Initial Teacher Training

Baroness Blower Excerpts

Thursday 18th November 2021 Lords Chamber

[Baroness Blower (Lab)]

My Lords, I am pleased to have the opportunity to speak in this debate. I congratulate my noble friend Lady Donaghy on securing it and on her opening speech. I fully endorse the important points and speeches made by my noble friends Lady Morris and Lord Knight, with whom I believe I worked pretty well as a highly elected member of the National Union of Teachers when they were at the Department for Education.

Teacher supply is clearly at the heart of ensuring that our schools can fulfil society’s aspiration that all children and young people should be afforded a high-quality, broad and balanced curriculum—I endorse the points made by the noble Baroness, Lady Coussins, and the noble Earl, Lord Clancarty, on breadth and balance—in whichever institution they are educated, allowing all to achieve their full potential and push beyond any constraints of lack of self-confidence or self-esteem which some students experience. Proposed policy on initial teacher education and training does not seem to provide securely for a sufficiency of teachers to respond to that task in all its complexity. Currently, even where places are taken up for pre-service training, as noble Lords have heard on a number of occasions in this House, the rate of attrition is very high. We are losing teachers from our classrooms at a much higher rate than is consistent with a stable profession.

The Government have now proposed a course for reform which represents a radical shift in the approach to teacher education and training. As was mentioned earlier, it was subject to consultation between 7 June and 22 August 2021—substantially, of course, during the academic year holidays. At the time, Nick Gibb was the Minister for School Standards; he justified the short timescale on the basis that it was urgent, yet 13 weeks later we are still awaiting the outcome. Meanwhile, the process has been opaque, with no record that I have been able to find of how a small, hand-picked group chaired by Ian Bauckham of the Tenax Schools Trust—as my noble friend said—went about the review of the ITTP provider market.

The Library briefing on initial teacher training providers and the review gives a large number of figures for recruitment to a variety of routes into teaching and faithfully reports what the review was ostensibly set up to do—to ensure that:

“All trainees receive high-quality training … The ITT market maintains the capacity to deliver enough trainees and is accessible to candidates … The ITT system benefits all schools.”


All are highly laudable aims. However, it also records that while

“many in the sector welcomed the aims of the review”,

there has been criticism that the reality might be “potentially disruptive”, with Cambridge University among others, as referenced by my noble friend Lady Donaghy, asserting that there is

“no ‘single right way’ to train teachers”

and suggesting that it may withdraw from the market if the proposed reforms go ahead. As I understand it, it was not alone among Russell group universities in taking this view.

There is a clear sense among many who have sought to engage with the Government’s proposals that they are a straightforward step along the road to central, national control of how teachers are taught to teach and how they will be expected to teach. This may well have its genesis in Michael Gove’s time as Secretary of State for Education, when he famously insulted academics in university education departments, describing them as “the Blob”. Whether he secretly feared that university education departments were hotbeds of Marxism or was just pursuing a centralising and controlling agenda while ostensibly lauding school autonomy may be a matter for debate.

It is clear that jurisdictions held to be successful take a different approach from that suggested in the direction of current government policy. There are clearly elements that could be welcomed. However, while greater support for newly qualified teachers—what we now call early-career teachers—is a good thing, the need for schools to provide a mentor for each early-career teacher may put enormous pressure on staffing in schools and could lead to them employing fewer early-career teachers.

I trust that the Minister will be able to update the House on progress towards the establishment of an institute for teaching. There is talk of there being only two bidders on the shortlist, Star Academies and the Ambition Institute, neither of which has strong links with higher education institutions.

I hope the Minister will be able to reassure us that university departments of education are considered an important part of initial teacher training and education going forward. Professional autonomy and agency for teachers are critical for a successful teaching profession. It is in the universities that they develop these capacities.