Impact of the initial teacher training market review in England on schools in areas of educational isolation

While the BERA–RSA report recognised the place-based differences of the UK’s four nations, it did not identify
\nplace-based inequities that exist within nations, or how educational isolation can affect school access to resources, particularly teachers (Ovenden-Hope & Passy, 2019). In England in recent years there were signs of government awareness of the importance of place for teacher recruitment and retention (such as DfE, 2018), but this was not evident in the initial teacher training (ITT) market review (DfE, 2019, 2021). The review was aspatial and reduced opportunities for teacher education in educationally isolated areas (Brooks & Perryman, 2024).