Data provided in this response is specifically in relation to the High Potential Initial Teacher Training programme (HPITT) delivered by Teach First.

The table below shows the total student teachers recruited to the HPITT programme in each of the last five cohorts.

The table below shows the percentage of trainees who completed the two year programme and overall dropout rate. For cohorts 2024/2025, we have provided our current performance data (correct at 31 May 2026) with actuals due to be confirmed at milestone points in the future.

Data for the 2025 cohort is based on the current withdrawal rates in year 1 of the program as provided by Teach First.

The table below shows the spending for the last five financial years on the HPITT programme (ex VAT).

This data is reported monthly by the department via a transaction report. We have provided a total of 12 months of financial data together within the table for each financial year. Individual reports are available on GOV.UK.

Data provided in this response is specifically in relation to the High Potential Initial Teacher Training programme (HPITT) delivered by Teach First.

The table below shows the total student teachers recruited to the HPITT programme in each of the last five cohorts.

The table below shows the percentage of trainees who completed the two year programme and overall dropout rate. For cohorts 2024/2025, we have provided our current performance data (correct at 31 May 2026) with actuals due to be confirmed at milestone points in the future.

Data for the 2025 cohort is based on the current withdrawal rates in year 1 of the program as provided by Teach First.

The table below shows the spending for the last five financial years on the HPITT programme (ex VAT).

This data is reported monthly by the department via a transaction report. We have provided a total of 12 months of financial data together within the table for each financial year. Individual reports are available on GOV.UK.

Data provided in this response is specifically in relation to the High Potential Initial Teacher Training programme (HPITT) delivered by Teach First.

The table below shows the total student teachers recruited to the HPITT programme in each of the last five cohorts.

The table below shows the percentage of trainees who completed the two year programme and overall dropout rate. For cohorts 2024/2025, we have provided our current performance data (correct at 31 May 2026) with actuals due to be confirmed at milestone points in the future.

Data for the 2025 cohort is based on the current withdrawal rates in year 1 of the program as provided by Teach First.

The table below shows the spending for the last five financial years on the HPITT programme (ex VAT).

This data is reported monthly by the department via a transaction report. We have provided a total of 12 months of financial data together within the table for each financial year. Individual reports are available on GOV.UK.

High-quality teaching is the factor in schools and colleges that makes the biggest difference to a young person’s educational outcomes. The High Potential Initial Teacher Training Programme, which has been delivered under contract by Teach First, has played a vital part in boosting teaching quality across the country. The current contract with Teach First is coming to an end and as with any government contract of this scale, it will be retendered in line with the usual fair, open and transparent process.

The successful supplier will have an option to use their own identity and brand for the future programme alongside the new programme identity, which the department will develop. Further details will be available at procurement launch.

Evidence shows that high-quality teaching is the most important in-school factor that improves outcomes for children. The department has reformed initial teacher training and the early career induction to ensure that children in every area of England benefit from high-quality teaching. The High Potential Initial Teacher Training Programme, currently delivered by Teach First, recruits high-quality candidates specifically for placement in schools serving low-income communities to help improve outcomes for pupils. We are making the post-graduate teaching apprenticeship route easier to deliver for schools, helping us to better meet candidate demand across the country, including in lower income areas.

Work is already underway to deliver on our pledge to recruit an additional 6,500 expert teachers. The workforce has grown by 2,346 full-time employed staff between 2023/24 and 2024/25 in secondary and special schools. Our future schoolteacher pipeline is also growing. As of June 2025, there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics, acceptances are up 25% compared to last year.

The Teaching Regulation Agency has no responsibility in determining initial teacher training placement provision.

Teach First have advised there are currently the following numbers of Teach First teachers in England, the South East and Southampton:

Teach First have advised that 4,132 participants were placed in schools from 1 January 2016.

Teach First have advised that the following numbers of former participants are currently teaching in state schools in England:

• Of the 2014 cohort, 1183 completed all elements of the 2 year programme. 709 were in teaching in September 2016 in state schools in England, which is 60%.
• Of the 2013 cohort, 981 completed all elements of the 2 year programme. 557 were in teaching in September 2016 in state schools in England, which is 57%.
• Of the 2012 cohort, 758 completed all elements of the 2 year programme. 410 were in teaching in September 2016 in state schools in England, which is 54%.

The tables below show the teaching locations of those who completed all elements of the Teach First programme in the last three years and the breakdown by subject at the time of achieving Qualified Teacher Status, both as of December 2016.

Teach First have advised that the following numbers of participants started the Leadership Development Programme in schools in England since 2010:

The Teach First programme aims to raise levels of pupil attainment in challenging schools. Since it was founded, Teach First has trained over 5,000 teachers in England, with a further 1,622 starting training in 2015, covering every region of the country.

Figures supplied to the Department by Teach First show that 1,206 trainees started the two-year leadership development programme in schools in September 2013. Of those, 544^[1] are known to be still teaching in state-funded schools in England in September 2015.

Additionally, the Teach First programme has acted as a positive springboard for participants to continue their commitment to the education sector; a number of trainees from this cohort have remained in the education industry in wider roles including outside the classroom, in charities and overseas. Data provided by Teach First in December 2015 shows that 69%^[1] of the participants who had completed the two-year programme are known to be in teaching or in these wider educational roles.

[1] Only participants that choose to become Ambassadors for Teach First are tracked in relation to future employment. A total of 1,041 participants completed the two year programme; of these 981 chose to become Ambassadors for Teach First, and by doing so, were tracked in relation to future employment.

The Teach First Leadership Development Programme lasts for two years. The first year is school-based initial teacher training (ITT) where trainees teach a reduced hours timetable; the second year is teaching as a newly-qualified teacher (NQT). Its focus is on bringing into teaching high-quality graduates who are trained to make an impact on children’s attainment over the two-year duration of the scheme.

In the 2014 cohort, 1,387 trainees started Summer Institute training. Of these, 1,372 started teaching in schools in September and 1,272 completed year one and gained qualified teacher status (QTS).

Teach First do not retain records for those starting the programme but do retain the data of their programme participants who go on to become ambassadors for the programme. After 2 years, 63% of Teach First ambassadors were still in teaching and after 5 years 56% of ambassadors were still in teaching.

The first table below shows the number of Teach First teachers in each subject that began teaching in each of the last five years. The number of trainees starting is increasing annually including to STEM subjects, and the geographical spread is widening.

The following table shows the number of Teach First teachers in each subject that left the teaching profession in each of the last five years.

Notes:

Data for those in the second table gives a summary of those who left teaching either when on, or after completing, the Teach First Leadership Development Programme. This includes all those who have completed the Teach First programme since the first cohort in 2003. The data also includes those who have left more than once – for example an individual who leaves the profession in one year, returned, and then left the profession once more – for example someone taking career breaks and/or maternity leave.

Please see detailed tables in Appendix 1 (separate excel file) for data on Teach First teachers in each parliamentary constituency that began teaching in each of the last five years as well as those that left the teaching profession in each of the last five years.

If she will encourage and extend the use of the Teach First scheme.

My hon. Friend raised these issues when I visited Watford and a number of schools there recently. The pay reforms we have introduced over the last two years have given schools greater flexibility to decide how much they can pay a teacher and how quickly pay progresses. Our reforms are providing schools with the discretion they need to address any school-level recruitment and retention problems they may have. However, as my hon. Friend also knows, decisions about the definitions of inner and outer London and the London fringe area are ultimately a matter for the independent School Teachers Review Body.

I thank the Minister for that comprehensive answer. On a recent visit to the absolutely splendid Grove academy in Watford, it was brought to my attention that it can be difficult for the school, and for Watford schools in general, to attract staff because two miles down the road, with London weighting as it is, people receive £2,500 a year more for the same job. Given that Watford is demographically and occupationally similar to most London suburbs, will the Minister look at London weighting in this respect, so that Watford jobs become more competitive with London jobs next door?