//Linking ITT and workforce data: (Initial Teacher Training Performance Profiles and School Workforce Census)

Linking ITT and workforce data: (Initial Teacher Training Performance Profiles and School Workforce Census)

By |2016-12-07T12:55:14+00:006th July 2016|Reports, Teacher careers|

This report gives some initial estimates of retention in the state-funded teaching workforce in England by teacher training route, as a proportion of all those first registering on an ITT course. We illustrate how this varies by region and teacher characteristics. We give lower and upper bound retention rate estimates, reflecting uncertainty inherent in the data. The technical annex discusses data quality issues in the Initial Teacher Training Performance Profiles (ITTPP) and the School Workforce Census (SWC) that are particularly relevant to estimating early career teacher retention.

Given imprecision in the estimates in this report it is important not to over-interpret relatively small differences in retention. However, a few findings are striking enough that they are unlikely to diminish as data quality improves. These are:

  • Three regions of England – North East, North West and South West – appear to have large numbers of new qualified teachers who do not join a state-sector school immediately after achieving QTS.
  • Those studying on undergraduate with QTS courses have low initial retention rates in the profession, though we cannot know whether this results from subsequent choices made by the individual or recruitment decisions made by schools.
  • Teach First has very high two year retention rates, but thereafter their retention is poorer than other graduate routes.
  • Ethnic minority teacher trainees have very low retention rates.
  • Individuals who train part-time or who are older have much poorer retention rates, which may simply reflect other family commitments that interfere with continuous employment records.




About the Author:

Rebecca Allen is an associate research fellow, having led FFT Education Datalab from its launch in February 2015 to January 2018. She is an expert in the analysis of large scale administrative and survey datasets, including the National Pupil Database and School Workforce Census. In January 2018 she took up a position as a professor at the UCL Institute of Education, leading the Centre for Education Improvement Science.


  1. angela newton 9 August, 2016 at 10:16 am - Reply

    The statement relating to undergraduate courses with QTS may be distorted by the much greater numbers of Primary courses offering this route. My institution runs a Secondary PE Course with QTS and is one of only a few institutions offering this course. It would be good to see a breakdown by age phase and for secondary courses by subject.

    • Rebecca Allen 15 August, 2016 at 1:58 pm - Reply

      You are right that the undergraduate figures are heavily skewed towards those taking primary courses. But this will serve to inflate the undergraduate retention rate, since primary has better retention than most secondary subjects. NCTL might well be persuaded to publish a very detailed breakdown of retention by courses and subjects in the future.

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