The TTA’s latest survey of newly qualified teachers (NQTs) also showed improvements in preparing them to deal with diversity and inclusion issues, and standards of behaviour, as well as developing their understanding of national education strategies.

Replies were received from almost 13,000 teachers six months after they gained qualified teacher status (QTS) – about 1,000 having qualified through employment based routes.

The survey showed: 

•  84 per cent of NQTs rated the overall quality of their training as good or very good,
  
• 75 per cent rated as good or very good the support and guidance they received to achieve the standards for QTS, and
  
• 65 per cent felt their training prepared them well to work with other colleagues.

The survey also showed that 63 per cent rated their training as good or very good in preparing them to establish and maintain good behaviour in the classroom – up four per centage points from last year.

There were also improvements in ratings for preparation to teach pupils:

• from minority ethnic backgrounds (32 per cent, up from 30 per cent),
  
• with English as an additional language (25 per cent, up from 20 per cent), and
  
• with special educational needs (45 per cent, up from 43 per cent).

Ralph Tabberer, Chief Executive of the TTA, said:

'These results show that the quality of teacher training in Englandis continuing to improve.

“The universities, colleges and schools which provide initial teacher training have made great strides in tackling issues such as classroom behaviour and inclusion whilst adapting to new demands from the expanded role of teaching assistants and the introduction of the national strategies.

“We still have a lot to do to keep up with the needs of schools, but by working closely with training providers on issues like behaviour management and by investing more in areas such as ICT, we can raise our game further. It is very important that schools have new teachers who can hit the ground running.”

Notes for editors

The full results are published on get into teaching link. Training providers are given individual results so that they can benchmark their own performance against the national results. This is the fifth annual survey of NQTs and the first since the introduction of the new standards for qualifying to teach (QTS).

There are a number of initiatives under way to address concerns highlighted by previous NQT surveys. The TTA has funded a resource network on behaviour management for teacher trainers and trainees. The recently launched Behaviour 4 Learning website provides a bank of resources and information on positive approaches to classroom organisation and management. For more information visit the Behaviour 4 Learning website.

The TTA has also funded a resource network focusing on enhancing the educational achievement of pupils from diverse backgrounds, providing resources and information for teacher trainers and trainees. A website will be launched in October.

The TTA has given more than £5.7 million to training providers for ICT equipment to help equip trainees with the skills to use new technology available in schools. A further £1.2 million has been given to providers, who submitted successful bids for grants, to develop e-learning communities in initial teacher training.

The teacher training agency was established under the Education Act 1994. Its purpose is to contribute to raising standards in schools in England by attracting able and committed people in teacher training and improving the quality of teacher training and induction.

The Secretary of State announced on 29 March 2004 that he is extending the TTA’s remit to include training for school support staff, and continuing professional development for teachers.

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