Publication of the Initial Teacher Training Census for 2025-26 suggests - on the face of it at least - a more positive picture for recruiting postgraduates into teacher training, with primary exceeding its targets.

The Department for Education said that the reduction in the primary target was “principally a result of more rapidly falling pupil numbers” and is attributed to better forecasts for teacher retention and the recruitment of newly qualified teachers who have deferred their entry to the profession.

Meanwhile, secondary recruitment missed its target, as it has every year apart from one since 2012-13.

So, while the sector does appear to be showing “fragile green shoots” of improvement on recruitment, there is much work to do.

What do ITT providers think?

We recently asked school-based initial teacher training (ITT) providers: “What else do you think the government should do to improve teacher numbers?” Some 75 respondents were unanimous in their agreement on what action is still needed and remain understandably cautious.

Across the survey, which we conducted in October and November, the strongest and most repeated message is that improving teacher numbers requires addressing the fundamentals of the profession: pay, workload, respect and resourcing.

Respondents consistently argued that teaching must be made a more attractive long-term career, not just an attractive training option.

They call for meaningful workload reduction, more planning, preparation and assessment time, smaller class sizes, better special educational needs and disabilities support, greater flexibility and a cultural shift that raises the status of teaching and stops the negative media narrative (by some, not all!).

Furthermore, many emphasise that recruitment issues cannot be solved without improving retention, and that teachers rightly need to feel valued, well supported and able to do their job effectively.

Financial barriers

A second dominant theme concerns the financial barriers to entering the profession.

Respondents overwhelmingly highlight the need for fairer and more consistent bursaries, with many calling for bursaries across all subjects and phases - particularly in primary education - instead of fluctuating year-to-year incentives.

There is also concern that inconsistent bursaries create perverse incentives and undermine recruitment in particular key subjects.

Others propose reducing or abolishing tuition fees, fully funding ITT and offering student loan forgiveness. Many describe high living costs as the biggest reason for candidate withdrawal.

Respondents also point to structural issues in the current system. They suggest improving placement capacity, increasing funding for mentors and reducing the administrative burden on schools so that they are more willing and able to host trainees.

Several highlight that the Home Office immigration system is out of step with the DfE’s need for international teachers, limiting recruitment of strong overseas candidates.

Others argue for a strategic regional approach to teacher supply, noting the over-recruitment in some areas and severe shortages in others, and emphasise the importance of locally rooted, context-aware ITT providers - particularly in rural, coastal and northern regions.

Selling the profession

Marketing and messaging also emerge in the survey as areas requiring attention.

Respondents say there is little visible promotion of teaching as a career and very few recruitment events in some regions.

They suggest a clearer national strategy that presents a balanced, positive picture of teaching and communicates its benefits - pay progression, community, meaningful work, collegiality - rather than focusing only on classroom challenges.

Some believe that early exposure, such as funded work experience or level 3 pathways into teaching, could help broaden and diversify the pipeline.

Overall, ITT providers urge the government to pursue a holistic, long-term approach: improve the attractiveness of the profession; stabilise and rationalise financial support for trainees; reduce workload; retain experienced staff; strengthen regional and school-based capacity; and work collaboratively with providers and teachers.

The consensus is clear: teacher supply cannot be fixed through recruitment incentives alone.

What is needed is systemic investment in the profession itself - something we at the National Association of School-Based Teacher Trainers wholeheartedly support for 2026.

Emma Hollis is CEO of the National Association of School-Based Teacher Trainers (NASBTT)

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