This one day online conference examines the future for initial teacher training in England, and next steps for the Early Careers Framework and Core Content Framework.

It will be an opportunity for stakeholders and policymakers to discuss the outcome of the 2022 provider accreditation process, which will be implemented alongside the delivery of new quality standards for training from September 2024.

Delegates will look at its impact on access to provision, and strategies to prevent cold-spots and regional disparities in access to training and the recruitment of newly qualified teachers. Discussion will also consider the impact of the reaccreditation process on subjects that are currently suffering teacher shortages, such as science and maths.

The agenda also examines the role of Teaching School Hubs moving forward, with a focus on increasing engagement as the Government considers applications to be included in the next round of Teaching School Hubs from September 2024.

Those attending will consider strategies to increase primary school engagement with Hubs as well as the future place and role of universities in the ITT market. There will also be a focus on how to increase participation of schools outside multi-academy trusts in Hubs whilst maintaining a coordinated and joined-up approach to training.

Further sessions consider how to increase involvement of special schools and alternative provision settings in Teaching school hubs and strategies to increase placement options for trainee teachers in these settings. Delegates will consider proposals for the integration of SEND specialist knowledge into the Core Content and Early Careers Frameworks, and how this can be done effectively.

Those attending the conference will discuss options for further aligning the Early Careers and Core Content Frameworks, following the Department for Education’s call for evidence last year - as well as academic freedom and provider autonomy in the delivery of the Core Content Framework moving forward.

Discussion will also consider next steps for teacher recruitment and retention, including strategies for support and improving qualification rates, as well as whether the appointment of mentors as a standalone profession in multi-academy trusts would increase recruitment and options for other schools outside of Trusts. It comes with DfE figures revealing highest rates for five years of dropouts and those failing to qualify.

Delegates will assess the workload of newly qualified teachers and their mentors, as well as strategies to improve staff satisfaction, alongside the potential impact of proposed travel bursaries for trainee teachers in preventing cold-spots in provision and reducing dropout rates.

Overall areas for discussion include:
• standards: examining the current state of play in England - key areas for improvement - creating evidence-based approaches to reform
• future ITT delivery: outcomes of the 2022 provider accreditation process - looking ahead to implementation - policy priorities for teacher training moving forward - Teaching School Hubs participation
• access:
     ◦ preventing cold-spots and disparities in access to provision following the accreditation process - the impact of provider partnerships
     ◦ meeting teacher supply and recruitment objectives - disparities in recruitment access for shortage subjects - SEND and AP placements - financial support for trainee teachers
• Early Career Framework: options for change following the DfE call for evidence - aligning the ECF and Core Content Framework - managing workloads - enabling improvement of content and delivery
• Core Content Framework: options for updating the framework and addressing barriers - ensuring the curriculum is fit for purpose - academic freedom and provider autonomy - SEND specific content.