TSH Delivery Handbook

Teaching School
Hubs Delivery
Handbook
Guidance for Teaching School Hubs in
the Academic Years (AY) 2022/23 and
2023/24
May 2023 v2.1

Contents
Summary 4
About this guidance 4
Expiry or review date 4
Who is this guidance for? 4
Change log 4
1. Introduction 6
2. Key dates 7
3. Teaching school hub role 8
Delivery of the Early Career Framework 8
Overview 8
TSH role 9
Further information 9
Delivery of NPQs 9
Overview 9
Delivery of ITT 12
Overview 12
TSH role 12
Strategic Roles in ITT 13
Appropriate Body 15
Overview 15
CPD 20
4. Reporting and monitoring 22
5. Grant payment and grant assurance 26
6. TSH support 30
7. Key contacts 33
Annex A: Further information on ITT 34
ITT marketing 34
2
Teacher Training Advisers 34
DfE Apply 35
DfE Register 35
Subject Knowledge Enhancement 35
ITT criteria and supporting advice 35
Teacher Recruitment Bulletin 36
Annex B: Delivery planning checklist for TSH AB services 37
Annex C: Flowchart of who you can deliver AB services to 39
Can the TSH act as an AB for an ECT? 39
Annex D: Transitional ECTs 40
Annex E: Demonstrating that CPD courses meet the Teacher CPD Standard 42
Annex F: Year Two KPIs and Reporting (Academic Year 2022/23) 44
Annex G: Year Three KPIs and Reporting (Academic Year 2023/24) 52
Annex H: Teaching School Hub (TSH) Annual School Leader Satisfaction Survey 62
Annex I: TSH Core Funding - Allowable and unallowable expenditure 68
Annex J: TSH Core Funding - Allowable expenditure – additional information 70
3
Summary
About this guidance

This publication provides non-statutory guidance from the Department for Education.
It has been produced to provide useful information and guidance to Teaching
School Hubs (TSHs) during the delivery phase.
To note AY denotes academic year.
Expiry or review date

This guidance will be reviewed and updated ahead of September 2023.
Who is this guidance for?

This guidance is for TSHs.
Change log
Version Published Pages Changes
Date
AY 2022/23 May 2023 13 Minor clarification to paragraph 3.28 that all TSHs will
v2.1 be expected from September 2024 to recruit trainees as
agreed with the accredited ITT provider, if they are a
lead partner.
AY 2022/23
v2.0
May 2023 6 Addition of key dates for the AY 2023/24.
May 2023 8-11 Addition of information about the suite of NPQs,

including the Early Headship Coaching Offer and the
new primary maths and SENCo NPQs.
May 2023 11-14 Addition of information related to ITT, including strategic

roles and the delivery role of TSHs beyond September
2024
May 2023 14-19 Updates to AB reform, including statutory instrument

update
4
May 2023 19-20 Addition of CPD delivery in year 3
May 2023 21 AY 2023/24 KPIs and reporting requirements including

new KPIs related to primary maths NPQ, AB and for the
ITT strategic role.
May 2023 25-28 Update on Grant Payments and Assurance
5
1. Introduction
1.1. Delivering on the commitments set out in the Teacher Recruitment and
Retention Strategy, the department is creating a world-class teacher
development system by transforming the training and support teachers
and school leaders receive at every stage of their career. Our teacher
development reforms create a ‘golden thread’ of high-quality evidence
underpinning the support, training and development available through
the entirety of a teacher’s career.
1.2. As a TSH you are central to these reforms as a school-led centre of
excellence in professional development, serving a designated area of
the country and ensuring every school has easy access to support. You
provide evidence-based programmes and qualifications, helping to
support teachers to progress from their initial teacher training (ITT)
through to whichever career pathway they choose.
1.3. You play a significant role in delivering ITT, the early career framework
reforms (ECF), national professional qualifications (NPQs), the appropriate
body (AB) role and other targeted continuing professional development
(CPD).
1.4. This handbook is designed to provide useful information and guidance

for the remainder of your second year of delivery in AY 2022/23 and the
forthcoming third year of delivery in the AY 2023/2024. As such it may
be revised with relevant information on the TSH role where necessary,
including in response to feedback from TSHs.
6
2. Key dates
2.1. The calendar below provides key dates to support you in your planning
during the delivery phase. Please note that the dates included in this
calendar are currently provisional and we will be in touch to provide
specific deadlines.
Date Finance Monitoring

April 2023 • All TSHs submit actual expenditure • Spring term reporting deadline for
from 1 January 2023 to 31 March period 1 January 2023 to 31
2023 March 2023
• Audit sample return of expenditure
from 1 January 2023 to 31 March
2023
May 2023 • Spring term payment in arrears • Year 3 KPIs and reporting
(May/June) requirements communicated to
TSHs
• Online reporting system available
for submission of Year 3 Delivery
Plans (w/c 15 May)
June 2023 • Spring term payment in arrears • Year 3 Delivery plan submission
(May/June) date (16 June)
• Audit sample of expenditure from 1 • ITT Exceptions Cases returned to
April 2023 to 31 August 2023 the Department (16 June)
commissioned
July 2023 • Delivery plans signed-off
August
2023
September • All TSHs submit actual expenditure • Summer term reporting deadline
2023 from 1 April 2023 to 31 August 2023 for period 1 April 2023 to 31
• Audit sample return of expenditure August 2023
from 1 April 2023 to 31 August 2023 • Year 2 Annual Review
October • Summer term payment in arrears
2023 (Oct / Nov)
• Annex G commission
November • Summer term payment in arrears
2023 (Oct / Nov)
December • Annex G return deadline

2023
7
3. Teaching school hub role
3.1. TSHs are school-led centres of excellence in professional development run by
schools that demonstrate high-quality teaching and continuous improvement, not
just for their own school, or MAT, but also in other schools. Each hub serves a
designated area of the country, ensuring schools of all types and phases have
easy access to support.
3.2. As a TSH you are critical to the success of the department’s ‘golden thread’
teacher development reforms. Each stage – initial teacher training, early career
support, specialisation, and leadership – is underpinned by frameworks that build
on and complement one another. The frameworks have been independently
reviewed by the Education Endowment Foundation (EEF) to ensure they draw
on the best available evidence.
3.3. The frameworks are translated into curricula through the national professional
development infrastructure made up of Lead Providers and delivery partners,
responsible for designing and delivering training to schools. As a TSH, you are at
the heart of this infrastructure. In 2021 we appointed a network of 87 TSHs,
providing national coverage to deliver these reforms. A full list of TSHs and their
respective areas can be found on gov.uk.
3.4. The national coverage of the TSH programme means you are at the forefront of
delivering high quality training and professional development, providing support
for all teachers at every stage of their career through raising teaching standards.
TSH functions will vary from area to area and delivery plans will reflect this, but
key activities you undertake include:
• Delivery of the ECF reforms;
• Delivery of NPQs;
• Delivery of ITT;
• Providing AB services for early career teachers (ECTs); and
• Providing other CPD training programmes for teachers in your area.
Delivery of the Early Career Framework
Overview
3.5. In September 2021 the national rollout of the ECF was launched. All ECTs now
receive development support and training over two years instead of one, with
funding available to support their time out of the classroom in the second year
8
and a dedicated mentor. Support is available to mentors, and funding is provided
to cover mentors’ time with the mentee in the second year of teaching.
3.6. The option most schools have taken, is the use of one of the department funded
Lead Providers who design and deliver, in conjunction with Delivery Partners, a
comprehensive programme of face-to-face and online training. Lead Providers
are inspected by Ofsted, so schools are assured that this training remains high-
quality. This support is fully funded so there are no costs for schools. There are
six Lead Providers for the 2022-23 cohort:
● Ambition Institute
● Best Practice Network
● Capita with lead academic partner the University of Birmingham
● Education Development Trust
● Teach First
● UCL Institute of Education
TSH role
3.7. You are essential to the success of the ECF reforms, maximising impact on
teachers and school leaders, and ultimately improving pupil outcomes. You will
have partnered with at least one of the organisations designated as a Lead
Provider and agreed targets for delivery of a provider-led ECF induction
programme from September 2022.
Further information
3.8. Further information on the ECF reforms can be found on gov.uk.
Delivery of NPQs
Overview
3.9. NPQs are trusted, transferable qualifications accredited by the department. They
are designed to help teachers hone and develop their skills, helping them
become a more effective leader inside and outside the classroom.
3.10. As part of the government’s long-term education recovery plan, £184 million of
new funding will enable 150,000 professionals employed at state-funded
organisations across the sector to access fully funded training scholarships for
NPQs. It was announced in May 2022 that funding for fully funded NPQ training
scholarships remains available in academic years 2022/23 and 2023/24.
9
3.11. Four specialist NPQs are available which are designed to best address the
broad range of responsibilities of current and aspiring middle leaders. These
qualifications are:
• NPQ in Leading Teaching (NPQLT): participants will learn how to lead
the teaching and learning of a subject, year, group or phase.
• NPQ in Leading Behaviour and Culture (NPQLBC): participants will
learn how to create a culture of good behaviour and high expectations in
which staff and pupils can thrive.
• NPQ in Leading Teacher Development (NPQLTD): participants will learn
how to become a teacher educator and successfully support teachers in
their school to expand their skills.
• NPQ in Leading Literacy (NPQLL): participants will learn how to
effectively teach and promote literacy across the whole school, year group,
key stage or phase.
3.12. There are also four leadership NPQs which help boost leaders’ existing
knowledge and confidence as they progress into more senior roles. These
qualifications are:
• NPQ in Senior Leadership (NPQSL): participants will develop their
leadership knowledge and expertise to improve outcomes for teachers
and pupils in their school.
• NPQ in Headship (NPQH): participants will develop the knowledge that
underpins expert school leadership and apply it to become an outstanding
headteacher.
• NPQ in Executive Leadership (NPQEL): participants will develop the
expertise needed to become an outstanding executive leader, leading
change and establishing supportive networks to drive improvement across
the group of schools or multi-academy trusts.
• NPQ in Early Years Leadership (NPQEYL): participants will develop
expertise in leading high-quality early years education and care, as well
as effective staff and organisational management.
3.13. The department has also introduced an Early Headship Coaching Offer, which is
a targeted support package for teachers new to the role of headship. The offer
provides structured, unassessed face-to-face support based on the best
available evidence about what makes an effective headteacher.
3.14. Leaders are eligible for this offer if they meet the following criteria:
• are in their first five years of headship
• work in a state-funded school in England upon starting the training
• have either completed an NPQH before taking up their first headship post
or are currently taking the NPQH, and have not withdrawn from the
additional support programme previously.
10
3.15. The NPQ Lead Providers for the 2022/2023 cohort are:
● Best Practice Network (home of Outstanding Leaders Partnership)
● Church of England
● Leadership Learning Southeast
● National Institute of Teaching
● Teacher Development Trust
● Teach First
3.16. The NPQ Lead Providers for the NPQ for Early Years Leadership and
Leading Literacy, for the 2022/2023 cohort are:
● National Institute of Teaching
● Teacher Development Trust
● Teach First
3.17. The department has updated the Targeted Support Fund offer for AY 2023/24
to further incentivise state-funded schools and state-funded 16-19 education
settings in England to participate in NPQs.
3.18. For each teacher or leader employed in an eligible setting who takes an NPQ
in AY 2023/24, the following funding will apply:
• Very small state-funded primary schools (with 1 to 150 pupils) will receive a
grant payment of £800
• Other state-funded primary schools (with more than 150 pupils) will receive
a grant payment of £200
• Small state-funded secondary schools and state-funded 16-19 education
settings (with 1 to 600 pupils) will continue to receive a grant payment of
£200
3.19. The department will announce details regarding future funding for NPQs in
due course.
3.20. We’re working to expand the suite of reformed NPQs to include a fully-funded
specialist NPQ for Primary Maths from February 2024. The qualification will
focus on how to train and lead other colleagues, including their leadership
team, to embed mastery pedagogy throughout the school.
11
3.21. We are also introducing a leadership level NPQ for special educational needs
co-ordinators (SENCo) for first delivery from October 2024. The introduction
of the NPQ will play a key role in achieving our ambition to improve outcomes
for children and young people with SEND by ensuring every SENCo receives
high-quality, evidence-based training which equips them with the essential
knowledge and skills needed to set the strategic direction of SEN policy in a
school and the conditions in which pupils with SEND can thrive.
3.22. Upcoming procurement activity will determine the NPQ Lead Providers for the
Primary Maths and SENCo NPQs.
TSH role
3.23. You have been involved in the delivery of NPQs within your locality from
autumn 2021, and you have partnered with at least one of the organisations
that have been designated as a Lead Provider (unless you have become a
Lead Provider yourself).
Further information
3.24. For more information about the NPQ reforms, please see here.
Delivery of ITT
Overview
3.25. Recommendation 10 of the ITT Market Review set out that:

“Teaching school hubs should partner with an accredited provider to play a role in
the delivery of ITT (unless they are operating at accredited provider level). DfE
should place a requirement on teaching school hubs to support local ITT delivery in
specific strategic ways as required, for example through building school capacity for
ITT by building an active mentor network in the local area, providing specific support
for schools serving disadvantaged communities to enable them to engage with ITT,
or modelling high quality intensive practice placements for other schools undertaking
this aspect of ITT for the first time.” ITT Market Review report, July 2021.
3.26. This recommendation was accepted by the government in December 2021.
TSH role
3.27. As school-led centres of excellence for professional development, TSHs

already play a significant role in delivering ITT. The ITT delivery role detailed
12
in recommendation 10, with TSHs acting as either an accredited provider or
lead partner, will commence from September 2024.
3.28. This means that the department expects that all TSHs: will recruit trainees as
agreed with the accredited ITT provider; will deliver courses on behalf of the
accredited ITT provider; and will have those courses inspected by Ofsted as
part of the accredited ITT provider’s inspection (with the inspection outcome
resting with the accredited provider).
3.29. If a TSH thinks it will not be able to meet this expectation by September 2024,
they must submit an exception case to the department (via
teachingschool.hubs@education.gov.uk) by 16 June 2023 that evidences the
challenges in fulfilling the role. Further information on this process will be
communicated alongside this Handbook.
3.30. Until September 2024, TSHs should continue to meet their existing ITT KPIs,
delivering ITT as either a SCITT, partner school to a SCITT, School Direct
Lead School or School Direct Partner school unless it has been explicitly
agreed with the Department (see Annex F and G for further details).
Strategic Roles in ITT

3.31. From September 2023, all TSHs will be expected to deliver the new strategic
roles to support local ITT delivery across their TSH area. This will be primarily
focused on increasing school engagement in ITT with all ITT providers
operating in the hub area - both in school placements and school settings for
intensive training and practice.
3.32. Following a review of user research and engagement with TSH Council and
ITT experts, two strategic roles have been identified, which support the ITT
market ahead of the ITT reforms in September 2024, and align with your
current roles and expertise:
1. Increase school engagement in ITT across their TSH region

2. Find and support Intensive Training and Practice across their TSH
region
3.33. TSHs will play an important regional role in their TSH area working with
schools and ITT providers to understand the local market, context and
challenges. Utilising this local knowledge and intel, TSHs will be well placed
to work with schools to raise awareness of ITT, fight misinformation and
encourage increased engagement with ITT, particularly in ITT ‘cold spots’ and
areas of disadvantage.
13
3.34. Activities in AY 2023/24:
• Map school involvement in ITT within their local area, making use of local ITT
networks and DfE data to identify schools who are fully engaged, have limited
engagement or are not engaged in ITT. Throughout your engagement with
schools, hubs should gather soft intel to understand local issues.
• Using DfE data, engage with ITT providers in the local area to further build
knowledge of the ITT landscape in your area.
• Complete targeted engagement by promoting the benefits of ITT, discussing
the new ITT reforms and requirements and providing information of the ITT
providers operating within their area. Engagement would be focused on
schools not involved in ITT and on developing high quality placement
opportunities to grow capacity in other priority areas such as shortage
subjects, disadvantaged areas and cold spots. Materials will be available from
the DfE to support this work in due course.
• TSH should support schools that want to be involved in ITT by providing
examples of how this works in practice and what they may need to prepare.
Find and support intensive training and practice (IT&P) in school based
settings
3.35. Although it is a provider’s responsibility to design and secure its own IT&P
across its partnership, TSHs can play an important regional role in
understanding the local market, raising awareness of the new IT&P
requirements with schools and encouraging them to engage. TSHs are also
well placed to support providers to identify suitable schools for IT&P if they do
not currently have suitable provision secured.
3.36. Activities in AY 2023/24:
• Complete additional targeted engagement with schools to

explain/encourage them to consider hosting IT&P placements including
disseminating relevant findings from NIoT’s IT&P pilots evaluation.
• Work with providers operating in the TSH area to understand IT&P
delivery models and areas of demand for school-based activity.
• Developing a database of schools willing to host IT&P to support providers
in their delivery of ITT against the new reforms.
3.37. When undertaking the strategic roles, TSHs must take an independent role
and not promote their own ITT provision above that of other local providers.
14
Funding for FY 2023-24
3.38. All TSHs will receive £30K of funding during this financial year (September
2023 to March 2024) to support TSH’s to deliver the strategic roles*. The
funding will be paid in arrears and will be reported in the same way as the
core grant, however this will not be possible to carry beyond 31 March 2024.
We expect to confirm funding for the next financial year (April 2024 onwards)
by the end of June 2023.
*A maximum of 5% of total annual funds may be spent on engagement and

communication costs and a maximum of 5% of total annual funds may be spent on
travel and subsistence.
Further information
3.39. Further information on ITT funding can be found on gov.uk.
3.40. Further information on ITT marketing, DfE apply, DfE register, subject
knowledge enhancement (SKE), ITT criteria and supporting advice, and
Teacher Recruitment Bulletin (TRB) can be found in Annex A.
Appropriate Body
Overview
3.41. ABs play a key role in statutory teacher induction, and all schools that offer a
statutory induction are required to have an AB for their ECTs. ABs ensure that
ECTs receive their statutory entitlements, that regard is had to the statutory
guidance, that ECTs are fairly and consistently assessed, and that ECTs are
receiving a programme of support and training based on the ECF.
3.42. The role of ABs is set out in regulations and statutory induction guidance.
The AB guidance outlines in more detail the AB roles and responsibilities and
shares and encourages good practice regarding how ABs might deliver their
role. The AB guidance includes several optional example forms which will
provide a clear guide to the type and extent of evidence that ABs are
expected to collect from schools. The department has updated the statutory
induction and AB guidance to reflect commitments made in response to the
AB reform and induction assessment consultation. As well as explaining the
regulatory change around who can operate as an AB from 1 September 2023,
the guidance documents also clarify expectations around the AB role,
including on entitlement checking and the assessment process. The updated
15
guidance documents will come into force on 1 September 2023, there is no
need for ABs to change existing procedures before that point, but we do
advise ABs to refer to the updated guidance to prepare for and make any
changes necessary ahead of the guidance coming into force.
3.43. A checklist of AB service requirements and additional prompts and questions

to help TSHs plan how they might choose to deliver AB services can be found
in Annex B.
AB sector reforms
3.44. On 15 November 2022 we published the Government’s response to the ‘AB

reform and induction assessment consultation’ that ran from May to July
2022. The Government’s response sets out that we will be reforming who can
operate as an AB meaning that on September 2024, TSHs will become the
main providers of AB services and local authorities will no longer carry out the
AB role. You can read the government’s response to the consultation in full on
the ‘Appropriate body reform and induction assessment’ webpage.
3.45. From 1 September 2023 a statutory instrument will come into force that will
confirm the changes to which organisations can operate as an appropriate
body (AB).
• Only teaching school hubs (TSHs) and other organisations

determined by the Secretary of State will be listed as being as
able to act as ABs.
• During a transitional period from 1 September 2023 until 31
August 2024, local authorities (LAs) can only continue to act as
ABs in a limited capacity where the LA was acting as an
appropriate body for an institution immediately before 1
September 2023 for an early career teacher (ECT) who was
serving an induction period in that same institution immediately
before 1 September 2023.
3.46. That is to mean that for the school year 2023/2024 LA ABs will be able to
continue providing AB services to the ECTs already registered with them
immediately prior to 1 September 2023 but will no longer be able to register
ECTs after 1 September 2023.
3.47. At the end of the transition period this reform is likely to approximately double
the number of ECTs that TSHs overall will need to offer AB services to.
However, this will vary by TSH area depending on what share of ECTs TSHs
already work with.
16
3.48. All TSHs will need to consider how the AB reforms will impact their analysis of
local demand for their AB services. They will need to consider how they plan
ahead to ensure they build sufficient capacity to offer AB services, how they
develop their knowledge and expertise to effectively undertake the AB role,
and how they will work closely and collaboratively with local authorities to
manage transition.
3.49. The TSHC have provided guidance sessions and an AB service toolkit to
support all TSHs to further develop their knowledge and expertise on the AB
role and improve quality and consistency of AB services. We encourage
TSHs to continue accessing the range of professional development sessions
and the toolkit the TSHC have provided.
3.50. TSHs have been asked to have collaborative discussions with their regional
local authority ABs and submit draft transition plans. The Department will
review the transition plans that have been submitted and TSHs will be
contacted by exception where they have flagged concerns or raised any
issues, and where appropriate, will receive further support through the TSHC.
The structure and requirements of the next transition plans are expected to
remain closely aligned with the existing transition plan template. TSHs are
expected to continuously work with their local partners to build capacity and
plan the transition of AB services provision in their regions, however there is
no need for TSHs to draw up the next formal transition plan for the
Department ahead of the official announcement of when the next set of the
transition plans will be due. TSHs will have sufficient lead time to write up and
submit their transition plan after the due dates are announced.
TSH role
3.51. You are required to provide AB services to meet local need. Your assessment
of local need should be reviewed and updated on a regular basis to ensure
your delivery plan demonstrates that you are providing services to meet
current and anticipated future demand (recognising the impact of the reforms
as set out above). This includes demand for AB services from schools
accessing the provider led DfE-funded ECF induction, schools using the DfE
accredited materials- or those creating their own induction programme based
on the ECF. Schools that are not on the provider led induction route will
require fidelity checking as part of their AB services.
3.52. It is expected that ABs should accept all ECTs when approached for the
provision of AB services regardless of the induction routes the ECTs are on or
the type of school they are from, including independent schools. If due to the
capacity increase demands resulting from the AB reforms you are currently
unable to take on any new ECTs, then you should help the schools that have
17
approached you to find alternative provision with a neighbouring AB as a
temporary capacity back stop. Contact the TSHC for further guidance if you
have any concerns about your capacity to meet local demand for AB services
in your region.
3.53. Regulations allow ABs to charge for their services. Charges must not exceed
the cost of supplying the service and should be agreed in advance with the
school. It is a matter for ABs to determine their fee structure according to their
costs and operating models.
3.54. Hubs must inform the Teaching Regulation Agency (TRA) of all ECTs you
are providing AB services to, including data returns on all ECTs who are
commencing an induction period. The TRA will contact hubs directly to advise
on data returns. These data returns are in addition to any information
provided to the DfE’s manage training for ECTs service (previously known as
the DfE portal) in your capacity as ABs or any data provided for the purposes
of registering ECTs on the DfE-funded ECF programmes in your capacity as
delivery partners.
3.55. It is your responsibility as a designated AB to assure yourself that you are

undertaking your quality assurance role with regard to the statutory
requirements. Where designated ABs have chosen to work in partnership or
network arrangements and have partners who can support or facilitate the
role, they must retain full responsibility for their regulatory duties and powers.
Guidance for working with third parties was issued via the TRA on 8 February
2023.
3.56. It will be up to designated ABs to determine how much input they require from
their partnership and network arrangements to assure themselves that their
statutory requirements are being met. It is you as the designated AB itself, not
your partners, who must ultimately make informed decisions in relation to its
regulatory duties and powers, including taking direct responsibility for
decisions on assessment.
3.57. For example, a TSH AB might have a network of high performing schools
supporting the delivery of their core activities. A school in this network could
work with the TSH AB to support their administrative or operational functions
but the AB retains responsibility for the duties and powers as set out in
regulations. This means, for example, that it would not be sufficient for a TSH
AB to simply ‘rubber stamp’ administrative functions conducted by partner
schools. The TSH AB should make informed decisions in relation to its
regulatory duties and powers, including taking direct responsibility for
decisions on assessment. For more information please refer to heading
18
“Appropriate bodies and third parties” on page 20 of the updated AB guidance
that will come into force on 1 September 2023: Appropriate bodies guidance:
induction and the early career framework (publishing.service.gov.uk).
3.58. The regulations place conditions on TSHs acting as ABs see Annex C. Please
note that in response to the consultation the department is keeping the
conflict of interest conditions currently in place under review.
Further information
Registering with the TRA to deliver AB services

3.59. To deliver AB services you will need access to the TRA’s ABs’ web service.
Most TSHs completed this process during 2021 but for any that may be
setting up AB services for the first time in 2023, you will use this service to
inform the TRA which ECTs you are providing AB services for.
3.60. If you are already registered with the TRA, your registration will continue, and
no further action is needed. Please continue to return data to the TRA
according to their published data return schedules.
3.61. If you are not already registered with the TRA to deliver AB services and now
plan to offer these, please email teacher.induction@education.gov.uk stating
you are a TSH and require access to the ABs web service. The TRA will
provide you with the relevant guidance to use their systems to return data and
manage your ECTs.
Transitional ECTs who began induction before 1 September 2021

3.62. ECTs who have started, but who did not complete their induction by 31
August 2021 will continue to be subject to the Statutory guidance on NQT
inductions that started before 1 September 2021.
3.63. Transitional ECTs have until 1 September 2023 to complete induction within
three terms. After 1 September 2023, when the transition period ends, all
ECTs (with the exception of those serving an extension given by the AB)
will be required to complete a two-year induction period. These ECTs should
not restart induction, but rather complete what remains of a two-year
induction. It is expected that they will be able to access ECF support and
entitlements for the remainder of their induction.
3.64. See Annex D for information on transitional ECTs who began induction before
1 September 2021.
3.65. For more information, please see the statutory induction guidance.
19
CPD
TSH role
3.66. TSHs that demonstrated sufficient capacity to deliver targeted, quality

evidence based CPD in addition to their core priorities were approved to
deliver CPD in AY 2022/23. Those hubs which continued to demonstrate
sufficient capacity were able to apply to deliver CPD for AY 2023/24. As with
AY 2022/23, all training programmes for AY 2023/24 must meet the six DfE
parameters and not overlap or duplicate any existing DfE training offers. In
the AY 2023/24, TSHs can continue to offer other CPD using their own school
or trust branding without using TSH resources, funding or branding. Any CPD
to be delivered as the TSH must have gone through the approval process led
by the TSHC’s Central Team.
3.67. For AY 2023/24 we will retain the set maximum number of other CPD
activities (up to five), which sufficiently balances TSH capacity to deliver core
priorities whilst addressing local need through other CPD. Where hubs expect
the approved CPD course from AY 2022/23 not to be concluded this year (i.e.
in AY 2022/23) and would like this to be rolled over into the next academic
year (AY 2023/24) this will make up one of their 5 possible training
programmes for AY 2023/24. All approved CPD training programmes must be
delivered and concluded by the end of August 2024.
3.68. You may continue to signpost department-approved programmes (i.e. those

that receive funding from the department), such as curriculum hubs, SEND
programme ‘Universal Services’, Senior Mental Health Lead training, and
Research schools. Programmes that have not been approved should not be
branded as TSH provision nor funded through the TSH grant. This is
applicable for any CPD that is not a department approved programme or has
not been signed off within your delivery plan.
Capacity
3.69. Where a TSH has the capacity to offer additional CPD, any training
programmes must be focused on teacher development and supporting high-
quality teaching as well as designed for teachers and leaders of teaching
only. As with AY 2022/23 of the CPD process, this does not include education
support staff, including Teaching Assistants.
CPD Parameters
3.70. Where you have the capacity to deliver other CPD in addition to your core
priorities in AY2023/24, any proposed CPD must:
20
i. Have a focus on teachers and leaders of teaching, in line with the TSH focus on
teacher development (i.e., not Teaching Assistants (TAs), school business
professionals, senior leaders etc.)
ii. Respond to an identified need that cannot be met by the ECF or an NPQ.
iii. Have a clear and solid evidence base for the content.
iv. Be designed in line with the Education Endowment Foundation’s (EEF’s)
professional development principles.
v. Prioritise EBacc subjects across subject-specific training programmes.
vi. Not overlap with programmes delivered by curriculum hubs, though it may be
acceptable to extend reach to fill gaps or enhance existing hub offers, at least
temporarily.
3.71. Similar to year two, we also expect individuals designing other CPD to have
enrolled on the Leading Teacher Development NPQ (or another NPQ),
although this is not a requirement.
3.72. See Annex E for the standardised questions to support with your reporting for
Key Performance Indicator (KPI) CPD 1.
21
4. Reporting and monitoring
4.1. For the TSH programme to retain its credibility the department must carefully
monitor and review designations.
4.2. The department monitors the performance and continued eligibility of TSHs
on a termly and annual basis, leading to an overall rating based on a
combined assessment of delivery, eligibility, and probity as set out in the
conditions of designation (CoD) agreement. This rating will be used to identify
schools requiring a formal review of designation (RoD) and, if necessary,
determine whether the school continues as a TSH.
4.3. You will submit your delivery plans and complete your termly and annual
reporting on finance, delivery activity and KPIs through the online reporting
system with the option to upload documents in the relevant sections. If you
have any issues with the system, please email
teachingschool.hubs@education.gov.uk.
4.4. Reporting dates are set out in section two of this handbook.
Delivery Plans
4.5. Before you commence delivery for each academic year, you will work with the
department to agree a set of KPIs (see Annex F and Annex G). These KPIs
set out the agreed remit for your individual TSH and will be used as the basis
for monitoring.
Termly monitoring
4.6. Each term, you will submit data on the online reporting system against the
KPIs agreed in your delivery plan.
4.7. The department will share outcomes from termly reviews with the TSHC to
support the development of their professional development programme for
TSHs. They will then be able to provide personalised support to TSHs that
require it. You can request TSHC support through the termly reporting
process or at any other time by contact your LRO by emailing
teachingschoolhubs@education.gov.uk or by contacting the TSHC directly by
emailing tsh.support@tshc.org.uk
Annual Review
4.8. Following the final reporting date of the academic year, an annual review will
take place. We will use a combination of elements to review your
22
performance, including KPIs, school performance data and continuing to meet
the eligibility criteria and continuing to meet the CoD.
4.9. There will be three possible outcomes following your annual review:
● Where there are no performance concerns, no follow-up actions will be

needed.
● Where there are moderate performance concerns, the LRO will work with
you and the TSHC to agree remedial actions.
● Where there are significant performance concerns, a Review of

Designation (RoD) panel will be convened to discuss TSH status and
whether remedial action will be sufficient to improve delivery. The RoD
panel will make recommendations to ministers who will take final decisions
on de-designation.
On-going Review of Designation
4.10. A RoD panel may also be triggered mid-year where the lead school no longer
adheres to the CoD or where there are significant concerns around the quality
or capacity of the lead school. This may include, but is not limited to,
instances where:
i. the lead school is ‘requires improvement’ or of lower quality as determined

by Ofsted inspection criteria.
ii. the lead school no longer meets all elements of the TSH eligibility criteria.
iii. the TSH does not adhere to the Conditions of Designation, which includes
serious misconduct that may bring the programme into disrepute.
iv. the TSH has significant and sustained under-performance against KPIs.
v. the lead school demonstrates impropriety or inadequate controls in its

financial management or does not comply with relevant financial reporting
or governance requirements.
vi. there is an ongoing teacher misconduct investigation, leading to formal

action by the TRA.
Review of Designation panel
4.11. Reviews are undertaken with sensitivity to each individual case and the
department will work with the TSH to explain the process and afford them
reasonable opportunity to provide evidence to the RoD panel.
23
4.12. RoD panels will be chaired by a senior Department for Education policy
official who will make a recommendation to ministers on de-designation. They
will consider evidence submitted by LROs and, in some cases, the TSHC
central team.
4.13. Following an ROD panel there are three possible outcomes:
• de-designation;
• continued designation with conditions or increased monitoring; or
• continued designation without conditions.
4.14. Decisions on de-designation are taken by ministers. The decisions are final
and there is no appeals process. Lead schools will receive written notification
of the outcome of the Ministerial decision following the RoD panel within five
working days. The department will work with lead schools to agree a timeline
for the de-designation process.
Voluntary withdrawal
4.15. TSHs that decide to withdraw voluntarily from the programme must inform the
department immediately. The TSH accounting officer must notify the
department of the lead school’s intention to withdraw by emailing the TSHs
team at teachingschool.hubs@education.gov.uk.
4.16. In the case of voluntary withdrawal from the programme, the TSH shall use
reasonable endeavours to give at least one terms’ written notice of their
intention to withdraw, and, in addition, shall make every effort not to withdraw
from the programme until a new TSH is appointed to take over the area, and
existing CPD and AB commitments are successfully handed over or closed
down. The withdrawal notification should include:
● confirmation that the withdrawal decision has been ratified in accordance

with the provider’s governance arrangements.
● reasons for the decision.
● an anticipated date when training programmes will cease.
● details of the designated point of contact who will co-ordinate the

withdrawal process (Withdrawal Manager).
24
4.17. The department will acknowledge receipt of the withdrawal notification. The
LRO will arrange an initial risk assessment meeting to discuss the process
and provide support as set out in the table below.
De-designation
4.18. Lead schools that are de-designated or voluntarily withdraw from the TSH
programme must work with the department, within an agreed timeline, to
provide appropriate transition plans.
4.19. The table below summarises the responsibilities of the lead school and the
department during the de-designation of a TSH:
DfE responsibilities Lead school responsibilities
Formally notify lead school of Accounting officer must acknowledge the

decision to de-designate within five formal notification within two working days
working days of RoD panel. from the date of receipt. Attend an initial risk
Arrange an initial risk assessment assessment meeting to discuss the de-
meeting to discuss the de- designation process and next steps.
designation process and the next
steps.
Inform relevant DfE teams of the Inform all trainees and partners of de-
intended de-designation. designation.
Provide support to complete the Complete the de-designation documentation

de-designation documentation. and return to:
teachingschool.hubs@education.gov.uk
Regular review meetings with lead Actions will be agreed during regular review
school to agree and monitor meetings to ensure continuing compliance
appropriate transition plans. throughout the de-designation process.
LRO will discuss and agree the Adhere to the CoD throughout the de-
best date for de-designation with designation process and maintain high
the lead school. quality provision.
25
5. Grant payment and grant assurance
5.1. For AY 2022/23 delivery you signed the DfE grant funding agreement: terms
and conditions to enable us to pay the TSH grant funding. You also received a
Grant Offer Letter (GOL) which outlined the grant funding and grant
assurance requirements.
TSH core funding

5.2. Your core funding will be paid termly and in arrears following the submission
of actual expenditure figures as part of your termly reporting. It is your
responsibility to ensure that you accurately record and check expenditure
claims when reporting as hubs will only be reimbursed on a termly basis. Any
requests for additional claims will not be authorised until the following term.
5.3. The amount of funding that TSH will receive will depend on the number of
schools (state-funded schools that have compulsory schools age pupils) in the
hub area at the time of designation.
Hub size Funding level
225 or fewer schools £170,000 p.a.
226 to 279 schools £200,000 p.a.
280 or more schools £220,000 p.a.
5.4. Continued funding will be subject to successful delivery against agreed KPIs
and continued designation as a TSH.
ITT strategic role funding

5.5. All TSHs will receive £30K of funding during this financial year (September
2023 to March 2024) to support TSH’s to deliver the ITT strategic roles. The
funding will be paid in arrears and will be reported in the same way as the
core grant, however this will not be possible to carry beyond 31 March 2024.
We expect to confirm funding for the next financial year (April 2024 onwards)
by the end of June 2023.
26
TSH Core Funding - Allowable/Unallowable Expenditure
5.6. TSH core funding provided to TSHs is to pay for infrastructure costs as well
as delivery costs for additional, agreed high-quality evidence-based CPD. The
infrastructure costs include funding for staffing and the running of the central
TSH infrastructure.
5.7. TSH funding should not be used to directly fund the delivery of ECF and
NPQs, as this funding will come from the ECF and NPQs lead providers to
you as their delivery partner, through whatever contractual arrangement you
have agreed. Similarly, ITT and AB delivery should not be directly funded by
the TSH grant, as these are also paid for through other routes (usually fees).
5.8. More information on allowable and unallowable expenditure is available at

Annex J.
5.9. Whilst TSHs are free to make their own decisions about how best to use the
grant funding, within the guidance on allowable/unallowable expenditure, as
part of our assurance process we will be monitoring expenditure to ensure
you are getting value for money.
Financial Monitoring and Reporting

5.10. You will be required to report on TSH core funding and ITT strategic role
funding termly and annually. Reporting dates are set out in section two of this
handbook.
5.11. As specified in the DfE grant funding agreement: terms and conditions all
financial records pertaining to the annual TSH grant (including start-up
funding) and ITT strategic role funding must be kept; this includes details of
funding received and disbursed and any income generated from the funded
activities. Accounting records include all original invoices, receipts etc.
Termly reporting (including audit sample)

5.12. Each term you will need to submit actual expenditure figures against
each budget line (see table below) for costs you wish to claim. You will do
this via the online reporting system alongside reporting on progress
against your KPIs. Your actual expenditure may differ from your predicted
expenditure. As your funding is paid termly and in arrears, if you intend to
claim licence/subscription fees, the claim amount must only be for costs
incurred within the dates of the termly reporting period.
27
Core funding / ITT strategic role expenditure
5.13. In addition, to fulfil National Audit Office (NAO) financial monitoring

requirements, each term 10% of TSHs will be commissioned to submit a copy
of evidence of expenditure on behalf of the lead school for the relevant
financial reporting period. TSHs who are selected for this review will be
informed in advance. If selected, you must submit evidence of all actual
expenditure for the TSH core funding and ITT strategic role funding that you
wish to claim reported within each of the categories of permitted expenditure
(see Annex J).
5.14. You must also submit a maximum of one document of evidence per
expenditure category, in clearly labelled PDF format (expenditure category,
hub area, name of lead school and URN). You must ensure that the total
expenditure amount for each PDF document corresponds with the total
expenditure inserted into each category in your finance table.
Annual Grant Assurance

5.15. As the TSH lead school and grant recipient (the organisation that entered into
the GFA) you will be required to comply with the annual grant assurance
process at the end of each academic year by completing an Annex G (i) -
Annual Certification of Expenditure and commissioning an independent
reporting accountant/auditor to produce a limited assurance report for all grant
funding received.
5.16. As part of the GFA requirements, lead schools should provide expenditure
evidence (such as invoices/receipts) for any expenditure in connection with
activity of their TSH programme to the independent reporting
28
accountant/auditor. This funding should only be used for the purposes set out
in the GFA and GOL.
5.17. Lead schools will be provided with a pre-populated Annex G certificate and
further guidance following payment of the summer term grant. The guidance
should be shared with the auditor/accountant commissioned to compile the
report.
5.18. The signed Annex G certificate, together with the independent reporting
accountant/auditor’s report, must be returned to the department as part of the
grant assurance process:
Commission date Return date Funding Period

October 2023 December 2023 AY 22/23 funding
October 2024 December 2024 AY 23/24 funding
5.19. Failure to comply with the grant assurance activity may lead to a delay in
subsequent grant payments and a delay to future GOLs.
29
6. TSH support
6.1. Support is available to TSHs from the department, Lead Providers, and the
TSHC.
DfE support
Lead Relationship Owner
6.2. Each TSH has an assigned Lead Relationship Owner (LRO) which is a
named contact within the TSH team that they may contact by email at:
teachingschool.hubs@education.gov.uk. Their role is to be the link between
you and key policy areas in the department with the aim of making
interactions simpler and more effective for you.
The Regions Group
6.3. In July 2022, the Regional Delivery Directorate (RDD) changed its name to
the Regions Group (RG). This is because of the number of regions increased
from eight to nine, to bring it in line with the Government Offices for the
Regions. From September 2022 Regional School Commissioner titles also
changed to Regional Directors (RDs).
6.4. TSHs that are also part of academy trusts should have a contact in the
Regions Group. The RG changes do not affect the geographical area in which
hubs operate. To note as a consequence of this some TSH reference codes
have changed. Hubs should continue to determine the best way to work
collaboratively with other hubs within their region and beyond.
TSHC support
6.5. The department works with the TSHC, the sector body for TSHs. The TSHC
advocates for a great education for every pupil, regardless of their
background, and supports the national network of TSHs in England.
6.6. The TSHC has two specific functions:
● An advisory function: Representing the network of TSHs, engaging with,

and advising DfE on national policy.
● A capacity building function: Supporting the creation and growth of

TSHs, ensuring capacity for successful delivery of the ECF, NPQs, ITT,
the AB role and other CPD.
30
6.7. The department appoints all TSHC members, and current membership is set
out below:
Name Role Organisation
Richard Gill (Chair) CEO Arthur Terry Learning Trust
Lesley Birch CEO Deputy CEO, Meridian Trust
Claire Harnden Deputy CEO South Farnham Education Trust
Jonathan Johnson CEO West Lakes Academy Trust
Simon Knight Joint Headteacher Frank Wise School
John McNally CEO SHARE MAT
Vanessa Ogden CEO Mulberry Schools Trust
Roger Pope Strategic Leader Education South West
Lesley Powell CEO North East Learning Trust
Mark Siswick CEO Wandle Learning Trust
Dave Watson CEO Venturers Trust
Chris Wheatley CEO Flying High Trust
6.8. Members are supported in the delivery of the two functions of the Council by a
small central executive team that provide additional strategic and operational
capacity.
6.9. You should be receiving the weekly TSHC bulletin that sets out the support
available and provides other important and relevant updates. The TSHC
provides TSH directors and teams with a programme of professional
development that will include:
● A programme of development for TSH staff built on the TSH framework
31
● A comprehensive resource library
● An induction programme for newly appointed TSH leadership
● Support for self-assessment
6.10. The department may share TSH contact details and programme management
information with the TSHC to help inform their support offer.
6.11. Should you need to contact the TSHC, please email: tsh.support@tshc.org.uk
32
7. Key contacts
Name Description
Teaching School The TSHC advocates for a great education for every pupil,
Hubs Council regardless of their background, and supports the national network
of TSHs in England.
Education The EEF is dedicated to breaking the link between family income
Endowment and educational achievement. They do this by supporting
Foundation teachers and senior leaders across the country in using evidence
to achieve the maximum possible benefit for young people. They
work in partnership with a network of 37 Research
Schools across the country.
The Research Schools Network is a collaboration between the

Research EEF and the Institute for Effective Education to fund a network of
Schools schools which support the use of evidence to improve teaching
practice. The network currently consists of 37 schools: 27
Research Schools and 10 Associate Research Schools.
The department encourages collaborative working between

Research Schools and TSHs.
School hubs
Maths Hubs The department encourages collaborative working between TSHs

and school hubs, including subject hubs, behaviour hubs and
English Hubs career hubs.
Science Further information can be found here.

Learning
Partnership
Computing Hubs
Music Hubs
Behaviour Hubs
Early Years
Stronger
Practice Hubs
33
Annex A: Further information on ITT
ITT marketing
The ITT Marketing team can offer guidance to support you with your own marketing
activity via:
• An online toolkit of marketing guidance and easy to use design templates to

help you attract and recruit trainee teachers to your ITT programme.
• Recordings of past webinars on a variety of subjects to help you improve your
marketing activity and find new low cost/no cost ways to promote your
programme.
• A private Facebook group where you can network with other ITT providers
and share examples of best practice to support you in improving your
marketing activity.
You are welcome to contact the team to ask for specific advice about any aspect of
your marketing activity or if you encounter difficulties accessing the Facebook group
– please take advantage of their expertise, they are happy to help.
Teacher Training Advisers

The department is keen to build relationships between ITT providers and TTAs, who
provide free, one-to-one support to candidates who are applying to ITT. The adviser
service supports approximately 25,000 candidates per year.
The benefits of making the link with the Adviser service are:
• Being able to access regular market feedback on the candidate pool in the
region and any trends in candidate behaviour that advisers are observing
• Help to increase advisers’ understanding of your course offers and

requirements, enhancing the quality of support they can provide to candidates
for example: different requirements for subject knowledge, equivalency
requirements etc.
• Being able to more easily communicate to advisers where you are still actively
recruiting, particularly as the recruitment cycle progresses, so that they can
signpost candidates even more effectively to places.
34
• If you would like to speak to an adviser, or find out more about the service,
please contact Andrew.Hynds@education.gov.uk .
DfE Apply
The DfE Apply service was rolled out nationally in October 2021, replacing UCAS. If
you have any questions or feedback, please contact the Becoming a Teacher team
at becomingateacher@digital.education.gov.uk
DfE Register
ITT providers, not lead schools, are responsible for registering trainees with the
department on the new DfE Register trainee teachers. This new service has
replaced the Database of Trainee Teachers and Providers and will continue to be
scaled up throughout 2022.
ITT providers wanting more information can contact the Becoming a Teacher team at
becomingateacher@digital.education.gov.uk.
Subject Knowledge Enhancement

The department funds SKE programmes for applicants who have the potential to
become outstanding teachers but who need to increase their subject knowledge.
The length of the SKE courses can vary in duration, from an eight-week refresher or
booster course through to a 28-week programme. The SKE courses can be
undertaken on a full-time or part-time basis but must be completed before QTS can
be recommended and awarded.
The secondary subjects funded are biology, chemistry, computing, design and
technology, English, foreign languages, mathematics, physics, religious education
(eight weeks only), and primary mathematics.
Further information can be found here.
ITT criteria and supporting advice

The ITT criteria and supporting advice contains mandatory guidance and
accompanying advice on delivering ITT.
The government response to the ITT market review sets out new Quality
Requirements which will become part of the ITT criteria from September 2024 (ITT
criteria 2024/25). This means that from September 2024, all ITT providers must
35
deliver courses that incorporate the new Quality Requirements. The current ITT
criteria will remain active until the end of August 2024.
Teacher Recruitment Bulletin

The Teacher Recruitment Bulletin contains vital information to support ITT
recruitment. You can subscribe to this bulletin by
emailing: teacher.recruitmentbulletin@education.gov.uk
36
Annex B: Delivery planning checklist for TSH AB
services
This annex provides a checklist of AB service requirements and additional prompts
and questions to help ABs plan how they might choose to deliver these. It’s intended
as a checklist summary but refers only briefly to the requirements. The Guidance for
Appropriate Bodies on induction and the ECF contains fuller information on what is
required, expected and suggested.
TSH ABs are strongly encouraged to consider the checklist to ensure that their AB
service planning covers all elements of the role and fully takes into account the
resource requirements and potential costs of delivering core induction checks and
developing and maintaining relationships with schools and their ECTs, in addition to
any ECF fidelity checking required.
1. Have you fully scoped the core elements of induction checks which do not
relate to fidelity checking, (particularly those set out in the extracts of the AB
guidance below)?
2. Are you clear about the differentiation of process for all induction routes
(schools accessing the provider lead DfE-funded ECF induction, schools
using the DfE-accredited materials or those creating their own induction
based on the ECF)and fidelity checking requirements, and have you
considered how charges for multiple ECTs in a school will work when some
fidelity checks may be made at school level (e.g. if all ECTs in a school are on
the same non-provider led programme)?
3. Have you considered what initial

briefing/support/information/handbooks/training for school heads, induction
tutors, mentors and ECTs you will provide to ensure they understand their
roles and how to work with your systems?
4. What ongoing general communication will you have with schools and ECTs
(e.g. newsletters, sharing good practice, reminders of deadlines, forward
planning for future ECT cohorts)?
5. How regularly will schools be visited - what percentage of your schools will
you plan to visit each year?
6. Do you have a clear process for both formal assessment points and interim
termly progress reviews – have you considered how you will gather
37
data/reports, moderate results and take action where weaknesses or issues
are identified in individual ECTs’ progress?
7. What additional support/capacity to visit will be in place for schools/ECTs that
need it and who will provide it on what basis (additional
monitoring/visits/support)?
8. Do you have clarity over data handling for TRA, communication of deadlines,
and whether you will design/use your own data systems or use services
providing these?
9. Have you considered building in any quality improvement or moderation of

your services or assessment decisions, either through partnership with other
ABs/networks, or via surveys, panels etc?
For the ‘pre-induction’ checklist and the ‘ongoing quality assurance of induction’
checklist please refer to page 10 and page 12 of the AB 2021 guidance (valid until
31 August 2023) respectively, refer to page 11 and page 16 of the AB 2023 guidance
(valid from 1 September 2023) .
38
Annex C: Flowchart of who you can deliver AB
services to
Can the TSH act as an AB for an ECT?

Yes No
Is the ECT serving any part of
their induction at the TSH?
Was the TSH the accredited

No. Yes provider of ITT for the ECT?
Regulation prevents TSH from (They assessed for the purpose of
acting as AB for any teacher the award of QTS).
serving induction at that school.
No
No. Yes.
Regulation prevents TSH The TSH can act as AB, including where:
from acting as AB for any
teacher who they • The TSH is providing ECF-based
assessed for the purpose training.
of the award of QTS. • The TSH is part of a trust that
assessed the ECT for the purpose
of the award of QTS.
• The TSH has a partnership/network
with a school that assessed the
ECT – Early Career Teacher ECT for the purpose of the award
TSH – Teaching School Hub of QTS.
AB – Appropriate Body • The TSH hosted the ECT as an ITT
QTS – Qualified Teacher Status student but was not the accredited
ITT – Initial Teacher Training provider (e.g. school direct partner).
39
Annex D: Transitional ECTs
If an AB is taking on AB responsibilities for an ECT who began induction prior to
September 2021 they should:
● Work with the ECT’s existing or previous AB to handover of all relevant

progress reports, to inform the ongoing support of that ECT and their
assessment.
● Ensure a transparent fee structure is in place for transitional ECTs where this
may differ from standard rates for ECTs on two year induction programmes.
● Check the Statutory guidance on NQT inductions that started before 1

September 2021 to ensure the correct processes are followed, taking care to
check where these may differ from arrangements for ECTs starting on or after
1 September 2021.
● While ECTs that started their induction before 1 September 2021 are subject
to the statutory guidance on NQT induction , where possible schools should
have regard to the amended 2021 statutory guidance. For example, where
possible these ECTs should have an ECF-based induction and a mentor for
the remainder of their one-year induction. This is to be decided by the
headteacher and AB given what is most appropriate in the circumstances and
considering what proportion of the induction period remains to be served.
● An overview of the key differences between ECTs whose inductions started

before and from 1 September 2021 is set out in the table below:
Previous Arrangement Since September 2021
Length of ● One year. ● Two years.

support
Timetable ● 10% reduced timetable ● 10% reduced timetable in Year One

reduction for one year. ● 5% reduced timetable in Year Two.
Content of ● No defined content. ● Induction should be based on the ECF.

induction ● Where possible, these
programme ECTs should have an
ECF based induction for
the remainder of their
one year induction.
Role of the ● Role of the mentor not ● Access to two years of support from a
mentor defined as separate from designated mentor separate from the
the induction tutor. induction tutor.
40
● Where possible, these
ECTs should have a
mentor for the remainder
of their one-year
induction.
Assessment ● Marked against Teacher ● Marked against Teacher Standards
Standards. ● Two formal assessments – supported
● Three formal by regular progress reviews
assessment points. ● ECF is not an assessment tool.
Funding ● Funding for induction ● Schools will receive additional funding
included as part of core to deliver ECF based induction to fund
school budget. the additional activity in the second
year.
ECT Pay ● Following first year, ● Still be able to progress on the pay
teachers can progress scale as current arrangements allow,
up the pay scale. both during and after induction.
AB Role ● Checking new teachers ● Checking new teachers receive
receive statutory statutory entitlements, are fairly and
entitlements and are consistently assessed, and receive a
fairly and consistently programme of support and training
assessed. based on the ECF.
Please note, transitional ECTs have until 1 September 2023 to complete induction
within three terms. After 1 September 2023, when the transition period ends, all
transitional ECTs (with the exception of those serving an extension given by
the AB) will be required to complete a two-year induction period. These ECTs
should not restart induction, but rather complete what remains of a two-year
induction and have regard to the statutory guidance for ECTs: Induction for early
career teachers (England) - GOV.UK (www.gov.uk). This section, ‘Annex D’, will no
longer apply to these ECTs.
Transitional ECTs that on 1 September 2023 are serving an extension as a result of

a decision made by the AB at the end of their three term induction period following
their final formal assessment, will only need to complete the agreed period of
extension (subject to successfully meeting the Teachers’ Standards) and will not be
required to complete what remains of a two-year induction. For these ECTs this
section ‘Annex D’ will remain current.
41
Annex E: Demonstrating that CPD courses meet the
Teacher CPD Standard
# Strand Ways of demonstrating
1 Professional • Ensure that CPD design has a detailed and clear understanding of
development development needs for example by:
should have
a focus on - Showing a clear understanding of the specific issues and
improving requirements of pupils, the intervention that is needed, and the
and desired pupil outcome.
evaluating - Designing the CPD around the individual teachers’ existing
pupil experience, knowledge and needs.
outcomes. - Understanding of the context and day-to-day experience of
teachers and their schools.
• Show that the CPD makes a clear link between the activity and how
it will improve pupil outcomes, for example by making pupils more
proficient at reading or writing.
• Show that the CPD provides tools that help participants change
their own practice and evaluates their impact on teachers, pupils
and the school.
2 Professional • Show that the courses delivered are underpinned by evidence.

development • Detail the evidence and expertise which has fed into the design of
should be the CPD and set out why this method is successful, for example by
underpinned ensuring that:
by robust
evidence - The evidence base includes high-quality academic research,
and and robustly evaluated approaches and teaching resources.
expertise. - There is explicit reference to the evidence underpinning
practices and how and why practices are intended to work.
• Show that the CPD evaluation is robust and independent and can
demonstrate intended outcomes.
42
3 Professional • Show that the CPD includes some evidence of external challenge to
development thinking.
should
include • Outline the peer activity that participants are expected to engage in
collaboration between formal sessions (if applicable) and how this is integral to
and expert course design and outcomes.
challenge.
• Show that there are multiple opportunities for teachers to practise
what they have learned in a collaborative setting, for example by
including support from someone in a coaching and/or mentoring role
to provide modelling and challenge.
• Show that the CPD includes structured collaboration and discussion

about the impact on pupils for example by offering peer support for
problem solving, focussed discussion about practice and supporting
groups of pupils with similar needs.
4 Professional • Be explicit about the time commitment required by teachers and

development school leaders to make sustained changes in practice.
programmes
should be • Design programmes that are typically at least 2 terms in length and
sustained contain multiple iterative activities. If the programme is less than 2
over time. terms in length show how multiple shorter programmes link together
or how participants use the learning from the programmes for
sustained learning back at school (for example by engaging in peer
learning and challenge or seeking coaching/mentoring support).
• Demonstrate the support available for participants beyond the

formal course duration.
5 Professional The final pillar of the CPD standards ensures that for maximum impact,
development CPD should be prioritised in schools. Therefore, TSHs should work
must be closely with school leadership in the hub area to continue to promote
prioritised and champion the role of CPD in improving standards and raising
by school attainment. This section does not need to be demonstrated individually
leadership for each CPD course but plans for engagement with schools should be
clearly set out in the delivery plan.
43
Annex F: Year Two KPIs and Reporting (Academic Year 2022/23)
Year 2 KPIs and Reporting Requirements
RR1 - Deliver the Early Career Framework as a delivery partner to a lead provider
KPI Target Information Termly Reporting
If your targets for AY2022/23 are less than AY 2021/22, please provide reasoning for this within the additional information sections.
1 - Number of ECTs recruited These will be the targets you have agreed with You will be asked about your progress against your
2 - Number of mentors recruited your Lead Provider. annual targets and have the opportunity to share any
3 - % of ECT participants that start emerging issues / challenges.
training that are retained by the KPI’s 1 and 2 will be the number of ECTs /
end of year 2 of delivery. mentors recruited to begin their ECF induction For KPI 3 you will need to report on the current
with your TSH for the AY 2022/23 (not those retention rate of all ECTs on your ECF programme.
completing their second year). For TSH reporting a withdrawal is any ECT that
leaves the ECF-based training you are providing
earlier than anticipated, unless they have agreed
with their school and Appropriate Body to have a
reduced induction (deferrals do not count as
withdrawals for TSH reporting purposes).
RR2 – Deliver the National Professional Qualifications as a delivery partner to a lead provider (or directly as a lead provider)
If your targets for AY2022/23 are less than AY2021/22, please provide reasoning for this within the additional information sections.
44
1 - NPQ: executive leadership These will be the targets you have agreed with You will be asked about your progress against your
framework - X participants your Lead Provider/s. annual targets and have the opportunity to share any
recruited emerging issues / challenges.
2 - NPQ: executive leadership If you have split cohorts (e.g you have agreed
framework - % participants retained with another TSH to run one course with For the retention KPIs you will need to report on the
until the end of the programme participants attending from both TSHs) you will current retention rate of all those completing NPQs
3 - NPQ: headship framework - X need to agree with the other TSH how to report with you this academic year (this may include leaders
participants recruited this and make it clear within the additional that began their NPQ in the previous academic year).
4 - NPQ: headship framework - % information section how you are reporting on For TSH reporting for the NPQ retention KPIs, please
participants retained until the end this e.g all participants recorded under one report the % of participants that started and have
of the programme TSH or how you have decided to split completed their assessment or that are still completing
5 - NPQ: leading behaviour and participants. each of the NPQs with you (NPQ deferrals do not
culture - X participants recruited count as withdrawals for TSH reporting purposes).
For the recruitment KPIs these will be those
6 - NPQ: leading behaviour and
that you recruit to begin NPQs in AY 2022/23.
culture - % participants retained
until the end of the programme
7 - NPQ: leading teacher
development - X participants
recruited
development - % participants
retained until the end of the
programme
9 - NPQ: senior leadership - X
participants recruited
10 - NPQ: senior leadership - %
participants retained until the end
of the programme
11 - NPQ: leading teaching - X
12 - NPQ: leading teaching - %
of the programme
45
13. NPQ: early years leadership –
X participants recruited.
14. NPQ: early years leadership -
% participants retained until the
end of the programme
15. NPQ: leading literacy – X
16. NPQ: leading literacy - %
of the programme
RR3 – Initial Teacher Training

You are only expected to report on your ITT provision, not ITT across the whole hub area delivered by other providers.
Your target should be based on your delivery as either a SCITT, partner school to a SCITT, School Direct Lead School or School Direct Partner
school, please make it clear within the additional information your role in delivering ITT. If you do not deliver ITT in any of these roles, please
provide further information within the additional information section around your role in ITT.
If your TSH is part of a MAT that is a SCITT, as long as you record the figures correctly between in hub area vs out of hub area, then you may
count all trainees of the SCITT (not just those trained by the TSH lead school).
If your TSH is part of a MAT that is a SCITT and you cover multiple hub areas, then we would recommend that you split the ITT numbers
between the hubs. This is only a suggestion and ultimately you may decide – the key point is to ensure there is no double counting between
hubs.
‘Shortage subjects’ include the national shortage areas, but can also include subjects where there is a local need for higher levels of
recruitment. These figures are included to recognise the importance of monitoring this area and continuing to take action to support recruitment.
You should specify which shortage subjects you are reporting within the additional information.
RR 3.1 Number of trainees trained by the hub’s ITT provision
KPI Target information Termly Reporting
46
1 - ITT delivered to a minimum of X As per the guidance outlined above. You will be asked about your progress against your
trainees in hub area (number) annual targets and have the opportunity to share
Number of trainees trained by the hub’s ITT any emerging issues / challenges.
provision within your hub area only.
2 - ITT delivered by the hub to a As per the guidance outlined above.
minimum of X trainees out of hub
area (number). Number of trainees trained by the hub’s ITT
provision out of your hub area.
RR3.2 - Number of trainees in shortage subjects
1 – ITT delivered to a minimum of X As per the guidance outlined above. You will be asked about your progress against your
trainees across shortage subjects annual targets and have the opportunity to share
total in hub area (number) Number of trainees trained by the hub’s ITT any emerging issues / challenges.
provision across shortage subjects within your
hub area only.
2 - ITT delivered to a minimum of X As per the guidance outlined above.
trainees across shortage subjects
out of hub area (number) Number of trainees trained by the hub’s ITT
provision across shortage subjects out of your
hub area.
RR4 – Appropriate Body services delivered to Early Career Teachers
47
1 - Appropriate body services In light of the AB reforms you will need to You will be asked about your progress against your
delivered to X number of Early ensure that the local need for AB services is annual targets and have the opportunity to share
Career Teachers being met. Please refer to the Impact of AB any emerging issues / challenges.
sector reforms section at 3.44 for further
information.
You should include the total number of ECT

(including those ECTs in year 1 and year 2 of
their induction) within your year 2 target.
Please break this total down into year 1 and
year 2 ECTs within the additional information
section.
Overarching 1 – Schools receiving training from the hub
If your targets for AY 2022/23 are less than AY 2021/22, please provide reasoning for this within the additional information sections.
1 - Training delivered by the hub to a minimum ‘Receiving training’ includes training that You will be asked about your progress
of X schools in hub area has been accessed through the hub’s CPD, against your annual targets and have the
2 - Training delivered by the hub to a minimum ITT, ECF and NPQ delivery. Please note opportunity to share any emerging issues /
of X schools out of hub area this should not include schools to which you challenges.
have delivered AB services only.
3 - Training delivered by the hub to a minimum You are expected to support the
of X primary schools in the hub area You should set your targets based on the development of teachers working in all
4 - Training delivered by the hub to a minimum number of schools included in the ‘school phases/types of school; this was an
of X secondary schools in the hub area types’ data that we have shared. important criteria when we considered your
application to be a TSH. You will need,
If a school is engaging with your hub therefore, to develop networks of high
through multiple programmes (e.g ECF and performing schools that can support the
NPQs) they should only be counted once. delivery of each of the activities to the full
range of the teaching workforce. These
48
Middle schools: If your hub works with networks will need to include special
middle schools, you should include them in schools, alternative provision and early
the relevant primary or secondary years.
classifications as confirmed on the Get
information about schools website.
Although we are not asking you to set a
All through schools: Include these in both target, each term you will need to provide
primary and secondary figures and add a the number of AP, Special and Early Years
comment to confirm the number in the settings that have engaged with training
Additional information box. from your TSH and any emerging issues or
challenges in engaging with these settings
Post-16 and Independent schools: It is up as part of termly reporting.
to you should you wish to work with
independent schools, although it is not a
TSH requirement that you do so. Please do
not include these within your KPIs and
instead provide information on this within
the additional information.
Overarching 2 – School Leader Satisfaction
1 - A minimum of X% of school leaders report This is set at 80% by the DfE. To measure school leader satisfaction
positive overall experience of CPD, ECF, with the courses and services that TSHs
NPQ, ITT and AB services delivered by TSH. provide, you will distribute a standardised
set of questions to the schools your hub
has worked with in the final term of each
year. This will support consistent
reporting across all TSH.
49
You may wish to include additional
questions in the annual survey to gather
further information from school leaders,
however only the standardised ones will
be used by DfE for monitoring purposes.
The survey should be sent out by all TSH

in the summer term of delivery (2023),
and responses collated prior to the final
term reporting date.
All schools that have engaged with the

TSH’s offer in the past academic year
including ECF and NPQ delivery, ITT, AB
services and through to CPD delivery or
signposting, should receive the survey.
One member of senior leadership from
each school should complete the survey.
You will be required to record aggregate

satisfaction results onto the online portal.
Although you will not be required to
present more detailed survey results at
this stage, you should keep them
available to enable DfE to conduct spot
checks at a later date.
CPD 1.1 – Delivery of other approved CPD

1 - A minimum of X CPD days delivered The activity covered for these KPIs does not You will be asked about your progress
2 - A minimum of X participants recruited to include training that is delivered as part of against your annual targets and have the
CPD courses ITT, ECF and NPQs, it is only to report on opportunity to share any emerging issues /
3 - A minimum of X schools engaged with the approved CPD delivered by the hub. challenges.
CPD courses
50
4 - A minimum of 80% of positive feedback To consistently measure participant You will also be asked how many schools
from participants who believe the CPD will satisfaction levels across the hubs, you engaged with your CPD courses are solely
improve their practice received a standardised set of questions engaged with your CPD offer and no other
titled ‘TSH CPD Participant Survey’. This aspect of the TSH remit.
survey should be given to all participants at
the time of completing their CPD course We encourage joined up working between
with the TSH or its delivery partners. This TSH and other CPD providers in the area
does not include ITT, ECF, NPQ or AB and you will be asked as part of termly
events or training. reporting about your engagement with key
stakeholders (e.g curriculum hubs,
Research Schools etc).
TSHs with multiple hub areas
If you have multiple hub areas, we need to ensure that there is no double counting. You can choose the best approach for your
TSHs but please make it clear within the additional information sections what approach you have taken. Some TSHs have chosen
to split the figures equally others have chosen to record targets on one delivery plan only. If you have any queries around this
please to contact your LRO by emailing teachingschool.hubs@education.gov.uk.
Reporting on individual school engagement
As part of termly reporting you will also be asked to complete and return an Excel spreadsheet of schools (excluding independent
and Post-16 settings) in your hub area. You will be asked to confirm for each school whether they have engaged with your TSH and
how e.g ECF and NPQs.
51
Annex G: Year Three KPIs and Reporting (Academic Year 2023/24)
Year 3 KPIs and Reporting Requirements
RR1 - Deliver the Early Career Framework as a delivery partner to a lead provider
If your targets for year 3 are less than year 2, please provide reasoning for this within the additional information sections.
1 - Number of ECTs recruited These will be the targets you have agreed with You will be asked about your progress against your
2 - Number of mentors recruited your Lead Provider. annual targets and have the opportunity to share any
3 - % of ECT participants that start emerging issues / challenges.
training that are retained by the KPI’s 1 and 2 will be the number of ECTs /
end of year 2 of delivery. mentors recruited to begin their ECF induction For KPI 3 you will need to report on the current
with your TSH for the AY 2023/24 (not those retention rate of all ECTs on your ECF programme.
completing their second year). For TSH reporting a withdrawal is any ECT that
leaves the ECF-based training you are providing
earlier than anticipated, unless they have agreed
with their school and Appropriate Body to have a
reduced induction (deferrals do not count as
withdrawals for TSH reporting purposes).
RR2 – Deliver the National Professional Qualifications as a delivery partner to a lead provider (or directly as a lead provider)
52
1 - NPQ: executive leadership These will be the targets you have agreed with You will be asked about your progress against your
framework - X participants your Lead Provider/s. annual targets and have the opportunity to share any
recruited emerging issues / challenges.
2 - NPQ: executive leadership If you have split cohorts (e.g you have agreed
framework - % participants retained with another TSH to run one course with For the retention KPIs you will need to report on the
until the end of the programme participants attending from both TSHs) you will current retention rate of all those completing NPQs
3 - NPQ: headship framework - X need to agree with the other TSH how to report with you this academic year (this may include leaders
participants recruited this and make it clear within the additional that began their NPQ in the previous academic year).
4 - NPQ: headship framework - % information section how you are reporting on For TSH reporting for the NPQ retention KPIs, please
participants retained until the end this e.g all participants recorded under one report the % of participants that started and have
of the programme TSH or how you have decided to split completed their assessment or that are still completing
5 - NPQ: leading behaviour and participants. each of the NPQs with you (NPQ deferrals do not
culture - X participants recruited count as withdrawals for TSH reporting purposes).
For the recruitment KPIs these will be those
6 - NPQ: leading behaviour and
that you recruit to begin NPQs in the AY
culture - % participants retained
2023/24.
until the end of the programme
development - X participants
recruited
development - % participants
retained until the end of the
programme
9 - NPQ: senior leadership - X
10 - NPQ: senior leadership - %
of the programme
11 - NPQ: leading teaching - X
12 - NPQ: leading teaching - %
of the programme
53
13. NPQ: early years leadership –
X participants recruited.
14. NPQ: early years leadership -
% participants retained until the
end of the programme
15. NPQ: leading literacy – X
16. NPQ: leading literacy - %
of the programme
17. NPQ: primary maths – X Please input ‘0’ for these KPIs. You will be asked to report on these once targets have
participants recruited been set with Lead Providers.
18. NPQ: primary maths - % Once targets have been set with Lead
participants retained until the end Providers for delivery of the new Maths NPQ
of the programme you will be asked to submit your recruitment
and retention targets to the Department.
RR3 – Initial Teacher Training

You are only expected to report on your ITT provision, not ITT across the whole hub area delivered by other providers.
Your target should be based on your delivery as either a SCITT, partner school to a SCITT, School Direct Lead School or School Direct Partner
school, please make it clear within the additional information your role in delivering ITT
If your TSH is part of a MAT that is a SCITT, as long as you record the figures correctly between in hub area vs out of hub area, then you may
count all trainees of the SCITT (not just those trained by the TSH lead school).
If your TSH is part of a MAT that is a SCITT and you cover multiple hub areas, then we would recommend that you split the ITT numbers
between the hubs. This is only a suggestion and ultimately you may decide – the key point is to ensure there is no double counting between
hubs.
‘Shortage subjects’ include the national shortage areas, but can also include subjects where there is a local need for higher levels of
recruitment. These figures are included to recognise the importance of monitoring this area and continuing to take action to support recruitment.
You should specify which shortage subjects you are reporting within the additional information.
54
RR 3.1 Number of trainees trained by the hub’s ITT provision
1 - ITT delivered to a minimum of X As per the guidance outlined above. You will be asked about your progress against your
trainees in hub area (number) annual targets and have the opportunity to share
Number of trainees trained by the hub’s ITT any emerging issues / challenges.
provision (including those training in shortage
subjects) within your hub area only.
2 - ITT delivered by the hub to a As per the guidance outlined above.
minimum of X trainees out of hub
area (number). Number of trainees trained by the hub’s ITT
provision (including those training in shortage
subjects) out of your hub area.
RR3.2 - Number of trainees in shortage subjects
1 – ITT delivered to a minimum of X As per the guidance outlined above. You will be asked about your progress against your
trainees across shortage subjects annual targets and have the opportunity to share
total in hub area (number) Number of trainees trained by the hub’s ITT any emerging issues / challenges.
provision across shortage subjects within your
hub area only.
2 - ITT delivered to a minimum of X As per the guidance outlined above.
trainees across shortage subjects
out of hub area (number) Number of trainees trained by the hub’s ITT
provision across shortage subjects out of your
hub area.
55
RR3.3 – Delivery of ITT strategic role
1. Map schools in TSH area to You will be provided with a list of state funded Reported on through the Engagement spreadsheet
understand regional ITT schools in your TSH area to complete for this in terms 1 and 3.
landscape KPI.
2. % of schools engaged through Targets will be agreed as part of your delivery You will be asked about your progress against your
targeted engagement plans. annual targets and have the opportunity to share
(unengaged schools, infrequently any emerging issues / challenges or soft intel.
engaged, limited To meet the targets, you should utilise your
placements/subjects offered in mapping work and will be provided with DfE
relation to size and capacity of data on shortage subjects, ‘cold spots’ and
school(s) and levels of pupil premium data.
recruitment)
3. Register of schools willing to You will be provided with a list of state funded Reported on through the Engagement spreadsheet
offer additional school schools in your TSH area to complete for these in terms 1 and 3.
placements KPIs.
4. Register of schools willing to Where possible you should state how many
offer IT&P placements a school could offer and in what
subject and/or phase.
5. % of providers in TSH area You will be provided with DfE data on You will be asked about your progress against your
engaged with local schools (in providers in the TSH area. annual targets and have the opportunity to share
TSH area) any emerging issues / challenges.
We expect the measurable activities to increase in AY 2024/25 if the strategic roles continue.
56
RR4 – Appropriate Body services delivered to Early Career Teachers
1 - Appropriate body services You should include the total number of ECT You will be asked about your progress against your
delivered to X number of Early (including those ECTs in year 1 and year 2 of annual targets and have the opportunity to share
Career Teachers their induction) within your year 3 target. any emerging issues / challenges.
Please break this total down by year of
induction (year 1 and year 2 ECTs) within the
additional information section.
2 – Appropriate body quality The department has not set an expected % You will be asked about your progress against your
assurance school visits made to X% target. annual targets and have the opportunity to share
of the schools registered with the any emerging issues / challenges.
hub’s appropriate body service. This should only include schools visited for the
purposes of ensuring that schools are having When reporting you should indicate:
regard to their statutory obligations towards - Your progress against your annual target
induction and that ECTs undertaking induction based on the original number of schools
in these schools are receiving their statutory that the KPI was based on (example: The
entitlements as outlined in the statutory TSH visited 20% of 150 schools, 30
induction guidance. schools received a quality assurance
visit), and
This can include: The end of the year report (term 3) should also
- schools visited as a result of a include:
random selection of a portion of - The final X% of schools visited based on
schools to quality assure; the total number of schools registered with
- schools prioritised for a quality the hub’s appropriate body service at the
assurance visit as a result of time of the end of the year report.
intelligence (for example, quality of (example: 15% of 200 schools currently
progress reviews or assessments; registered received quality assurance
change of school personnel including visits, 30 schools out of the 200).
induction tutors, mentors or
57
headteachers; schools employing
ECTs for the first time; etc)
- school visits made as a result of
being directly informed by schools or
ECTs of concerns regarding statutory
induction (provided this information
resulted in a visit considering general
checks on how the school is meeting
its statutory induction obligations ).
Visits made for the purposes of delivering

workshops to induction tutors and/or ECTs or
to help schools with struggling ECTs should
not be counted towards this KPI.
Visits can be both in person or virtual.
Hubs should specify the number of schools

registered with them for AB services that this
KPI is based on within the additional
information section. For example 20% of 150
schools, meaning the hub will intend to visit 30
schools.
Overarching 1 – Schools receiving training from the hub
1 - Training delivered by the hub to a ‘Receiving training’ includes training that has
minimum of X schools in hub area been accessed through the hub’s approved
58
2 - Training delivered by the hub to a additional CPD, ITT, ECF and NPQ delivery You will be asked about your progress against your
minimum of X schools out of hub (including mentor training). Please note this annual targets and have the opportunity to share
area should not include schools to which you have any emerging issues / challenges.
3 - Training delivered by the hub to a delivered AB services only.
minimum of X primary schools in You should set your targets based on the You are expected to support the development of
the hub area number of schools included in the ‘school teachers working in all phases/types of school; this
4 - Training delivered by the hub to a types’ data that we have shared. was an important criteria when we considered your
minimum of X secondary schools in application to be a TSH. You will need, therefore, to
the hub area If a school is engaging with your hub through develop networks of high performing schools that
multiple programmes (e.g ECF and NPQs) can support the delivery of each of the activities to
they should only be counted once. the full range of the teaching workforce. These
networks will need to include special schools,
Middle schools: If your hub works with middle alternative provision and early years.
schools, you should include them in the
relevant primary or secondary classifications
as confirmed on the Get information about Although we are not asking you to set a target, each
schools website. term you will need to provide the number of AP,
Special and Early Years settings that have engaged
All through schools: Include these in both with training from your TSH and any emerging
primary and secondary figures and add a issues or challenges in engaging with these settings
comment to confirm the number in the as part of termly reporting.
Additional information box.
Post-16 and Independent schools: It is up to

you should you wish to work with independent
schools, although it is not a TSH requirement
that you do so. Please do not include these
within your KPIs and instead provide
information on this within the additional
information.
59
Overarching 2 – School Leader Satisfaction
1 - A minimum of 80% of school This is set at 80% by the DfE. To measure school leader satisfaction with the
leaders report positive overall courses and services that TSHs provide, you will
experience of CPD, ECF, NPQ, ITT distribute a standardised set of questions to the
and AB services delivered by TSH. schools your hub has worked with in the final
term of each year. This will support consistent
reporting across all TSH.
You may wish to include additional questions in

the annual survey to gather further information
from school leaders, however only the
standardised ones will be used by DfE for
monitoring purposes.
The survey should be sent out by all TSH in the

summer term of delivery (2024), and responses
collated prior to the final term reporting date.
All schools that have engaged with the TSH’s

offer in the past academic year including ECF
and NPQ delivery, ITT, AB services and through
to CPD delivery or signposting, should receive
the survey. One member of senior leadership
from each school should complete the survey.
You will be required to record aggregate

satisfaction results onto the online portal.
Although you will not be required to present more
detailed survey results at this stage, you should
keep them available to enable DfE to conduct
spot checks at a later date.
60
CPD 1.1 – Delivery of other approved CPD

1 - A minimum of X CPD days The activity covered for these KPIs does not You will be asked about your progress against
delivered include training that is delivered as part of ITT, your annual targets and have the opportunity to
2 - A minimum of X participants ECF and NPQs, it is only to report on the share any emerging issues / challenges.
recruited to CPD courses approved CPD delivered by the hub.
3 - A minimum of X schools You will also be asked how many schools
engaged with CPD courses To consistently measure participant engaged with your CPD courses are solely
4 - A minimum of 80% of positive satisfaction levels across the hubs, you engaged with your CPD offer and no other aspect
feedback from participants who received a standardised set of questions titled of the TSH remit.
believe the CPD will improve their ‘TSH CPD Participant Survey’. This survey
practice should be given to all participants at the time of We encourage joined up working between TSH
completing their CPD course with the TSH or and other CPD providers in the area and you will
its delivery partners. This does not include ITT, be asked as part of termly reporting about your
ECF, NPQ or AB events or training. engagement with key stakeholders (e.g
curriculum hubs, Research Schools etc).
TSHs with multiple hub areas
If you have multiple hub areas, we need to ensure that there is no double counting. You can choose the best approach for your
TSHs but please make it clear within the additional information sections what approach you have taken. Some TSHs have chosen
to split the figures equally others have chosen to record targets on one delivery plan only. If you have any queries around this
please to contact your LRO by emailing teachingschool.hubs@education.gov.uk.
Reporting on individual school engagement
As part of termly reporting you will also be asked to complete and return an Excel spreadsheet of schools (excluding independent
and Post 16 settings) in your hub area. These will be sent to you ahead of the beginning of the academic year. You will be asked to
confirm for each school whether they have engaged with training from your TSH and how e.g ECF, NPQs etc. You will also report
against the new ITT strategic role KPIs as referenced in Annex G.
61
Annex H: Teaching School Hub (TSH) Annual School
Leader Satisfaction Survey
Introductory note:
• This satisfaction survey provides an opportunity for school leaders to feedback on

the support they have received from the TSH. The feedback that TSH receives
should be reported to the department under Overarching KPI 2. This is an annual
KPI.
• This survey should be sent out at the end of the summer term to all schools where
staff have accessed any aspect of the TSH’s offer. This includes ECF and NPQ
delivery, ITT, AB services and additional CPD.
• One member of the senior leadership team from each school that receives the
survey should complete it at the end of the summer term to cover the full
academic year. The survey is designed to be quick to complete.
• During this academic year (2022/23) we are seeking ECF and NPQ information
directly from TSHs, however this may change in AY 2023/24.
• It is up to hubs to choose the appropriate evaluation tool when issuing and

collating survey responses. Whatever format you choose to use, school leaders
should be able to submit their responses anonymously. Please give respondents
additional space to develop their answers should they wish.
• For ease of reference for school leader survey participants, please provide brief
lines about your TSH offer:
• Overview of TSH offer
ECF (for all hubs) - Full Induction Programme
NPQs – list course names offered to participants
ITT
- Provide TSH ITT model (i.e. SCITT partnership, School Direct lead
school or School Direct partnership).
- SCITT name (if applicable).
- Phase ITT courses delivered to, for example, primary/secondary/both.
- Provide approximate annual trainee figures.
AB services delivered to ECTs – yes/no
Additional CPD - list course names offered to participants.

• The department has produced standardised questions to support consistent KPI
reporting across all TSHs. This survey is divided into three sections: Part 1 –
compulsory section asking about participant engagement with TSH training and
services, part 2 – two compulsory questions about access and satisfaction and
part 3 is optional to help gather feedback to support your own evaluation of your
hub’s work and reach. You should only use the standardised questions 1 and
2 in part 2 of the survey when reporting to the Department.
• For each question, participants are to select a score ranging from 1 to 5, indicating
a response from completely disagree to completely agree.
Scores 1 2 3 4 5
Options: Completely Somewhat Neither Somewhat Completely

disagree agree nor agree agree
disagree disagree
How to report on your KPIs - You will be required to submit a percentage figure for
each of your ‘Overarching 2’ KPIs (O2.1 and O2.2).
In part 2, for question 1 (KPI O2.1) provide a percentage of responses that scored 4 or 5,
and for question 2 (KPI O2.2) also provide a percentage of responses that scored 4 or 5.
The department may request to see a sample of completed surveys for evidence and you
should retain survey responses for one full academic year.
By completing this survey, I understand an anonymised copy may be shared with

the Department for Education, which may feed into further development of the TSH
programme.
Compulsory standardised school leader survey questions.
Part 1 – Engagement information
1. In AY 2022/23, my school has accessed the following aspects of the TSH offer:
• Please check relevant boxes from the table below:
TSH offer Yes
Early Career Framework
National Professional
Qualifications
63
Initial Teacher Training
Appropriate Body services
Other CPD
2. My school has engaged with the TSH in delivery of programmes and services.
• Please check the relevant box(es) from the table below:
ITT Type of activities
My school hosts ITT trainees for this

TSH’s ITT provision
My school is a SCITT / part of an ITT

partnership and the TSH is one of my
partners
My school recruits/will recruit early

career teachers trained by this TSH
My school accesses other ITT

services provided by this TSH, e.g.
support with ITT recruitment; best
practice sharing
• My school is involved in ITT but not

with this TSH
My school is not involved in ITT
Other
• AB • Type of services
64
• ECT registration with TRA •
• Information or support re meeting •

induction requirements
• ECF fidelity checking (only applicable•
to schools not accessing DfE-funded
induction programme)
• The statutory assessment process •

(progress reviews and formal
assessments)
• Other •
• Other CPD• Type of professional development activity

• Courses/seminars attended in person•
• Online courses/seminars •
• Education conferences where •

teachers and/or researchers present
their research or discuss educational
issues
•
• Participation in a network of teachers•

formed specifically for the
professional development of teachers
by TSH
• Other •
Part 2 – Access and Satisfaction
65
Compulsory Questions
Completely Somewhat Neither Somewhat Completely

disagree agree agree agree
disagree nor
disagree
1. I have been able to

access professional
development relevant to 1 2 3 4 5
my setting’s needs and
development goals.
2. I am satisfied with my
school’s overall
experience of working 1 2 3 4 5
with the teaching school
hub this year.
Part 3
Optional Questions
1. The professional
development
(including ITT)
delivered by the hub
has had a positive 1 2 3 4 5
impact on my
school’s workforce in
the past academic
year.
2. The training delivered

by the hub has been 1 2 3 4 5
of a high quality.
3. The training delivered

by the TSH is likely to
have had some 1 2 3 4 5
positive impact on
pupil’s attainment.
4. I would recommend
this TSH to another 1 2 3 4 5
school.
66
5. I am satisfied with the
level and quality of
support from the
1 2 3 4 5
TSH as an
Appropriate Body (if
relevant).
6. I am satisfied with the

frequency and
quality of
communication from 1 2 3 4 5
the TSH as an
Appropriate Body (if
relevant).
7. Optional - If you have

any other feedback
that you have not
been able to include
anywhere else,
please provide it here.
Thank you
67
Annex I: TSH Core Funding - Allowable and
unallowable expenditure
Allowable expenditure Unallowable expenditure
Salary costs for those employed to IT equipment such as laptops, tablets,
manage and quality assure the TSH printer cartridges, laptop bags and other
including those based at the lead school such equipment.
and in delivery partners.
Travel (standard fare only) and Software including apps*.
subsistence expenses whilst undertaking *Licences/subscriptions for video
TSH activity (a maximum of 5% of total conferencing and customer relationship
annual funds may be spent on travel and
management (CRM) platforms proven
subsistence with the exception of rural essential to delivery of the role are
areas where prior agreement needs to be permissible.
sought from the Department).
Engagement and communication costs Media buying (e.g., purchasing
including digital communications, website advertising space) or merchandise
or TSH branding development (e.g. logo spend.
design, brochures, videography). These Hubs should not use the word marketing
activities must be solely related to the to describe engagement and
TSH branding. communication costs. This is to facilitate
A maximum of 5% of total annual funds grant assurance, as DfE grants cannot
may be spent on engagement and normally be spent on marketing as it is
communication costs. typically defined.
IT support. Capital expenditure –
- purchasing/construction of
buildings for TSH use.
- refurbishment of existing school
premises (internal and external).
- purchasing equipment for TSH
use.
Speaker fees for events. Overheads on property (e.g. lighting,
heating, rent, telephones including mobile
phone costs).
Room hire and catering for events, Alcohol.
including networking events, which are
specifically for the delivery of the TSH
remit. Hospitality claims should not be
68
included for networking and events for
the delivery of TSH programmes which
are funded by other means.
Fees incurred for external audit
for reporting/certifying appropriate
expenditure (Annex G (i) – Annual
Certification of Expenditure).
69
Annex J: TSH Core Funding - Allowable expenditure – additional information
Category Example description of allowable expenditure Example evidence of allowable expenditure
Administration Administrator salary (FT) For salary costs please provide all of the following:
and financial Finance staff salaries (1 day/month) 1) Staff name and TSH role cross referenced to payroll
support Office Manager (2 day/month) report/payslip with personal information redacted;
or
Invoice(s) if external staff support; and
2) Calculation to support salary costs apportioned to TSH

funding highlighting any additional costs, such as National
Insurance and/or pension contribution, with a highlighted
total amount for the required financial reporting period; and
3) Evidence that staff costs being claimed are for staff

working on the TSH i.e. diary entries, meeting schedules,
calendar screenshots and/or job description/role overview
Printing, copying, reprographics

CRM subscription/license Invoice evidence
Stationery items
General IT support
Administrative/payrollservices
Accountant fees for Annex G
Insurance
Recruitment costs specifically relation to TSH inc.
DBS
Engagement TSH specific branding development e.g. logo
and design, brochures, videography
communication TSH specific website development and IT support
costs * TSH specific engagement materials (flyers, Invoice evidence
banners, leaflets)
TSH specific digital communications
TSH specific video conference subscription/license
Please note TSH must not reference marketing within
expenditure
Hospitality Venue/room hire
Speaker Fees Invoice evidence, to include name and date of event.
Catering for events
Hospitality claims may be included for

networking and events which are specifically
for the delivery of the TSH remit but claims for
the delivery of TSH programmes which are
funded by other means may not be included.
Project / Programme Manager Salary (2 days/week) For salary costs please provide all of the following:
operational Training Manager Salary (1 day/week) 1) Staff name and TSH role cross referenced to payroll
management report/payslip with personal information redacted;
or
Invoice(s) if external staff support; and

Strategic partner salary/day rate costs 3) Evidence that staff costs being claimed are for staff
71
Facilitator salary/day rate costs working on the TSH i.e. diary entries, meeting schedules,
Independent chair day rate costs calendar screenshots and/or job description/role overview
Strategic CEO/Executive Headteacher Leadership Salary (1 For salary costs please provide all of the following:
leadership day /month) 1) Staff name and TSH role cross referenced to payroll
Head of TSH Leadership Salary (3 days/week) report/payslip with personal information redacted;
Deputy Head of TSH Leadership Salary (2 or
days/week) Invoice(s) if external staff support; and

3) Evidence that staff costs being claimed are for staff

working on the TSH i.e. diary entries, meeting schedules,
calendar screenshots and/or job description/role overview
Travel and Copies of travel tickets
subsistence ** Evidence of mileage reimbursement in line with school,
Travel expenses inc. parking trust and/or LA policy
Receipts to support subsistence associated with travel
72
Please note we cannot reimburse costs for travel cards,
season tickets or rail cards.
*A maximum of 5% of total annual funds may be spent on engagement and communication costs.
**A maximum of 5% of total annual funds may be spent on travel and subsistence.
73
© Crown copyright 2023
This publication (not including logos) is licensed under the terms of the Open
Government Licence v3.0 except where otherwise stated. Where we have identified any
third party copyright information you will need to obtain permission from the copyright
holders concerned.
To view this licence:

visit www.nationalarchives.gov.uk/doc/open-government-licence/version/3
email psi@nationalarchives.gsi.gov.uk
write to Information Policy Team, The National Archives, Kew, London, TW9 4DU
Follow us on Twitter: Like us on Facebook:

@educationgovuk facebook.com/educationgovuk

TSH Delivery Handbook

Uploaded by

Copyright:

Available Formats

You might also like

TSH Delivery Handbook

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TSH Delivery Handbook

Uploaded by

Copyright:

Available Formats

Teaching School

May 2023 v2.1

About this guidance

To note AY denotes academic year.

Expiry or review date

Who is this guidance for?

May 2023 6 Addition of key dates for the AY 2023/24.

May 2023 8-11 Addition of information about the suite of NPQs,

May 2023 11-14 Addition of information related to ITT, including strategic

May 2023 14-19 Updates to AB reform, including statutory instrument

May 2023 21 AY 2023/24 KPIs and reporting requirements including

May 2023 25-28 Update on Grant Payments and Assurance

1.4. This handbook is designed to provide useful information and guidance

Date Finance Monitoring

July 2023 • Delivery plans signed-off

December • Annex G return deadline

Delivery of the Early Career Framework

3.8. Further information on the ECF reforms can be found on gov.uk.

3.25. Recommendation 10 of the ITT Market Review set out that:

3.26. This recommendation was accepted by the government in December 2021.

3.27. As school-led centres of excellence for professional development, TSHs

Strategic Roles in ITT

1. Increase school engagement in ITT across their TSH region

3.36. Activities in AY 2023/24:

• Complete additional targeted engagement with schools to

*A maximum of 5% of total annual funds may be spent on engagement and

3.39. Further information on ITT funding can be found on gov.uk.

3.43. A checklist of AB service requirements and additional prompts and questions

3.44. On 15 November 2022 we published the Government’s response to the ‘AB

• Only teaching school hubs (TSHs) and other organisations

3.55. It is your responsibility as a designated AB to assure yourself that you are

Registering with the TRA to deliver AB services

Transitional ECTs who began induction before 1 September 2021

3.66. TSHs that demonstrated sufficient capacity to deliver targeted, quality

3.68. You may continue to signpost department-approved programmes (i.e. those

● Where there are no performance concerns, no follow-up actions will be

● Where there are significant performance concerns, a Review of

On-going Review of Designation

i. the lead school is ‘requires improvement’ or of lower quality as determined

v. the lead school demonstrates impropriety or inadequate controls in its

vi. there is an ongoing teacher misconduct investigation, leading to formal

Review of Designation panel

4.13. Following an ROD panel there are three possible outcomes:

• continued designation with conditions or increased monitoring; or

• continued designation without conditions.

● confirmation that the withdrawal decision has been ratified in accordance

● reasons for the decision.

● an anticipated date when training programmes will cease.

● details of the designated point of contact who will co-ordinate the

DfE responsibilities Lead school responsibilities

Formally notify lead school of Accounting officer must acknowledge the

Provide support to complete the Complete the de-designation documentation

TSH core funding

Hub size Funding level

225 or fewer schools £170,000 p.a.

226 to 279 schools £200,000 p.a.

280 or more schools £220,000 p.a.

ITT strategic role funding