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The Department’s Overall Supply Strategy
Routes into teaching
Provisional data on PG ITT new secondary entrants by subject and route1,2,3,4,5,6Table1:Data sourced fromthe DfE Initial Teacher Training (ITT) Census, details the breakdown of secondary STEM trainees across the different trainingroutes available.The table indicates the typical university route into ITT attracted the most STEMtrainee teachers.
https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2017-to-2018
MarketingMarketingis the key strategic component for promoting teaching as a career and the benefits of training to become a teacher.
Marketing approachOurGet Into Teachingcommunicationprioritises the 7 priority subjects (physics, maths, chemistry, biology, computing, languages and geography)forall activityand accompanying assets. Thisis mainly done via:Keymessaging focussed on the financial incentives (bursaries)on offer forprioritysubjects, and;Audiencesegmentation research and subsequent targeting – basically planning our campaign around what channels/media index highly for the coresubjects.Our Direct Marketing team sends out subject-specific (physics included) emails tothose who have registered an interest in teaching.
Why I chose to teach – Get Into Teaching TV campaignWatch out for a further burst of TV advertising throughout May to boost the national Get Into Teaching recruitment campaign.The2 TV adverts arefilmed in a working school, showcasing the pride teachers take in their job and ‘why I chose to teach’, and are being supported by advertising on social media online, in the press and on the radio.Please follow uson Facebook, Twitter and Instagram; yourretweets, likes and shares help to promote a positive image of teaching and are vital to our joint recruitment efforts.
Physics specific marketing activity
PhysicsSpecificWe run digital banners that are physics-focussed- aimedat potential physicsapplicantsWe run subject-specificadsacross socialmedia (including for physics).We haverecently had a scholarship focussed Social MediaWeek where we sent out subject specific scholarship messaging.OurPartnerships team have produced several articles and case studies using current physics or science based teachers-https://www.theguardian.com/get-into-teaching/2018/mar/13/left-silicon-valley-teach-physics-there-no-comparison
Financial Incentives
Bursaries -Incentives for AY 2018/19 include a generous bursary of £26,000 for trainees with a 2:2 or better in a relevant degree (sciences, MFL and computing).For maths, we are trialling a financial incentive package totalling a minimum of £30,000 is available and this is made up of:£20,000 bursary during their initial teacher training year,Two career bonus payments of at least £5,000 in their 3rd and 5th year of teaching, providing you have taught in a state-funded school in England since completing your ITT. There bonus payments are enhanced to £7,500 if teaching and specified areas of EnglandScholarships -We also offer prestigious scholarship bursaries to ITT trainees who are successful at securing a scholarship. Scholarships are aimed at the top C10% of ITT participants and offer enhanced training focused on quality and increasing the professional status of teaching. These are available for candidates with a 2:1 or above in chemistry, physics, maths, computing science, modern foreign languages and geography.For AY2018/19 science scholars (including computer science) will receive a £28,000 scholarship bursary. Maths scholars will receive a £22,000 bursary in their ITT year and are also eligible for the two early career bonus payments.
We have already implemented a number of financial initiatives that are designed to recruit more graduates into teaching priority subjects including the physics. Our bursaries are all offered tax-free.
Package of Incentives to increase teacher supply 1/2
We have a number of initiatives that are designed toencouragemore STEM and computer sciencespecialists into teaching:SubjectKnowledge Enhancement (SKE)programmes help recruitment to priority subjects in initial teacher training (ITT) by refreshing or building on an applicant’s existingexpertise,so that they are ready to teach their chosensubject. Fundingis available for SKE courses in maths, physics, chemistry andbiology;Paid Internships, which allow STEM undergraduatestoexperienceteachingand to encourage them to commit to itas acareer;Undergraduate with Qualified Teacher Status, where wehave provided funding to support the best universities to develop new courses that provide pathways for maths,computer science, physicsand MFLstudentsto train to teach alongside their academicstudies; andMaths and Physics Chairs, which recruitshigh calibre post-doctoral researchers who havea passionto teach maths and physicsintothe schools where they are mostneeded.We also have initiatives which support qualified teachers to teach STEM subjects:Teacher Subject Specialism Training (TSST) which offer school led-courses to upskill non-specialist with a strong STEM background in order to increase the number of STEM hours that can be taught.Returners- we also offer a range of support, including TSST, to qualified teachers who are not currently teaching but want to return to the profession.
Package of incentives to increase teacher supply 2/2
International Recruitment:Alongsidethis work to ensure we are recruiting the best and brightest STEM and computer science teachers from the domestic market, we are working with embassies and equivalent government departments in other countries to explore how we can boost domestic supply with STEM teachers from other countries.DfEis piloting a school-led approach for recruiting mathematics and physics teachers from abroad.We have awardedgrants to two school-led networks to test approaches to attracting, recruiting, deploying, acclimatising and developing overseas qualified mathematics and physics teachers from native English speaking countries;USA, Canada, AustraliaandNew Zealand.DfE are further expanding the pilot model via Teaching School Council to increase reach across the country and provide an additional supply route within the regions.
Retention Initiatives
As well theMaths phased bursary(see slide8) the government have a number of other initiatives to maximise retention rates.TheTeachers’ Student Loan Reimbursement schemeisavailable to Biology, chemistry, physics, computer science and MFLteacherswho have been awarded QTS status between A/Y 2013/14 –2018/19 and are currently workingin one of 25 participating localauthorities*. The scheme is designed to retain andrewardteachers by reimbursing studentloan repaymentsthat have beenmade in the previousyear.We have alsoWe arestripping away the workload that does not add valueor give teachers the time and the space to focus on teaching. On 10 March 2018, we set out further steps we will take to do this. We announced that we will:entera period of stability for assessment, qualifications and thecurriculum;clarifythe roles of actors within the accountabilitysystem;andlauncha working group to look at data and evidence collection, and launched a video setting out what we and Ofsted do not expect schools to do.Thisfollows on from our workload reduction action plan in February 2017, and we now working in partnership with the education profession to develop a toolkit to support workload reduction, and have run a series of regional events promoting practical approaches to removing unnecessary workload at school level.TheDfE also delivers a number of subject specificCPD programmesto support teachers to teach thenew curriculumand qualifications. Including on computing (a new £84m programme announced in Budget), maths (through maths hubs and the teaching for mastery programme), and science (through STEM learning and other programmes).

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