This week I report on the publication of updated non statutory guidance on flexible working, the announcement of a new apprenticeship route into teaching of Maths for non-graduates and publication of an EPI report suggesting the DfE sets Gatsby-style benchmarks for extracurricular activities.

Updated non-statutory guidance on flexible working
A revised version of this non statutory guidance has been published with an updated definition of flexible working and a broader range of arrangements. It will be updated again in April to align with the new flexible working law when it comes into force.

New apprenticeship route into teaching for non-graduates will launch in 2025
The DfE will begin recruiting for a pilot of 150 maths trainees in the autumn, with training beginning next September.

Since the advent of the apprenticeship levy in 2017, schools, trusts and councils have struggled to find ways to spend the money they pay in. Because teachers make up such a large proportion of schools’ workforces, the lack of an undergraduate route leaves leaders with few options. A one-year postgraduate route was created in 2018 but requires an existing degree.

It is hoped this new apprenticeship will provide a route for teaching assistants to become teachers with trainees getting a degree at level 6 and qualified teacher status on completion. Apprentices would spend around 40% of their time studying and the rest of the time in the classroom. It is not yet clear whether they will need to be supervised when teaching classes. The pilot will only include government funding for the training of one cohort and after that schools will have to use levy funding.

EPI suggests Gatsby-style benchmarks for extracurricular activities
The Education Policy Institute (EPI) has published a report this week that suggests the DfE should set non statutory benchmarks for extracurricular activities, similar to those for careers advice, that would set the expected standard for provision that was accessible and appealing to a broad range of students. EPI analysis found pupils who attended clubs had a higher probability of progressing to higher education and being in employment than those who did not.