Increasing Diversity in Teacher Training

We are proud to be part of the national Increasing Diversity in Initial Teacher Training (ITT) Project, a four-year initiative funded by Mission 44 in partnership with the Chartered College of Teaching, Being Luminary and the Chiltern Learning Trust. The project focuses on dismantling systemic barriers faced by Beginning Teachers from Global Majority Heritage backgrounds, from application through to qualification.

Through this partnership, our team has benefitted from the Chartered College of Teaching’s new course, 1:1 coaching from an experienced DEI specialist, and high-quality small group CPD. These opportunities have strengthened our practice and deepened our understanding of how to create truly equitable teacher training experiences.

How this project has strengthened our teacher training provision

1. Embedding an EDI lens into mentoring

We enhanced our mentoring offer by introducing mentors to the Chartered College of Teaching’s Impact article “Mentoring with an equity, diversity and inclusion lens.” This research reinforces the strengths of our strong mentoring culture, where mentors already know their Beginning Teachers (BTs) exceptionally well and respond rapidly to emerging needs.

By combining relational knowledge with a research-informed EDI lens, mentors can anticipate barriers more effectively, adapt support, and ask the questions that matter. This approach is reflected in our recent Ofsted feedback:

“Staff across the partnership have a profound understanding of trainees’ needs and how to support them. This ensures trainees thrive across all areas of their programme.”

“Leaders are highly skilled, precise and creative in how they reduce or remove any barriers trainees face.”

2. Reviewing recruitment and onboarding

Our participation in the project prompted a full review of how we attract, welcome and support applicants into teacher training. A key action has been gathering more representative testimonies from our diverse BTs, ensuring prospective applicants can see themselves reflected in our community. These stories play a powerful role in challenging assumptions about who “belongs” in teaching.

We also strengthened the application and interview experience, ensuring it is accessible, supportive and responsive to individual needs. Ofsted recognised this work:

“They take a highly nuanced approach through applications, interviews and during the course, to identify any area of need.”

“Leaders work proactively with local groups to address barriers potential trainees from diverse backgrounds might have, and they support them to access a career in teaching that they never thought possible.”

This demonstrates our commitment to reducing barriers at the very start of the teacher training journey.

To find out more about our approach to recruiting and retaining a diverse cohort

See here

3. Strengthening professional identity, anti-racist practice and inclusive culture

We want our BTs to leave us not only as excellent practitioners, but as confident, principled professionals who can thrive in – and contribute to – inclusive school communities. To support this, we have expanded our professional studies programme to include:

Anti-racist allyship
Recognising and responding to discriminatory behaviours
Developing a values-aligned professional identity
Opportunities to connect with affinity groups that foster belonging and reflection

These elements help BTs support pupils and colleagues, model inclusive professional behaviours, and understand who they are becoming as teachers.

We monitor BTs’ sense of belonging closely through evaluation, reflection and pastoral support. Ofsted highlighted this culture, noting:

“Leaders create a consistently positive and nurturing culture where trainees feel extremely welcome and highly valued.”

They also recognised how well prepared our trainees are for the profession:

“Trainees are consistently prepared extremely well for the realities of teaching.”

Our ongoing commitment to inclusive teacher training

Our work with the Increasing Diversity in ITT Project reflects a long-term commitment to representation, inclusion and justice in the teaching profession, and we are not complacent about our position. As Ofsted noted: “Inclusion is central to the culture and ethos of the provider.”

We remain dedicated to:

Widening access to teacher training in our local communities
Embedding inclusive and anti-racist practice across our provision
Ensuring every Beginning Teacher feels known, supported and valued
Strengthening professional identity and collegial responsibility
Helping shape a teaching workforce that reflects and serves East London

This work sits at the heart of our mission: ensuring pupils are taught by teachers who bring diverse perspectives, rich experience and an unwavering belief in educational equity.

Find out more about training to teach with MCoT

If you are considering training to teach, or are an ITT provider or school leader committed to diversifying the teaching profession, we would be delighted to connect.

Get in touch with MCoT to learn more about teacher training and how a place-based, values-driven model like ours supports a more representative, thriving teacher workforce.

info@mulberrycollegeofteaching.org

020 7791 7202

Read the Ofsted report here