Teaching Regulation Agency Strategy 2024-2027 and Business Plan 2024-2025
Updated 7 February 2025
Applies to England
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Chief Executive’s foreword
The Teaching Regulation Agency (TRA) plays a key role in the schools’ system by helping to both safeguard the wellbeing of pupils and uphold the standing of the teaching profession. In order to continue to play that role successfully and overcome the significant challenges we face in doing so, it is vital that the Agency has effective plans for the future.
In this strategy, we set our broad ambitions for the period 2024 to 2027. Building on the significant progress made by TRA since the publication of our 2021 to 2024 Corporate Plan, we will strive to maximise the contribution of the Agency’s staff, ensure that we are optimising our use of digital tools, strengthen our governance and oversight, and ensure that we engage with the needs of our stakeholders. We will also ensure that quality is at the heart of everything we do. By taking these steps, we will ensure that TRA is in the best possible position to continue to fulfil our mission to regulate and uphold public confidence in the teaching profession.
Marc Cavey - Chief Executive
Purpose
The TRA is an executive agency of the Department for Education (DfE). Our purpose is to support employers, schools and headteachers with their safeguarding responsibilities.
Mission
Our mission is to regulate the teaching profession and uphold public confidence effectively by managing teacher misconduct investigations and hearings in a fair and timely manner and maintaining a high-quality central record of the professional status of teachers.
Vision
DfE’s purpose states “We are the department for opportunity. We work to deliver better life chances for all – breaking the link between background and success. We do this by protecting children and ensuring the delivery of higher standards of education, training and care. We create opportunities for children and learners to achieve and thrive today, so they have the freedom to succeed and flourish tomorrow, strengthening our society, powering our economy, and enabling equality.”
The TRA supports the realisation of this purpose by striving to achieve excellence in all that it does and by providing a fair and consistent regulatory system for the teaching profession on behalf of the Secretary of State for Education.
By 2027, we will have built on our strengths, made improvements to the services we deliver and enhanced the offer to our people, through a consistent and sustained focus on the following 5 areas:
- creating an environment where our people are passionate about their work and are supported to thrive
- developing TRA’s digital services focused on user needs
- developing our programme management function to ensure we have optimal processes and controls
- ensuring our stakeholders’ needs are at the heart of our work
- embedding a quality focused culture
Values
The Civil Service is an integral part of the government. It supports the government in developing and implementing its policies and in delivering public services. Civil servants are accountable to ministers, who in turn are accountable to Parliament.
As civil servants, our staff are appointed on merit on the basis of fair and open competition. They are expected to carry out their role with dedication and a commitment to the Civil Service and its core values: integrity, honesty, objectivity and impartiality. Further details are available in the Civil Service code.
Overview of TRA Services
Teacher Misconduct Unit
The Agency, on behalf of the Secretary of State, takes action on receipt of allegations of serious teacher misconduct, as defined by The Teachers’ Disciplinary (England) Regulations 2012 and as amended by The Teachers’ Disciplinary (Amendment) (England) Regulations 2014.
Teachers are one of the most significant factors in a child’s education and the overwhelming majority never engage in any form of serious misconduct.
For the small minority who do, TRA is responsible for:
- investigating serious misconduct, where a teacher’s alleged behaviour is fundamentally incompatible with being a teacher and could lead to them being prohibited from teaching
- prohibiting teachers from teaching who have been found to have committed serious misconduct
Headteachers and governing bodies are responsible for managing teachers in relation to:
- their competence and conduct, and taking action to address underperformance
- less serious misconduct in their schools and relevant settings
Teacher Qualification Unit
Teaching in England is a regulated profession, and legislation sets out the training that a teacher has to undertake in order to teach in certain settings.
We maintain the central record of qualified teachers, which provides employers with the means to complete pre-employment checks to ensure that they are employing teachers who are not prohibited from teaching and who are appropriately qualified for their role.
We are also responsible for the professional recognition of teachers who have qualified outside of England.
As part of maintaining the central record, we collect data on early career teachers who are undertaking and completing their statutory induction.
We are continuing to work with DfE to transform teacher qualification services and transfer them to other parts of the Department’s Teaching Workforce Directorates.
TRA Strategy and Business Plan
Our vision for 2027 is: our people are passionate about their work and are supported to thrive
| TRA Strategy 2024 to 2027 to achieve this vision is: | TRA Business Plan 2024 to 2025 priorities are: |
|---|---|
| We review our organisational structure and develop a long-term TRA workforce plan – to ensure we have the optimum capacity and capability across the Agency, now and in the future | Develop a new TRA-wide workforce plan and determine optimum operating model |
| Monitor workload/capacity across the Agency with set review points | |
| Identify critical roles and ensure adequate succession plans are in place | |
| Build internal resilience to ensure TRA staff can respond to new and changing priorities | |
| We ensure our approach to performance and talent management is embedded fairly and consistently – by ensuring these processes support the development of our people and create clear pathways for progression | Review and moderate performance objectives across the TRA |
| Further embed the TRA’s Line Manager Forum to increase their capabilities and offer peer to peer support | |
| Review our talent management processes to ensure all staff are offered stretch and progression opportunities | |
| We support our people to develop world class skills and capabilities – by identifying and developing the skills and capabilities we need now and in the future, and promoting related training and development offers | Consistently embed Performance Development Plans for every member of staff |
| Further develop bespoke TRA learning and development plans for the Agency and individuals, with increased focus on specialist skills | |
| We support everyone who works at TRA to be able to bring their best to work – by building a diverse and inclusive culture which realises the potential of our people | Increase the proportion of TRA staff self-declarations and the quality of our diversity data |
| Ensure TRA staff have awareness and access to wellbeing support | |
| Target learning and development and support for staff from diverse backgrounds | |
| Ensure reasonable adjustments are implemented fairly and consistently |
Our vision for 2027 is: we have developed TRA’s digital services focused on user needs
| TRA Strategy 2024 to 2027 to achieve this vision is: | TRA Business Plan 2024 to 2025 priorities are: |
|---|---|
| We review our systems and processes to explore how we can further improve our services and benefit from future digital transformations | Conduct a review of our existing internal and external services |
| Respond to recommendations from digital workshops to prioritise future digital transformations | |
| Continue to work with DfE to transform teacher qualification services | |
| Evaluate opportunities to harness new and emerging technologies | |
| We communicate effectively with our stakeholders, and understand their user journeys and requirements | Review how we use digital tools and channels to communicate with our stakeholders |
| Conduct research to understand and improve the user experience | |
| We manage our resources effectively to improve capability and address pressure points | Manage the Agency’s digital resources effectively within financial constraints |
| Build the digital skills and capability of our workforce | |
| Review TRA’s organisational structure to maximise our resources | |
| We ensure effective security and governance by managing controls and measures | Research wider government digital services |
| Ensure mitigation plans and controls are in place | |
| Provide assurances of secure transfer of data and files | |
| Work collaboratively to migrate systems and improve efficiency, especially with DfE colleagues |
Our vision for 2027 is: our programme management arrangements ensure we have optimal governance, internal control and risk management
| TRA Strategy 2024 to 2027 to achieve this vision is: | TRA Business Plan 2024 to 2025 priorities are: |
|---|---|
| We review our approach to risk management – to ensure risks are managed at the right level and across the Agency there is a consistent approach and understanding | Review approach to risk management, including reviewing existing documentation and reporting processes |
| Create a TRA Risk Committee to deep dive into the Agency’s strategic risks | |
| Deliver bespoke risk management training for all staff to increase awareness and capabilities | |
| We seek assurance that TRA’s internal controls are adequate and effective – by reviewing internally and seeking assurance from external auditors | Encourage a culture of continuous improvement across TRA which identifies areas for improvement |
| Work constructively with GIAA to develop and deliver the 2024-25 audit plan, ensuring it focuses on priority areas | |
| Successfully complete the NAO annual audit, ensuring as we do so that no significant observations are identified | |
| We improve our governance and reporting processes – to ensure a consistent approach and adequate visibility of critical activities and projects | Review existing governance arrangements and make recommendations to the TRA Executive Board as to how these can be enhanced |
| Review reporting and project management approaches to encourage consistency and strengthen oversight |
Our vision for 2027 is: we have ensured our stakeholders’ needs are at the heart of our work
| TRA Strategy 2024 to 2027 to achieve this vision is: | TRA Business Plan 2024 to 2025 priorities are: |
|---|---|
| We use user insight to develop and improve our services, ensuring our stakeholders’ needs are listened to and acted upon | Review our users’ journeys to ensure we are meeting their needs |
| Review panellist engagement and relationships to support delivery | |
| We continuously review and improve our relationships with our delivery partners/stakeholders | Deliver panellist engagement and training events to further equip panellists to perform their role |
| Work with stakeholders to ensure our capacity to hold hearings meets operational planning requirements | |
| Work effectively with our contracted legal firms | |
| Regularly review and develop Memorandum of Understanding (MoU) with our stakeholders | |
| Maintain open and honest dialogues with the teacher and headteacher trade unions, and other professional bodies | |
| We learn from other regulators through regular engagement | Share best practice with other teaching regulators from the devolved nations |
| Continue to build links with other regulators to continually learn and develop skills and best practice across the regulatory sector | |
| Pursue membership of the Institute of Regulation in order to provide access to a wider community of regulatory bodies |
Our vision for 2027 is: we have created a quality focused culture / performance
| TRA Strategy 2024 to 2027 to achieve this vision is: | TRA Business Plan 2024 to 2025 priorities are: |
|---|---|
| We embed a consistent quality assurance culture and framework across TRA | Support all our people to own and champion quality in their work |
| Ensure consistency across processes | |
| Implement control through lines of assurance and governance | |
| We ensure data management processes operate in line with regulatory and DfE requirements | Ensure continued data integrity and security |
| Continue to deliver security and data controls | |
| Implement engagement quality indicator under quality assurance framework | |
| We deliver robust quality controls and continuous improvements | Align reporting on quality across TRA |
| Continue to improve the efficiency and effectiveness of our processes |
Operational Delivery and Key Performance Indicators
In 2024 to 2027, subject to wider policy and regulatory changes, we will:
- work to the governance and accountability arrangements as set out in the TRA framework document
- learn from other regulators through regular engagement, including equivalent organisations in the devolved nations
- respond to all correspondence in a timely and concise manner, including freedom of information and subject access requests
Teacher Qualification Unit Objectives
The Teacher Qualification Unit’s objectives are:
- maintain the central record of qualified teachers in England and the central list of teachers prohibited from teaching in England
- manage annual data collection services to ensure the accurate recording of Qualified teacher status, early years teacher status, initial teacher training, statutory induction outcomes and national professional qualifications onto the central record of qualified teachers
- grant professional recognition in England to eligible Overseas trained teachers (OTTs)
- provide high-quality support and advice to users of our products and services through our digital channels
- support the DfE to develop and implement operational changes resulting from policy reform
Teacher Qualification Unit KPIs
| Performance indicator | Target |
|---|---|
| TQU will process all induction results submitted by appropriate bodies, and make the results available on the central record of qualified teachers within 2 working days of receipt | 100% |
| The central record of qualified teachers will be available to users for 98% of the reporting year | 98% |
| Professional recognition of OTTs applications concluded in 80 working days (median) | 80 days |
| TQU helpdesk: 100% of helpdesk emails responded to within 5 working days of receipt | 100% |
Teacher Misconduct Unit Objectives
The Teacher Misconduct Unit’s objectives are:
- complete an initial assessment of all teacher misconduct referrals received, determining whether a referral is within jurisdiction and serious enough to potentially result in a prohibition order
- for referrals that are within jurisdiction and serious enough to potentially result in a prohibition order, we will establish this as a case and will:
- consider whether an interim prohibition order should be imposed to prevent the person teaching until the case is concluded – this can be considered and imposed at any stage of the case
- undertake an initial investigation and decide whether there is a case to answer or the case should conclude
- refer the case to a professional conduct panel if there is a case to answer
- work with external stakeholders, such as contracted legal firms and professional conduct panels, to prepare for a hearing, ensuring the panels meet regulations and guidelines
- following a professional conduct panel recommendation, take a decision on behalf of the Secretary of State regarding whether to impose a prohibition order
- engage in a timely manner with the teacher, teacher’s representative and referrer as required throughout the lifetime of a case, and respond to all teacher misconduct case queries
- promptly publish notice of forthcoming hearings and professional conduct panel outcomes
- on receipt of High Court appeal notifications and other legal challenges, work with internal legal advisers to prepare cases to present on behalf of the Secretary of State
- progress and hear applications from teachers to set aside a prohibition order
- consider cases where an early career teacher wishes to appeal failure of, or an extension to, their induction period
- work with other organisations, including DBS, schools and the police, to support the safeguarding of children
- ensure all content on GOV.UK accurately reflects the teacher misconduct guidance and disciplinary regulations
- ensure robust contract management of legal firms engaged in our work, ensuring value for money, closely monitoring quality and timeliness standards
- regularly engage with independent professional conduct panel members, providing relevant training to new and existing panellists, networking and development events, and conduct yearly panellist appraisals
- support and respond to policy and legislative changes aligned to our role as regulator of the teaching profession
Teacher Misconduct Unit KPIs
| Performance indicator | Target |
|---|---|
| Initial assessment: 95% of referrals are initially assessed within 3 working days from the date of receipt | 95% |
| Investigation: cases that are formally investigated are concluded or referred to a hearing within 30 weeks (median) from the date the investigation commences | 30 weeks |
| Hearing: teacher misconduct cases that are considered at the hearing stage are concluded within 65 weeks (median) from the date a case to answer decision is made | 65 weeks |
An independent review of the existing KPI measures that the Teacher Misconduct Unit works towards was undertaken during 2023 to 2024, to assess whether the existing measures provided the necessary level of accountability and were realistic. The review outcomes have been implemented and will be reviewed in 2025 to ensure they remain fit for purpose.
Risk and issue management
We will ensure that we continue to manage risks and issues effectively. Our Executive Board will oversee our strategic and operational risk and issue management. The board will:
- identify risks and issues through open discussion
- discuss and agree the reliability, suitability and integrity of countermeasures and contingencies to manage identified risks and issues
- ensure risk and issue management meet the requirements of internal audit and DfE’s strategic risk management framework
The TRA’s Chief Executive will discuss risks and issues with the senior sponsor at both their monthly review meetings and the quarterly strategic performance review meetings. The senior sponsor is responsible for escalating any risk that meets the escalation criteria as set out in DfE’s risk management framework to the Performance and Risk Committee, who will escalate to DfE leadership team and the Audit and Risk Committee where appropriate.
We will review all risk and issue registers with DfE’s Central Risk team every 6 months. The TRA’s Chief Executive also meets every 6 months with a member of the Audit and Risk Committee to discuss our performance.
We manage risk using the following principles:
- risks must be managed at the lowest appropriate level within our established governance arrangements
- risks must be systematically identified and assessed by each governance level
- risks must be clearly articulated to demonstrate the potential cause of a risk and that proposed countermeasures will address the cause
- responsibility for owning risk, overseeing countermeasures and contingencies should be allocated to named individuals
- risks are managed within the defined risk appetite
Budget information
For financial year 2024 to 2025, TRA has been allocated the following budget:
| Budget classification | 2024 to 2025 |
|---|---|
| Administration budget | £296,000 |
| Programme budget | £15,011,000 |
| Total | £15,307,000 |