further & higher education
local government
primary & secondary education

Establishing and Delivering Teaching Apprenticeships

further & higher education

local government

primary & secondary education

08:45 - 15:50

Thursday 9 May 2019

Central London

Early Bird Discount Offer

10% off all advertised rates for a limited time only. Discount available to public / voluntary organisations only


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:

  • Headteachers
  • Assistant Headteachers
  • SCITT Directors
  • Principals
  • Vice Principals
  • Governors
  • Trustees
  • 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 OBE, CEO, Surrey South Farnham SCITT and South Farnham Educational Trust and Chair, Trailblazer Group for Post-Graduate Teaching Apprenticeships and Claire Harnden, Deputy CEO, South Farnham Educational Trust
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. After one year or three terms, an apprentice will become a Newly Qualified Teacher (NQT), gaining Qualified Teaching Status (QTS) during a fourth term after an end-point assessment that consolidates their learning.

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.



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)


Questions and Answers Session


Refreshments and Networking


Case Study: Delivering Teaching Apprenticeships Across a Teaching School Alliance

  • Outlining the structure of the four-term apprenticeships being offered across primary and secondary schools in the alliance, with training taking place in two schools
  • Sharing the blend of online learning and in-school development that will be accredited by Tes, with QTS being awarded in the third term and an end-point assessment conducted in term four, as an NQT
  • Effectively aligning the apprenticeship training with the wider ITT programme for a holistic approach, ensuring all trainees have adequate mentorship as well as support to apply theoretical knowledge to best practice pedagogy
  • Exploring how trainees’ ITT learning is consolidated through the end-point assessment, which will accompany the post-graduate Level 6 teaching apprenticeship standard

Ashlie Hughes, Headteacher, St Clere’s School and Lead, Thurrock Teaching Schools Alliance (invited)


Case Study: Securing Funding to Develop Higher and Degree Level Teaching Apprenticeships

  • Sharing the journey to accessing a portion of the £4.9 million government funding for 27 degree apprenticeship projects, to develop and deliver teacher apprenticeships
  • Outlining the teaching apprenticeship qualification options offered, up to a Level 7, and how the course and assessment structures differ across each option
  • Discussing best practice in working with local schools to ensure that apprentices are allocated enough study time alongside working in the classroom
  • Evaluating the impact that this new route into teaching has had on the local education offer, bringing a wider range of teachers into the profession, and creating a more accessible and inclusive educational experience

Anne Mansey, Head of ITT, University of Hertfordshire (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)


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Evaluating the Development of Postgraduate Teaching Apprenticeships

  • Discussing the impact of the apprenticeship trailblazers, including Surrey South Farnham SCITT, on the development of teaching apprenticeship standards and frameworks
  • Sharing guidance for teachers who are training apprentices to meet the demands of the Teacher Apprenticeship Standard, including how they can demonstrate the key themes of Professional Knowledge and Skills and Professional and Personal Behaviours
  • Considering the benefits of becoming an End Point Assessment Organisation (EPAO), and how schools can procure this service from other training provider schools
  • Understanding the decision taken to postpone plans to introduce an undergraduate apprenticeship, and the impact this will have on teaching assistants ‘graduating’ to teachers

Sir Andrew Carter OBE, CEO, Surrey South Farnham SCITT and South Farnham Educational Trust and Chair, Trailblazer Group for Post-Graduate Teaching Apprenticeships and Claire Harnden, Deputy CEO, South Farnham Educational Trust (CONFIRMED)


Special 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)


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

Ian Cleland, CEO, Academy Transformation Trust (ATT) (invited)


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) (invited)


Questions and Answers Session


Chair’s Summary and Close

*Programme subject to change

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