Overview of the inspection data summary report (IDSR)

This guide is for initial teacher education (ITE) IDSRs.

The IDSR is aan HTML document showing data for Ofsted inspectors to use when preparing for and during inspection. The IDSR is designed to align with the ITE inspection framework and handbook. It provides inspectors with insights into data published by the Department for Education (DfE) and collected by Ofsted.

Access your provider’s IDSR

Providers can access their IDSR as aan HTML document that we have emailed to the provider’s given contact.

ITE IDSR 20262023

We have focused on the same guiding principles for the ITE IDSR that we followed for the schools’ IDSR that we launched in September 2019.

The ITE IDSR has been designed to:

• reduce the time spent preparing for an inspection

• interpret data for inspectors

• minimise the inspector’s focus on small groups, which can distract from discussing how the provider meets the needs of all trainees

The ITE IDSR highlights important data. Inspectors use this data as a starting point for conversations with provider leaders.

The ITE IDSR contains:

• basic provider details

• provider context information

• details of the most recent inspection of each phase, including a link to the report

• characteristics of new entrants, such as age, degree qualification grade and ethnicity

• summaries of the results of the trainee online questionnaire

• data on outcomes, including qualified trainee status and employment outcomes

Provider details box

The provider details box on the first page of the report shows the following data:

• provider’s name

• provider’s address

• provider’s unique reference number (URN)

• provider’s UK provider reference number (UKPRN)

• the local authority in which the provider is located

• provider’s phone number

• type of provider

• phases of education that the provider offers

• total expected number of trainees in the academic year 2025/262022/23

• provider’s website URL

The provider self-reports most of this information in the annual provider return.return, formerly known as the ‘Ofsted annual ITE partnership information return’. Therefore, the information may not be the most up to date (see the ‘Data sources’ section).

Note that the number of trainees and the number of partner schools are the expected numbers for 2025/262022/23 supplied by providers in summer 2025.2022. Therefore, these may not exactly match the actual numbers for the year.

Provider context

This section provides information on the number of trainees attending the provider over time and the training routes they follow.

Number of trainees by phase across time

This section provides the total number of trainees by phase for the past 3 years. If the provider has undergraduate trainees, then trainees in all years of their course are included in the total. The numbers also include any trainees attending training partners of the main provider.

Providers self-report these numbers through the annual provider return.

The data for 2025/262022/23 is populated using ‘expected’ numbers supplied by the provider before the academic year started. As a result, the data may not exactly match the actual number of trainees who started courses in those academic years.

For primary and secondary phases, the national averages presented are specific to the type of provider. For example, we compare primary higher education institution providers with primary higher education institution national averages. For the early years and further education phases, there were not enough providers by sub-type to carry out this calculation. Therefore, the national averages presented for these phases are for all providers and are not specific to the type of provider.

Expected trainees by route

This section presents the expected number of trainees by route. Providers self-reported these numbers through the provider survey during summer 2025.2022. Therefore, they may not exactly match the current trainee numbers.

If

Expected anyschools traineesby completed an assessment-only route at the provider in 2024/25, the number is shown here.

phase

WhereThis trainingsection ispresents delivered by training partners through a formal agreement with the provider,expected details of these training partners and the number of traineespartner attendingschools themfor iseach shown here, broken down by phase.

For further educationeducation, providers offering franchised delivery in partnership with other providers, the numbersIDSR ofincludes traineesa atlist each of thesecolleges providerswhere is shown, broken down by route. A sentence is also included if this provider validates ITE provision owned and delivered by other providers. This validated provision is not in scope for this provider’s inspection.

Expected schools by phase

This section presents the expectedinformation numberhas ofbeen partner schools for each phase.supplied.

Providers self-reported this information through the provider survey during summer 2025.2022. Therefore, the information may not exactly match the current schools and colleges totals for each provider.

Latest inspection

The IDSR provides information on the latest inspection of each phase, including a link to the provider’s Ofsted inspection reports page. Where phases were inspected separately, the separate inspection dates and outcomes are shown. Older inspections (pre-2013) carried out as an ‘employment-based route’ inspection are not shown.

The IDSR takes the latest inspection data from Ofsted’s official statistics on initial teacher education: inspections and outcomes.

Characteristics of new entrants

This section provides recruitment data that the DfE collects through the initial teacher training (ITT) census.

This relates to new entrants in the 2025/262022/23 academic year. Data for 2025/262022/23 is provisional and is due to be revised in the December 20262023 ITT publication.

The IDSR creates sentences for the following characteristics:

• undergraduate entrants

• postgraduate entrants with a 2:1 or higher in their degree

• postgraduate entrants from a minority ethnic group

• postgraduate entrants aged over 25 on census day (second Wednesday of October)

The IDSR will always include a sentence providing the proportion of undergraduate trainees.

For postgraduate entrants with a 2:1 or higher, postgraduate entrants aged over 25 and postgraduate trainees from a minority ethnic (excluding white minorities) group, the IDSR includes a sentence when the provider’s percentage is in the highest 20% of all providers or the lowest 20% of all providers. If a sentence is displayed in grey, it means that either the percentage was not exceptionally high or low compared with other providers or there were 10 or fewer trainees in the cohort. Note that where an entrant’s degree class was given as ‘other’ this will not be counted as a 2:1 or higher. ‘Other’ degree class includes international degrees, which have different grading classes, degree classes below 2:2 and others. It excludes trainees whose degree class is not known or not applicable.

For all characteristics, the proportions given reflect only trainees where the characteristic is known.

Subject of new entrants in 2025/262022/23

The chart in this section shows the subjects studied by new secondary trainees in 2025/262022/23 in descending order. The numbers shown include both undergraduates and postgraduates. This data is provisional and subject to change.

Trainee online questionnaire in 20252022

Findings

This section summarises the responses that trainees provided in the online questionnaire that we carried out in summer 2025.2022.

There is a sentence stating how many trainees responded to the trainee online questionnaire. The IDSR compares this number with the number of trainees for the 2024/252021/22 academic year, which is taken from the 20252022 provider return.

The IDSR shows the overall proportion of positive responses given to all questions in the survey. This is alongside the average positive responses for all providers. A positive response is where a trainee responded ‘strongly agree’ or ‘agree’ to a question.

The IDSR also highlights those questions that more than 10% of trainees responded to negatively (‘disagree’ or ‘strongly disagree’). Questions are only highlighted if there were more than 10 respondents to the questionnaire.

Some questions in the trainee online questionnaire are available to all trainees, whereas some questions are specific to phases. If a question that is flagged as having had higher negative responses is phase-specific, the IDSR indicates the relevant phase.

Respondents by route

This table breaks down the number of respondents to the trainee online questionnaire by the phase and route of the trainees.

Qualified teacher status and employment outcomes

This section provides outcomes data that the DfE publishes in the annual ITT performance profiles.

Qualified teacher status outcomes

This section presents the proportion of trainees who were awarded qualified teacher status (QTS) at the end of their course. The data relates to traineesthe cohort completing their course or ending their training without being awarded QTS in the 2023/242020/21 academic year. The data is shown for all trainees and also broken down into primary and secondary phases. Early years ITT and assessment-only candidates are not included in the IDSRs.

The IDSR creates a sentence when the provider’s ‘awarded QTS’ percentage is in the highest 20% of all providers or the lowest 20% of all providers and the cohort is larger than 10. If a sentence is displayed in grey, it means that either the percentage was not exceptionally high or low compared with other providers or the cohort was 10 or fewer.

Trainees notyet awardedto QTS complete their course

This section shows the number of trainees who endedhad not yet completed their trainingcourse. butThe weredata notrelates awardedto QTSthe cohort finishing their course in the 2023/242020/21 academic year. QTS rates are as at the end of the academic year (31 July 2024)2021) and therefore some‘yet to complete’ trainees may go on to qualify in the following academic year.

TheseThe numbers are broken down into those who were not awarded QTS and those who were yet to complete the course. They are also broken down by phase and route.

Employment outcomes (state-funded schools in England only)

This section shows the proportion of the 2022/232019/20 final-year trainees awarded QTS who were employed in a state-funded school in England within 16 months of qualification. The data is shown for all trainees and also broken down into primary and secondary phases. Early years ITT and assessment-only candidates are not included in the data used for the IDSR. Note that this data is revised and final.

The IDSR creates a sentence when the provider’s ‘teaching in a state-funded school’ percentage is in the highest 20% of all providers or the lowest 20% of all providers and the cohort size is larger than 10. If a sentence is displayed in grey, it means that either the percentage was not exceptionally high or low compared with other providers or the cohort was 10 or fewer.

Data sources

Provider return 20252022

Ofsted collects the information from all providers annually. We sent the most recent provider return to all providers in the summer of 2025.2022.

The following data comes from the provider return:

• phases of education that the provider offers in 2025/262022/23

• total expected number of trainees in 2025/26:2022/23: this includes the total numbers in the provider details box and the number of expected trainees by route in the provider context section of the report

• total expected number of partner schools or colleges in 2025/262022/23

• othernames providersand offeringURNs franchisedof deliverythe inexpected partnershipfurther witheducation thissettings provider or deliveringcolleges thein provider’s curriculum through a formal agreement2022/23

As providers self-report the information in the provider return and we collected this before the 2025/262022/23 academic year, the data may not exactly match current information.

‘Find postgraduate teacher training’ service

The provider website link shown in the provider details box is from the publicly available teacher training course API. The API is part of the Find postgraduate teacher training service.

Websites have been manually added for any provider that does not have a working website listed in the API.

Existing data

The other data that the IDSR presents in the provider context section comes from Ofsted’s existing data. This information comes from a variety of sources, including previous provider returns, notifications and data from the DfE.

Inspection outcomes

The IDSR takes the date and outcome of the latest inspection for each phase from our official statistics on initial teacher education: inspections and outcomes.

Trainee online questionnaire

The IDSR takes all information in the trainee online questionnaire section of the report from the latest questionnaire responses for the provider. We collect these responses from providers annually. The latest trainee online questionnaire is from July 20252022 and was completed by trainees carrying out their courses in the 2024/252021/22 academic year.

DfE ITT census data

The DfE ITT census provides the recruitment characteristics data in the IDSR.

The current statistical release provides provisional figures on the number of new entrants who have started an ITT programme in England in 2025/262022/23 by:

• school subject

• training route

• training region

• a range of trainee demographic factors

The statistics cover those training to teach through both postgraduate and undergraduate routes.

The DfE collects the ITT census annually and it counts those trainees registered on a course on the second Wednesday in October. For 2025/26,2022/23, this was Wednesday 812 October 2025.2022. The ITT census covers first-year trainees in England.

This statistical release presents detailed provisional data for 2025/26 and revised data for 2024/25. Data from 2019/20 to 2024/25 (inclusive) has been revised to include ‘self-funded’ trainees, who were historically excluded from these statistics.

The DfE applies filters to capture only valid trainees. These are trainees who:

• are in their first year of study

• were signed off and not marked as ‘draft’

• were on a course on or before the second Wednesday in October

• were on a course that started on or after 1 August of the published training year

• were on a course that leads to qualified teacher status

Trainees on the Future Teaching Scholars programme in this dataset are included with trainees on a School Direct route.

TheseThe statisticsfollowing nowtrainees includeare self-fundedexcluded:

• Self-funded trainees,trainees who– were previously excluded from these statistics. These are trainees that the provider has indicated are not eligible for UK financial supportsupport. and,This forincludes historicaloverseas data,trainees who didare not have a DfE-allocated place. Trainees identified as self-funded may include overseas trainees not entitled to UK financial support;support, and trainees on the School Direct (salaried)salaried orroute postgraduatewho teachingare apprenticeshipundertaking (PGTA)a routessubject undertakingthat ais non-not funded by the DfE-funded. subjectThe and/orexclusion employeddoes atnot anapply independentto school;High orPotential aITT Schooltrainees Direct(formerly (salaried)known as Teach First) or PGTAtrainees traineeon whothe isFuture undertakingTeaching aScholars subjectprogramme. thatTrainees wouldwho do not normallyhave bea fundedplace allocated by the DfE, whosewere trainingalso isexcluded beingfrom fundedthe bydata theuntil provider.

  2021/22. Some traineessubjects arehave excludedallocations fromto theprevent mainstreamover-recruitment. underlyingProviders datathat setsrecruit butbeyond their allocation are includedexpected into theirfund ownthe separatecosts underlyingof dataadditional setstrainees. forAs thisof publication.2022/23, Theseonly physical education and early years teaching are assubject follows:to allocations.

  • Early years ITT – the main tables in the DfE publication focus on trainees working towards QTS, and so trainees working towards early years teacher status (EYTS) are not included because they are not eligible for QTS. Figures on early years ITT are reported in a separate section of the release.

  • Assessment-only candidates – ‘assessment only’ is for experienced teachers with a degree and those with a teaching qualification from a different country who have not been awarded QTS in England. It allows teachers to do the necessary assessment and skills tests to qualify for QTS. These individuals are deemed to be already in the workforce and therefore do not count towards the 2022/23 postgraduate ITT targets. Figures for assessment-only trainees have been published as an annex to the ITT performance profiles since its 2016/17 publication.

  The DfE does not produce an updated version of the ITT census outside of its annual publication. These publications take a snapshot of the data submitted on the Database of Trainee Teachers and Providers, or its successor, Register, at the time of publication. The department does, however, publish revised data from the previous year in each publication.

  For more information on the DfE ITT census data, see the methodology section of the ITT census website.

  DfE ITT performance profiles

  QTS

  The DfE ITT performance profiles provide the QTS and employment outcomes information in the IDSR.

  Information in the IDSR on QTS outcomes relates to traineesthe who2020/21 eitherfinal-year achievedcohort QTSfor each provider. The DfE orpublished endedthe theirlatest trainingdata withouton achieving30 QTSJuly in2022, which is for the 2023/242020/21 academic year. TheThis year, the DfE publishedcollected data on the latestDatabase dataof onTrainee 31Teachers Julyand 2025,Providers whichand isits forsuccessor, theRegister. 2023/24The academicmain year.

  Traineescollection withperiod coursewas outcomesfrom refersSeptember to thoseNovember who2021. achievedHowever, QTSin orsome endedcases, theirfurther trainingchanges butwere didmade notdirectly achieveby QTS.the Traineesdatabase whoof aretrainee yetteachers toand completeproviders theirteam, in agreement with providers.

  The definition of final-year trainees, and all other definitions in terms of data collected, remain the same as in the ITT courseperformance areprofiles nofor longerthe included,academic regardlessyear of2017/18. whetherThis theymeans areall incomparisons theirremain expectedvalid finalover year.time.

  For the academic year 2023/24,2020/21, the DfE received data from all 214239 providers. This consisted of 143169 school-centred initial teacher training providers and 7170 higher education institutions. All data was reviewed, confirmed and signed off by a designated person at each provider.

  The DfE statistical release presents final-year trainee outcomes and provisional employment data for 2023/242020/21 and revised employment data for 2022/23.2019/20.

  The TraineesDfE areapplies includedfilters ifto theycapture didonly anyvalid oftrainees.

  It theidentified followingfinal-year betweentrainees 1for Augustthis 2023publication andusing 31the Julyfollowing 2024 (inclusive):filters:

  • achievedtrainees QTS

  • completedrecorded theiras coursehaving butleft werein unsuccessfulthe and2020/21 didacademic not achieve QTSyear

  • leftwhere theend coursedates atwere leastnot 90recorded, daysfull-time afterpostgraduate startingtrainees andwho beforestarted in the course2020/21 endacademic year

  TheseA statisticsnumber nowof includetrainees self-fundedare trainees,excluded from the mainstream ITT analysis who weremay previouslybe excludedworking fromtowards theseQTS statistics.or another teaching qualification. The figures presented in the DfE release do not include non-supported trainees. These are a small number of trainees that the provider has indicated are not eligible for UK financial support and,and fordo historicnot data,have whoa didplace notallocated haveby athe DfE-allocated. place.This Trainees identified as self-funded may include includes:

  • overseas trainees not entitled to UK financial support; support

  • trainees on the School Direct (salaried)salaried orroute PGTAwho routesare undertakingtraining in a non-subject that is not funded by the DfE-funded subject and/or who are employed at an independent school;school

  • trainees oron athe School Direct (salaried)salaried orroute PGTA trainee who isare undertakingtraining in a subject that would not normally be funded by the DfE, whosewhere trainingthe provider is beingfunding fundedthe bytrainee thethemselves provider.outside of their DfE-allocated places

  Some trainees are excluded from the mainstream underlying data sets but are included in their own separate underlying data sets for this publication. These are:

  • assessment-only candidates – assessment-only is for experienced teachers with a degree and those with a teaching qualification from a different country who have not been awarded QTS in England. It allows teachers to do the necessary assessment to qualify for QTS without taking an ITT course

  • early years ITT – trainees working towards EYTS are not included as mainstream trainees as they are not eligible for QTS. This programme focuses on pre-school ITT. However, High Potential ITT offers an early years programme working with children aged 3 to 5 years that does lead to QTS; therefore, these trainees are included in the mainstream underlying datasets

  The statistics cover those training to teach through both postgraduate and undergraduate routes. The DfE does not publish this data at provider level in the ITT performance profiles. Early years ITT and assessment-only candidates are not included in the IDSRs.

  Some trainees in their expected final year of ITT may not have been awarded QTS by the end of the academic year. Trainees who are yet to complete the course will either complete the course without being awarded QTS or go on to be awarded QTS in a subsequent academic year.

  From 2019, the DfE changed to using internal administrative data sources to determine how many final-year trainees awarded QTS go on to employment in a state-funded school in England. The first publication to use this new methodology was the 2017/18 ITT performance profiles publication.

  Employment outcomes

  Information in the IDSR on employment outcomes relates to revised data for the 2022/232019/20 final year cohort for each provider. This is because employment rates are calculated from the proportion of qualified trainees who are employed in a state-funded school in England 16 months after qualifying. When the DfE published the latest performance profiles data, 16 months had not passed since trainees in the 2023/242020/21 cohort had completed their course. Therefore, the latest data available is an estimate.

  The DfE uses internal administrative data sources to estimate how many final year-trainees awarded QTS go on to employment in a state-funded school in England. For full details on the methodology for measuring employment, see the publication methodology.

  For this publication, the DfE calculates 2 employment rates:

  • a provisional employment rate for final-year trainees in the 2023/242020/21 academic year

  • a revised employment rate for final-year trainees in the 2022/232019/20 academic year

  Provisional employment rate: DfE analysis has found that matching ITT trainee data to school workforce census (SWC) data from the year following qualification does not fully capture how many trainees go on to employment. This is because some teachers do not start their new jobs in time to be recorded in that SWC, while others can start up to a year later.

  The DfE accounts for these teachers by applying an uplift to the 2023/242020/21 employment figures to estimate a provisional employment rate for 2023/24.2020/21. The uplift is calculated by comparing with data from previous years to determine what proportion of new teachers employed during the year were not included in their first school workforce census but were captured in the following year’s census (the uplift applied for 2023/242020/21 was around 26%30.6% of those not captured in the first year).

  The DfE’s ITT performance profiles publications include provisional employment rates at an aggregate level. These are national figures by characteristic, route and subject. The DfE does not publish provisional employment rates at provider level, as it is not possible to calculate an accurate uplift at this level. At provider level, the DfE publishes revised employment rates the following year. Therefore, in the 2023/242019/20 performance profiles, you will find the 2022/232018/19 revised provider-level employment rates.

  Conditions of use

  The IDSR conditions of use and storage are that:

  • the IDSR is to be used only for educational and analytical purposes and for informing inspection, not for any other purpose

  • data presented in the IDSR is to be shared only with those who need and are authorised to have access to the information

  • the IDSR should be saved in a secure location with limited access

  Data protection

  When accessing the data in the IDSR, you must recognise the privacy of that data and always comply with the Data Protection Act 2018. The Data Protection Act 2018 is the UK’s implementation of the General Data Protection Regulation (GDPR).

  You must ensure that you use the data that you have access to for the purpose for which the service was set up and that you do not use the data for any other purpose. You must ensure that the data is processed securely and that it is not subject to any unauthorised use or disclosure.

  Contact details

  ITE provider return

  Please contact school.performance.data@ofsted.gov.uk regarding queries for the ITE provider return.

  Characteristics of new entrants queries (ITT Census)

  Please contact ittstatistics.publications@education.gov.uk.

  Trainee online questionnaire queries

  Please contact school.performance.data@ofsted.gov.uk regarding queries for the trainee online questionnaire.

  Qualified trainee status and employment outcomes queries (ITT performance profiles)

  Please contact ittstatistics.publications@education.gov.uk.