A new report by the Institute for Public Policy Research (IPPR) think tank and education charity Ambition Institute has called for the government to invest £260 million to fund a national entitlement to teacher training.
The report recommends that this funding, spread across the current parliament, would support additional training for 75 per cent of teachers within four years, aiming to boost school standards, close the growing disadvantage gap and improve teacher retention.
Professional development, the report states, is the most cost-effective and empowering means of achieving high-quality teaching, identified as the most powerful lever within schools’ control to close the disadvantage gap. However, most teachers in England undertake fewer than 30 hours of professional development annually, less than half the OECD average of 62 hours. In comparison, Singapore, often regarded as a global leader in educational outcomes, guarantees teachers 100 hours of training each year.
The report also highlights that increased teacher training could help address major challenges facing schools, including the rising number of teachers leaving the profession and the growing complexity of pupil needs, especially among those with special educational needs and disabilities (SEND).
IPPR and Ambition Institute propose that all teachers should have free access to a set of professional qualifications, including new short courses aimed at busy mid-career teachers. These qualifications would form a ‘training passport’, providing a structured professional development pathway from entry to leadership stages.
Blueprint for Continuous Professional Development
According to the report, a new training entitlement would not only enhance professional expertise but would also make teaching a more attractive career by showing greater investment in teachers’ progression. This recommendation comes ahead of the government’s spending review and amid preparations by teaching unions for potential strike action over pay.
The proposed model includes a universal development entitlement available to all teachers and leaders nationally and permanently, building on the current framework. It suggests a career-long ‘golden thread’ of recognised qualifications, free for all teachers, with a particular focus on supporting teachers in the most challenging schools. The report recommends providing free places on government-funded programmes and grants to cover staff cover costs, targeting extra training towards priority areas such as SEND and early years education.
The report also aligns with the government’s election manifesto commitment to introduce a teacher training entitlement to ensure teachers stay updated on best practice. It offers a detailed plan for how this commitment could be delivered effectively and efficiently.
The authors argue that empowering teachers through training is a key example of how public services can become more efficient by investing in workforce expertise rather than relying on top-down targets and compliance measures.
Loic Menzies, IPPR associate fellow and lead author, said, “Investment in the expertise of all teachers and the wider education workforce is the best way to unleash a powerful cycle of improvement.
“Right now, schools face a workforce crisis alongside a growing attainment gap. If we want schools to serve children of all backgrounds better, we need to invest in teachers and others in the classroom. That doesn’t just mean pay – important though that is. We also need government to make good on its pre-election commitment to continuous professional development. Free access to a ‘golden thread’ of high-quality training opportunities should sit at the heart of that commitment and would empower teachers to provide the world-class education our children deserve.”
Raising Standards Through Investment in Teachers
Marie Hamer MBE, Ambition Institute’s executive director for strategy and impact, emphasised that teaching quality is the most influential school-based factor affecting pupil outcomes. She said: “Effective teaching disproportionately benefits pupils from disadvantaged backgrounds and those with special educational needs and disabilities. If we want high and rising standards, then investing in developing expert teachers is our best option.
“The government’s pre-election commitment to a ‘professional development entitlement’ was a powerful sign of its ambition. Today’s report provides a blueprint for turning that promise into a reality.”
Avnee Morjaria, IPPR associate director for public services and a former deputy head teacher and Ofsted inspector, added, “My own experiences in schools have taught me that teachers are the most important part of making a difference to pupils’ lives. This is particularly true of those teaching the most disadvantaged pupils and in the most deprived areas.
“The profession has been undervalued for too long. Teachers are difficult to recruit and are routinely leaving the profession. This is not just a pay issue; teachers need investment in their professional development so that they have the tools to teach well.”
