Bringing in new recruits to teaching remains a pressing concern across the sector, particularly in subjects facing shortfalls.

While we know that applying to be a teacher can feel exciting for most, it can be daunting, too. In fact, we have found that sometimes those who signed up would back out before the course even started.

We realised that we needed to do more to ensure trainees felt supported from the moment they enquired through to when their courses started, and then on to completion.

This required some simple changes, which have helped us ensure those who show an interest are supported very quickly. Here’s how we do it:

1. Quick responses

One thing we have established is ensuring that those who apply feel they are part of the process straight away, and we handle any issues that arise as promptly as possible.

To do this, applicants receive a swift response to their application - not just an acknowledgement that we have received it via email, but we aim to book a short Microsoft Teams call to introduce ourselves and answer questions within 15 minutes of receiving the application.

Building this connection from the earliest stage possible really helps maintain the interest of our trainees.

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We have also established a dedicated external phone line for applicants to ensure a personable approach, with a full-time administrative assistant on hand to provide immediate advice.

What’s more, for anyone who wants to know more, we offer a half-day visit, including a tour, lesson observation, a course overview, observation of an initial teacher training delivery session, and the chance to meet current trainees.

2. Preparing for success

As well as this, we also now hold a four-day summer conference where all trainees meet and connect before the course begins.

These months can be an anxious time, previously leading to some trainees dropping out, but the conference provides reassurance and structure.

Trust CEO, Lynsey Holzer, welcomes trainees on the opening day, helping to build a sense of belonging.

Orientation days and pre-placement school visits further prepare trainees, so they start September with clarity and confidence. We haven’t seen any dropouts from the programme this academic year.

3. A dedicated space

Our new facility, based at Cromwell Community College (an all-through school and sixth form), provides a permanent home for our training.

This central base enables additional primary and post-16 experience days, and we see it as a “school within a school” - a professional community of adults learning together, which feels more connected than it would otherwise.

4. Enrichment

We regularly invite speakers from across the trust - including headteachers and central team leaders - to deliver sessions on adaptive teaching, inclusion, special educational needs and disabilities strategy and pupil premium.

This is a new development to promote cohesion, and these sessions are guided by gaps identified by trainees themselves, and double as CPD for existing staff.

Faye Baxter is ITT partner lead (secondary) at Active Learning Trust

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