Introduction
We published our first Fitness to Teach Insight Report in 2024, providing information about more than 1,000 cases that were considered through our Fitness to Teach process between 2018 and 2023: Read the Fitness to Teach Insight Report 2018-2023
We have been continuing to analyse the data we hold, as we want to educate and inform the profession and public more about our Fitness to Teach work. Our latest focus has been on looking deeply at the profile of the cases we see through our process, including where they come from.
The overwhelming majority of cases that come through our Fitness to Teach process relate to concerns about teacher conduct. This means concerns about the character or behaviour of a teacher.
We have therefore focused first on analysing 870 cases that relate to the conduct of teachers. We will focus on reviewing professional competence cases at a later stage. We also plan on looking in depth at the profile of the teachers that are referred into the process.
We want the information contained in this report to support a proactive approach to help prevent harm and stop things going wrong in the first place. We believe this will promote teacher professionalism and support our vision of trusted teaching. We encourage all our partners within the education system to read this report and reflect on what action they can take in their context to contribute to this.
We published our first Fitness to Teach Insight Report in 2024, providing information about more than 1,000 cases that were considered through our Fitness to Teach process between 2018 and 2023: Read the Fitness to Teach Insight Report 2018-2023
We have been continuing to analyse the data we hold, as we want to educate and inform the profession and public more about our Fitness to Teach work. Our latest focus has been on looking deeply at the profile of the cases we see through our process, including where they come from.
The overwhelming majority of cases that come through our Fitness to Teach process relate to concerns about teacher conduct. This means concerns about the character or behaviour of a teacher.
We have therefore focused first on analysing 870 cases that relate to the conduct of teachers. We will focus on reviewing professional competence cases at a later stage. We also plan on looking in depth at the profile of the teachers that are referred into the process.
We want the information contained in this report to support a proactive approach to help prevent harm and stop things going wrong in the first place. We believe this will promote teacher professionalism and support our vision of trusted teaching. We encourage all our partners within the education system to read this report and reflect on what action they can take in their context to contribute to this.
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