Establishing and Delivering Teaching Apprenticeships
further & higher education
primary & secondary education
This Forum will provide participants with an opportunity to discuss best practice methods for delivering high – quality teaching apprenticeships. Sector leaders will share updates around the implementation of the graduate teaching apprenticeships and ensuring these meet the requirements of the Teaching Standard as well as apprenticeship assessments. In addition, delegates will discuss how to make effective use of the apprenticeship levy with best practice case studies that are delivering outstanding training opportunities.
This Forum is specifically designed for both primary and secondary schools. Typical job titles will include:
- Assistant Headteachers
- SCITT Directors
- Vice Principals
- Finance Directors
- School Business Managers
- Directors of Operations
- Heads of Teaching Training and Development
- Teacher Training Coordinators and Learning and Improvement Managers
This Forum is also open to Local Authorities and the Higher Education Sector to encourage networking and debate.
Key Speakers Confirmed:
- Caroline Jones, Head of Routes into Teaching, Department for Education
- Emma Hollis, Executive Director, The National Association of School-Based Teacher Trainers, NASBTT
- Sir Andrew Carter KBE, CEO, Surrey South Farnham SCITT and South Farnham Educational Trust and Claire Harnden, Deputy CEO, South Farnham Educational Trust and Chair, Trailblazer Group for Post-Graduate Teaching Apprenticeships
- Amy Harper, Director, Teach South East SCITT
- Simon Martin, Executive Consultant, Academy Transformation Trust Further Education
- Kerry Bishop, Apprenticeship and Qualifications Development Manager, Local Government Shared Services (LGSS)
View the agenda and additional speakers
By 2021, 2.3% of all staff across the public sector must be employed as apprentices to reach the government’s target of having delivered 3 million new public sector apprenticeships, as laid out in the Enterprise Act 2016. While schools may deliver a variety of apprenticeship opportunities across a range of professions within a school setting, the new postgraduate teaching apprenticeships will be a key way for schools to meet government targets, while tackling the ongoing teacher recruitment crisis.
To support these efforts, all employers with an annual payroll of over £3 million must now pay into the apprenticeship levy. Schools, whether through a local authority or an individual school or multi-academy trust (MAT), can then access funding from this levy to cover the cost of training apprentices. However, further funds must be found by the schools themselves to cover the cost of wages, and so schools must budget effectively for this new route into teaching. They must also provide adequate off-the-job training for apprentices for 20% of the programme which is distinctly different to usual classroom activities. In addition to working towards Qualified Teacher Status (QTS) on successful completion of the course, apprentices will also complete an end point assessment (EPA). The minimum duration of the teaching apprenticeship is one year and it is anticipated that end point assessment will typically take place during the first term of the NQT year.
The onus is now on all schools, academies and MATs to ensure they utilise the apprenticeship levy to deliver postgraduate teaching apprenticeships alongside other school-based teacher training routes, while ensuring they are prepared for the financial implications of this extended training offer that will enhance the teaching workforce. By effectively preparing to deliver apprenticeships, schools can make best use of the apprenticeship levy and work towards solving the recruitment crisis.
Sir Andrew Carter OBE, CEO, Surrey South Farnham SCITT and South Farnham Educational Trust
Andrew is CEO of South Farnham School Educational Trust.
South Farnham Primary School has achieved many awards and accolades and has been named as Sunday Times Primary School of the Year twice. South Farnham was selected as one of the first ‘Teaching Schools’; it is also a National Support School. The School also has a flourishing SCITT with 120 trainees.
Andrew is a National Leader of Education and has contributed articles and features in educational journals. Most recently, Andrew chaired the Independent Review of Initial Teacher Training, and was the Chair of the Employers Group for Teacher Apprenticeships in 2018.
Andrew sits on a range of national strategic policy groups including the Teaching School Council and the Regional Commissioning Board for the South East England.
In 2003 Andrew received an O.B.E. for services to education and a knighthood in 2014.
Claire Harnden, Deputy CEO, South Farnham Educational Trust and Chair, Trailblazer Group for Post-Graduate Teaching Apprenticeships
Claire has over 22 years of experience working in primary and secondary schools in Surrey, Essex and North London and roles have included Director of Specialist Status, Associate Consultant, NPQML Lead Facilitator, Deputy Headteacher and Director of Teaching School. Claire’s keen interest in research and development and initial teacher training has been developed through leadership of two school based teacher training providers and within Multi-Academy Trusts and Teaching Schools. Claire is a NASBTT Trustee, Deputy CEO of South Farnham Educational Trust and currently leads Surrey South Farnham SCITT, Surrey’s largest school based primary provider.
Emma Hollis, Executive Director, The National Association of School-Based Teacher Trainers, NASBTT
Emma Hollis is Executive Director of the National Association of School-Based Teacher Trainers (NASBTT) which promotes high-quality schools-led programmes of training, education and professional development of teachers. Emma was appointed in 2017 having previously been a Trustee at NASBTT for 18 months. She was also formerly Head of a Teaching School Alliance and ran a SCITT.
Registration, Refreshments and Networking
Chair’s Welcome Address
James Noble-Rogers, Executive Director, University Council for the Education of Teachers (UCET) (CONFIRMED)
Morning Keynote: Outlining the Government’s Vision for Delivering Teaching Apprenticeships
- Sharing an update on the roll out of teaching apprenticeships so far, and the progress being made in ensuring that apprentices make up 2.3% of the school workforce by 2021
- Summarising the various options for structuring and delivering teaching apprenticeships, including a 12 month apprenticeship or a 4 term programme
- Considering the content quality when assessing teaching apprenticeships, and when Level 7 credits can be offered for Level 6 programmes when the required criteria is met
- Discussing the benefits of the extended QTS period and how this will ensure higher teaching standards among apprentices upon qualifying as teachers
- Understanding the process for how non-levy paying schools can also offer postgraduate teaching apprenticeships
Caroline Jones, Head of Routes into Teaching, Department for Education (CONFIRMED)
Special Keynote: Evaluating the Development of Postgraduate Teaching Apprenticeships
- The addition of the teaching apprenticeship route to the ITT landscape and the impact upon teacher recruitment
- Discussing the impact of the apprenticeship trailblazers, including Surrey South Farnham SCITT, on the development of teaching apprenticeship standards and frameworks
- Considering the benefits of becoming an End Point Assessment Organisation (EPAO), and how schools can procure this service from other training provider schools
Sir Andrew Carter KBE, CEO, Surrey South Farnham SCITT and South Farnham Educational Trust and Claire Harnden, Deputy CEO, South Farnham Educational Trust and Chair, Trailblazer Group for Post-Graduate Teaching Apprenticeships (CONFIRMED)
Questions and Answers Session
Refreshments and Networking
Case Study: Attracting New Teachers Through Postgraduate Apprenticeships
Working with London Metropolitan University to offer a new school-led, employment based Postgraduate Teaching Apprenticeship programme
Providing candidates with the possibility to join the school as a teaching assistant in the summer term before starting as an unqualified teacher in training at the start of the new academic year
Exploring the benefits of attracting graduates into primary school teaching, offering children a new teaching and learning experience, and greater recognition for these new teachers
Understanding how to access the apprenticeship levy in order to cover the tuition fee costs of trainees
Highlighting the Teaching Apprenticeship Standard as a measure of quality of trainees, and how this translates into the training of postgraduates
Rachel Davie, Headteacher, Orchard Primary School (invited)
Case Study: Successfully Delivering Postgraduate Teaching Apprenticeships as a SCITT
- Outlining the structure of the SCITT, led by two Outstanding schools who are partners in the Surrey Teaching Schools Network and licensed to deliver National College Leadership Programmes
- Considering how this joint expertise is harnessed for the apprenticeship offer
- Comparing and contrasting the apprenticeship model with the school direct route, and how schools can use resources from the latter to deliver new teaching apprenticeships
- Discussing the benefits of offering trainees the option of switching their School Direct Salaries Route to the Postgraduate Teacher Apprenticeship if the school, training provider and trainee agree it best suits all needs
- Exploring the role of the University of Sussex in working with providers across the SCITT to allow trainees to work towards a PGCE
- Sharing best practice in meeting the 20% off-the-job training requirement, and strategies for ensuring this is distinctly different to normal working duties
Amy Harper, Director, Teach South East SCITT (CONFIRMED)
Sponsored Session: Teaching Apprenticeships – A Secret Recruitment Weapon?
- Advertising, marketing and the importance of social media channels in recruiting to apprenticeships
- The customer experience – simplifying the on-boarding for all ITT routes
- Campaign data and insights
- Reaching a new audience
- Broadening and strengthening partnerships to increase applications to all Teacher Training routes
Robyn Johnstone, CEO, Education Placement Group (CONFIRMED)
Questions and Answers Session
Lunch and Networking
Afternoon Keynote: Making Apprenticeships Work For Every School
- Considering the implementation of teaching apprenticeships so far, and the characteristics of successful programmes, such as how they make best use of the levy
- Understanding how the Association of Accredited Teacher Education Providers is assessing apprenticeship provisions in practice, and how school-based providers can demonstrate a quality training offer
- Sharing updates on gathering more evidence on the work-based route into teaching that would allow teaching assistants to become teacher apprentices
- Exploring the impact that the new postgraduate teaching apprenticeship route will have on the wider teacher training landscape going forward
Emma Hollis, Executive Director, The National Association of School-Based Teacher Trainers, NASBTT (CONFIRMED)
Case Study: Collaborating to Develop and Implement Teaching Apprenticeships
- Outlining the process of becoming an employer involved in the development of the Level 6 Teacher Apprenticeship Standard, alongside other schools, local authorities and higher education partners
- Discussing the formation of the standard, including how employers collaborated to identify the necessary components of the non-degree qualification route into teaching
- Developing an effective teacher assessment plan in line with the Professional Knowledge and Skills required of a teacher
- Translating best practice from delivering teacher training for over 20 years into providing the new postgraduate teaching apprenticeships, and working with Canterbury Christ Church University to offer qualifications, alongside over 130 local good and outstanding primary schools
Jo Palmer-Tweed, Executive Director, Essex & Thames Primary SCITT, and Advocate, Chartered College of Teaching (CONFIRMED)
Questions and Answers Session
Refreshments and Networking
Case Study: Becoming an Approved Apprenticeship Training Provider
- Outlining the journey to getting published on the Register of Apprenticeship Training Providers (RoATP), and subsequently gaining funding to conduct training through the apprenticeship levy
- Understanding the roles and abilities of approved training provider MATs in delivering apprenticeship training to their own staff and applicants, as well as being able to provide for others, without having to rely on colleges or local businesses
- Discussing the financial impact of becoming an approved trainer, including how this can be used to generate income for schools across the MAT
- Taking lessons from other apprenticeship programmes within the MAT, such as business and administration, to implement best practice in the new postgraduate teaching apprenticeship
Simon Martin, Executive Consultant, Academy Transformation Trust Further Education (CONFIRMED)
Case Study: Providing Teaching Apprenticeships Across Local Authorities - A Shared Services Approach
- Working across Northamptonshire and Cambridgeshire County Councils to develop and deliver coordinated and targeted advice for all schools around the apprenticeship levy, accessing funding and providing apprenticeships
- Ensuring that all maintained schools, where the local authority is deemed the employer, understand they are included in the levy, and supporting them to effectively consider this within their budgets
- Sharing best practice in arranging webinars for all schools across the authorities, to disseminate information about the levy, and answer questions on the practicalities of delivering teaching apprenticeships
- Understanding how the LGSS Learning and Development Team became an approved training provider for apprenticeship delivery both in its own schools, and employers outside of the local authorities
Kerry Bishop, Apprenticeship and Qualifications Development Manager, Local Government Shared Services (LGSS) (CONFIRMED)
Questions and Answers Session
Chair’s Summary and Close
*Programme subject to change