University of Nottingham Launches New Apprenticeship for Secondary School Maths Teachers to Help Combat National Teacher Shortages

By Education Correspondent

A new Mathematics and Education Secondary Teacher Degree Apprenticeship has been launched by the University of Nottingham to support the region’s schools to tackle national shortages for secondary maths teachers.

The university is among just eight teacher training providers across England chosen to be part of Government funding pilot, which will provide a new paid route into secondary school maths teaching for those who don’t have an existing degree.

The new four-year programme opens an alternative career route for school-leavers and those looking to upskill.

Successful apprentices on the university’s apprenticeship programme will gain both an undergraduate degree in mathematics and education and Qualified Teacher Status.

Professor Sullivan added: “We are confident that this new apprenticeship will widen the recruitment pool for schools, enabling them to inject fresh energy into their workforce and opening the doors to those who may have found qualifications or earnings a barrier to accessing other teacher training routes.”

Degree apprenticeships combine academic learning with real on-the-job work experience. There is no cost to the apprentice, they do not pay tuition fees and earn a wage while they work.

The development of the programme has been supported by the university’s Observatory for Mathematical Education, which generates state-of -the-art, data-driven research to support the national improvement of mathematics education from the start of school to post-graduate level, the new apprenticeship will equip apprentices with degree-level mathematical skills and knowledge and its application in the real-world, alongside the experience and skills to become dynamic engaging teachers, increasing their overall employability.

Apprentices are paid a wage even for the time when they are undertaking their off-the-job-training.

Under the funding pilot, the apprentice’s salary cost during their off-the-job learning will be covered by the Department for Education, meaning that schools are only covering the apprentice’s salary when they are working in their employing school.

A solid foundation

The university’s programme has been developed to concentrate in-person learning in the early years of the programme, enabling apprentices to develop a solid foundation knowledge.

In their schools they will take on a range of roles, crucial to a school’s day-to-day success, which will enable them to develop a deep understanding of individual pupils, the communities schools serve, and the barriers children and families face when trying to engage with school.

They will also have the chance to work with experts and gradually build up their experiences of teaching mathematics to whole classes.

By the end of the programme, apprentices will be spending most of their time in schools teaching independently.

According to the Department for Education’s Initial Teacher Training Census 24/25, initial teacher training recruitment to secondary maths roles reached only 73% of the current target.

And a recent report by National Foundation of Educational Research (NFER) has urged the Government to take swift action as unfilled vacancies are at a record high and recruitment into teacher training remains "persistently low."

Retention of teachers is also a problem and although data is not available specifically for teacher apprenticeships, a 2023 Department for Education employer survey found that 64% employers said higher level apprentices stayed working for the company that trained them.

Local teachers for local schools

Professor Sullivan added: “This programme has been designed for the region’s schools and our local communities. There is a real emphasis on in-person teaching, enabling apprentices to benefit from the expertise of the staff and peer-to-peer support, and enabling them to feel part of the university’s vibrant community. While apprentices are welcome to relocate, this is about looking to the opportunity we can bring to our region through offering people the chance to take on these roles within their community, bringing real benefit to our classrooms and pupils.

“It’s important to recognise that apprentices on the programme will not be immediately filling capacity gaps; ill-prepared teachers will not offer high-quality education to pupils and will not stay in the profession. Instead, apprentices will be fulfilling roles in their employing schools that enable them to learn the skills, knowledge and behaviours to become highly effective, dynamic teaching staff, at the same time as making a valuable contribution to their school in a range of different ways from the outset of their programme.”

Eligible schools accessing the apprenticeship will be able to fund programme fees via the apprenticeship levy or at least 95% from government co-investment, further supported by the salary funding they can access by joining the funding pilot.

Chellaston Academy will be taking on an apprentice to join the programme at Nottingham and is currently working with the university to find a suitable candidate.

Head Teacher Phil Smith said: “Across Chellaston Academy and other QEGSMAT Learning Trust academies we are excited for the commencement of the Teacher Degree Apprenticeship in mathematics. Not only is mathematics a lifelong skill, it is also a subject whose natural beauty should inspire curiosity. Far too many people suffer from 'maths anxiety' and think of mathematics negatively when the word is even mentioned. Having the opportunity to nurture the mathematical talent of the future and support the development of inspirational and passionate mathematics teachers will be a privilege to be part of.”

Anyone interested in the Mathematics and Education Secondary Teacher Degree Apprenticeship at the University of Nottingham can find out more about the programme and how to apply at https://www.nottingham.ac.uk/education/study/teacher-training/apprenticeships/maths.aspx