You’d make a great teacher: UCL’s apprentices learning on-the-job

Ruth Smith, Director of the East London Teaching School Hub, visited Mulberry School for Girls, which has partnered with UCL Institute of Education to deliver an exciting new route into teaching: the Maths Teacher Degree Apprenticeship. 

This innovative four-year programme combines university study with on-the-job experience, aiming to address the national shortage of specialist maths teachers. During her visit, Ruth spoke with two apprentices, Aneeqa and Sara (both former students), and their mentor, Lynne, to learn more about the programme and how it is progressing.

Apprentice’s perspectives

Why did you both choose to teach secondary maths? 

Aneeqa: Maths has always been my favourite subject, right from primary school. At secondary level, especially in sixth form, I loved learning the thinking behind the processes. Helping classmates with problems made me realise how much I enjoyed explaining concepts. One day, my teacher said, “You’d make a great teacher,” and that was the push I needed. 

Sara: I loved maths throughout my school journey. During A-levels, I realised how much I wanted to pursue it. Teaching appealed because it’s not just about sharing knowledge – it’s about showing students who might not love maths yet why it can be exciting and interesting. 

Why did you choose the apprenticeship route over the traditional degree and postgraduate training? 

Sara: It’s unique! We learn at university and apply that learning straight away in school. For example, last week we studied behaviour management at university, and this week we applied it during small group work. 

That immediate connection between theory and practice is invaluable. 

Aneeqa: Exactly. Instead of waiting years before stepping into a classroom, we’re learning maths and teaching skills side by side. It’s hands-on and structured, which makes the experience richer. And it’s affordable. 

Both apprentices highlighted that this route allows them to earn while they learn, avoiding the financial burden of tuition fees and living costs associated with a traditional degree. “It means we can focus on becoming great teachers without worrying about debt,” says Sara. 

What does a typical week look like for you? 

Sara: Mondays, Wednesdays, and Thursdays we are in school. Tuesdays and Fridays are university days – Tuesdays for maths and education modules, Fridays for further study. Each week, we’re set school-based tasks to complete, such as supporting Year 11 lessons or leading small-group tuition for A-level students. 

Aneeqa: Recently, we worked with a group of six students and applied behaviour strategies we’d learned. It was challenging but rewarding—seeing students go from struggling to saying, “Oh wow, I get it now!” makes it all worthwhile. 

What’s been the highlight so far? 

Aneeqa: Building relationships with students. At first, they were hesitant to ask for help, but now they call us over confidently. That trust makes a huge difference. 

Sara: For me, it’s the balance. The tasks build gradually, so it’s not overwhelming. And seeing theory come to life in the classroom is amazing. 

Mentor’s Perspective: Why This Route Works 

Why was the school prepared to invest in this route? 

Lynne explains: “We saw this as a long-term investment. The programme is structured so apprentices grow gradually into the role, which means less disruption to student learning compared to some other routes. And honestly, the value they add now—supporting lessons, tutoring, creating resources—is huge.” 

How did you and the school support the transition from being a former student to a member of staff? 

Lynne explained that she knew the transition from student to staff could feel daunting, so clear structures were put in place. Initially, the apprentices worked in a separate staff area rather than the maths office to help shift the dynamic. She described how early conversations focused on professionalism to support the transition from student to apprentice and HR protocols. Responsibilities were introduced gradually, beginning with observation and small group work before moving to more active roles. Lynne said this scaffolding helped the apprentices feel confident and respected as colleagues. 

What makes this route effective? 

Lynne believes the apprenticeship model offers a “slow and gentle approach” that builds confidence and competence over time. Unlike some ITT routes that throw trainees in at the deep end, this structure ensures apprentices are well-prepared before taking full responsibility for classes. Lynne also reflects that the apprenticeship route provides an affordable route into higher education and employment. 

What do apprentices do during the week? 

They’re far from passive observers… they’ve added so much value to our department.” 

They’re far from passive observers. Activities include: small group tuition for A-level students; acting as teaching assistants in Year 7 and Year 11 classes; resource creation, including designing Year 11 study plans and recording explainer videos; assisting with marking and data entry. Aneeqa and Sara recently successfully completed A levels in Maths and Further Maths and are well-equipped to support current students with their studies. Lynne says, “Honestly, we couldn’t cope without them. They’ve added so much value to our department.” 

What’s professionally rewarding about mentoring? 

For Lynne, mentoring is one of the most fulfilling parts of her role: “I really enjoy working with new teachers. Seeing their progress week by week—both mathematically and pedagogically—is exciting. Mentoring gives me a sense of purpose beyond my classroom teaching. It keeps my role fresh and professionally stimulating.” This reinforces how vital mentoring can be in helping keep expert teachers in the system and sustaining the passion and expertise of those already in the profession. 

How does this route help the profession? 

With NFER research showing that 15% of maths lessons in England during 2023-24 were taught by teachers who were not subject specialists, Lynne sees the bigger picture. 

Reflections

The Maths Teacher Degree Apprenticeship is more than an ITT route—it’s a strategic response to a national challenge. 

By blending academic study with real classroom experience, it equips future teachers with the skills and confidence they need while offering schools immediate support. 

For apprentices, it’s an affordable way to qualify without the burden of student debt. 

For schools, it’s an investment in quality teaching and long-term impact.  

Ruth reflects: “Interestingly, Aneeqa and Sara are the only 18-year-olds on this course. All their peers are in their mid-twenties and career changers. Although the TDA is in its early stages, it strikes me as an innovative and credible route to support young people in our local community to access the teacher profession and to be the local role models we seek for our schools.”