject to meet its ITT target. Of course, restoring the bursary to music might help increase recruitment this year.

I have experimented with turning this post into a podcast. https://drive.google.com/file/d/1oBFKJw7ucryRK1hNTvHy2gOIdDcJWaOQ/view?usp=drive_web Let me know what you think

ITT January 2026: lots to ponder

Posted on by
Reply

On the face of it, the January 2026 data around postgraduate ITT applications and offers looks good news for the DfE, and for schools Initial teacher training application statistics for courses starting in the 2026 to 2027 academic year – Apply for teacher training – GOV.UK

By the 19th January 2026, there had been applications from 26,217 candidates. This compared with 20,771 at the January data point in 2025. Candidates applying for primary courses were up from 7,283 to 8,676: a modest increase.

For secondary courses candidate numbers this year were, 19,232 compared with 14,862 at last January’s datapoint. That looks like very good news, perhaps worthy of a Statement in Parliament.

However, it is worth delving a bit deeper into the data before putting out too much bunting. Applications from the ‘Rest of the world’ account for 8,353 of this January’s total, compared with 5,088 last January. That means that this group now account for a whopping 30% of candidates. This compares with 23% of candidates from this grouping in last January’s data.

Of even more concern, is that the numbers of candidates from the United Kingdom haven’t kept pace with the growth in overseas applicants. The growth in applicant numbers from the North of England has been especially weak; only 90 more compared with last year from the Yorkshire and The Humber region, and only 71 more from the North East.

Admittedly, the North West has seen an increase of over 400 applicants, and London, over 500 more. However, the South East only has around 140 more applicants than last year. This is around 7% more, but this percentage pales into insignificance compared to the more than two thirds increase in applicants for ‘the Rest of the World’.

The dominance of the ‘Rest of the World’ applicants as a share of the total makes commenting upon the data challenging. Normally at this time of year, I might be happy to predict those subjects likely to miss their ITT targets, based upon more than 30 years of data collection. Not knowing how the ‘Rest of the world’ applicants are spread both between primary and secondary phase, and within secondary phase by subjects adds a unique challenge to any predictions this year.

However, based upon ‘offers’, and the outcome of the 2025 ITT census, and assuming no significant change in the pattern of applications over the rest of the cycle – such as a significant weakening of the demand for new graduates or another pandemic – I am happy to make some suggestions for the outcomes based upon current trends.

I expect that Religious Education, Modern Foreign Languages, Music, Classics and the ‘other’ group will all miss their target this year.

I am not sure about biology, where offers are down by 194, but the subject reached 151% of target last year. I am also, as yet, uncertain about Geography, where offers are down, but the subject surpassed its target last year.

Despite the increase in offers, I still don’t expect Physics, Design & Technology, Business Studies and Drama to meet their targets, although on this showing they might do better than last year, assuming those with offers actually turn up when courses start: always a worry this early in the recruitment round.

On the current data, Physical Education and History, as ever, will surpass their targets. Mathematics, computing and Chemistry, should also meet their targets. I am unsure about English, where offers are down, and the subject only just beat its target in 2025.

Overall, I think that the DfE needs to consider how the statistics are presented, if a nearly a third of applicants might need a visa to train. How does this fit in with other government policies? Perhaps we can set up training courses overseas, so that these new would-be teachers from the ‘Rest of the world’ can work in the new State Schools to be established as a part of the DfE’s export drive, announced last week.  

Higher Education still matters in ITT

Posted on by
Reply

Just over a decade ago, it seemed possible that higher education might no longer have a future in teacher training. The talk was all about schools, and training teachers where they were needed, rather than on university campuses that weren’t necessarily located in the places where teachers were required by schools.

Indeed, even as long ago as the mid-1990s, when School Centred Initial Teacher Training (SCITT) first rally started, many of the early SCITTS were located where higher education provision was lacking, such as along the north bank of the Thames estuary.

Looking back to 2013, and you can find this post in my Book*, there seemed a real threat to the future of higher education continuing with ITT. Sadly, we lost the Open University, with its mature entrant focus, and a couple of other providers at that time.

Fortunately, the decision by Ministers to ignore the Teacher Supply Model targets in 2013, and overinflate the number of ITT places allocated, compared with the predicted need for teachers by schools, offered higher education a lifeline, while a rethink took place behind the scenes.

Fast forward to the present day, and we have seen postgraduate routes now dominate both secondary and primary ITT. Despite the High Potential route (think Teach First) and the salaried schemes that replaced the former Employment-based route of the GTTP, fee-based training still dominates the landscape for ITT.

What will happen in the future for ITT if the present murmuring about graduate debt becomes an issue, and graduate reject the idea of adding a fourth year of debt at high interest rates to their ‘graduate tax’, is an issue for another post.

What is interesting is the present balance between higher education and SCITTS in the postgraduate fee-paying ITT market. Helpfully, the DfE has some data in the annual ITT census.

202223202324202425202526increase candidates% increase candidates
in cycle accept ratePG fee-fundedHEI58%46%41%43%
PG fee-fundedSCITT47%41%45%47%
candidatesPG fee-funded HEI31,02036,51439,91041,17010,15033%
PG fee-funded SCITT16,33419,05620,54721,8275,49334%

There are several interesting points about this Table. Both routes have seen an increase in candidates between the 2022/23 cycle and the 2025/26 cycle – the present group of postgraduate trainees currently preparing to be a teacher.

On the face of it, acceptance rates in higher education have fallen significantly, from 58% in 2022/23 to 43%, for the current group of trainees, while SCITT acceptance rates have increased. It is worth saying, in passing that had acceptance rates not increased, the flow of new teachers into schools would have been even worse than it has been post-covid.

Is there an explanation for the fall in HEI in-cycle acceptance rates. Clearly more candidates might mean more choice, but whereas for SCITTs more candidates meant more acceptances, for HEIs it has meant the opposite. One reason for this might be the increase in overseas applicants. Such applicants might be more familiar with higher education courses rather than SCITTs, so may have disproportionally applied to universities, and that may well have affected acceptance rates. I will try to consider the data around this issue in another post.

Wha t s clear, from the data, is that unless Ministers revise their policy when falling rolls means fewer training places over the next few years, the fee-paying ITT sector for postgraduate courses will see a place for higher education. This was not the outcome many feared might be the case.

However, it will be the attitude of students to debt levels that may influence the future shape of postgraduate, and indeed all ITT, over the next few years.

If would-be trainees refuse to take on more debt, perhaps we might even see the return of the training grant, phased out in 2010 in favour of bursaries and scholarships.

If I was a policy-maker, I would be watching the signs carefully about student’s attitude to debt, especially among current undergraduates.

*Teachers, Schools and views on Education by John Howson. Available from Amazon as an e-book for £9, or as a paperback

DfE Vacancy site: fit for purpose?

Posted on by
Reply

When the Public Accounts Committee effectively told the DfE to create a vacancy website some eight years ago Teacher Recruitment | John Howson and Why is the DfE spending millions inventing a teacher vacancy service? | John Howson the present site, in its original form, was the outcome.

At the time, I pointed out to the DfE that TeachVac was already doing most of what was required, and for free. As my post above shows, the editor of the TES at the time also had something to say.

Sadly, and probably because of procurement rules – although the DfE could have sanctioned a trial of TeachVac to understand the requirements of any vacancy site – the DfE spent public money procuring a site that wasn’t fit for purpose. At least with the browser I use, the site still has significant shortcomings from the point of view of jobhunters.

Although free to use, it is not mandatory for state schools to use the DfE site, so, some do, and some don’t. This leaves jobseekers with the need to search more than one site to check for all vacancies: not a good idea at the best of times, and certainly not when falling rolls make jobs harder to come by.

The DfE site also has its idiosyncrasies. Although it tells users that jobs appear with the most recent first, that isn’t always the case.  Page two of a list may well start with a duplication of some jobs from page one, and new jobs, not recorded earlier may pop up almost anywhere in a listing.

Perhaps.it might be better to lists jobs by closing dates, as that is what matters to many jobseekers: do I have time to apply for this job?

Some vacancies appear with either very short – is there an internal candidate – or very long periods between advert and closing date. The latter schools risk losing candidates to schools that are fleeter of foot in the recruitment process, and being left with only candidates that they wouldn’t want to appoint, except in those areas where there is an over-supply of teachers.

As job hunting is such a key part of their members’ work-life, I have always been surprised that the teacher associations haven’t been more vocal with the DfE in demanding a cheap and purposeful job board, using the best of modern technology at the lowest cost to schools. Perhaps I shouldn’t be surprised, as when I tried to sell the idea of TeachVac in 2013, there was no interest.

Now I am once again researching vacancies, I can cheerfully say, mixing up TLA, technicians and other non-teaching jobs with teaching vacancies, and including random jobs like a drama post or TV and film vacancy in the music vacancy list strikes me as irritating, but perhaps it is good to persuade teachers to look beyond their original search criteria?

I am sure the DfE could make money by inviting private schools to use their site. I have seen a couple of vacancies for such schools on the DfE site, but it is overwhelmingly state schools.

Perhaps it is time for a rethink of the most cost-effective way for schools to recruit teachers and candidates to find the vacancies?

ITT becomes more cosmopolitan

Posted on by
Reply

Over the past few years, the percentage of the total number of graduates training to be a teacher coming from the United Kingdom has fallen, year on year. On the other hand, the percentage of trainees on these courses from both EEA and ‘other’ countries has increased.  

YEARUKEEAOTHERKNOWN% OTHER% EEAEEA + OTHER
16/17236581295506254592%5%7%
17/18242231294532260492%5%7%
18/19265501422634286062%5%7%
19/20265621470806288383%5%8%
20/21314181747919340843%5%8%
21/22276281210823296613%4%7%
22/23200191201722219423%5%9%
23/24193638801053212965%4%9%
24/252058613811351233186%6%12%
25/262249215432082261178%6%14%

The table has been abstracted from the DfE data catalogue associated with the annual ITT census.https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2025-26

This year, trainees from countries in the ‘other’ group accounted for a record eight per cent of postgraduate trainees. Taken together with the percentage from EEA countries, some 14% of the current cohort of postgraduate trainees were from these two groups. The home student total was still 86%, but that is the national figure.

This influx of overseas trainees has helped the government meet more of its targets for secondary subjects than had it just had to rely upon home-based students to fill the places. These cosmopolitan students bring fresh perspectives that will help widen the experience of the home students they are studying alongside.

However, as my previous post suggested, these ‘overseas’ trainees are not likely to be spready evenly across courses, or across the country. A significant number will be on courses in London, while few will be on courses located a significant distance from the capital.

What matters more, is what happens to these trainees at the end of their courses. Will they be able to enter the labour market for teachers, and be provided work visas.as important, after training in England, will they want to teacher in this country or will they look to the rapidly expanding international school market for employment opportunities.

Interestingly, of the nearly 4,500 vacancies currently listed on the DfE job site, only 18 appear to say that ‘visas can be sponsored’.  No doubt, when faced with a great trainee and a vacancy that might prove a challenge to fill, attitudes might alter. However, none of the current physics posts sponsor visa students.

Why am I interested in this data? Mostly because the DfE seems to think its job is done with the publication of the ITT census, and the provision of a vacancy website.

Ever since I founded TeachVac in 2013, I have been of the firm belief that as local authorities recede into the background with regard to schooling, so central government needs to know more about the workings of the labour market for teachers. If all 3,500 non-UK trainees didn’t teach in state schools in England, and a number of UK citizens decided to teach overseas, what would be the implications for schools across England? And what would it do to the agenda of lifting young people out of poverty?

Ethnic minority trainee teachers: still huge regional differences in trainee numbers

Posted on by
Reply

1n the autumn of 1997, Baroness Estelle Morris, at that time a junior minister in the DfE, in the new Labour government of Tony Blair, opened a conference about recruiting more ethnic minority students to become a teacher. The conference was organised by the then Teacher Training Agency. That conference was held in East London, and was followed by two more in Leeds and Birmingham.

Fast forward to the ITT census produced by the DfE today, and ask the question: how successful has the campaign to recruit certain ethnic groups into teaching been since that first conference nearly 30 years ago? Initial teacher training: trainee number census 2025 to 2026 – GOV.UK

Looking at the group that has found most difficultly in becoming a teacher over the years – Black African/Black Caribbean – there still seem to be big challenges looking at today’s data. Whether these are because students from this ethnic grouping aren’t attracted to parts of the country where there are few of their compatriots or whether there are other reasons cannot be determined just from the numbers.

However, over 500 courses have no candidates recorded from this group in the data published in Table 12 today. Just over 900 courses have between one and four candidates from the ethnic group. A further 83 courses have the number suppressed as being too low, as it might allow an individual to be identified.

A quick review of courses with the highest percentage (over 50% of each course code) shows that 24 are courses run by providers in London; just three are from outside London, and for three the name does not provide a clue to the location.

Looking at the courses with more than 100 candidates from the Black ethnic group: four are located in London – two each from UCL and Teach First – and the fifth is a national SCITT.  

As might be expected, the University of East London, and several other London post 1992 universities, feature in the list of providers with between 25% and 50% of course numbers from the Black group, each with several courses in this percentage range. Most other pre-1992 universities and other post-1992 universities and the SCITTs in London have many of their courses in the 15%-25% group of providers. Few, if any, London providers feature in the list with zero percentage from the black group.

While it is good that courses in London do seem to be attracting applications from the Black ethnic group, there are still many courses in large parts of the country where that seems not to be the case. Does this matter? Would a ‘token’ representative on a single course in an institution be anything more than a token. Should we encourage such students to be trailblazers r should we accept that outside of the conurbations and a few university towns, graduates from the black ethnic group are still relatively rare.

I went to school in the 1960s with one of the few Black pupils in the school. He went on to become a teacher when Black teachers were even thinner on the ground than now, even in London.

So, there has been some progress, but not enough.

Teaching a global profession? What do the physics ITT numbers tell us?

Posted on by
Reply

My previous post contained the good news for the government in the headline data about their annual census of those on teacher preparation courses. Digging down into the details of the census, there is at least one worrying trend. https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2025-to-2026

The percentage of accepted ITT candidates within each nationality group for selected subjects for 2024/25 and 2025/26

Percentage of accepted candidates
UK and Irish nationalEEA nationalOther nationality
2024/252025/262024/252025/262024/252025/26
Total88%86%5%5%8%9%
Primary94%94%2%3%4%3%
Secondary84%82%6%6%10%13%
STEM Subjects76%74%5%5%19%22%
Physics43%32%3%2%54%66%
English93%93%3%2%4%5%
Mathematics81%81%5%5%13%14%
  1. High Potential ITT (HPITT) route and undergraduate routes are not included in this data.
  2. Subject-level candidate totals will not sum to the total candidate number due to duplication caused by candidates applying for multiple subjects.

The footnote about undergraduate routes should not be of concern as there are relatively few such courses for secondary subjects, and the numbers on primary undergraduate courses have been declining over the longer-term.

Of much more concern is the decline in percentage of accepted candidates for physics from the UK and Ireland, down from 43% last year to 32% this year. This has been balanced by and increase from 54% to 66% for candidates from outside the UK and EEA areas.

As there has bene a dramatic increase in the numbers of trainees in physics, does this matter?

On these percentages, the increase in UK and Irish trainees has been from only around 185 last year to 220 this year. That seems like a very small number and worth investigating to see if I am correct?

If I am correct, then the key issue is, where will the trainees from the rest of the world be able to teach? Will the present government’s stricter policies on immigration mean that they won’t be able to teach in England, or as graduates earning a good salary will they be given visas?

Of course, they may choose to teach in the new British state sponsored selective school being established in both India and the UAE that was recently approved by the Labour government.

British Education is a global export, regardless of the PISA scores of home students, and the destination of trainees, both within the state and private systems, as well as overseas, is an important piece of information Minister should pay more attention to than they do at present.

The number of Uk trainees is likely to be boosted in physics by those training through the High Potential route (Formerly known as Teach First), However, the data for those candidates is not included in the census this year.

No doubt there is room for some interesting parliamentary questions about trainee teachers and where they come from and where they go on to teach, especially for those that receive bursaries and other financial support from the State.

Too many teachers?

Posted on by
Reply

Earlier today the DfE published their Annual Census of ITT trainees. Published each December, the census identifies the numbers on the various teacher perpetration routes and some background information about their gender, ethnicity, degree class and routes into teaching. Initial teacher training: trainee number census 2025 to 2026 – GOV.UK

The census provides a helpful indication to schools about the labour market for the following September recruitment. In this case, September 2026.

In recent years, apart for during 2020 and the response to the pandemic, trainees number in many secondary subjects have been lees than the DfE predicted numbers needed to fill vacancies. In the primary sector, falling rolls and erratic recruitment numbers have meant there has been less of a coherent pattern about the balance between supply and likely demand for teachers. Of course, much depends upon assumptions about the turnover in the labour market, and the behaviour of possible ‘returners’ to teaching when reviewing recruitment patterns.

So, what of the current 2025/26 cohort?

subject2024/252025/26
Percentage of Target at census date%%
Physical Education213202
Biology116151
Art & Design64128
Primary88126
History116125
Chemistry62118
Mathematics72113
Geography91111
English99106
Modern Languages4493
All Secondary6188
Computing3780
Physics3077
Classics24573
Design & Technology4070
Music4065
Religious Education7962
Drama4741
Business Studies1530
Other1514

The government can be pleased with some of the best recruitment levels to their targets in almost a generation – covid years excepted – but challenges still remain. Nine secondary subjects didn’t meet their target number, with business studies still recruiting poorly to teaching, along with drama and religious studies where the target was missed by a larger percentage than last year.

On the good news side, mathematic exceeded its target for the first time in a long while, and the increase to 77% of target in physics teachers is very welcome news.

There will be too many primary school teachers looking for jobs come September, and although course providers will be happy to have recruited 202% of the target for physical education trainees, this over-recruitment does beg the question as to whether recruitment controls should be once again considered as a deterrent to such significant over-recruitment?

Taken with the news, highlighted in my previous post, about attitudes to pay by serving teachers, the government can probably stop worrying abut teacher recruitment for the first time since 2012.

However, all is not good news, if the Curriculum Review is to be implemented in full, attention to recruitment in some subjects will be needed. In that respect, as already suggested by this blog in a previous post, removing the bursary from music seems like a daft idea. Yes, there was a 25% increase in outcome against target, but that still left a third of places unfilled. Music departments in schools are often small and cannot be easily covered by non-specialists, such as the spare PE teachers. Time to think again on the basis of these figures.

Gatsby Survey confirms importance of pay and working conditions for would-be teachers

Posted on by
Reply

A Gatsby funded study by a team at London’s UCL has researched assumptions about why people do -or do not- choose to become a teacher in the UK and the US. The findings were that extrinsic rewards drive career choices. The report found that in both countries, extrinsic factors such as salary, working hours and paid leave were the most powerful drivers of career choice. Altruistic motives did play a role – participants were willing to accept lower pay for roles with higher social impact – but these were consistently smaller than the influence of pay and workload.’ New research reveals what really attracts graduates to teaching  | Gatsby Education

These factors were even seen among those undergraduates who already said they were already considering becoming a teacher.

Replies to the UCL study suggested that increasing working hours beyond 40 per week to that of a typical teacher reduced attractiveness of teaching by 15%, and that teachers holiday entitlement increased attractiveness by 11%. Increased salary raised job attractiveness by 9%.

How do these findings compare with previous research? In May 1997, almost 20 years ago, and during another period of challenges in recruiting graduates into teaching, The School Teachers’ Review Body (STRB) commissioned the agency BMRB to investigate what factors influenced the attitudes towards teaching shortage subjects/ This was a small-scale study involving only 82 graduates compared with the 2,000 undergraduates, in both the UK and the US, surveyed by the UCL team.

BMRB students said that

  • Teaching should be a vocation
  • Those sampled felt not all were suited to be a teacher
  • There were serious concerns about both working conditions and stress levels
  • Pay was acknowledged to be a significant factor – although not a deterrent to those determined to teach, a better pay structure would make teaching more attractive to those considering other options.

The views BMRB found ‘were not specific to those studying the shortage subjects … but were common across the different subject areas. ‘

So, the common message from both studies, nearly twenty years apart, and of different participant sizes and survey methods, is that teaching must be competitive in regard to pay and working conditions to attract graduates in a competitive labour market.

Another study, in 2000, for the Office of Manpower Economic (OME), by Whitmuir Research, reported similar finding to the BMRB list, but added, disruptive pupils; lack of parental support and the cost of tuition feed to the list.

A large-scale study of 1,880 final year undergradues across 26 HEIs for the TTA in 1999, distributed through careers services, found more interest amongst women than men in teaching as a career, and amongst those in post-1992 higher education institutions.

A review of where applicants to teaching come from, based on DfE data through the common application process would be a sensible annual outcome in order to see if there are changes in the key undergraduate market with regard to teaching as a career.

It seems likely that the STRB knows the issue around recruiting into the teaching profession. The question every year is – will the STRB stand up to government on behalf of the children of this country and ensure that teaching is an attractive career for graduates across all subjects?

More men looking to teach

Posted on by
Reply

Today, the DfE published their first round of statistics about applications to train as a teacher on courses starting in the autumn of 2026. Generally, one has to be cautious about data from ‘applications’ and ‘offer’ statistics published in November, as this is very early in the application round.

However, with more than 20 years of data underpinning my remarks, I think it possible to say something.

Firstly, applications – and candidates may submit more than one – are up from 13,159 last November to 15,572 this year. Applications from men are up from 5,072 to 6,580, while those from women are up from 7,978 to 9,031. That equates to 1,052 more women applying, or an increase of 13%, but 1,508 more men; an increase of 30%. I cannot recall a time when the rate of increase in applications from men last outpaced those from women.

Part of this increase is probably down to the large increases in applications for mathematics, up from 1,657 last year to 1,929 this year. In computing, the applications are up from 509 to 841, and in physics from 1,694 to a staggering 3,277. All these are subjects that tend to attract more male than female candidates.

Aword of warning, before one becomes too carried away; applications from the Rest of the World are up from 3,540 last November to 5,120 this November. Might this account for part of the increase in male applicant in these subjects? Sadly, that cannot be determined from the published data.

Final year undergraduates are not yet swarming into teaching. No obvious concerns about loss of graduate jobs to AI from the 21 and under age group, where applications are actually down by 34 from 1,276 to 1,242. Presumably, studies still take precedence over job hunting.

However, there is a big increase in the 22-24 age group applying for teaching: up from 3,349 to 3,658 with nearly 200 of this increase from 22 year olds. Maybe summer 2025 graduates that are still job hunting are turning to teaching? There is little difference in interest in teaching from those over 45 years old. However, there has been a big jump (210) in interest from the 40-44 age group.

SCITTs is the only route to have seen fewer applications than in November 2025. This may reflect the fact that the SCITT route maty be less well-known to overseas applicants. Both teacher degree apprenticeships and PG teaching apprenticeships have seen significant increases in applications. It would be interesting to see this table by phase and subject.

On ‘offers’, it much depends upon how providers handle early applications. However, there is a trend with mathematics, computing, chemistry and physics all recording the highest ‘offer’ levels since 2013/14, whereas music has the lowest offer level since 2020/21. Most other subjects are close to where they would be expected to be, although biology, PE and geography are below where they might expect to be. PE probably over-recruited to current courses, and I would expect more caution there this year.

So, overall, a good start that should presage a good recruitment round unless something unforeseen happens.