3 training scenarios where teaching apprenticeships fit

In research published by the National Foundation for Educational Research (NFER), school leaders reported that ‘insufficient quantity and quality of available applicants for teacher vacancies was a key recruitment challenge’, with more vacancies posted by schools in 2022 than before the pandemic.

On top of recruitment challenges, Education Support’s research for the Teacher Wellbeing Index 2022 found that there has been a 5% increase in the number of teachers who don’t ‘feel very well supported at work with mental health and wellbeing’, and in our own Teacher Wellbeing Report 2022 67% of UK teachers said their workload is unmanageable and 47% said there aren’t opportunities for them to develop in their current role.

Add on to this the dispute and strike action over teacher pay and things are looking extremely tough for schools.

So, in the current climate it’s vital that, as a school leader, you consider all the options available to support, develop and retain your existing staff.

Apprenticeships can play a huge role in shaping your school’s workforce strategy. With government funding available they can be used to develop current staff, and recruit and train new staff, for little or no extra cost to your school. They can even be a vital tool for succession planning for retiring staff.

We have some hugely talented people working in our schools and we need to nurture and retain them. As part of National Apprenticeship Week 2023, we’re taking a look at three possible scenarios where a teaching apprenticeship could best help your staff to become qualified teachers while they continue to work at your school.

Scenario 1: The cover supervisor

Our cover supervisor first worked in school as a learning mentor and attendance officer. She already had a degree but hadn’t thought about teaching until her school asked her to do some cover work. She enjoyed being in the classroom and started to regularly cover lessons, becoming a cover supervisor. The following year, she began her Postgraduate Teaching Apprenticeship, funded by her school through the apprenticeship levy. Once she qualifies, she’ll become an ECT in her school.

Scenario 2: The recent graduate

Our recent graduate was working as an HLTA in a primary school. He knew that he wanted to become a teacher but was keen to gain experience in a school first. He liked the idea of training and learning on a school-based route rather than returning to university. His school had not been able to recruit for a vacant teacher post, so they appointed him to teach as a postgraduate teaching apprentice while he studies. He will take up the ECT post when he finishes.

Scenario 3: The experienced TA

Our experienced TA had been completing her degree with the Open University alongside working in her school. She had taken responsibility for working with groups of pupils and had started covering the class while the teacher had her PPA time. Once she completed her degree, she started her Postgraduate Teaching Apprenticeship. Her school are supporting her through training but as they haven’t got a teaching vacancy for next year, she has been appointed as an ECT in another local school in the MAT.

Are you interested in developing your next generation of teachers? Find out how you can combat teacher shortages and retain talented staff by building your own qualified teacher workforce with our Postgraduate Teaching Apprenticeship.

If you’re looking to train your classroom support team take a look at our Level 3 Teaching Assistant Apprenticeship.