Last year the government announced that it was looking to review initial teacher training (ITT) courses, the aim of which was to assess what is and isn't working effectively. Identifying what does have a positive impact – equipping trainees with the skills and knowledge needed to become "outstanding teachers" – was high on the agenda.

The then education secretary Michael Gove appointed Sir Andrew Carter, headteacher of South Farnham School and ITT lead on the Teaching Schools Council, as chair of the independent review. Less than a year later, he has published a document on the matter.

In his foreword to The Carter Review of Initial Teacher Training, Sir Carter says that at "the heart of every community lies a school and at the heart of every school are the teachers". The quality of teaching should therefore be the number one focus, he continued, saying that this underpins everything.

You may, for example, have a well-detailed and organised curriculum, all the resources needed in the 21st century, but, ultimately, if the quality of teaching in your school is less than satisfactory - brilliant even – then everything else is superficial at best.  

"The challenge for the nation is to maintain a supply of outstanding teachers so that every child has the opportunity to be taught by inspirational, skilled teachers throughout their time in school," he wrote.

"This is a mighty and noble aim and one that should not be underestimated. Currently, we need to train approximately 35,000 teachers each year through a range of providers and partnerships, involving both schools and universities. The range of partners offers opportunities for all trainees to find a course that suits their particular needs."

Mr Carter says that key to delivery of ITT courses are effective partnerships. The discussion about providers, he said, does not really matter. Universities can take the lead and so can schools. It doesn't really matter; balance, however, between the two is necessary.

Key findings

Of the ITT system, the review concluded that as a whole, it "performs well", although, that said, there is "some room for improvement". Interestingly, the government was keen to acknowledge that it is difficult to actually conclude confidently which route into teaching is the most effective.

Its assessment has found, for example, that all routes have their merits. This perhaps goes to show that investing in all pathways is sensible, with any shortfall in quality being remedied through promoting greater collaboration and sharing best practice.

With regards to course content, The Carter Review stated that there is real value in ensuring all ITT courses have a "relentless focus on pupil outcomes". It is also imperative for all to appreciate that "ITT is initial" – you are preparing trainees to start the profession confident that they can deliver excellent lessons, but to also understand that they are only beginning their career.

As for subject knowledge development, more must be done to promote the importance of subject expertise. This is, without a shadow of a doubt, a core "characteristic of good teaching". The review noted that the most successful courses do well to "address gaps and misconceptions in trainees' core subject knowledge".

The government, in its official response to The Carter Review, said that it welcomed many of the findings of this report, which support the understanding that "the single most important school-based factor determining how well children achieve".

"The report includes some important messages for the sector," the government said. "Like all professional development for teachers, the report emphasises that ITT should have a relentless focus on pupil outcomes.

"The review also stresses the importance of recognising that ITT is initial and that the link between ITT and further professional development is critical. The findings of this report chime well with the plans we have set out in our World Class Teaching consultation."