Challenge: Recruiting and retaining subject specialist teaching talent

The number of graduates in England pursuing teaching had decreased significantly during the first half of the 2010s. Teacher recruitment targets were not being reached, which led to a continued shortage of secondary school teachers. This shortfall was most severely felt in science, technology, engineering and mathematics (STEM).

As such, DfE needed to increase the number of good and outstanding maths and physics teachers entering the profession. In addition, as many as 32% of NQTs (now known as ECTs) were leaving the teaching profession within five years. We not only needed to train new teachers – but to retain them at higher rates.

Solution: A comprehensive support package plus assessment centre screening

The Future Teaching Scholars (FTS) programme was created to provide a more supported route into teaching for exceptional maths and physics students. Known as ‘scholars’, they enrolled in a six-year support package which included:

  • a £15,000 grant, paid over three years during their undergraduate degree
  • coaching and mentoring from a regional training centre
  • access to exclusive scholar-only networking events and annual CPD conferences
  • direct support from an employment co-ordinator to find their first teaching job.

For the first three years, the FTS programme provided practical in-school experiences as well as training sessions – all whilst studying an undergraduate degree. Upon graduation, the programme continued to support scholars as they began initial teacher training (ITT), through to the end of their early career teacher (ECT) years. In total, four cohorts of scholars were supported by the FTS programme between 2016 and 2025.

Longitudinal research study

During the application process, prospective scholars were invited to an assessment centre where we measured their potential to become ‘good’ or ‘outstanding’ teachers.

Then, as part of a longitudinal study, EDT explored if teaching potential can be accurately predicted using such assessment centres. It found that classroom simulation was the best predictor of teaching ability compared with other selection activities, and could therefore support teacher recruitment effectively.

Impact: Above-average retention and improvements to the STEM teacher gender gap

Following the conclusion of the programme in 2025, 90% of scholars who had started their ITT stayed in the teaching profession after three years (as of the 2024-25 academic year). This compared to a UK national average of 73%. Upon starting their ITT year, our scholars were on average teaching at a level that was at least one academic term in advance of expectations.

Over 22,500 students have been directly impacted by FTS scholars in the classroom as of 2025. 56% of our scholars were female, breaking the gender gap widely observed across STEM subjects and occupations. Furthermore, many of our scholars have already begun to progress in their teaching career, moving into middle leadership roles including Head of Year, Head of Maths, and KS4 Coordinator within just three years of teaching.

How FTS supported our scholars’ teaching journey

At the final National Conference in 2025, we asked many of our scholars about their teaching journey and how the Future Teaching Scholars programme has impacted their growth. Watch the video below (5 minutes) to hear from our scholars directly:

More to be done to incentivise subject specialists into teaching

Whilst FTS demonstrates an innovative model for subject specialist teacher recruitment and retention, there is a clear need for further intervention.

We would welcome opening up the conversation so together, we can find innovative, cost-effective ways of helping our schools address the challenge of finding and keeping talented STEM teachers. We must give students the opportunity to be inspired by subject specialists in the classroom and reach their potential.