Further Education (Initial Teacher Training) Regulations 2026

Earl of Effingham Excerpts

Tuesday 17th March 2026 Grand Committee

[Baroness Garden of Frognal (LD)]

My Lords, further to what my noble friend has just said, can I say that there used to be a very highly regarded City & Guilds qualification for teachers in further education, which virtually all of them held? Of course, teachers in FE are nearly always also practitioners, so they spend time actually doing the thing that they are teaching about. It is really important that that is reviewed as well.

I agree with what the Government are doing, but the biggest worry about FE is with the scale of pay. FE teachers are paid considerably below schoolteachers; they often have a bigger burden to bear—they have a very wide variety of students of different ages, and they get landed with things like the resits for GCSE maths and English, which is just iniquitous. What are the Government doing to address the pay of FE teachers, who are fundamental if we want to upgrade the skills of the country?

[The Earl of Effingham (Con)]

My Lords, His Majesty’s loyal Opposition agree that all initial teacher training courses should set and achieve the highest possible standards so that every learner benefits from high-quality teaching. There is no disagreement across this Committee about the importance of well-trained teachers in further education. The sector plays a crucial role in equipping people with the skills that they need to succeed and thrive, and the quality of teaching is central to that mission.

The Government’s own assessment makes clear why action is needed. The current system has led to inconsistency in provision, and Ofsted has expressed serious concerns about the quality of some courses. That is not acceptable for trainee teachers, employers or students. In that context, introducing a clearer framework for initial teacher training in further education is a reasonable step. Establishing expectations around course content and delivery and requiring providers to meet them should help to drive greater consistency across the sector.

However, there are important questions about how this framework will operate in practice. Its success will depend heavily on effective oversight and enforcement. The Government have made it clear that compliance will be monitored primarily through Ofsted inspections, yet they also acknowledge that this will place additional demands on the system, with further resourcing decisions deferred to future fiscal events. So it should be fair and reasonable to ask how the Government will ensure that Ofsted is provided with the adequate funding that it needs to carry out this role properly. Without sufficient resource, there is a real risk that these new standards will exist on paper but not be consistently upheld in practice.

More broadly, your Lordships’ House will note that the Government have left open the possibility of further intervention in future, including tighter controls over the provider market. That underlines the importance of getting this right now and ensuring that the system is both robust and workable from day one.

In conclusion, we support the principle that initial teacher training in further education must be of the highest quality. However, the Government must ensure that the necessary resources and oversight are in place so that these reforms can be meaningful in practice.

[Baroness Blake of Leeds (Lab)]

My Lords, I thank the noble Lords and noble Baroness for their contributions to this important discussion. I personally had the benefit of attending an FE college and, from a very early age, I recognised the extremely important contribution that FE makes to our rich landscape of educational provision.

I will try to pick up the main points made across the discussion. This Government are absolutely focused on improving the quality of teaching across the whole education system. This is an important turning point for FE teacher training. We have to be honest—— I hope noble Lords will recognise this from previous years in government—that it has been the Cinderella of the teacher training system for too long. We have to emphasise the Government’s commitment to promoting high and rising standards in teaching, recognising that there are examples of exceptionally good practice. We need to make sure that that excellence is protected and that trainee teachers and their employers have full confidence in the training they receive.