Forthcoming changes to QTS – Navigating grey areas and preparing for the future

These changes aim to ensure high standards in teaching and clarify pathways to qualification, but they also raise questions about compliance and practical implications for school leaders. Among the most pertinent issues is the distinction between teachers and tutors, as this will determine whether QTS is required. This article explores the forthcoming changes, the grey areas in defining roles, and practical steps for schools to prepare.

Understanding the changes

From September 2026, any newly recruited teacher delivering the national curriculum or teaching children of compulsory school age in state-funded schools must either hold QTS or be actively working towards achieving it. This requirement will not apply retrospectively to existing staff, meaning teachers employed before this date without QTS will not need to gain it unless their role changes significantly. However, schools should carefully consider how roles are defined to avoid compliance risks.

The changes also aim to streamline pathways to QTS, offering clearer routes for career changers, overseas-trained teachers, and specialists. While this brings welcome opportunities, it also introduces challenges in distinguishing between teaching roles that require QTS and those that do not.

Teachers vs tutors: Why the distinction matters

One of the most significant grey areas lies in defining whether an individual is a teacher or a tutor. This distinction is critical because tutors are not required to hold or work towards QTS, whereas teachers are. Teachers are responsible for broader educational outcomes, including curriculum delivery and pastoral care. Tutors are typically hired for specific, short term interventions, often working with small groups but not delivering the national curriculum. The distinction often hinges on the nature of the role, the responsibilities involved, and whether the individual is delivering the national curriculum in a formal teaching capacity.

Scenarios if employing from September 2026:

• Specialist Roles (e.g., Ceramics Tutor)
  • A specialist is employed to deliver structured lessons aligned with the national curriculum, manage a class, and assess students’ progress: likely to be considered a teacher (must meet the QTS requirement).
  • Conversely, the role involves informal enrichment activities or workshops without formal curriculum delivery: may be classified as a tutor (QTS not necessary).
• Unqualified Teacher Roles
  • Current regulations allow for certain exceptions, such as overseas-trained teachers who can work for up to four years without QTS while gaining the qualification, or instructors with special skills (e.g., in music or sports). However, the 2026 changes may tighten these exceptions, making it crucial to monitor further guidance.
• Role Creep
  • A school trust employs a mix of tutors and teachers for its enrichment programmes. While the tutors focus on extracurricular activities, some have started taking on responsibilities such as marking and lesson planning.
  • In practice, what happens on the ground can blur these distinctions. Schools should ensure job descriptions and contracts clearly reflect the intended role, as well as monitor actual duties to ensure compliance.

Practical steps

To prepare for these changes and mitigate risks, school leaders should consider the following steps:

1. Review Job Descriptions: Clearly define roles and responsibilities, ensuring they align with QTS requirements where applicable. Avoid ambiguity in roles that could be interpreted as teaching positions.
2. Audit Current Workforce: Identify staff who may be operating in grey areas or whose roles could change in the future. Additional training or QTS pathways may be needed.
3. Plan Recruitment Strategies: When hiring, ensure roles are advertised and structured in a way that complies with the 2026 requirements, particularly for specialist roles.
4. Explore Qualification Pathways: For specialists or unqualified staff, consider alternative routes to QTS, e.g. Assessment Only pathway or Initial Teacher Training programmes.
5. Engage with Stakeholders: Communicate the implications of the changes to staff, governors, and unions to build understanding and support for any necessary adjustments.
6. Stay Informed: Monitor updates from the Department for Education (DfE) and other authoritative sources to ensure compliance as further guidance is issued.

Conclusion

The forthcoming changes to QTS bring both opportunities and challenges for schools. While they aim to enhance teaching standards, they also require careful planning and clarity in defining roles. By addressing the grey areas and taking proactive steps, school leaders can ensure their workforce is well-prepared to meet these new requirements.

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If you would like to discuss how we can support you in navigating these changes or developing tailored HR solutions for your school or trust, please contact Jo Bradbury in our NQHR team.