Your pension is one of the biggest assets you have. But how well do you really understand the Teachers’ Pension Scheme (TPS), your options and the benefits you have?

While the TPS is a generous pension scheme, offering a guaranteed, government-backed income in retirement that’s protected from increases in the cost of living, it’s not without complexity.

In fact, recent research from Wesleyan Financial Services found that as many as one in five teachers found information about their TPS benefits unclear.

So, what do you get from the TPS and how could this impact your retirement planning?

What Benefits Do You Get From The TPS?

Firstly, not all pension schemes provide a guaranteed income throughout retirement. That’s because the TPS is a defined benefit (DB) scheme whereby your contributions ensure you receive a set amount throughout retirement.

This is different from a defined contribution (DC) scheme, where your contributions are invested to provide a pot of money to draw on in retirement. However, this income is not guaranteed throughout retirement and will depend on investment performance.

You can also benefit from retirement options like:

• Taking early retirement
• Taking phased retirement while drawing up to 75% of your pension
• Exchanging pension income for a larger tax-free lump sum
• Working beyond normal pension age if you’re not ready to retire

This is in addition to other regular benefits like:

• Death in service grant and the ‘discretionary death grant’ if you die within five years of collecting your pension
• Ill-health retirement

It’s worth noting that not all these benefits are exclusive to the TPS. Many other pension schemes will also have some form of death in service grant, as well as ill-health and early retirement options.

Why Are These Options Important For My Retirement?

Having these options is important because they allow you to shape the retirement you want.

Early retirement

As a member of the TPS, you’ll be entitled to your full pension benefits when you retire at or after your Normal Pension Age (NPA).

However, you can choose to retire early, drawing your pension from age 55 (rising to 57 in 2028) – but you’ll need to ensure you’re able to fund a longer retirement. For some members, their retirement age will still be protected at 55.

As you’re claiming your pension early, you will receive less benefits than if you were to retire at your NPA.

That said, having the option to retire early is something that teachers value. If retiring early suits your personal and financial circumstances, it may be a good option for you.

Phased retirement

If you want to slow down your schedule but you’re not quite ready to retire, you might consider phased retirement.

Being able to phase your retirement is a benefit offered to teachers in the TPS whereby you can access up to 75% of your pension benefits. To be eligible you must reduce your pensionable earnings, or in other words, reduce your salary by at least 20%.

Teachers can reduce their pensionable earnings in one of two ways – either by reducing their working hours or by moving to a role with less responsibility.

You can apply for phased retirement between the age of 55 and 75. However, if you do opt for phased retirement prior to your NPA your pension benefits will be reduced.

Wesleyan’s recent research found that over half (52%) of the teachers they surveyed are likely to consider phased retirement.

Option to increase your tax-free lump sum

When you’re ready to claim your pension benefits, you’ll also have the option to take a one-off lump sum. This can be taken tax-free, up to 25% of the capital value up to a limit of £268,275.

If you joined the TPS prior to 1^st January 2007 and you haven’t claimed your pension benefits, taken a repayment of contributions or transferred out of the scheme, you will be entitled to an automatic lump sum.

However, a lump sum is not automatically payable for most members. If you joined the scheme after 1^st January 2007 you can choose to convert some of your pension into a lump sum.

For every £12 of lump sum you want to claim, you’ll need to give up £1 of your annual pension. So, if you want a lump sum of £18,000, you’ll have to give up £1,500 per year.

The maximum lump sum you can receive is equal to your annual pension multiplied by 30 and divided by 7. The capital value limit of up to £268,275 also applies here.

Working beyond Normal Pension Age

Your Normal Pension Age (NPA) will depend on which part of the scheme you are in. If you joined the Final Salary scheme before 1^st January 2007, will you have an NPA of 60. If you joined between 1^st January 2007 and 1^st April 2015, you will have an NPA of 65.

If you joined after this date, you will be in the Career Average (CARE) scheme with an NPA equal to state pension age.

If you joined before 1^st April 2012 and were still an active member on 1^st April 2022, you will have both Final Salary and CARE benefits which have different NPAs.

Similarly if you joined between 1^st April 2012 and 1^st April 2015, you will have benefits in multiple parts of the scheme with different NPAs.

You can work beyond your NPA and draw your pension, but you must ensure that the combined income from pension and regular work salary doesn’t exceed the ‘salary of reference’ noted in your pension statement. If it does, your pension will be reduced to bring it in line with your salary of reference. This is known as the abatement rule.

To avoid breaching the abatement rule you will need to reduce your salary by at least 20% for a full calendar year. You might achieve this by either taking phased retirement or moving to a less senior role.

The abatement rule does not apply if you decide to work beyond your NPA in a role outside of teaching.

How Can You Shape The Retirement You Want?

If you’re ready to start retirement planning but aren’t sure where to start, it might be worth getting specialist financial advice. 

A good financial adviser will take the time to get to know what’s important to you. They’ll probe to understand what you want your retirement to look like.

Specialist Financial Advisers at Wesleyan Financial Services are experts in advising teachers and those who work in education. They offer a range of services tailored to you, including comprehensive retirement planning.

It’s never too soon to start thinking about retirement. Starting early can help you to maximise the benefits of planning and investing to give you more options for life after the classroom.

 Book an appointment to get a head start on your retirement planning.

Please note: Advice charges may apply. You will not be charged until you have agreed the services you require and the associated costs. Learn more about our charges here. 

This article is brought to you by Wesleyan Financial Services. To find out more about us, visit our website www.wesleyan.co.uk.

Wesleyan Financial Services Ltd (Registered in England and Wales No. 1651212) is authorised and regulated by the Financial Conduct Authority. Registered Office: Colmore Circus, Birmingham B4 6AR. Telephone: 0345 351 2352. Calls may be recorded to help us provide, monitor and improve our services to you.

Study Central is offering tutors a unique chance to try out its online learning resources with a free premium topic download of English and Maths. 

Covering up to four hours of online lessons, the download includes everything you need to teach that topic to your students including full lesson plans, teaching guidelines and links to online game-style resources to help the learning process. The download is delivered in a pdf format and can be used across a tutor’s usual online learning platform, for example Google Meet or Zoom, but is designed to work best using Lessonspace, the platform that powers the Study Central system.

Director, Sarah Marsh explains, “After decades of experience delivering maths and English tuition via MagiKats Tutoring, we’ve developed an online learning platform for independent tutors that includes fully schemed tuition content built into our Study Central system. These professional materials have been specifically tailored to promote interactive learning in a digital environment and enable tutors to save hours of research and planning, while also providing a secure platform with built-in safeguarding.” 

“The free topic download offer is a great way for tutors (or those looking to set up their own tutoring business in the future) to try out some of our resources. We are sure that when tutors see the quality of our materials, they’ll want to see our full system in action and take advantage of all the benefits it offers.”

“Our bespoke system enables tutors to teach in small groups online with all our teaching materials preloaded for use within the learning platform. It’s a ready-made solution available on an affordable monthly subscription basis with no minimum terms, commission or hidden extra costs.” 

As well as built-in tuition programmes that cater for lessons suited to all school age children, Study Central has comprehensive teaching guidelines for each topic and its own easy-to-use dashboard where you can schedule lessons, assessments and parent feedback. It takes away the intensive planning required to deliver tuition and is suitable for those wanting to professionally teach online.  

To take advantage of the free offer, choose from four age groups (lower primary, upper primary, lower secondary or upper secondary) and download your chosen topic today https://www.studycentral.info/free-download  

Who are Kings Camps?

Kings Camps are part of Kings Active Foundation, a registered charity that deliver sports and activity camps for children and young people aged 5–17 across the UK during the school holidays. Our programmes focus on sport, confidence-building, and staying active in a safe and supportive environment. At the heart of what we do is our mission to get children active, having fun and learning together.

For both our coaches on-site (known as ‘Red Tops’) and the children who attend our camps, we provide a unique opportunity to develop a wide range of skills and attributes that can’t easily be cultivated in a traditional classroom setting. 

Whether you’re looking to continue your career in teaching and education, or you want to use your existing skills within a new field, Kings Camps could be a perfect opportunity for you!

Find out how Kings Camps has contributed to the development of individuals personally and professionally.

What does the average day at Kings Camps look like?

What skills does working at Kings Camps help you develop?

• Teamworking
• Leadership
• Confidence
• Interpersonal skills
• Public speaking
• Problem solving

Working as a coach at Kings Camps is an incredible vehicle for developing a mix of both your personal and practical skills. As a coach, you will quickly begin to build confidence in leading groups and communicating with children of all ages and abilities. You’ll also experience a drastic improvement in your organisation and time management skills. You learn to adapt your coaching style to suit any situation and deliver engaging sessions for any sport or activity. 

This is equally the case with your team. Teamworking skills are integral in fostering a positive camp environment, supporting one another and making friends for life. 

“I’ve gained confidence by moving around and meeting other like-minded people. From students you can share ideas with, to experienced teachers who you can learn from. It’s enjoyable and beneficial to be trusted to lead your own group too. It allows you to stand on your own two feet and has helped me to develop my own teaching and coaching style”

• Alfie White, Red Top – Secondary school teacher

In what way can working at Kings Camps affect your career more widely?

Working at Kings Camps can have a widely positive impact on your career, especially if you’re interested in coaching, teaching, childcare, or any role that involves working with people. It helps build transferable skills like leadership, teamwork, problem-solving, and adaptability, which are useful in almost any career. For those looking to progress in sport or education, it’s a great way to develop your coaching style and gain confidence delivering sessions. On top of that, you’re working as part of a wider team, so you build a network of like-minded people and managers who can support you.

One of our old Red Tops, Matt Bruce, now CEO & Founder of Bruce & Butler, had this to say about working as a Red Top at Kings Camps:

“I loved my summers working with Kings Camps, they were hugely enjoyable times and periods of real personal development. Although my professional journey has taken a different direction, the skills and experience I gained at Kings Camps were an important part of my journey.”

What makes working at Kings Camps a unique or rewarding experience?

Working at Kings Camps is a unique and rewarding experience because no two days are ever the same. As a coach, you’re constantly engaging with children through a wide range of sports and activities, which keeps the role fun, active, and varied.

One of the most rewarding parts is seeing the impact you have on the children. Whether it’s helping a child build up their confidence and making a real difference between day 1 and day 5, learn a new skill, or simply enjoy being active, you can really see the difference you’re making each day. It’s also a very team-focused environment. You’re working alongside like-minded people, building strong friendships, and supporting each other to create the best possible experience for everyone on camp.

“I love the fact that every day is different; there are so many activities for the children to do.”

• Velash, Red Top – Primary school teacher

What’s your favourite memory from working at Kings Camps?

“My favourite memory of Kings Camps was my first day, I had come in a little bit nervous as I didn’t really know what to expect. Shortly after I arrived, I was welcomed with open arms by all the kids. I think in their own way, without knowing, they reassured me that I had nothing to worry about.”

• Emma, Red Top

Whether it’s building confidence, developing leadership skills, or creating lasting memories, the impact of Kings Camps extends far beyond the school holidays. For both children and Red Tops, it’s an experience that shapes personal growth in ways a classroom simply can’t replicate. If you’re looking for an opportunity to make a difference, grow your skillset, and be part of something meaningful, Kings Camps could be the perfect place to start your journey.

With tax year-end approaching, now is a good time to take stock of your finances and ensure you’re making the most of the allowances available to you. The current tax year ends on 5 April 2026, which means there’s still time to act.

Why tax year-end matters for teachers

Tax year-end is an opportunity to review your finances and make sure you’re not missing out on valuable allowances that won’t roll over. For teachers, this can be especially important. We’ve outlined a few of the reasons for this below.

Backdated pay rises

Many teachers have recently received or are due to receive backdated pay. While welcome, this can unexpectedly push you into a higher tax bracket. Planning ahead can help you manage the impact and potentially reduce your tax bill.

Changing circumstances

Career breaks, part-time work, maternity leave or stepping into leadership roles can all affect your tax position and pension contributions. Reviewing your finances annually helps you stay on track.

Multiple income streams

If you earn additional income outside the classroom, for example, through tutoring, exam marking or supply work, you may need to complete a self-assessment tax return. This ensures you’re paying the right amount of tax on all your earnings.

Tax treatment depends on your individual circumstances and may be subject to change in the future.

How can you plan for tax year-end?

The key to planning for tax year-end is to understand what allowances you already have and how to make the most of them. We’ve outlined a few of the areas below where careful planning could make a positive difference to your finances.

1. Consider increasing your pension contributions

Increasing your pension contributions is one of the most tax-efficient ways to save for the future. It can also help reduce your taxable income, particularly if you’re close to entering a higher tax band.

How does this work in practice?

In practice, if you earn £52,000 and increase your pension contributions by £2,000, your taxable income reduces to £50,000. Since the 40% higher rate of tax kicks in at £50,271, increasing your pension contributions may stop you from having to pay more tax. 

This example is based on contributing to your pension scheme via salary sacrifice or a net pay arrangement.

Use your annual allowance

Your annual allowance is the maximum you can contribute to your pension each year without incurring additional tax charges.

Most people can receive tax relief on contributions up to 100% of their earnings, capped at an annual allowance of £60,000 for the 2025/26 tax year. However, if you’re a high earner, your allowance may be tapered to a lower amount.

Carry forward unused allowances

If you haven’t used your full annual allowance in the previous three tax years, you may be able to carry it forward. This is a valuable option for teachers receiving backdated pay or stepping into higher-paid roles.

In practice, this means you might be able to top your pension up with an amount above the regular annual allowance.

Consider AVCs and private pensions

If you are thinking about contributing more to your pension before tax year-end, there’s a couple of ways to do it. As a teacher, you can increase your pension savings by making additional voluntary contributions (AVCs) or by opening a private pension.

Most private pensions and AVCs are defined contribution schemes which means the money you put into them is invested for you to gradually build your pot over time. Your main Teachers’ Pension Scheme (TPS) differs in that it is a defined benefit scheme providing a guaranteed income in retirement.

2. Use your ISA allowance

ISAs are another powerful way to save or invest tax efficiently. The current ISA allowance is £20,000, which can be split across different types of ISAs.

Why ISAs matter

Any interest or investment returns within an ISA are completely tax-free. In a standard savings account, interest counts as income and may be taxed, but ISAs protect your returns.

Types of ISAs include:

• Cash ISAs: Ideal for short-term savings or emergency funds
• Stocks & Shares ISAs: Suited to longer-term goals, with potential for higher returns
• Lifetime ISAs (LISAs): Capped at £4,000 per year, with a government bonus. LISAs can only be used to help towards the purchase of your first home or to save for retirement
• Junior ISAs: Up to £9,000 per year for children or grandchildren (this doesn’t affect your own allowance)

From April 2027, the overall ISA allowance will remain at £20,000, but cash ISAs will be capped at £12,000 for those under 65. The remaining £8,000 can be invested through a Stocks & Shares ISA. Planning ahead now can help you to adjust smoothly.

If your spouse or partner hasn’t used their ISA allowance, together you could invest up to £40,000 tax efficiently.

The value of investments can go down as well as up and you may get back less than you invest.

3. Consider or declare gift giving

Gift allowances can be a useful part of your tax planning too.

• You can gift up to £3,000 each tax year without it being added to your estate for inheritance tax purposes.
• If you didn’t use last year’s allowance, you can carry it forward, potentially gifting up to £6,000.

So, you could help your children or other family members with the cost towards a first home or a wedding, while potentially reducing inheritance tax.

In addition, charitable donations can reduce your taxable income, which may help higher earners stay below the additional-rate threshold of £125,140 for 2025/26.

What should you do now?

If you’re unsure where to start with your tax year-end planning, speaking to a financial expert can help you make sense of your options.

The Specialist Financial Advisers at Wesleyan Financial Services work with teachers every day. They understand the Teachers’ Pension Scheme, the financial challenges educators face, and the opportunities available to you.

They can help you to:

• Review your current financial position
• Understand your allowances
• Explore pension and ISA options
• Make confident decisions before the tax year ends

Book an appointment with one of their experts today to get ahead of your tax year-end planning.

Please note: Advice charges may apply. You will not be charged until you have agreed the services you require and the associated costs. Learn more about our charges here.

This article is brought to you by Wesleyan Financial Services, to find out more about us, visit our website www.wesleyan.co.uk

Wesleyan Financial Services Ltd (Registered in England and Wales No. 1651212) is authorised and regulated by the Financial Conduct Authority. Registered Office: Colmore Circus, Birmingham B4 6AR. Telephone: 0345 351 2352. Calls may be recorded to help us provide, monitor and improve our services to you.

When people think about career development in education, they often picture the next step on the teaching or leadership ladder. Less visible – but no less powerful – is the role of school governor or trustee. It’s a position that doesn’t always get much airtime, yet the impact on your skills, confidence, and career can be significant.

For teachers and education professionals looking to broaden their horizons, becoming a governor can be a genuinely transformative form of volunteering. 

So, What Do School Governors Actually Do?

Hopefully, you’ll have met some of your governing board during assemblies or link governor visits on SEND, safeguarding, or the like. While responsibilities can change depending on your school/trust structure, governors and trustees offer board-level, strategic oversight. They don’t get involved in the everyday running of a school, but they play a crucial role in setting direction and holding leaders to account. To many, their role can feel elusive.

In practice, their role involves:

• Setting and reviewing the school’s vision and long-term strategy
• Supporting and challenging school leaders on educational outcomes, inclusion, and wellbeing
• Overseeing finances, safeguarding, and statutory responsibilities
• Acting as a critical friend – asking the right questions and helping leaders make informed decisions

Because the role sits at board level, governors see the bigger picture of how schools operate. For those already working in education, this perspective is incredibly valuable and surprisingly rare. Not many roles offer this level of exposure to strategic discussion and decision-making with no prior experience required. It also offers a different way to contribute to school life, if you’re stepping away from a career in teaching.

Skills You’ll Gain (at any stage of your career)

“This role has given me a fresh perspective on my own career, boosting my confidence to pivot into new directions and accelerating my professional growth.” – Stella, School Governor

One of the biggest misconceptions about governance is that it’s only for senior leaders, parents, or people with decades of experience. In reality, boards benefit from a mix of perspectives – and having volunteers with different backgrounds, ages, and lived experiences strengthens discussion. In a survey carried out by education charity Governors for Schools:

87% of volunteers agreed that being a school governor has positively impacted their professional and personal development.

As a governor, you’ll grow your:

• Strategic thinking: moving beyond classroom or departmental priorities to whole-organisation decision-making
• Board-level experience: understanding governance, accountability, and collective responsibility
• Confidence in challenge: learning how to question constructively and influence decisions
• Communication skills: contributing to discussions with leaders, parents, and fellow governors

These skills translate directly into leadership roles inside and outside education – and they can be harder (and slower) to gain without formal board exposure.

Developing New Expertise And Widening Your Network

Governance also offers the chance to build expertise in areas you may not normally encounter in your job. Many volunteers take on link governor roles – monitoring the likes of finance, safeguarding, curriculum, SEND, or wellbeing, and reporting back to the board.

Alongside this, you’ll work with people from a wide range of backgrounds: other educators, business professionals, community leaders, and specialists. That mix creates opportunities to learn from others, broaden your professional network, and see how different sectors approach problem-solving and leadership.

For teachers considering a step away from the classroom or a managerial move, governance can keep you connected to education while you pursue new avenues. Indeed, those with teaching experience are highly sought after on governing boards nationwide, owing to their in-depth understanding of school life.

What Commitment Is Involved?

Governance is a meaningful commitment, but it is designed to be manageable alongside a full-time role. 

Most governors attend:

• Around 4–6 board or committee meetings per year
• Occasional school visits linked to their governor role
• Some reading and preparation ahead of meetings

Many boards now meet virtually, making it easier to fit governance around work and personal life. There’s a mass of support and training available, so you’re not expected to arrive knowing everything from day one. It’s also worth noting that some employers offer volunteering hours to enable a smooth transition into the role.

Why Now?

Schools need governors who understand education – and those with teaching experience bring insight that can’t be replicated. At the same time, educators deserve access to development opportunities that recognise their expertise and open new doors. Becoming a school governor gives you both.If you’re curious about what you could offer – and what you might gain in return – visit the Governors for Schools website. The charity matches prospective volunteers with boards in need and offers the support you need to become a school governor.

Use our free Teacher Salary Calculator UK to estimate your take-home pay, monthly salary, and compare earnings inside and outside of teaching.

Teacher Salary Comparison Calculator

Powered by

Compare my teacher salary of £

Teachers’ Pension Contribution

Comparison Sector Select an option Teaching (promotion or new role) EdTech Public Sector Charity Private Sector Other

With a comparison salary of £

With a pension contribution of %

Student Loan Plan No Plan Plan 1 Plan 2 Plan 4 Plan 5 Postgraduate Loan

Calculate

	Teacher Salary	Comparison salary	Difference
Gross Income £	0	0	0
Pension Deductions £	0	0	0
Gross Tax Basis £	0	0	0
Tax £	0	0	0
National Insurance £	0	0	0
Student Loan Repayment	0	0	0
Net Annual Take Home Pay £	0	0	0
Net Monthly Take Home Pay £	0	0	0
Net Weekly Take Home Pay £	0	0	0
Net Daily Take Home Pay £	0	0	0

DISCLAIMER: We hope you find the information on our website and salary calculator useful. The contents of this calculator are for general, informational purposes only and do not constitute financial or investment advice. The accuracy of the calculator is also subject to the accuracy of the information provided by the user. We cannot guarantee that the figures generated will be correct so no warranty, express or implied, is given as to its accuracy and we do not accept liability for an error or omission. Insofar as it is possible under the law, we cannot accept liability for any loss suffered by anyone relying on the information in this calculator. You should not rely on any information provided by the calculator. If you need more details on finances or investing or need financial or investment advice about what action to take, please contact a suitably qualified professional. 

We try to ensure that the information in our calculator is always correct and it will be updated accordingly but due to changes in tax, national insurance, student loan repayments, pension contributions and other financial factors it can become out-of-date very quickly. Please note the April 6th 2024 NI change has been actioned. Student loan deductions and pension contributions use 2025/2026 data. Data: Anonymous calculator data may be collected and analysed to improve insights for teachers. No personal information is stored.

What is the Those Who Can Salary Calculator?

The Those Who Can Salary Calculator allows you to see a breakdown of your current teacher salary and how it compares to the salary of a different job in or outside of education. It takes into account, pension contributions and student loan repayment plans. It will help you to gain clarity over whether a different role will give you the financial security that you need. Used in conjunction with the Those Who Can Budget Excel spreadsheet.

How does the Those Who Can Salary Calculator work?

Our salary calculator has been designed to make your take-home pay simple. All you have to do is simply enter your gross salary, pension contribution and whether you have a student loan plan and the calculator will do the rest. It takes into account personal allowance, tax brackets and national insurance contributions. If you want to explore what your take-home pay would be like in a second job then it can quickly show you the difference between your teacher earnings and those you would receive in a different career. 

What factors can affect how much you are paid as a teacher?

Working out teacher salaries can be quite complicated, because of the numerous factors that need to be considered. These factors include:

• School Region – Teachers are paid differently depending on the region in which they teach, such as Inner London, Outer London, The Fringe & England, and Wales.
• Pay Scales – If you work in a maintained school, you’ll be paid according to a nationally agreed scale. Whilst academies and independent schools may have their own internal pay scales they are normally comparable. 
• Student Loan Repayments – Depending on when you studied and where you originally came from, you’ll be required to make different payments to pay off your student loans.
• Pension Contributions – The percentage of your salary that you add to your pension pot.

How do I know my pension contributions?

These should be listed on your pay slip but the teacher pension contribution rates from April 1st 2025 are as follows; 

Source: www.teacherpensions.co.uk

How do I know my student loan repayment plan?

The repayment plan you are on depends on when you studied and also where you were originally from. It may be possible for you to be on two plans but unfortunately our calculator doesn’t cater for such a situation. The repayment rates for the different plans are shown below;

Source: https://www.gov.uk/

A Day in the Life of a Teacher at EDClass: Blending Education, Empathy and Innovation

When you imagine a teacher’s day, you might picture a bustling classroom, a whiteboard full of notes, and a line of students waiting for help with homework. But at EDClass, the classroom looks a little different, and so does the role of the teacher.

EDClass is an online alternative provision and remote learning platform that supports vulnerable and disengaged learners across the UK. Here, teachers play a unique and powerful role in re-engaging students through one-to-one support, safeguarding, and tailored learning pathways.

Let’s step into a typical day in the life of a teacher at EDClass.

Logging On & Looking Ahead

Teachers begin their day by logging into the EDClass system, reviewing their timetable, and checking for any safeguarding notes or updates from the previous day. Communication is constant, with Designated Safeguarding Leads (DSLs), support staff, and other teachers working together to create a safe and structured environment.

A quick scan of the day’s students reveals a mix of learners: some with anxiety or medical needs, others excluded from mainstream school, and a few who are simply more engaged in an online format than in traditional settings.

Live Lessons Begin

Each teacher is scheduled to deliver live one-to-one or small group lessons, tailored to the students’ needs and EHCPs (Education, Health and Care Plans). These sessions aren’t just about curriculum delivery, they’re about connection.

In the first session of the day, a Year 9 student logs in for their English lesson. They’ve been out of school for several months due to anxiety. The EDClass teacher spends the first few minutes checking in: “How are you feeling today? Did you manage to finish your task from yesterday?” Slowly, trust is built and learning follows.

Supporting Independent Learning

In addition to live teaching, EDClass offers a vast library of recorded lessons and self-paced content. While students work independently, teachers are available via secure chat or video call to provide on-demand support.

It’s not uncommon for a teacher to switch from helping one student with algebra to guiding another through GCSE science questions, each learner receiving individualised attention when they need it.

Safeguarding First

Safeguarding is at the heart of EDClass. Teachers are trained to pick up on subtle cues during calls, to report concerns, and to complete safeguarding documentation meticulously. All online lessons are monitored by the Safeguarding team, in a separate office, they have clear procedures in place to protect all staff and students.

Today, a teacher notices a student seems unusually quiet and withdrawn. After the session, they log a concern in the system, triggering a response from the safeguarding team. At EDClass, every child’s safety comes before any lesson plan.

Planning & Collaboration

Afternoons often include time for planning, curriculum development, or CPD. Teachers collaborate with subject leads, IT teams, and inclusion specialists to design lessons that are engaging and accessible.

Whether it’s building a differentiated quiz, integrating a wellbeing check-in, or adjusting for a SEND learner’s needs, the planning is as creative as it is purposeful.

Final Sessions & Reflections

The last session of the day might be a literacy catch-up with a Key Stage 2 learner or a maths revision class for a Year 11 student preparing for exams. The variety keeps things fresh, no two days are ever the same.

Before logging off, teachers update notes, review student progress, and reflect on the day’s impact. It’s not just about ticking boxes, it’s about knowing they’ve made a real difference.

More Than Teaching: A Mission

Being a teacher at EDClass means wearing many hats: educator, mentor, advocate, listener, and sometimes lifeline. For those who thrive on helping students overcome barriers, the role is as rewarding as it is challenging.

It’s teaching—but not as you know it. It’s education reimagined to meet every learner where they are.

Interested in joining EDClass or learning more about their work with vulnerable students? Visit www.edclass.com to explore opportunities or see how they support schools across the UK.

Watch this video to see what a typical day is like for an EDClass teacher.

I’d like to share my story as it may resonate with others coming up to retirement.

My name is Kathleen Lucey and I am a City of Westminster tour guide.

In early 2022 I was nervous about upcoming retirement.  I’d worked all my adult life, half of it overseas, and while I played tennis and golf which could fill my free time, I was apprehensive about not using my brain on a regular basis. I was inspired by my former boss, Lord Ezra of Horsham, who’d had several retirement parties but had continued to work until well into his 90s. I was also worried about social contact as I am single, and was returning to London from Brussels, from a 7-year stint as a European civil servant. I would therefore be leaving behind my former colleagues. I needed to find a new direction and a new cohort of friends.

I was lucky enough to be born in London, and recall fondly how as a child I would play on the canons at the Tower of London, in the days before mass tourism. Or I’d run up the steps at the Monument, counting them carefully. So I was excited about coming back to live in this great city. Also I’d completed my degree later in life at the age of 50, at the World Heritage Site of Greenwich University.  I’d studied Humanities and really enjoyed it.

So I was delighted to find a taster course at City Lit on tour guiding, lasting six weeks. At the end of it I decided this was for me, and applied to London Heritage Training in May 2022, to take the course starting the following September.

The course is taught by the inspirational educator Dr Caroline Dunmore whose approach is very supportive. She has an advanced qualification in Positive Psychology.  In the 8 months the course lasted I met lots of people with similar interests to me – a love of history, London, and meeting new people – and a number have become close friends. The course helped me find my distinctive voice as a tour guide.  So now I give tours in London, and l love meeting new people from all around the world and sharing my knowledge of London.  I also get to meet new tour guides that are graduating from the course, as well as former cohorts, as Dr Dunmore runs a peer mentoring scheme.  So my social circle is always widening.

Being a London tour guide is remarkably well-suited to ex-teachers. You can work as little or as much as you like, it’s an ideal career. Many aspects of the role align naturally with the values and strengths developed for the teaching profession: discipline, public presence, historical knowledge, and a strong sense of purpose.

Tour guiding offers structure, purpose, and connection, all while showcasing the very best of London’s rich heritage.Beyond the professional satisfaction, the health and wellbeing benefits of tour guiding are considerable. The job keeps you mentally and physically active — walking daily, engaging with people, and continually learning. As Hippocrates succinctly said, “Walking is man’s best medicine.” Scientific studies now back this up, showing that physical movement combined with ongoing learning helps maintain youthful cognitive function — in fact, some research indicates the brain can remain up to 30 years younger through regular intellectual and social stimulation.

If any of your members are looking for part-time or even full-time work that keeps them active, connected, and intellectually engaged, I would strongly recommend considering this path.

For those interested in training to become a London tour guide the excellent part-time course is called “The Art of Tour Guiding”, run by Dr. Caroline Dunmore at London Heritage Training. The next course (which is affordable) begins this September, and expressions of interest are open now.

The Children’s Literacy Charity is a small organisation making a big difference—working to close the literacy gap and expand opportunities for children from disadvantaged backgrounds. Our highly trained tutors provide targeted support to help children catch up and thrive. We believe that early intervention in literacy not only boosts confidence and achievement but has a powerful, lasting impact on a child’s future.

Our Reading Labs are set up in schools in areas of economic and educational disadvantage. They provide a safe, nurturing space where children benefit from the dedicated and consistent support of a tutor, delivering tailored literacy support. Our interventions allow a child to grow in confidence, self-esteem and resilience and, with significantly improved literacy skills, develop a love of reading.

Reading Lab was created to help Key Stage 2 pupils who had fallen behind age-related expectations due to the impact of Covid-19. Over ten weeks, the programme fosters a genuine enjoyment of reading while building vocabulary, fluency, comprehension and oracy. Oracy is a chief component of Reading Lab. The book talk generated from an immersion in texts is well modelled, structured and aims to extend not only vocabulary knowledge but will also develop language structures, enabling pupils to develop the confidence and skill to express their opinions and ideas effectively and persuasively.

“When I started Reading Lab, I couldn’t read long words, but now I can and I know what they mean. I didn’t like reading out loud, but now I am reading books to my little cousin”.    Child at George White Primary School, Norwich. 

 “Reading Lab was excellent because I liked all the books, they were very interesting. I got better at reading and predicting and I’m better at English.” Child at Henry Fawcett Primary School, London. 

In 2023/24, children made an average of six months’ progress in reading after the 10-week intervention. Parental involvement is also central to the programme: families are invited to an introductory workshop and a celebration assembly, where they can share reflections on their child’s progress at home.

We are able to make this difference, thanks to our skilled and dedicated tutors, who become an integral part of the children’s week at school, building strong relations with children, parents and school leaders, with support and guidance from our Schools Programme Managers.

Our Reading Lab Tutor, Emily says: “as a tutor with the Children’s Literacy Charity, you have the opportunity to make a meaningful impact on children’s lives. It’s fantastic to see their self-esteem and enthusiasm grow over the course of the programme and it’s an incredibly rewarding role that can transform children’s attitude to reading and literacy”. 
You can find out more about our work including our other programmes; Literacy Lab and Story Lab at www.thechildrensliteracycharity.org.uk or you can contact us at recruitment@theclc.org.uk

According to June 2024 government figures^[1], 43,500 teachers left the state-funded teaching sector in 2022/23. The many reasons given for leaving include pay, stress, student behaviour, a toxic school climate, lack of support and burnout. This disillusionment with teaching as a job for working mums is reinforced by a study conducted by the National Foundation for Educational Research in January this year, which found only 45% of teachers in the UK reported being satisfied with their jobs. This dissatisfaction can lead to a lack of motivation, decreased engagement in teaching and a decision to leave the profession. 

Glance through the Salesforce case studies in Success Stories on the Supermums website and you’ll notice many have come to us from the teaching profession seeking well paid careers for women. This is unsurprising as ex-teachers have numerous transferable skills. These include facilitation, influencing and communication capabilities, planning and training skills, performance assessment and conflict resolution – to name but a few! As well as time spent in front of a class, teachers’ experience includes liaising with senior staff, parents and other stakeholders, nurturing, motivating and supporting students to foster a joy of learning. 

“There’s no more Sunday night dread” 

Ex-teachers who have retrained with Supermums for more flexible jobs for mums returning to work include Kate, a Pre-School Manager who, on discovering just how expensive childcare is in the UK started exploring flexible jobs for mums so she could generate an income while working around her son. 

Now an Associate Salesforce Consultant with Supermums, she says, “I’m happy where I am. Education took a lot out of me – managing children, teams, people and Ofsted inspections. My work life balance right now is in a really good place. I’m not overwhelmed. I feel happy about going to work and there’s no more Sunday night dread.” 

This need to protect mental health may go some way to explaining why, according to Department for Education figures^[2], some 14,000 teachers call in sick every day. A toxic school climate, stress, perceived lack of support and deteriorating student behaviour are all among factors cited as reasons for quitting. 

Relocating from one country to another, often because of a partner’s job, is another reason behind a career change. Former teacher Sherrian upskilled for a Salesforce Administrator job after moving to the UK from South Africa with her husband. She says, “I would say the best thing about the course was the flexibility – only a few hours a week of contact time allowed me the flexibility around my children. I was able to do the course work in the evenings and weekends, and so did not cut into my time with my children, which is exactly what I was looking for.” 

Soma worked as a Primary School Teacher in India for five years before moving to the Netherlands for her husband’s job. She then relocated again, this time to the UK, and heard about Supermums via a friend on Facebook. “I looked at all the success stories on the website and booked a call with a Career Coach. That really helped me believe I could do this. “I had no tech background or experience so I needed to know that doing another course would lead to getting a secure job to support my family and give me a good work-life balance.” 

She discovered that teaching had given her many transferable skills that made her a great fit for a Salesforce administrator job. “I decided to go for it and do the Supermums Salesforce Admin course as it came with work experience, a personal mentor and support from the trainer and my cohort to really succeed.” 

“When I was doing my work experience, my now manager shared a job with me on LinkedIn that aligned with my skills, I applied and got the job!” Today, Soma works as a Junior Salesforce Administrator for Cloud Please in London. 

“I wanted a new challenge, a better salary, something where I could work from home.” 

Catalina had been a Spanish teacher for almost 15 years when she heard about Supermums through a friend on a Facebook.

She explains her reasons for upskilling for a tech career: “I wanted a new career, a new challenge, a better salary, something where I could work from home.” 

She now works for a Ebury, a financial services company in Spain, as a Project Manager in the technology department and as a Salesforce Consultant in the Salesforce team. 

Catalina says, “After completing the Salesforce Admin course, I started my job and saw that I needed business analysis, consultancy and project management skills. I could transfer my teaching skills, especially when you’re a project manager as you need to guide people, and make them comfortable with Salesforce, so I had that skill, but I also needed the other skills. 

“The assessments in the Salesforce Consultancy Skills course were the best things for me, because you get all the theory but then you have to present it. I am a teacher, I’m used to presenting and having audiences, but to present to a client was very challenging and it was the thing that made me learn the most.” 

Catalina is glad she switched career paths: “I work full-time remotely from home. The working hours are fixed but there is flexibility. The best thing about my job is the ability to transfer my teaching and coaching skills; working with young people and being able to help to improve processes.” 

If you’re looking for a career that allows you to work hours that suit you and fits around family life, find out more about Salesforce careers here. 

The Profession Needs To Change To Attract Tomorrow’s Teachers

A recent report by Public First and Teach First proves that Gen Z is a generation that doesn’t believe in the maximum if you can’t do teach. They respect the profession!

The research suggests that they acknowledge that teaching is a honourable, selfless profession that offers you the potential to make real change in society but that as a career it has outdated and has entrenched problems. This blog explores some of the challenges facing the profession in appealing to tomorrow’s teachers.    

Fulfillment Meets Flexibility

Gen Z are a purpose driven generation who want to create change, however it is a fallacy to suggest that they are willing to sacrifice good pay and a work life balance to achieve these ends. The drivers of Gen Z are not that dissimilar to other generations.

They have grown up in the digital age and lived through a pandemic. They understand that work can be remote and flexible and at present teaching doesn’t project itself in this way. For 56% of Gen Z work life balance is critical and 80% of them want some degree of hybrid work in their jobs.

The Department for Education is investing time and resources in exploring ways to make the profession more flexible and it is likely that this will need to go further to appeal to the future generation of teachers. 

Maybe There Is Too Much Noise Surrounding The Negatives 

Lets not forget that this generation are either still in education or have just left. They have witnessed the great strides that teachers made in embracing digital education and the huge efforts they made to provide educational continuity throughout the pandemic. They acknowledge the importance of teachers’ work however the perception of the profession is being maligned by media coverage that exacerbates the issues. For Gen Z the top issues facing teaching that are exacerbated by news cycles are; stress, poor salary, lack of funding and friction between parents and teachers. All of these elements combine to make the profession an unappealing prospect for graduates. 

Teaching Cannot Be The Life Long Vocation It Once Was 

Only a very low percentage of Gen Z feel they would enjoy teaching for the whole of their careers. You may view this as a shame but with increasing life expectancy and longer working lives this is very much a reality and a reality that needs to be met with pragmatism.  47% of them stated that they would only enjoy teaching for a few years. This raises some interesting questions. Would top graduates be encouraged to join the profession if it guaranteed skill development and acquisition? Would they join if they knew that they would be valued for their time in education if they chose to select a career in another sector further down the line? Gen Z crave variety in their careers. Widening development opportunities both inside and outside the classroom could help them find an appropriate moment to teach and this is something that Those who can are looking to help contribute towards. They also feel that teaching can be pursued further down the line. Graduates opting to work in other sectors first before embarking on a career in teaching could enable them to have an understanding of the real world application of the content they teach.   

Potential ways the profession could change. 

Whilst it is acknowledged that the profession needs to change to attract the best of tomorrow’s graduates, implementing such changes is going to require a radical shake up. With this in mind here are some of the current suggestions to make the profession more appealing. 

• Increased Financial Incentives 
• More flexibility with a stronger returner option 
• Working with big businesses to identify career changers and supporting the charity Now Teach
• Better professional development opportunities 
• Secondments and sabbaticals in other industries
• Career break scheme 

Whilst some of these might be hard to achieve, what is certain is that “Tomorrow’s teachers are waiting and the wait must end today”. 

As I reflect on my career as a Headteacher, I am filled with gratitude for the countless experiences and relationships that shaped my professional journey. After dedicating many fulfilling years to education, I made the bold decision to unofficially retire on my 55th birthday and embark on a new adventure that combines my passions for writing, helping families, public speaking, and even singing!

A Passion For Education

My years as a Headteacher were not just about managing a school; they were about nurturing young minds, building a supportive community, and fostering a love for learning among students and families alike. I cherished every moment spent in the classroom, every parent-teacher meeting, and every school event. Education was not just a job for me; it was a calling.

However, as I approached retirement, I felt a yearning for something different, something that would allow me to continue making an impact, but in a new and exciting way. That’s when I decided to take the leap and start my own business.

Building Inspired Practice LTD

Inspired Practice Ltd became my new venture, a platform where I could integrate all the things I love. With my background in education, I wanted to ensure that my business remained deeply rooted in supporting families and providing valuable resources. It was important for me to create a space where I could share my knowledge, connect with others, and facilitate growth. I still enjoy lots of consultancy work within education and I also took a leap of faith and qualified as a Funeral Celebrant. 

One of my proudest achievements has been developing a comprehensive two-day course for aspiring Funeral Celebrants. This course is designed to equip individuals with the skills and knowledge they need to thrive in this rewarding role. I understand the nuances of working in schools, and I’ve tailored the course to accommodate busy schedules, allowing participants to learn at their own pace.

The Role Of A Funeral Celebrant

Becoming a qualified Funeral Celebrant has been one of the most fulfilling aspects of my new career. It’s a role that allows me to support families during some of their most challenging moments, helping them celebrate the lives of their loved ones with compassion and dignity. I’ve found that my background in education—particularly my experience in public speaking—has equipped me with the tools to guide families through the process and create meaningful ceremonies.

I’ve also been able to incorporate my love for singing into these celebrations, offering a personal touch that resonates deeply with families.

A New Chapter Of Sharing Knowledge

As I dive deeper into this new chapter, I am excited about the opportunity to train others who wish to become Funeral Celebrants. My course is designed not only to impart essential skills but also to foster a sense of community among participants. I believe that by sharing my experiences and insights, I can help others find their own paths in this meaningful profession.

At Inspired Practice Ltd, I strive to create an inclusive and supportive environment for all. Whether you are a seasoned professional looking to enhance your skill set or someone entirely new to the field, I welcome you to join me on this journey. I am also an experienced Coach and would support you through the working practices.

Connect With Me

If you’re interested in learning more about my course or simply want to connect, I invite you to visit my website at http://inspiredpractice.co.uk. Together, we can explore how to make a difference in the lives of families, honour cherished memories, and create impactful ceremonies.

As I continue to embrace these new adventures, I am grateful for the journey that has brought me here. The lessons I learned as a Headteacher remain with me, guiding my work and inspiring me to help others.

I look forward to what the future holds and the many lives we can touch together.

Thank you Debbie for sharing your journey. If you are keen to become a certified Funeral Celebrant, Debbie is offering a 2-day course, you can email Debbie info@inspiredpractice.com or phone 07975797657 for more information.

According to the Charity Commission there are just over 170,000 charities in the UK with a workforce in excess of 1.2 million. Whilst charity recruitment is competitive, for teachers changing career, the sector offers a logical next step. As a teacher, your career to date has contributed towards societal good. If you choose to work for a charity then you are continuing to weave an altruistic thread through your working life.  

If you opted for a career in teaching this demonstrates you are motivated to make a difference and it can be leveraged as evidence to show your values align with the causes of a charity employer. If your job search is focused on finding new employment in the charity sector then you possess a wealth of soft skills that are in demand. 

This blog explores the important skills needed to forge a successful career in the third sector and why as a teacher you have them covered. 

Strong Communication Skills 

Your ability to distil complex information into a language that multiple audiences can understand is a true super power. You are adept at delivering presentations in front of large audiences and have cultivated skills of persuasion and marketing through school or subject promotion. Many employees are often nervous about speaking in public but you regularly address audiences consisting of several hundred individuals. You have supreme written and oral communication abilities and are meticulous. 

These qualities ensure you have what it takes to be successful in communication roles within charities. You are likely to be sincere in your delivery especially because the focus of charity work are causes you believe in. 

More recently charities have been leveraging the power of social media to target niche donors, volunteers and contributors stimulating growth in digital roles. Likewise, schools have also been developing their own social media strategies with many teachers contributing and writing content to help promote a schools offering. 

Therefore, as a modern teacher you are very likely to possess a plethora of relevant experience when it comes to communicating with third sector stakeholders across a range of media. 

Experience In Teamwork & Collaboration

Teachers are normally part of much larger teams sometimes working across schools or multi academy trusts. Whether you work as part of a year, subject or senior leadership team you are constantly collaborating on projects to drive improvement on top of your day to day teaching. 

The ability to collaborate in a collegiate way is appealing for charities that rely on brilliant synergy from their teams in order to drive marketing campaigns, fundraising events and deliver on their aims. Traditionally teachers have collaborated in person during departmental meetings or through professional development. But the disruption of the pandemic has led schools to pioneer software that enhances collaboration harnessing digital platforms to drive through projects and capitalise on the dynamism of teachers. 

Charities often need team members to go above and beyond and as a teacher you are used to pitching in and rolling your sleeves up to ensure that work is completed when other team members are unable to contribute. 

Ability To Adapt & Problem-Solve

Teachers are not only resilient but are experts at adapting to the pressures around them in order to achieve outstanding outcomes. As a teacher you’re at ease working at a fast pace, a common characteristic of charity work. Teachers have the agility to be successful in charity work. A teacher’s job is multifunctional and your ability to problem solve and manage multiple workflows concurrently is a huge strength. In smaller charity organisations taking on multiple responsibilities in roles that are often less clearly defined may often be the norm.

Research by Dr. Tina H. Boogren suggests that teachers make more decisions in a day than a brain surgeon and this innate ability to find solutions to a near constant flow of new challenges demonstrates a flexibility that is especially important for the small and medium sized charities that make up 80% of the sector. 

As a teacher, you are often conducting quantitative analysis identifying complex problems and breaking them down into solvable elements often with limited resources. Teachers are proactive people and this unrelenting ability to deliver results under pressure is a characteristic that can make you stand out from other candidates applying for roles in the charity sector where a constant flow of varied and new tasks need to be executed. 

Passion for Community Impact

Charities are often centred on egalitarian and altruistic principles. Therefore, your choice to teach showcases that you align with such philosophies and have a natural enthusiasm to work for causes beyond financial gain. Being passionate about charity aims is the life blood of the sector. 

Most charities work towards improving social services, housing, education, human rights, development, health, conservation and environment. Teachers are often either directly or indirectly striving towards similar goals. As a teacher your desire to support social mobility or improve the life chances of marginalised or underrepresented groups offers an opportunity for charities looking for candidates with relevant experience.  

Whether you’re a teacher looking to help disadvantaged young people or make a more direct impact to achieving sustainable development, your teaching experience demonstrates that you have the right attitude to succeed. 

Effective Leadership & Mentorship Qualities

Teachers are effective leaders. Whether it is leading a class on a day to day basis, a department or whole school many teachers have experience of managing diverse teams of individuals to deliver on key performance indicators. Understanding the different personalities and backgrounds of people that they manage means that they are often able to coax high performance levels out of other team members. 

More experienced teachers are often asked to develop members of staff new to the profession or those that are training. Often this mentorship is provided without remuneration and is a further demonstration of your willingness to go beyond the expectations of a job role. 

Convincing, bringing in and inspiring others whilst also dealing with conflicts effectively and sensitively are intrinsically linked to effective school leaders and are traits highly desired by the charity sector. 

Innovation & Creativity

Whether it is developing engaging learning content, devising whole school or community events, planning extra curricular activities teachers are often finding novel and interesting ways to work with different audiences. 

In the charity sector there is a reliance on idea generation in order to stimulate new ways to fundraise or deliver. Teachers are constantly refining and evaluating their work, generating new ideas and evolving their practice. This ability is something you can transfer to work in the charity sector. 

Overall the soft skills that a teacher possess are highly portable to charity work and will enable you to contribute to causes that you believe in on a larger scale. If you are interested in charity work it is often recommended that you carry out some volunteering first. This will enable you to explore if it’s the right fit and also help you develop new skills. 

The Pressure 

The media focuses on students when it comes to results days with their celebrations, commiserations and next steps being front and centre. However, for teachers results day can be a stressful and anxiety-inducing interruption to the summer holiday. The responsibility that many teachers feel towards the performance of their students is palpable. We know that teachers are working harder than ever before to ensure the outcomes of students are as positive as possible. As a consequence it is all too common for teachers to experience sleepless nights during August as they fret over the possible permutations and fall out from the results of their students. 

The secondary school system is a results oriented business and it often seems as though your credibility and reputation for the next 12 months is determined by student outcomes. But it is also important to remember that schools should never be entirely about results. Teachers touch the lives of students in many ways. The passion for your subject and the expert guidance you provide to young people as they navigate their adolescence is also vital.  With all this in mind we have pulled together some advice from our collective experience of over 40 years in the secondary system. 

Should I Be Present At School On Results Days?

Some teachers feel that they need to be present at school to support students when they receive their results and for some of you in specific roles your physical presence is required. It can however be an emotionally draining experience and there are many teachers who choose to monitor from a distance or perhaps not engage at all. This distancing can allow you more time to recover and replenish yourself ready for the start of another academic year. With A level results coming at the halfway point of the summer break it can often feel like you have had little time to rest. Staying at arms length from the day itself can be a way of setting or reclaiming your boundaries to ensure that you are prioritising rest and recuperation above all else. 

Try Not To Compare!

Data crunching and analysis are part of life in schools and quite rightly so but, there is a time and a place. With integrated software you are now able to see a breakdown of student grades in granular detail. You can analyse performance against key indicators and dissect value added Progress 8 scores. Although having the ability to scrutinise the results of focus groups; SEND, Gifted / Talented and Pupil Premium is extremely useful you shouldn’t be using such data to compare your results to that of other teachers. Such practice can lead to feelings of deflation or undermine your good work if you feel that colleagues have performed better. Ultimately the school should be thought of as a collective and the contribution of all staff should be recognised. 

Consider The Extenuating Circumstances 

If results do not go your way don’t dwell on them. This will only lead to an erosion of your confidence. It is all about moving forward but if you’re feeling deflated it can be useful to put things into perspective by considering the context of your work. There are always factors beyond your control which have an impact on the outcomes of students. Poor mental and physical health, absence, behavioural issues, relationships and family bereavement can play a part in determining the success of students who study your subject. It has also been said that 2025’s GCSE students are Covids worst hit cohort.

You have to be realistic and look at achievements pragmatically. Even very experienced teachers can have blips but if you are an early career teacher it could be your first cohort of students that you have taken through a qualification. We would hope that senior leaders recognise the unique pressures facing less experienced teachers with exam classes. It is their responsibility to nurture and mentor such colleagues to ensure they remain positive and develop their pedagogy. Equally you may have taken over a group who were halfway through a qualification. All of these things make a difference and many excellent teachers will tell you that it can take time and practice to continuously deliver value added results. 

Move Forward With Purpose

Granular analysis at a later date is very useful for planning professional development for the following year. Many exam boards offer enhanced results analysis allowing you to track trends across your centre. For example, there may be a particular topic that students have underperformed in allowing you to focus resource writing to improve the understanding of students in this area. It may also reveal which ‘Assessment Objectives’ your students are responding most effectively to and those that need work. For example, perhaps students’ recall of knowledge is strong but they need to work on the application of knowledge. Adapting future schemes of learning to take this into account can be very powerful in improving centre performance in the future. 

Recording Of Results 

For students, results are the gateway to university, apprenticeships, training or employment. But they are also important for your career too. Many teachers overlook keeping a record of the results they achieve throughout their careers. They are a record of the impact and legacy of your work. They are metrics that can be used as evidence to prove your value to prospective employers, whether they be schools or organisations outside of the school system. If one year doesn’t go the way you want, use it as a benchmark against which to measure future success, showing improvements over time. Results data can breathe life into CVs, applications or supporting statements to impress upon employers the value that you offer. They are students’ results but they are also a product of your actions and can be used to demonstrate your worth. 

But whatever your circumstances or the context of your school, be proud of your contribution, celebrate the wins and remember your impact on students goes far beyond the results that they obtain.

1) Don’t Be Too Modest

Teachers are not inclined to boast. You normalise the incredible work that you do every single day. Never forget, that delivering an assembly to 500 students would be all-consumingly nerve-wracking for the average person. Your everyday is everyone else’s extraordinary they just don’t realise it. SO BE BOLD in showcasing the impact you have had.

2) Get Your Branding Right

A teacher might well add much weight to a start-up that’s secured its first round of seed funding but if they are looking for a Content Creator don’t call yourself a Year 1 class teacher! This will result in your CV firmly landing in the ‘no’ pile. Make sure you are signposting that you are the right person for the job by generating a profile that aligns with the role. Your opening profile is your value proposition so get it right.

3) Tailor Like The Best In Saville Row

Ensure that each CV that you send out for a role is tailored and focused on the requirements of that specific job. One thing Did Teach can 100% guarantee is that if you are applying for multiple roles with the same CV then you will FAIL to be successful. This is DOUBLY DOUBLY important if you are applying in a competitive market. Many of the jobs we advertise have hundreds of applicants. If you don’t tailor, you’ll be an ill-fitting suit!

4) Careful With The Formatting

There are just too many CV templates out there. Which to choose? Where to go? Who can I trust? Unless you’re applying to a creative studio specialising in graphic design and CGI visualisation, we would advise keeping it SIMPLE, let your experience and skills do the talking. It’s what you write that will grab their attention, not your ability to rip a CV template from Canva’s resume builder. TRUST US on this one! Read more on our blog Why you shouldn’t let AI write your CV!

5) Skills, Skills, Skills Is The Mantra

It’s the skills you bring to a role that matter. Teaching is antiquated when it comes to the application process. Remember a job spec becomes irrelevant once you start. It’s your skills that will help you carve out the role over time. So, promote them. Your CV is the showroom, and your skills are the gleaming supercar polished to within an inch of its life. So, make sure your CV showcases them.

One very effective way of demonstrating your skills is the STAR method advocated by the Government.

Download our free guide to the STAR method here!

Ready to write your own CV after teaching? This short online course is perfect as it is created by teachers and career change experts: CV Masterclass

Short of time? You could hire an expert CV Writer to create a bespoke CV.

One of the biggest issues a tutor faces is that their income is usually tied directly to their time. You can teach more hours to earn more but what about all the lesson planning and other organisation that’s involved? You’ll quickly hit a ceiling and it’s difficult to maintain a positive work-life balance. 

There’s also the type of tuition model that you use to factor in. If you’re teaching via one-to-one lessons, then inherently, you’re only going to be able to tutor so much before running out of time! 

Instead of relying on one-to-one lessons and the endless lesson planning that’s involved with this, you can scale your tuition business to be more profitable by offering small group tuition online using Study Central.  

Why Small Group Tuition Works For You & Your Students 

Teaching in small groups of typically 3-6 students at a time, offers the best balance between personal attention and scalability. 

For tutors, the maths is simple. It means that you can earn a higher income per teaching hour, significantly increasing your revenue while being more efficient with your time. Even if you decide to offer tutoring at a slightly lower rate for each student than one-to-one sessions, the cumulative revenue far exceeds what you could earn by teaching individually. You can build small groups around a more accessible per-student price, which is attractive to parents looking for affordable, long-term tuition support for their child, leading to a more predictable recurring income. 

Using a structured curriculum and ready-made resources like those available from Study Central also means that one lesson plan can serve an entire group, reducing planning time while still providing a valuable learning experience.

How Do Students Respond To Small Group Tuition? 

Small group tuition is not just beneficial for tutors; it creates a positive learning experience for students too. 

• Groups can be organised by age, ability or learning needs, allowing you to teach at an appropriate pace and support each child individually when needed.
• Teaching in small groups encourages social interaction and greater participation as students can collaborate, communicate and develop teamwork skills. 
• Peer to peer learning means students explain ideas to each other, compare approaches and learn from classmates, helping them with knowledge retention.
• Interactive learning through quizzes, games, problem-solving activities, and tasks provides a multi-sensory approach, which also increases knowledge retention.
• Motivating and engaging lessons with students working towards similar goals help them to stay focused, persevere and create a community feel. 
• Carefully structured materials provide opportunities to learn independently and receive individual tutor guidance on tasks. 

Can You Teach Online To Small Groups?

Online learning has evolved significantly in recent years and it’s the highest growth area in tuition. Recent research from Save My Exams found that 41% of students receiving tutoring are taught online exclusively, while a further 30% use a combination of online and face-to-face tuition. Overall, 71% of tutored students receive at least some of their tuition online. 

Data from Lessonspace also shows a significant shift towards group learning, with groups of 4-6 students participating in lessons growing 19% faster than one-to-one or one-to-two in the past year.

From a business perspective, online tutoring makes commercial sense. You can recruit students from a wider geographical area, grouping students by age and ability. It also offers greater flexibility while reducing travel time, travel costs and the need for classroom space. Combine this with the increased earning potential of small-group sessions, and it creates a compelling model for tutors looking to build a more efficient and scalable business.

To provide a positive and engaging learning experience to your students within an online group setting, you’ll want to use interactive tools, relatable resources, activities and games that encourage participation and collaboration during lessons. Technology doesn’t replace the tutor; it facilitates human interaction and supports teaching in a digital setting so that you’re able to guide students, provide feedback and respond to their individual needs. 

Finding the right teaching platform and planning your lessons so that they are as effective as possible is the hard part and that’s what Study Central has been designed to overcome. 

Scalable tutoring without the headache of lesson planning

Scaling a tuition business doesn’t have to mean creating more lesson plans, worksheets and resources for every new student. Study Central’s unique online learning platform brings teaching materials for children of all school ages into one place, giving tutors access to structured Maths and English content for each topic.

Tutors select the topic they want to teach and assign it to a small group of students. At lesson time, students log in and join their dedicated online teaching space. 

Study Central uses Lessonspace to deliver these sessions, including its persistent spaces, so that students’ work is saved and available for the next session, as topics are designed to be taught over four lessons. This approach gives students time to revisit ideas and develop genuine understanding. 

The platform also includes full lesson plans and teaching guidelines, interactive online resources and games to give students different ways to practise while also providing a change of pace during lessons. Combined with the interactive features of Lessonspace, tutors can create engaging, digitally creative sessions without having to build everything from scratch. 

Scheduling Made Easier

Study Central has been designed by tutors, for tutors, drawing on decades of experience in the tuition industry. Its simple, intuitive dashboard includes scheduling and feedback tools designed to reduce admin and make day-to-day tutoring easier. With an affordable monthly subscription based on the number of students, tutors remain completely in control of their business. It’s a flexible, scalable solution designed to help independent tutors grow without unnecessary complexity. Learn more about the tutor package and book a demo.

If you are a teacher considering franchising, the headline franchise fee is only the beginning. The real cost of buying a franchise in the UK usually includes the initial franchise fee, set-up costs, working capital and ongoing charges such as management fees, royalties or marketing levies.

Some home-based or mobile franchises can be launched for a comparatively modest investment. Premises-based businesses, particularly in hospitality, can require hundreds of thousands of pounds or more. The important question is not simply, “What is the franchise fee?” but “What will I need to invest before the business can support itself and me?”

Teachers are used to managing budgets, resources and competing priorities. What may be less familiar is reading a profit and loss account, forecasting cash flow and testing a business model before committing personal savings or borrowing. Understanding the following costs will help you compare opportunities more confidently.

If you are at the beginning of your research, our free short course, From Classroom to Franchise Owner, takes you through the complete process, from assessing your finances to researching opportunities and preparing for launch.

Franchise Cost At A Glance

The cost of a franchise commonly falls into four groups:

Initial franchise fee: the payment for joining the network and gaining access to its brand, systems and initial training.

Set-up and total investment: everything required to become operational, which might include equipment, premises, licences, professional fees, launch marketing and initial stock.

Working capital: money kept aside to pay business costs while sales and cash flow build.

Ongoing franchise fees: royalties, management service fees, marketing levies, software charges and other contractual payments.

The franchisor should explain what is included, but you should verify the figures independently and ask what has been omitted.

1. The initial franchise fee: the price of joining

The initial franchise fee is an upfront payment for the right to operate using the franchisor’s brand and business system. It will often include initial training, operating manuals and help with launching the business, although the exact package varies.

The fee may be a few thousand pounds for some lower-investment models or £50,000 and above for established, premises-based brands. Check whether the quoted figure includes VAT and precisely what the payment covers.

The initial fee is a genuine cost, but on its own it tells you very little about the amount needed to start trading. A £15,000 franchise fee does not mean that £15,000 is the total investment.

Ask:

Is VAT included in the advertised fee?

What training, equipment, stock or launch support is included?

Are travel and accommodation for training extra?

Is there a separate fee for a territory, premises or additional staff member?

Will I pay another fee when the agreement is renewed?

2. Total investment: what it really costs to open

The total investment should include all the costs required to launch the business—not only the payment made to the franchisor. Depending on the model, it may include:

premises, deposits, legal fees and fit-out;

vehicles, equipment, stock or branded materials;

insurance, licences and professional advice;

recruitment and wages before opening;

technology, booking systems and software;

local launch marketing; and

working capital.

The range is enormous because “franchise” describes a business structure, not a single type of business. A home-based tutoring, education or children’s-activity franchise may have no permanent premises and few initial employees. A café, pub, hotel or quick-service restaurant may require a site, a substantial team, stock and an expensive fit-out.

Hospitality examples

The figures below were supplied by Franchise Foundry as broad hospitality illustrations. They are not universal benchmarks or guarantees; investment and payback vary by brand, site, finance arrangements and trading performance.

For a teacher investigating a smaller service or education franchise, the same principle still applies: request a full schedule of costs and identify the equivalent items in that model. Venue hire, safeguarding checks, teaching resources, instructor pay, travel and customer-acquisition costs can be just as important as stock and rent are in hospitality.

3. Working capital: the cost people often underestimate

Working capital is the money available to keep the business running before it generates enough cash to cover its own bills. It may need to pay wages, rent, marketing, supplies, loan repayments and franchise fees during the opening months.

It should be separate from your household emergency fund. You should also make a realistic plan for your own living costs if the business cannot pay you immediately.

Ask the franchisor:

How much working capital is included in the stated total investment?

How long did recent franchisees take to break even and begin paying themselves?

What was the range, rather than only the average?

What extra cash did franchisees typically need after launch?

A business can look profitable on paper and still run out of cash. Test what happens if opening is delayed, sales are lower than forecast or costs rise.

4. Royalties and management fees: the ongoing cost

Many franchise agreements charge an ongoing royalty or management service fee. This might be:

a percentage of gross sales or turnover;

a fixed weekly or monthly payment;

a minimum payment plus a percentage; or

another arrangement set out in the franchise agreement.

Where a royalty is calculated on turnover, it is payable according to sales rather than profit. For example, a 6% royalty on £600,000 of annual turnover would be £36,000, before VAT where applicable. That calculation does not change simply because other costs have risen or the franchisee’s profit is lower than expected.

This is why the fee must be built into every version of your financial forecast, including a difficult trading scenario. Do not assume that all franchises use the same structure: the British Franchise Association notes that management service fees can also be fixed.

Ask exactly what counts as turnover, when the payment starts, whether there is a minimum fee and whether any introductory relief is written into the agreement.

5. Marketing levies and other continuing charges

A franchisor may also collect a marketing or advertising levy, often calculated as a percentage of sales. This normally supports national or regional activity, but it may not replace the local marketing you are expected to fund yourself.

Other continuing costs can include:

mandatory local marketing spend;

software, booking platform or technology fees;

training and conference fees;

audit, compliance or mystery-shopper costs;

compulsory refurbishment or equipment replacement;

product mark-ups or mandatory purchasing arrangements;

insurance and professional fees;

renewal, transfer or resale fees; and

interest and repayments on business borrowing.

Ask what each payment funds, how often it can increase and whether franchisees receive accounts or reporting on any central marketing fund.

Why The Headline Franchise Fee Can Be Misleading

A low initial fee does not automatically mean a low-risk opportunity. A business may carry substantial staffing, venue or customer-acquisition costs after launch. Equally, a higher-investment franchise is not necessarily better: it may simply require more assets, premises or operational complexity.

The useful figure is the amount needed to:

sign the agreement;

complete training and set up the operation;

reach opening day;

fund the business until cash flow becomes sustainable; and

cover your personal living costs during the transition.

When comparing brands, use the same definition of “total investment” for each one.

How To Stress-Test A Franchise Opportunity

Hospitality businesses often monitor food, labour, rent and royalties as percentages of revenue. The original Franchise Foundry guide uses the following broad operating ranges:

These are illustrations, not targets for every brand or sector. Ask the franchisor for evidence from comparable outlets and have the assumptions reviewed independently.

For a non-hospitality franchise, create an equivalent dashboard. A tutoring or children’s-activity business might track instructor costs, venue hire, leads, conversion rate, customer retention, average booking value and capacity utilisation.

Labour assumptions deserve particular attention. The UK National Living Wage for workers aged 21 and over rose from £7.20 when it was introduced in April 2016 to £12.71 in April 2026—an increase of approximately 76.5%. A model that only just works with today’s wage bill may be vulnerable to further cost increases.

Questions To Ask Before Buying A Franchise

Before signing an agreement or paying a non-refundable sum, ask:

What is the complete initial investment, including VAT and working capital?

Which costs are estimates, and what evidence supports them?

What do the figures look like for newer and lower-performing franchisees—not only the strongest sites?

How long did recent franchisees take to break even and pay themselves?

Is the ongoing fee fixed, percentage-based or subject to a minimum?

What does the marketing levy fund, and what local spend is required as well?

Are there compulsory suppliers, product mark-ups or minimum purchases?

Which fees can increase during the agreement?

What will renewal, refurbishment, transfer or exit cost?

Can I speak privately to several existing franchisees and, if possible, someone who has left the network?

Instruct a solicitor with franchise experience to review the agreement and take independent financial advice where appropriate. This article provides general information, not legal or financial advice.

Do UK Franchisors Have To Provide A Disclosure Document?

There is no general statutory requirement for a UK franchisor to provide the type of formal Franchise Disclosure Document required in some other countries. However, British Franchise Association members are expected to provide full and accurate written disclosure of information material to the franchise relationship within a reasonable time before binding documents are signed.

Whether or not a document is called a “disclosure document”, ask for important claims, assumptions, fees, franchisee numbers and trading information in writing. What you establish before signing will depend heavily on the quality of your questions and independent checks.

A Final Word For Teachers Considering Franchising

None of this is a reason to avoid franchising. It is a reason to approach it with the same rigour you would apply to any major financial and career decision.

Teaching gives you valuable foundations: planning, people management, communication, consistency and accountability. Franchise ownership adds commercial risk, cash-flow responsibility and contractual obligations. Understanding the full cost allows you to judge whether a particular opportunity fits your finances, family circumstances and preferred working life—not simply whether you like the brand.

Franchise Foundry works with prospective franchisees to build a fuller cost model before they meet a brand, including royalties, marketing levies, mandatory purchasing, staffing and working-capital assumptions.

Franchise Foundry is a franchisee-first franchise matching service working in partnership with Those Who Can to help teachers explore franchise ownership. Visit franchisefoundry.co.uk to discuss the figures behind an opportunity you are considering.

Want to explore franchising in more detail?
Take our free short course, From Classroom to Franchise Owner, and work through the practical steps at your own pace.

As a teacher, you’re almost always focused on helping others grow. You plan lessons, grade papers, and guide your students to reach their potential. But what about your own growth? Investing in yourself isn’t just another thing to add to your to-do list; it’s essential. It can change your professional life, boost your well-being, help you avoid burnout, and rekindle your love for teaching.

This guide aims to help you turn that focus back to yourself. It offers practical ways to develop personally, both in and out of the classroom.

Why Personal Growth Matters

For teachers, personal growth and being good at your job go hand-in-hand. When you’re actively learning and growing as a person, it directly and positively affects your teaching. You become tougher when classroom challenges pop up, more creative with your lesson plans, and more understanding toward your students and co-workers. It’s all about making yourself better.

Understanding what personal growth is and why it matters is a great first step. It’s not just about taking professional development courses. It’s about knowing yourself better, learning new skills that excite you, and pursuing interests that energise you. This commitment to your own development helps you show your students what lifelong learning looks like. It also helps prevent the emotional exhaustion that often comes with a career in education.

Setting Transformative Goals

To truly grow, you need to set the right kinds of goals. It’s easy to get caught up in performance numbers and school improvement plans. But the goals that really make a difference are personal and match what you value most. Instead of just aiming to “get better at classroom management,” try a goal like, “I want to create a classroom where students feel more trust and respect.”

To make your goals something you can actually work on, try this:

• Be Specific: What does success look like? Instead of “be more organised,” try “I will spend 15 minutes after school each day organising my desk and planning for tomorrow.”
• Know Your “Why”: Why is this goal important to you? Connecting it to a deeper reason, like reducing stress or having more quality time with family, gives you strong motivation.
• Break It Down: A big goal can feel overwhelming. Break it into smaller, manageable steps you can tackle weekly or even daily.

Advanced Techniques for Self-Improvement

Once you’ve got a handle on self-reflection and goal-setting, you might want to look for more advanced ways to speed up your growth. Ideas from different fields can give you fresh perspectives on how people communicate, behave, and get motivated. For example, many teachers find that mindfulness practices help them stay calm and focused during a busy school day.

Others explore things like Neuro-Linguistic Programming to better understand how language, thoughts, and behaviour are connected. The communication and relationship-building skills taught by experienced NLP Practitioners can be used directly when talking with students, parents, and colleagues. These advanced tools aren’t about quick fixes. They’re about understanding yourself and others more deeply, which leads to better, more satisfying relationships.

Overcoming Limiting Beliefs

Every teacher has moments where they doubt themselves. Thoughts like “I’m not making enough of a difference” or “I’m not as good as that teacher down the hall” are common. These limiting beliefs can hold you back. These inner stories shape your reality, and challenging them is a key part of personal growth. The first step to getting rid of them is recognising them.

A helpful exercise is to treat these beliefs like a theory. When you think, “My students aren’t engaged,” ask for proof. You might find that while a few students were distracted, many others were actively involved. Swapping a negative generalisation for a more balanced observation makes it less powerful.

Sustaining Your Momentum

The initial excitement of starting a new personal growth plan can fade once a busy school term kicks in. To keep your momentum going, you need to build consistent habits instead of just relying on bursts of motivation. Find a system that works for you and fit it into your daily routine.

Here are some ideas to help you stay on track:

• Schedule It: Block out a small amount of time in your calendar for your growth activities. This could be 10 minutes of journaling in the morning or an hour for a new hobby on the weekend.
• Find an Accountability Partner: Share your goals with a trusted colleague or friend. A quick weekly check-in can really help keep both of you motivated.
• Celebrate Small Wins: Acknowledging your progress, no matter how tiny, helps reinforce good habits. Did you successfully try a new teaching strategy? Did you stick to your morning reflection for a whole week? Celebrate it.

Your personal growth journey is ongoing, not a finish line. By putting time and effort into your own development, you not only make your own life richer but also become a more inspiring and effective educator for your students.

Former teachers are discovering that leaving a school role does not mean leaving education, children, or the chance to make a profound difference.

There is a particular fear that can keep a teacher in a role long after it has stopped feeling right: if I leave the classroom, will I lose the part of my work that matters?

The answers gathered by Those Who Can suggest something more hopeful. Across tutoring centres, mindfulness sessions, drama workshops, language enrichment days and inclusive dance classes, former teachers are still planning, adapting, encouraging and noticing the moment a child begins to believe in themselves.

They have not stopped being educators. They have changed the setting, the structure and, often, the amount of freedom surrounding the work.

Keeping The Moment That Matters

For Lucy France of MiniMe Mindfulness, that moment came when a child she mentors described using a breathing technique independently after feeling overwhelmed in class. It was a small act with a large meaning: a strategy practised together had become a tool the child could carry into everyday life.

Susie Devonport, a science teacher and assistant head for 22 years, now owns MagiKats Maldon. She still gets to teach hands-on, assess progress and adapt sessions, but in small groups where she can respond immediately. If a concept is not clicking, she can change the activity, introduce a game, offer one-to-one attention or pause in the reading corner.

That personalised approach is helping the business grow. After a 40% year-on-year increase in student numbers, Susie expanded into a larger workshop space with a cosy reading corner, quiet areas and more room for individual support. Her proudest achievement is not growth for its own sake, but what that growth has allowed her to build.

Joy With Purpose

Children’s enrichment can be dismissed as ‘just fun’. The franchise owners in these responses know how much learning can be hidden inside joy.

Debutots uses interactive storytelling, drama, movement and imaginative play to develop speech, language, confidence and communication. In one recent SEND session, a child described as non-verbal surprised staff by joining in with a spirited pirate ‘ooh arr’. Elsewhere, teachers have watched children grow more willing to share their ideas over just two terms.

A SENCO told Debutots that children look forward to the classes every week. An EYFS lead described 14 preschool children—including pupils with SEND and English as an additional language—as fully engaged in a story that invited them to use their imaginations and bodies.

At Tappy Toes, founder Claire Munday recently joined franchisee Sara for a full day in a special school. Every child participated, including pupils with severe disabilities. The school describes the sessions as engaging, accessible and supportive of learning through musical dance.

The impact is not an accidental by-product. These sessions are carefully designed to build communication, confidence, coordination, routine and belonging.

The Teacher Toolkit Travels Well

Teachers sometimes underestimate the range of expertise contained in an ordinary school week. The contributors listed planning, assessment, behaviour management, communication, relationship-building, questioning, adaptive teaching, team leadership, strategic thinking, creativity, empathy and resilience.

Sammi Panesar-Vale taught drama and served on a senior leadership team before becoming principal of Little Voices Nottingham and Loughborough. The organisation and strategic thinking she developed in school now help her set goals, lead a team and create a culture in which tutors and pupils thrive.

A school working with Little Voices has seen increased confidence and engagement in the performing arts—and effects that travel back into the classroom through self-belief, teamwork and creative expression.

Kidslingo CEO Anna Neville sees the same transferability across her network. Franchisees use skills such as managing classroom dynamics, creative thinking and problem-solving while gaining control over their own timetable. Kidslingo now reaches more than 40,000 children every week.

A Wider Definition Of Education

Anne-Marie Martin’s diddi dance classes aim to give young children a positive first experience of physical activity. Children nearing the move to school have sent her home with cards from parents describing gains in confidence and school readiness.

Tappy Toes uses dance as a creative outlet, including adapted classes for children who are wheelchair users, deaf or blind. MiniMe Mindfulness gives children practical ways to manage emotions and build resilience. Little Voices supports oracy and confidence. Kidslingo makes language learning active through songs, stories, games and drama.

None of this looks exactly like a conventional lesson. All of it sits within a wider, richer view of education: helping young people communicate, participate, create, cope, connect and grow.

Not Leaving – Expanding

Of course, running a franchise adds roles that classroom teaching does not: marketing, finance, administration, health and safety, staff development and business planning. It requires effort, patience and the willingness to learn. Support and a proven framework can reduce the isolation of starting alone, but they do not remove responsibility.

The reward described by these former teachers is not simply flexibility. It is the ability to focus more of their energy on the parts of education they love.

A teacher’s identity is not contained by four classroom walls, a timetable or a job title. It lives in the ability to spot possibility, to create the conditions for confidence and to help another person take a step they could not take before.

Those skills remain valuable in schools. They are also valuable in hundreds of other settings.

So, if you are wondering whether a different path would mean walking away from everything you have built, perhaps the question is not ‘Would I still be a teacher?’ Perhaps it is ‘Where else could the teacher in me make a difference?’

Visit our dedicated Franchise Page, where all franchises have teaching, learning or community at their heart.

Across the UK, teachers are using the skills they built in education to create businesses with room for family, purpose and a different kind of summer.

For many teachers, the summer holidays begin with an exhale. The alarm is switched off, the marking is finally finished and, for a little while, there is space to become yourself again.

Among the franchise owners who shared their summers with Those Who Can, a different rhythm emerged. There is work, certainly. There are holiday camps, planning sessions, admin and preparations for September. But there is also choice: the ability to decide which days belong to the business and which belong to family, rest, travel, or simply a good book in the garden.

It is not a story about escaping education. In many cases, it is about keeping the part that mattered most and building a working life around it.

A Calendar With Breathing Room

Lucy France taught in primary schools for 16 years before becoming a MiniMe Mindfulness franchisee. Her summer will include eight days of holiday camps, alongside family time in Cornwall and South Wales and a few days exploring the canals on a narrowboat.

The difference is not that work has vanished. It is that Lucy gets to make deliberate choices about it. Her husband is a deputy headteacher, so the school holidays matter to the whole family. By planning ahead, she can support local children and still protect time for adventures, slower days and time together.

That sense of control appears again and again. Emma, a former primary teacher who runs Debutots Hull West and Villages, loves delivering her summer camp—but she prepares during term time and then closes the laptop for a couple of weeks. Her summer includes stories, crafts, ice pops and new friendships, followed by a complete switch from business mode to Mum mode.

For Maggie Baker of Musical Moments York, a former secondary music teacher, summer is intentionally quieter. She has arranged cover through neighbouring franchisees and freelance colleagues so that sessions can continue while she spends time with her family. The business remains active; she does not have to be active every minute.

Some Summers Are Busy & Still Feel Lighter

Flexibility does not always mean taking six weeks off. For some owners, summer creates a burst of joyful activity.

Katie Christopher, a former further education maths, English and alternative provision teacher, runs MagiKats Lincoln. Her centre stays open through the holidays, welcoming new students and creating a lively mix as children attend around family trips. Games, competitions and seasonal resources give sessions a different energy, while four scheduled weeks of closure across the year provide time to rest and recharge.

Sarah Whitcomb, who taught secondary drama for ten years, is looking forward to Little Voices Epping Forest’s Summer Theatre Week: four days in which 25 children build a show from scratch. It is the highlight of her year, not least because her six-year-old twins share her excitement.

This is a quieter kind of transformation than the dramatic ‘quit your job’ stories often seen online. It is not work versus life. It is work shaped more consciously around life.

When The School Gates Close, The Business Can Pause Too

At Bayleaf Cookery School, the calendar was designed around the school year from the beginning. During term time, the team runs after-school clubs in primary schools and the original Bayleaf now teaches more than 700 pupils each week. When schools close, classes stop for eight weeks.

Co-founder Andrew Bayley describes summer as ‘an utter joy’: time in France with family, friends, a good book and a glass of pink wine. The point is not simply the holiday. It is that the business model was built to avoid the familiar childcare juggle, and to create a substantial period of not working possible.

Anne-Marie Martin, founder of diddi dance, also protects proper switch-off time, using an out-of-office message and scheduled admin and social media. Anne-Marie is looking forward to her family holiday in Spain, shared with some close friends and a cold Pimms!

Ben Finney, co-founder of Franchise Foundry, values being able to choose when and where he works, while continuing to build something he cares about, and fitting in plenty of golf before his September wedding in Athens.

Freedom Is Designed, Not Delivered

The contributors are also refreshingly honest about the work involved. A franchise is not a business that runs itself. Katie Christopher puts it plainly: flexibility still requires hard work and organisation. Lucy France says that an established brand, proven systems and ongoing support do not replace the need to build relationships and make the most of opportunities.

That may be exactly why teachers can be so well suited to it. They already know how to plan, adapt, communicate, solve problems and keep going when the day changes without warning. They understand that confidence grows through preparation, and that meaningful results rarely happen by accident.

That is perhaps the most useful starting point. Not ‘Which business looks easiest?’ or even ‘Which could earn the most?’ but ‘What do I want an ordinary Tuesday and a summer to feel like?’

For the teachers featured here, running a business has not made every week effortless. It has given them greater authorship over the shape of those weeks. Summer might mean a theatre camp, a tutoring centre full of energy, a family picnic, a canal boat, a book beside the pool, or all of them, carefully arranged.

And for a teacher reading this at the start of the holidays, that may be the most quietly inspiring thought of all: your skills could build more than one kind of future.

Different businesses. Shared skills. Summers shaped on their own terms.

Visit our dedicated Franchise Page, where all franchises have teaching, learning or community at their heart.

Thinking about starting your own online tuition business but worried about the time it takes to create resources, plan lessons and manage everything securely? Or perhaps you already tutor alongside your teaching career and are looking for a more efficient way to deliver high-quality online lessons?

Study Central provides a complete solution. Designed specifically for online tutors, it combines fully planned tuition programmes, comprehensive teaching guidance and a secure learning environment, allowing you to focus on teaching rather than preparation.

Special Summer Offer

To help tutors prepare for the new academic year, Study Central is offering 50% off for the first six months when you sign up during July or August.

The standard subscription includes up to 10 student enrolments in either Maths or English. As your tuition business grows, you can easily expand your account with additional enrolment packs of five or ten students.

With affordable monthly pricing, no minimum contract, no commission and no hidden fees, Study Central offers a flexible, ready-made solution for tutors at every stage of their business. Lessons are designed for small groups to encourage interaction but can also be delivered effectively on a one-to-one basis.

Professional Resources That Save You Time

Study Central has been developed by the team behind the MagiKats Tutoring brand, which has over 20 years of experience supporting tutors and students.

Every resource has been carefully designed for engaging online delivery, helping tutors save countless hours of planning while providing a safe, secure platform with built-in safeguarding features.

The platform includes curriculum topics for children of all school ages, making it easy to personalise your tuition to meet the needs of every student.

Alongside the teaching materials, you’ll also benefit from an intuitive dashboard where you can schedule lessons, assessments, record and share parent feedback, and access detailed teaching guidance for every topic. 

Free Topic Download

To view examples of the resources on offer before you sign up, Study Central is also offering a free topic download. Covering up to four hours of online lessons, the download includes everything you need to teach that topic to your students, including full lesson plans, teaching guidelines, and links to online game-style resources to help the learning process. The download is delivered in a PDF format and can be used across a tutor’s usual online learning platform, for example, Google Meet or Zoom, but is designed to work best using Lessonspace, the platform that powers the Study Central system. 

To take advantage of the free offer, choose from four age groups (lower primary, upper primary, lower secondary or upper secondary) and download your chosen topic via https://www.studycentral.info/free-download  

Book A Demo

You can see Study Central in action by booking a free online demonstration. Director Sarah Marsh will guide you through the platform, explain how the dashboard works, and show you how Study Central can be tailored to suit both your teaching style and your business goals.

Book a suitable time for a demo here https://studycentraldemo.youcanbook.me/ 

Building a full-time, permanent team is no longer the default for organisations working in education.

Whether you’re developing an EdTech platform, launching a new qualification, writing curriculum resources or a charity delivering a funded programme in schools, there are moments when you need specialist educational expertise but not necessarily another permanent employee.

Instead, many organisations are building agile networks of experienced professionals who can contribute to a project, solve a specific problem or provide valuable insight exactly when it’s needed.

For organisations working with schools, teachers are one of the most underutilised talent pools available.

The Challenge Isn’t Finding Teachers, It’s Finding the Right Ones

If your organisation has ever advertised for a curriculum writer, educational consultant, subject matter expert or teacher reviewer, you’ll know that attracting the right candidates isn’t always straightforward.

General job boards cast a wide net, but they rarely reach teachers actively looking for flexible opportunities beyond the classroom.

At Those Who Can, our audience is different.

Every month, thousands of teachers, school leaders, supply teachers, tutors and former educators visit our platform to explore career opportunities that make use of their skills in new ways. Many aren’t looking for another permanent teaching role, they’re looking to apply their expertise to meaningful projects.

Why Teachers Add More Value Than You Might Think

When organisations recruit teachers, they’re not simply hiring someone who understands the curriculum.

They’re gaining professionals who spend every day communicating complex ideas, managing competing priorities, analysing evidence, influencing stakeholders and solving problems under pressure.

Just as importantly, teachers understand how schools actually work.

They know how decisions are made, what challenges schools face, what educators genuinely need and how new products, services and initiatives are received in real classrooms.

For an EdTech company, publisher or education charity, that insight can eliminate months of costly market research, reduce product development risk and help ensure that resources genuinely meet the needs of schools.

Flexible Expertise is Becoming the Norm

Across many industries, organisations increasingly bring in experienced professionals for a defined piece of work rather than employing them full-time.

Often referred to as fractional working, this approach allows businesses to access specialist expertise exactly when it’s needed while remaining agile and cost-effective.

Education is beginning to follow the same pattern.

At the same time, more teachers are choosing to build portfolio careers, combining classroom teaching with consultancy, tutoring, writing, project work or advisory roles. Others have left teaching altogether but still want to use their educational expertise to make a difference.

This growing workforce gives organisations access to experienced professionals who are actively seeking flexible, meaningful opportunities.

It’s a trend reflected across the sector, with organisations such as Flexible Teacher Talent championing flexible careers in education, while the Department for Education has made moves to support schools with flexible working systems through its Flexible Working Ambassador Programme.

Where Teachers Can Add Immediate Value

Not every requirement justifies recruiting another permanent employee. Sometimes the right specialist can deliver far greater impact in a fraction of the time.

For many organisations, these opportunities represent a smarter, faster and more cost-effective way of accessing educational expertise.

Organisations We’ve Worked With

Organisations at the vanguard of these changes who have recently used Those Who Can include;

Brainscape 

Century 

Children’s Literacy Charity 

NE 

The common thread is simple: they needed people who genuinely understand education.

Why Organisations Choose Those Who Can

Unlike general recruitment platforms, Those Who Can exists specifically to connect organisations with professionals who have educational expertise.

Our community includes:

• Teachers exploring opportunities beyond the classroom.
• School leaders looking to diversify their careers.
• Supply teachers seeking flexible work.
• Former teachers with experience across education, business and consultancy.
• Tutors, trainers and education specialists.

Because our audience already has an interest in career development and flexible opportunities, organisations are able to reach highly relevant candidates rather than advertising to a broad, untargeted audience.

Looking for Specialist Educational Expertise?

Whether you need someone to review a new product, write curriculum content, support a research project, deliver teacher training or provide strategic educational advice, there’s a good chance the expertise already exists within our community.

If your organisation is looking to engage experienced educators for consultancy, project-based work, ad hoc opportunities or permanent roles, then get in touch as we’d love to help. 

Teachers are constantly searching for strategies that genuinely improve learning without creating an unsustainable workload.

Retrieval practice has become one of the most widely discussed evidence-informed approaches in education, with research consistently showing that regularly recalling information strengthens long-term memory and improves retention.

But what does retrieval practice look like when implemented across an entire secondary school?

A recent study by learning platform Brainscape explored the impact of structured retrieval practice in a large UK secondary academy. While the school remains anonymous, it provides an interesting example of how technology can support learning habits, revision and knowledge retention at scale.

The School Context

The study was conducted in a large girls’ secondary academy in England with approximately 1,400 students aged 11-18, including a substantial sixth form.

Like many schools, leaders were looking for ways to improve independent study habits, strengthen retrieval practice and help students retain knowledge over time. They were particularly interested in finding approaches that students could use both in lessons and independently outside school hours.

While every school context is different, the size and structure of this school mean many secondary teachers and leaders will recognise the challenges it faces.

Why Retrieval Practice Matters

One of the biggest challenges in education is helping students remember what they’ve learned.

It’s not enough for students to understand a concept during a lesson. Unless that knowledge is revisited and actively recalled, much of it can be forgotten surprisingly quickly.

Retrieval practice addresses this problem by encouraging students to regularly recall information from memory rather than simply rereading notes or highlighting textbooks.

Research suggests retrieval practice can:

• Improve long-term retention
• Strengthen understanding of key concepts
• Help students identify knowledge gaps
• Increase confidence during assessments
• Support independent learning habits

The challenge for many schools is implementing retrieval practice consistently across year groups and subjects without significantly increasing teacher workload.

How the School Approached Retrieval Practice

According to the study, the school used digital flashcards and spaced repetition techniques to encourage regular review of key knowledge.

Students were able to revisit content multiple times over extended periods, helping to move information from short-term memory into long-term memory.

The approach aimed to:

• Encourage regular revision rather than cramming
• Build stronger independent study routines
• Give students immediate feedback on their understanding
• Help teachers reinforce core curriculum knowledge

Importantly, the technology was not intended to replace teaching. Instead, it acted as a tool to support and extend classroom learning.

What the School Found

The study highlighted several positive outcomes.

Students reported that the structured approach helped them feel more organised in their revision and gave them a clearer understanding of what they knew and what required further attention.

Teachers observed increased engagement with retrieval activities and found that students were more likely to revisit previously taught material.

Perhaps most importantly, the school found that students were developing more effective revision habits. Rather than relying solely on last-minute preparation, they were engaging with content more regularly throughout the academic year.

While every school should evaluate new initiatives carefully and consider their own context, these findings align with a growing body of educational research supporting retrieval practice and spaced repetition.

What Teachers Can Learn

The most valuable lesson from this case study isn’t necessarily about a particular platform.

It’s about the principle; schools that successfully embed retrieval practice tend to focus on creating consistent opportunities for students to revisit and recall knowledge over time.

Whether that happens through digital tools, low-stakes quizzes, knowledge organisers, flashcards or classroom questioning, the key is consistency.

Teachers do not need to completely redesign their curriculum to benefit from retrieval practice, as small changes can often make a significant difference.

Examples include:

• Starting lessons with retrieval questions
• Revisiting prior learning regularly
• Encouraging self-testing rather than passive revision
• Using cumulative quizzes
• Teaching students effective revision strategies

The Workload Question

One concern many teachers have is whether implementing retrieval practice creates additional workload.

The reality is that any new initiative requires planning and implementation. However, many schools find that once systems are established, retrieval activities can become embedded into existing teaching routines.

Technology can also reduce administrative burden by automating aspects of quizzing, tracking and revision scheduling.

The key consideration should always be whether a strategy improves learning outcomes without creating unsustainable demands on staff.

Three Takeaways for School Leaders

1. Focus on habits, not just resources

Effective retrieval practice is less about having the perfect tool and more about helping students develop regular study habits.

2. Make revision an ongoing process

Students often perform better when revision becomes part of everyday learning rather than a response to upcoming exams.

3. Start small and scale gradually

Successful implementation usually begins with a small pilot before expanding across departments or year groups.

Frequently Asked Questions

What is retrieval practice?

Retrieval practice is the process of actively recalling information from memory. Examples include quizzes, flashcards, self-testing and classroom questioning.

Does retrieval practice improve learning?

Research suggests that regularly recalling information strengthens memory and improves long-term retention.

What is spaced repetition?

Spaced repetition involves revisiting information at increasing intervals over time to improve retention and reduce forgetting.

Do students need technology for retrieval practice?

No. Retrieval practice can be implemented using paper-based quizzes, flashcards, questioning and knowledge organisers. Technology can help scale and automate the process.

Is retrieval practice suitable for secondary schools?

Yes. Retrieval practice can be adapted for all age groups and subjects and is particularly effective when embedded consistently across the curriculum.

Final Thoughts

This case study provides another example of how schools are exploring evidence-informed approaches to improve learning and retention.

While no single strategy is a silver bullet, retrieval practice continues to demonstrate promise as a practical, research-backed approach that can support both classroom teaching and independent study.

For schools looking to improve revision habits, strengthen long-term retention and encourage more effective learning behaviours, retrieval practice remains well worth exploring.

Visit Brainscape to learn more.

During the first half of 2026, more than 1,000 teachers used the Those Who Can Franchise Selector to explore franchise opportunities aligned with their interests, investment budgets and career ambitions. This has provided a unique dataset that offers valuable insight into what teachers are really looking for when considering franchise ownership.

For franchise brands, consultants and business development professionals, understanding the motivations of prospective franchisees is essential. Teachers represent a highly skilled, trusted and resilient professional group, bringing transferable skills in communication, leadership, organisation and relationship building. However, like any audience, they have specific motivations, constraints and aspirations that influence their decision-making.

The findings in this report reveal what teachers want from a franchise opportunity, how much they are prepared to invest, the income they hope to achieve and the types of businesses that appeal most. The insights can help franchise brands refine their marketing, recruitment and franchise development strategies when targeting the education sector.

Executive Summary: Five Things Franchise Brands Need to Know

1. Most teachers exploring franchising want to leave teaching completely, rather than run a business alongside their classroom role.
2. Flexibility is often more important than maximising earnings.
3. Teachers are cautious investors, with most seeking opportunities requiring less than £5,000 upfront investment.
4. Many teachers remain interested in working with children, but a significant proportion are open to serving adult customers.
5. Teachers are primarily seeking income replacement rather than dramatic increases in earnings.

Key Finding #1: Teachers Are Looking for a Career Change, Not a Side Hustle

The data reveals that 72.6% of teachers exploring franchising do not intend to continue teaching. This suggests that most respondents are not looking for an additional income stream to supplement their salary but are instead seeking a genuine alternative career path.

Interestingly, leaving teaching does not necessarily mean leaving education. Almost 60% of respondents expressed an interest in working with primary-aged children, while over a third were interested in secondary-aged learners. This indicates that many teachers still want to use their experience and skills, but in a different environment and with greater autonomy.

When we isolate those interested in working with adults, we find they are significantly less concerned with school hours, term-time working and school-based delivery. This suggests that many teachers are open to opportunities beyond education and are actively exploring broader career-change options.

What this means for franchise brands

Teachers should not automatically be viewed as prospective part-time franchisees. Most are seeking a long-term career transition and want to understand how a franchise can provide a viable alternative to classroom teaching.

Key Finding #2: Teachers Have Limited Capital to Invest

Teaching provides a relatively stable salary and career structure, which may help explain why many respondents approach business ownership cautiously.

Nearly two-thirds of respondents (63.5%) have less than £5,000 available to invest in a franchise opportunity. Furthermore, 65.1% require access to funding or finance support to make franchise ownership possible.

However, there remains a substantial group willing to invest more. Almost one-third (30.6%) are prepared to invest between £5,000 and £20,000, while 5.9% are willing to invest more than £20,000.

What this means for franchise brands

Finance options, staged investment models and clear explanations of return on investment are likely to resonate strongly with teachers. Many teachers are unaware that financial support is available, therefore making this a clear part of your offer would strengthen your position. Franchise brands that can reduce perceived risk may have a competitive advantage when recruiting teacher franchisees.

Key Finding #3: Flexibility Matters More Than High Earnings

One of the clearest themes emerging from the data is the importance of flexibility.

More than 60% of respondents are seeking flexible working arrangements, while 47.2% would ideally like to work within school hours. This suggests that many teachers are attracted to the autonomy and control that business ownership can offer.

At the same time, the data challenges the assumption that teachers are unwilling to work outside traditional school schedules. More than three-quarters (75.4%) are willing to work weekends if required, demonstrating a realistic understanding of the demands of entrepreneurship.

Income expectations reinforce this finding. Teachers seeking salaries between £20,000 and £35,000 are significantly more likely to prioritise flexible working than higher earners.

What this means for franchise brands

Franchise recruitment campaigns should focus on flexibility, autonomy and work-life balance rather than solely promoting income potential. The ability to control working patterns is often a stronger motivator than higher earnings.

Key Finding #4: Teachers Want Income Replacement, Not Income Maximisation

Most teachers exploring franchising are seeking an income that broadly matches their existing earning potential.

Almost three-quarters (74.2%) require annual earnings of £36,000 or more, while 59.5% are targeting incomes between £36,000 and £55,000. This suggests that many respondents are seeking a realistic replacement for their teaching salary rather than pursuing aggressive wealth-building opportunities.

At the lower end of the scale, 24.5% would be satisfied with earnings between £20,000 and £35,000. Notably, 80% of this group prioritise flexible working arrangements.

The data suggests that teachers exploring franchise ownership are generally more motivated by income replacement than income maximisation.

What this means for franchise brands

Demonstrating how a franchise can provide stable, sustainable earnings is likely to be more persuasive than promoting exceptional or aspirational income claims.

Four Types of Teacher Entrepreneur

The Lifestyle Teacher Entrepreneur

A significant proportion of teachers exploring franchising appear to be motivated by flexibility and work-life balance rather than maximising income. These individuals are often willing to accept a lower income target, with respondents seeking annual earnings of £20,000–£35,000 being far more likely to favour flexible working arrangements. Many are attracted to businesses that can operate around family commitments, school hours or term-time schedules. For this group, franchising represents an opportunity to gain greater control over their time while remaining engaged in meaningful work.

The Career-Replacement Business Builder

Alongside those seeking flexibility is a substantial group of teachers using franchising as a route into a completely new career. These individuals are typically looking to replace or exceed their teaching income and are more willing to work full-time, year-round and outside traditional school hours. They are less interested in school-based delivery and more open to serving adult customers or operating in sectors beyond education. For them, franchising is a long-term business opportunity rather than a side venture.

The Cautious First-Time Investor

Regardless of their preferred lifestyle or income goals, many respondents share a common characteristic: they are approaching business ownership cautiously. Nearly two-thirds require access to funding and almost two-thirds have less than £5,000 available to invest. This suggests that for many teachers, franchising is their first experience of entrepreneurship and represents a significant personal and financial decision. Affordability, trust, training and ongoing support are therefore highly influential factors.

The Growth-Focused Investor

A smaller but important segment demonstrates a more ambitious approach to business ownership. These respondents have higher income expectations, greater willingness to work full-time and stronger appetite for long-term growth. While they represent a minority of the audience, they may be particularly attractive to franchise brands with scalable models and multi-unit opportunities.

What this means for franchise brands

Teachers are not a homogeneous audience. Successful recruitment campaigns should be tailored to different motivations, interests and career aspirations.

What Franchise Brands Should Take Away

The findings from our first 1000 respondents reveal a profession actively exploring new opportunities. Teachers are seeking flexibility, autonomy and sustainable income, but they are also cautious about financial risk and investment.

For franchise brands, three themes stand out:

• Teachers value flexibility and control over their working lives.
• Teachers need accessible entry points and supportive funding options.
• Teachers are attracted to businesses with strong systems, training and ongoing support.

Franchise brands that can clearly demonstrate these benefits will be well positioned to attract one of the UK’s most skilled and motivated professional audiences.

About the Teacher Franchise Index

Methodology

• 1,046 completed franchise selector responses producing 17,748 data points
• Data collected during the first half of 2026
• Responses gathered through the Those Who Can Franchise Selector
• Analysis based on franchise preferences, investment budgets, customer preferences, income expectations and working pattern preferences

Our data will be updated to track changing attitudes and behaviours among teachers exploring franchise ownership.

Why This Matters

Teachers represent one of the UK’s largest pools of skilled professionals seeking alternative careers. Understanding what motivates them provides valuable insight for franchise brands, recruitment organisations and business developers seeking to attract talent from the education sector.

Partner With Those Who Can

If you are a franchise brand looking to attract teachers as franchisees, we’d love to discuss advertising, sponsorship, webinars and research partnerships.

Contact us at info@thosewhocan.org. info@thosewhocan.org

Why Teachers Make Great Travel Entrepreneurs

Many teachers dream of a career that offers greater flexibility, independence and the opportunity to explore their passions beyond the classroom.

For those who love helping people, building relationships and creating memorable experiences, travel entrepreneurship can be an exciting and rewarding career path.

But can teachers really succeed in the travel industry?

The answer is yes.

Many of the skills developed in teaching transfer naturally into travel entrepreneurship, particularly within franchise models that provide training, technology and ongoing support. That’s one reason why so many former teachers have successfully built businesses with Travel Counsellors and GoCruise & Travel.

Quick Answer: Why Do Teachers Make Good Travel Entrepreneurs?

Teachers already possess many of the qualities needed to run a successful travel business.

These include:

• Strong communication skills
• Relationship building
• Problem solving
• Organisation and planning
• Empathy and emotional intelligence
• Adaptability
• Customer service

In an increasingly digital world, many travellers are looking for personalised advice and trusted expertise rather than simply booking online. Teachers are uniquely positioned to provide exactly that.

Why More Teachers Are Looking for Flexible Careers

Many teachers love education but are looking for:

• Greater flexibility
• Better work-life balance
• More control over their schedule
• Opportunities to work from home
• A career aligned with their interests and passions
• Additional income streams

Travel entrepreneurship offers many of these benefits while allowing people to build a business around their lifestyle.

For teachers who enjoy connecting with people and helping them achieve meaningful goals, planning unforgettable travel experiences can be a surprisingly natural transition.

Which Teaching Skills Transfer into Travel?

At first glance, teaching and travel might seem like very different industries.

In reality, they share many of the same core skills.

Teachers spend years understanding individual needs and tailoring their approach accordingly. Successful travel entrepreneurs do exactly the same thing for their clients.

Why Relationships Matter More Than Ever

As the travel industry evolves, customers are increasingly seeking personalised experiences rather than generic online bookings.

This is where former teachers often excel.

As Travel Counsellors explains:

“Teachers spend years building trust, understanding individual needs and creating meaningful relationships – all qualities that translate naturally into successful travel entrepreneurship.”

Teachers are exceptional listeners, communicators, and problem-solvers. They know how to guide people through important decisions, adapt to changing situations, and deliver highly personalised support — exactly what today’s travel customers value.

In a world of online booking engines and AI-generated recommendations, human expertise remains incredibly valuable.

Travellers still want reassurance, personalised advice and someone who understands what matters most to them.

Why Former Teachers Often Thrive In The Travel Industry

Many teachers are surprised to discover how well their skills transfer into the travel industry. Communication, organisation, customer service, problem-solving and relationship-building are all essential qualities for running a successful travel business.

For former teachers looking for a career that offers flexibility, independence and the opportunity to help people create memorable experiences, travel can be an attractive option.

This is something that Colin Martin-Weeks, Head of Franchise at GoCruise & Travel, has witnessed throughout his own career in the industry.

Having worked across multiple areas of travel over several decades—from supporting customers on holiday and creating holiday products behind the scenes to selling travel experiences directly to clients—he believes the industry offers something many careers cannot.

“The travel industry adds so much more than simply paying the bills. It gives you life experiences, memorable moments, transferable skills and opportunities that genuinely enrich your life.”

Colin explains that every role he has held has contributed to the business owner he is today, helping him create a franchise opportunity built around flexibility, support and community.

For teachers considering self-employment, this collaborative culture can be particularly appealing. Rather than working alone, franchisees benefit from training, ongoing support and a network of like-minded business owners who share knowledge and help each other succeed.

“Our strength is the community we’ve built together. We share, respect and support one another as we grow successful businesses selling holidays and cruises.”

Perhaps most importantly, travel entrepreneurship offers something many teachers are actively seeking: greater control over their time and lifestyle.

Running a travel business can be shaped around family commitments, personal interests and long-term goals, allowing entrepreneurs to build a career that fits around their lives rather than the other way around.

As Colin puts it:

“I love what I do, and I feel privileged to help others achieve their own business goals and aspirations while creating a lifestyle that works for them.”

For teachers who enjoy helping people, building relationships and sharing their enthusiasm, the travel industry can provide an exciting and rewarding next chapter.

Why Former Teachers Thrive at Travel Counsellors

At Travel Counsellors, many former teachers have successfully transitioned into travel entrepreneurship.

The reason is simple.

Teachers are already highly skilled at:

• Building trust
• Managing competing priorities
• Working independently
• Staying calm under pressure
• Delivering exceptional customer experiences

Combined with Travel Counsellors‘ award-winning technology, comprehensive training and supportive community, these strengths can become the foundation of a successful business.

Unlike starting a business entirely alone, franchise models can provide:

• Initial training
• Marketing support
• Business systems
• Technology platforms
• Supplier relationships
• Ongoing coaching
• Community support

For many teachers, this combination of independence and support is particularly appealing.

Is Travel Entrepreneurship a Good Career Change for Teachers?

For many teachers, the answer is yes.

Travel entrepreneurship combines several things that teachers often value:

Purpose – Helping people create unforgettable memories and life experiences.

Flexibility – Building a business around your lifestyle and priorities.

Autonomy – Making decisions about how and when you work.

Personal Growth -Learning new skills and developing commercial confidence.

Relationship Building – Continuing to work closely with people and make a positive difference.

As Travel Counsellors notes:

“For many people leaving education, flexibility and purpose are also key priorities. Travel entrepreneurship offers the opportunity to build a business around your lifestyle while continuing to make a positive impact on people’s lives through unforgettable travel experiences.”

Can Teachers Succeed Without Travel Industry Experience?

One of the biggest concerns teachers have is whether they need previous travel industry experience.

In many franchise models, the answer is no.

What matters more is your ability to:

• Build relationships
• Learn new skills
• Deliver excellent customer service
• Stay organised
• Follow proven systems

Many teachers already possess these strengths.

Travel industry knowledge can be taught.

The interpersonal skills that great teachers bring are often much harder to develop.

Final Thoughts

Career changes can feel daunting.

However, many teachers underestimate how transferable their skills really are.

The ability to connect with people, understand their needs, communicate clearly and deliver exceptional service creates a strong foundation for business ownership.

As Travel Counsellors explains:

“Former teachers often discover that the relationship-building skills they developed in the classroom become their greatest asset in business ownership.”

For teachers looking for greater flexibility, independence and a fresh challenge, travel entrepreneurship may be a career path worth exploring.

With the right support, training and business model, the skills developed in the classroom can open doors to an entirely new future.

Further Reading

If you’re exploring alternative careers, self-employment or franchising after teaching, you may also find these articles helpful:

• From Classroom to CEO: How Teachers Can Beat the Odds When Starting a Business
• Explore Franchise Opportunities for Teachers
• Are Tutoring Franchises a Good Option for Teachers?
• Best Franchises for Teachers Under £5,000
• Do Teachers Make Good Franchise Owners?
• A Comprehensive Guide to Franchising for Teachers
• Career Change Ideas for Teachers Leaving the Classroom
• How Teachers Get Their First Education Consultancy Contract

Interested in learning more about becoming a travel entrepreneur? Visit Travel Counsellors or GoCruise & Travel to explore how teachers are building successful businesses in the travel industry.

Looking for a new challenge after dedicating time to the classroom, but not a complete reinvention, not throwing away years of education experience, but a shift into something that feels more sustainable.

A role in EdTech could be for you.

Not because it’s a buzzword, but because it’s one of the few sectors where teaching experience genuinely translates. The challenge is that the job titles are different, the pathways aren’t obvious, and no one really explains how your classroom experience fits.

Before We Get Into It

One of the biggest misconceptions we see is teachers assuming they’re starting from scratch, they’re not.

If anything, most of the people I speak to are already doing large parts of these roles without realising it. The issue isn’t capability, it’s language. This is something we explored in How To Find Jobs For Ex Teachers, where the focus is less about finding jobs and more about reframing what you already bring.

At the same time, it’s important to be honest. Moving into EdTech isn’t always a straight upgrade. Some roles require you to learn new tools, others might involve a sideways step before progression, and not every company understands schools as well as they claim. But that’s exactly why teachers are valuable in this space.

The UK EdTech sector is growing rapidly, with government-backed investment and over 1,000 companies now operating in the space, according to the UK Department for Business and Trade.

1. Learning Designer (Instructional Designer)

For many teachers, this is the most natural transition because it builds directly on what you already do every day. Instead of planning lessons for a class, you design structured learning experiences for a much wider audience, often through online platforms or training programmes.

Speaking to Sarah, a primary teacher, who initially dismissed this route entirely because she thought she “wasn’t technical enough.” A few months later, she told me that once she reframed her experience, she realised she had been designing learning journeys for years, it just hadn’t been called that.

If this resonates, it’s worth reading From Teaching To Professional Development Expert, which explores how teachers move into designing and delivering adult learning.

Roles like learning design are increasingly recognised, with organisations such as the Association for Learning Technology supporting professionals working in digital education.

2. EdTech Product Manager

This is where you influence what gets built rather than just how it’s used. Product managers sit between educators, designers, and developers, making decisions about features, usability, and direction.

It’s not always an immediate move for teachers, but it’s a realistic progression. Many people start in roles like customer success or content before moving into product once they understand the commercial and technical aspects.

As organisations like the Education Endowment Foundation highlight, effective use of technology depends as much on implementation as the tools themselves. Their guidance report aims to help schools consider how they can use digital technology to improve pupils’ learning and it could give you some ideas about careers in EdTech after teaching.

3. Education Consultant (EdTech)

This role often appeals to teachers who still want to stay close to schools but without the day-to-day pressures of the classroom. You’re working with leadership teams, helping them implement technology properly, and ensuring it actually improves outcomes rather than just ticking a box.

It links closely to ideas explored in Embracing AI & EdTech In The Classroom, where the focus is on how technology is reshaping and having a real-life impact on education, and why teachers need to be part of that conversation.

4. Customer Success Manager

This is one of the most common entry points into EdTech, largely because it relies on skills teachers already have in abundance. You’re supporting schools, delivering training, and building relationships, which, when you strip it back, is not that different from managing a classroom and working with parents or colleagues.

I often say to teachers that if you can explain a difficult concept to a disengaged Year 9 class on a Friday afternoon, you can absolutely run a product training session.

5. EdTech Sales & Partnerships

This is the role that most teachers initially resist, usually because of the word “sales.” But in reality, good EdTech sales is about understanding problems and offering solutions, not pushing products.

Aisha, who worked in FE, put it perfectly when she told me she realised she had been “selling ideas to students and SLT for years.” The difference is that in EdTech, those communication skills are recognised and often better rewarded.

Figuring Out What Fits You

One of the most useful exercises is simply reflecting on what you actually enjoy about teaching. This is something I go into in more depth in A Teacher’s Guide To Developing A Portfolio Career, where the focus is on building a career around your strengths rather than defaulting to a single job title.

6. Content Creator (Education / EdTech)

This is one of the most accessible routes because you can start immediately alongside teaching. Whether it’s creating resources, writing blogs, or producing videos, many teachers build this into a freelance income before transitioning fully.

There are strong examples of this in your own ecosystem, particularly in stories like Maths Teacher To EdTech Specialist, where teachers have gradually shifted into content-led roles.

Many teachers start by creating and sharing resources on platforms like Tes before expanding into wider EdTech roles.

7. Learning Technologist

This role sits at the intersection of teaching and tools, focusing on how platforms are actually used in practice. It tends to suit teachers who are naturally curious about systems, processes, and improving efficiency, rather than just delivering content.

8. UX Designer (Education Focus)

User experience design is about making products intuitive and engaging, and teachers have a surprising advantage here because they already understand how people learn, where they get stuck, and what keeps them engaged.

It’s not the most direct transition, but for those willing to learn some design fundamentals, it can be a highly rewarding path.

9. Data & Learning Analyst

As education becomes more data-driven, roles focused on analysing engagement and outcomes are growing quickly. While this can feel more technical, many teachers already interpret data daily; it’s just a case of applying that skill in a different context.

10. EdTech Entrepreneur

This is often where teachers end up after exploring other routes. Whether it’s tutoring, building a platform, or creating a resource business, teaching develops adaptability and resilience that translate well into business.

This journey is explored in Teacher, Tutor, Educator To Business Owner, which highlights how teachers turn their experience into something of their own.

If you’re considering building something of your own, organisations like Barclays Eagle Labs offer free, practical guidance on getting started.

The Part No One Talks About

The hardest part of leaving teaching isn’t the job search, it’s the identity shift.

You go from being very clear about who you are to something much less defined, and that uncertainty can feel uncomfortable. But it’s also where new opportunities start to appear, especially when you realise how transferable your experience actually is.

Final Thought

You don’t need to start again. You just need to see your teaching experience differently.

Whether you’re a primary teacher, a secondary teacher, or working in FE, you’re already building skills that have value far beyond the classroom. EdTech is just one of the places where that becomes visible. To get a good feel of what the EdTech sector has to offer, go to BETT Educational Show, read about our visit How Teachers Can Use BETT To Explore New Careers (Not Just New Tech).

Stay Connected To Opportunities. Join 21,000+ teachers exploring careers beyond the classroom with Those Who Can. You’ll get real job opportunities for teachers changing careers to EdTech and beyond, practical advice, and honest insights into what a career change actually looks like. Visit our job board to find organisations that value teachers who are changing careers.

FAQs: EdTech Careers For Teachers

What jobs can teachers do in EdTech?

Teachers can move into a wide range of roles in EdTech, including learning designer, customer success manager, education consultant, product manager, and content creator. The key thing to understand is that most of these roles already exist within teaching under different names. If you’ve planned lessons, supported colleagues, introduced new tools, or analysed student progress, you’re already building the foundations for many of these careers.

Do you need coding skills to work in EdTech?

No – and this is one of the biggest misconceptions. The majority of EdTech roles do not require coding. Instead, they focus on communication, understanding how people learn, and improving user experience. There are technical roles available, but many teachers successfully transition into non-technical positions where their classroom experience is far more valuable.

Is EdTech a good career move for teachers in the UK?

For many teachers, yes. EdTech offers more flexibility, the potential for higher salaries over time, and the opportunity to stay connected to education without the pressures of the classroom. However, it’s not a quick fix. Some roles require a period of adjustment, and in some cases a sideways move before progressing. The long-term opportunities, though, are significant.

How do I move from teaching into EdTech?

The most effective way to transition is to start by reframing your existing experience. You don’t need to start again; you need to translate what you already do into language that employers understand. From there, build exposure by exploring EdTech tools, engaging with companies, and, where possible, taking on small projects or freelance work. Many teachers move into roles like customer success or content creation first before progressing further.

What is the easiest EdTech job for a teacher to transition into?

Roles like learning designer and customer success manager are often the most accessible because they closely align with what teachers already do. These positions rely heavily on communication, structuring learning, and supporting others – skills that teachers use every day. That said, the “easiest” role depends on your strengths and what you enjoy most about teaching.

Are there EdTech jobs specifically for ex-teachers in the UK?

Yes, many EdTech companies actively look for former teachers because they understand schools, learners, and real classroom challenges. While job titles might not always say “teacher,” your experience is highly relevant. Platforms like Those Who Can exist to connect teachers with these opportunities and make that transition clearer.

Can I move into EdTech without leaving teaching straight away?

Absolutely. Many teachers start by exploring EdTech alongside their current role, whether that’s through freelance content creation, testing tools in the classroom, or engaging with companies online. This allows you to build confidence, experience, and clarity before making a full transition.

What skills do teachers need to succeed in EdTech?

Teachers already have many of the key skills needed, including communication, organisation, adaptability, and the ability to explain complex ideas clearly. What often needs developing is confidence in applying those skills in a new context, as well as learning the language used in EdTech and business environments.

Is EdTech better than teaching?

It depends on what you’re looking for. EdTech can offer better work-life balance, flexibility, and different types of progression, but it also comes with its own challenges, including commercial pressures and less structure. For many teachers, it’s not about something being “better,” but about finding a role that fits their life and priorities more effectively.

If you’re a teacher looking to leave the classroom or build an additional income stream, finding a low-cost franchise can feel overwhelming. The good news is that there are several proven franchise opportunities available in the UK for under £5,000.

These franchises allow teachers to use their existing skills, communication, organisation and experience working with children, while building a flexible and potentially high-earning business.

What Return on Investment Can Teachers Expect From a Franchise?

Return on investment (ROI) can be calculated using the simple formula:

$ROI = \frac{Profit}{Investment} \times 100$

While actual earnings vary depending on effort, location and demand, franchising can offer a highly scalable income, especially when starting with a lower upfront investment.

Musical Moments (Approx. £5,000 Investment)

• Upfront Cost: £5,000 (after deposit return)
• Potential Earnings: £50,000+
• Estimated ROI: ~900%
• Best For: Teachers who enjoy working with the elderly and community groups

Although the initial cost is £7,000, £2,000 of this is a returnable deposit, bringing the actual capital investment to £5,000. With potential earnings of over £50,000, this represents a possible 900% return on investment.

Musical Moments allows teachers to use their skills in a meaningful way, delivering music, movement and interactive sessions in care homes across the UK. The franchise is recognised within the care sector and by Dementia Friends.

They particularly value teachers due to their ability to engage groups, create positive environments and deliver structured, enjoyable sessions. Many of their most successful franchisees come from a teaching background.

Kidslingo (£3,800 Investment)

• Upfront Cost: From £3,800 (single language franchise)
• Potential Earnings: £40,000+
• Estimated ROI: ~1050%
• Best For: Teachers with an interest in languages or those looking to teach in schools, nurseries and community settings

Kidslingo is one of the UK’s largest and most established language franchises, with over 140 franchisees nationwide. It is particularly well suited to teachers with experience in primary education or modern foreign languages.

With potential earnings of £40,000+, this represents a return of over 10x the initial investment.

The franchise offers multiple revenue streams, including:

• Nursery and preschool classes
• After-school clubs
• Curriculum teaching in primary schools
• Enrichment days
• Community classes
• Private tuition and online lessons

This flexibility allows teachers to build a scalable business while continuing to work in educational settings.

diddi dance (£3,000 Investment)

• Upfront Cost: £3,000
• Potential Earnings: £40,000+
• Estimated ROI: ~1300%
• Best For: Primary teachers who enjoy working with younger children and delivering high-energy sessions

diddi dance offers a fun and engaging way for teachers to transition into business while still working with children. Focused on preschool dance and movement, it is a natural fit for those with EYFS or primary experience.

With potential earnings of £40,000+, this represents a return of over 1000% on the initial investment.

Typical class revenues range from £60–£100, and there is strong potential to scale by running multiple sessions per day. Many teachers start part-time and grow the business over time.

This franchise offers a great balance of flexibility, creativity and income potential, making it ideal for teachers looking to build a sustainable and rewarding businesses.

If you want to explore other franchises within our community, then visit our franchise home

When teachers think about career options beyond the classroom, they often look for roles that still centre around people, wellbeing, and making a meaningful difference. That is why new franchise concepts like Sling Tots are worth paying attention to, not just for what they offer families, but for what they represent in terms of career direction.

Recently launched by the team behind Tappy Toes, Sling Tots is a postnatal dance and movement programme designed for new parents. The concept is simple but thoughtful: parents attend classes with their babies in a sling or carrier, allowing them to rebuild strength, connect with others, and support their own wellbeing, all without the need for childcare. An added bonus of Sling Tots is that franchisees also gain access to the wider Tappy Toes franchise network, enabling them to diversify their income streams and expand their offering.

Founder Claire Munday explains:
“My children are older now, but how I wish there had been something like Sling Tots around when they were babies. I would have absolutely loved to do a class like that with mine, especially my daughter who had terrible colic and never wanted to be put down! I can’t believe we haven’t done this sooner to be honest. I’m so excited to share it with the world.”

At first glance, this might feel far removed from teaching, but when you look more closely, the alignment is clear. The programme is built around many of the same values that draw people into education in the first place, including supporting development, building confidence, and creating a sense of community.

What stands out particularly is the emphasis on connection. The early months of parenthood can often feel isolating, and Sling Tots is designed not just as a physical activity but as a space where parents can feel supported and understood. This mirrors something teachers already do exceptionally well, creating environments where people feel safe, included, and able to grow.

From a career perspective, opportunities like this highlight an important shift. Increasingly, franchises are being developed around wellbeing, relationships, and community impact, rather than purely transactional services. For teachers considering a move into business ownership, this means there are now options that feel aligned with their existing skills and values, rather than requiring a complete change in direction.

It also reinforces a broader point we see across many franchises: teachers are not stepping away from working with people; they are simply doing it in a different context. Whether supporting children, families, or new parents, the core skill set remains the same: communication, empathy, organisation, and the ability to build trust.

While Sling Tots is currently launching in selected locations as a pilot, Manchester, Southport, Watford, Chelmsford and Forest Hill (London), with plans to expand into further locations across the UK from September, it reflects a wider trend of purpose-led franchises growing across the UK. For teachers exploring what comes next, these models offer a way to remain connected to meaningful work while gaining more flexibility and autonomy.

At Those Who Can, this is exactly the type of opportunity we encourage teachers to explore. Not because it is the right fit for everyone, but because it demonstrates what is possible when businesses are built around people, rather than processes.

For more information about Sling Tots classes or to register interest, visit: Sling Tots / Tappy Toes

Standing on stage at The International Franchise Show this year, I found myself reflecting on my own journey, from spending 19 years in the classroom to building a business from scratch that now supports teachers to explore careers beyond it. As I welcomed the audience, I was very aware that many of the teachers in front of me were not looking to leave education entirely, but were instead searching for a different way to stay connected to the work they care about.

That idea shaped the entire panel.

The session, Values-Led Franchising: Why Teachers Power Purpose-Driven Businesses, brought together four very different franchises, each operating in a different space, yet all built on a similar foundation: education, wellbeing, and meaningful impact. As I introduced the panel, I explained that starting a business can be hard and often involves many mistakes, but that franchising offers a different kind of support system, where you are surrounded by people who have already learned those lessons and can help you succeed.

What became clear very quickly is that while these businesses look different on the surface, they are united by a shared belief in people, relationships, and purpose.

Different Models, Shared Values

One of the strengths of the panel was the diversity of the franchises represented. From early years development and movement through to literacy support, performing arts, and nature-based wellbeing, each business approaches education from a different angle, yet all are deeply rooted in supporting children and families.

Anne-Marie Martin from diddi dance spoke about why teachers are so well-suited to delivering and growing an early years franchise, highlighting the importance of energy, creativity, and the ability to engage young children in a way that feels natural rather than forced. Her insights reinforced the idea that teaching is not just about knowledge, but about presence, connection, and adaptability, all of which translate directly into running a successful business in this space.

Colin Murphy from Choice Home Tutoring offered a slightly different perspective, one that sits closer to traditional education but with greater flexibility. He spoke about what makes teachers not just strong tutors, but effective business owners, and it was clear that the same skills that make someone successful in the classroom, such as organisation, communication, and accountability, also underpin their ability to build and sustain a business. His contribution highlighted that franchising is not about stepping away from academic rigour, but about applying it in a more autonomous and scalable way.

Jane James from Little Voices brought a more reflective dimension to the conversation, focusing on communication and confidence, both for children and for the teachers themselves. One of the most powerful ideas discussed was the notion that teachers, in stepping outside the classroom, often rediscover their own voice, something that can become constrained within traditional systems. This shift is not just professional but deeply personal, as it allows teachers to reconnect with their identity and confidence in a new context.

Katherine Elder from Nature Makers offered a unique perspective, having experienced the journey both as a franchisee and now in a support role. She spoke about what happens when teachers step into a business that aligns closely with their values, particularly around wellbeing, creativity, and connection to nature. What emerged from her experience was a sense that when there is alignment between personal values and professional work, growth feels more natural and sustainable, rather than forced.

The Thread That Connects Them

Despite the differences between these businesses, there was a clear and consistent theme running through every conversation: relationships are central to success.

Whether it is building trust with parents, forming partnerships with schools, or creating a sense of community around a service, these businesses rely on the very skills that teachers use every day. What changes is not the nature of the work, but the context in which it is delivered.

This was something I touched on in my closing, when I reflected on staying true to my own values as an educator and only working with franchises that have teaching, learning, or community at their heart. It is this alignment that makes these opportunities feel less like a departure from education and more like an evolution of it.

Working With Schools, Just Differently

Another important takeaway from the session was the idea that teachers are not leaving schools behind when they move into franchising. Instead, they are often continuing to work alongside them, but in a different capacity.

Across all four franchises, there was a strong emphasis on collaboration with schools, whether through delivering sessions, supporting learning outcomes, or complementing the curriculum. This reinforces the idea that franchising, at least in these models, is not about stepping away from education, but about engaging with it in a more flexible and often more focused way.

From Teacher To Business Owner

One of the underlying shifts discussed throughout the panel was the move from practitioner to business owner. While many teachers begin by delivering sessions themselves, over time they start to think differently about their role, building teams, expanding territories, and creating systems that allow their business to grow beyond them.

This transition is not always immediate, but it is supported by the structure of franchising, which provides guidance, shared learning, and a network of people who understand the journey. As I mentioned in my opening, franchising can be seen as a support system where others have already made mistakes, learned from them, and repackaged those lessons to help you succeed as a business owner.

A Different Way Forward

What stayed with me most after the session was not just the success of these businesses, but the consistency of their values. Each franchisor, in their own way, has built something that prioritises people, purpose, and impact, and in doing so, has created an environment where teachers can thrive.

For teachers in the audience, the message was not that they need to leave education behind, but that there are other ways to be part of it. Ways that allow for more flexibility, more autonomy, and in many cases, a renewed sense of purpose.

At Those Who Can, this is exactly what we aim to show. Not a single path, but a range of possibilities that build on what teachers already do well.

Because sometimes the next step is not about becoming something completely different.

It is about finding a different way to use the skills, values, and passion you already have.

For many teachers, the idea of leaving the classroom is not about turning their backs on education altogether, but rather about finding a way to remain connected to the aspects of the profession they value most, while reshaping how and where they apply their skills. Increasingly, teachers are exploring opportunities that allow them to continue working with children, supporting learning, and contributing to their communities, but with greater flexibility and autonomy. One pathway that is gaining momentum is values-led franchising, where purpose and impact sit at the heart of the business model.

“Relationships Are Everything”

In a recent podcast conversation, Deborah Salsbury, founder of The Reading Doctor, shared a perspective that captures the essence of why these models resonate so strongly with teachers. Reflecting on the growth of her network to 35 franchisees, she emphasised that the success of the business is not simply a result of systems or processes, but of the people within it. She described her franchisees as friendly, enthusiastic, and deeply passionate about education, but also highlighted something more personal, noting that they are people she genuinely enjoys spending time with. This observation, while seemingly simple, speaks volumes about the type of culture that underpins many purpose-driven franchises and the importance of relationships within them.

Thank you to Ed Purnell from The Franchised for recording this.

Working With Schools, In A Different Way

Teachers are uniquely equipped to thrive in environments where relationships are central, as their professional experience is built on establishing trust, communicating effectively, and navigating complex interpersonal dynamics on a daily basis. These skills do not diminish outside the classroom; instead, they become a powerful foundation for building a business, particularly in models where growth is driven by reputation, community engagement, and long-term connections with families and schools. In this context, the ability to foster trust is not just a professional strength but a commercial advantage.

A Different Kind Of Career Progression

A common misconception among teachers considering alternative careers is that stepping away from the classroom inevitably means losing their connection to schools and the wider education system. However, many purpose-led franchises are designed to work alongside schools rather than in isolation from them, offering services that complement and enhance what is already being delivered. The Reading Doctor, for example, is built around supporting children’s literacy and confidence through strong partnerships with schools, ensuring that interventions are both effective and aligned with educational needs. Teachers who move into this space often find that they are not leaving education behind, but rather engaging with it in a different and often more flexible capacity, where they can still collaborate with schools and apply their expertise in meaningful ways.

Is This the Right Path For You?

What distinguishes these franchise models is their clear alignment with values that teachers already hold, including a commitment to learning, wellbeing, and the long-term development of children. Rather than being driven solely by financial outcomes, these businesses are rooted in purpose, which is reflected in the types of services they offer, from literacy support and tutoring to creative learning, performing arts, and wellbeing-focused activities. For teachers, this alignment creates a sense of continuity, allowing them to build a career that feels both familiar and progressive.

As teachers transition into franchising, there is often a notable shift in how they view their role, moving from delivering lessons within a single classroom to building something that extends across a wider community. This shift brings with it new opportunities to work with multiple schools, develop relationships with families, and create networks that expand their impact beyond what was previously possible. At the same time, it introduces a different kind of professional growth, where teachers begin to see themselves not only as educators but as business owners and, eventually, as leaders who can train and support others.

Values Matter More Than Ever

Underlying all of this is the importance of culture, which Deborah Salsbury’s reflections capture so effectively. When franchisees share similar values, attitudes, and motivations, it creates an environment that feels collaborative rather than competitive, and supportive rather than transactional. For many teachers, this is a natural extension of the most positive aspects of working within a school community, but without some of the constraints that can make the role feel limiting.

Franchising is not the right path for every teacher, but for those who remain passionate about education and are seeking greater control over their time and career direction, it offers a compelling alternative. It allows them to take the skills, experience, and values they have developed in the classroom and apply them in a way that is both sustainable and personally rewarding.

Taking A Different Path

Ultimately, this is not about leaving teaching behind, but about recognising that the qualities which make someone an effective teacher can also enable them to build something new. By stepping into purpose-driven franchise models, many teachers are discovering that they can continue to support children, build meaningful relationships, and make a difference, while also creating a career that works for them.

At Those Who Can, we work with teachers who are exploring what comes next, including opportunities within purpose-driven franchises that align with their values and ambitions. In many cases, the next step is not a departure from education, but a different way of engaging with it.

Find out more about becoming The Reading Doctor franchisee, or read about The Reading Doctor becoming Tuition Franchise Of The Year.

Whether you’re just starting or considering expanding into premium tutoring, understanding UK-wide rates and what drives them is key. Try our free earnings calculator now to plan strategically, set competitive rates, and grow your tutoring income in 2026. 

How Much Should I Charge as a Tutor in the UK? Use of 2026 Tutor Pay Calculator

There’s a careful balance to strike when considering the amount to charge per hour for your tutoring services. If you charge too much, you may price yourself out of the market. But, if you charge too little, you could be undervaluing your knowledge and expertise. Our calculator allows you to quickly see how subtle changes to your hourly rate will impact your overall take-home pay, whilst taking into consideration the tax implications of your charges.

Tutor Pay: How much should I charge as a tutor?

Private tuition is a rapidly growing market that provides teachers with significant opportunity to diversify their income. Recent reports suggest that 1 in 5 state school pupils are now working with a private tutor. There are now many different formats and tutoring models, the catalyst for which has been the increasing adoption of online facilitation, which started during the pandemic. While some tutors may prefer to work in a one-on-one scenario, others may want to increase their earning potential by scaling to a group model of tuition.

Qualified Teachers Can Usually Charge More

As a teacher, you have the credentials to charge more, you have a degree, a recognised teaching qualification (QTS), and classroom experience with curriculum expertise. This sets you apart from other tutors operating in your geographical area or market. Tutoring offers you an excellent opportunity to leverage your skills to increase your earning potential, whether that’s in a part-time capacity or by replacing your teaching role in its entirety. Whatever the situation, one of the main questions people ask is: “How much should I charge for tutoring?”

What Is The Average Hourly Rate In The UK In 2026?

Typical average hourly rates of tutor pay across England typically fall within the £30 to £50 per hour, with rates of approximately £38 for GCSE level. Our calculator will help work out your take-home pay from such fees.
Naturally, rates vary based on region, key stage, or on particular specialisms such as SEND. It’s not unusual to find tutors commanding prices of up to £150 per hour for niche services like public school entrance examinations and 11+ preparation, especially in central London but obviously such fees are the exception.

Average Tutor Rates By Region

1. Hampshire: £39.56
2. London: £39.01
3. Surrey: £38.89
4. Manchester: £38.77
5. Warwickshire: £38.10
6. Somerset: £37.35
7. Buckinghamshire: £37.12
8. Oxfordshire: £37.02
9. Sussex: £36.97
10. Wiltshire: £36.55

Average Tutor Rates By Subject

However, the particular subject or specialism you deliver also plays a big role in the amount of money you can charge for hourly sessions. Use our calculator to work out your take-home pay according to your geographical region and subject specialism. 

1. Mandarin: £53.00
2. Physics: £47.50
3. Chemistry: £45.80
4. German: £45.20
5. French: £42.95
6. Maths: £40.56
7. Spanish: £38.90
8. Biology: £37.00
9. English Literature: £35.40
10. Psychology: £34.37

Although the region in which you operate has a bearing on fees online provision may erode locational influence.

Factors that Affect the Rate of Tutor Pay

The key stage and subject you specialise in can significantly impact the cost of your services. STEM subjects and languages like Mandarin may command premium pricing. As teachers, we believe you already possess a moat against competitors who don’t have a teaching background, and it would be remiss to omit this from your marketing. As you gain experience and success, your reputation may build, justifying an increase in your charges. You might even consider giving yourself more recognition by entering the National Tutoring Awards. It is expected that the rates of pay for tutors increase as you go up the key stages; this is because specific subject expertise is required to deliver these with confidence. 

Tips for Tutors to Maximise Hourly Charges 

Here we share some practical advice on how to increase your earnings

• Choose high-demand subjects and levels (A-Level, 11-Plus, IB).
• Specialise or upskill offer 11-Plus exam prep, international curricula.
• Bundle lessons or offer group sessions for volume.
• Use your local advantage charge more in London or affluent regions.
• Emphasise qualifications and testimonials to justify higher rates.
• Market via trusted platforms and word of mouth TTA-vetted tutors are valued. The Times

Other Considerations

Online tutoring is cheaper to deliver as it doesn’t require travel costs or even energy costs that may be incurred if you’re delivering from home. You may also have to buy resources, rent space or purchase software. You also have to factor in other important financial elements such as insurance, which is a crucial consideration that we would strongly advise is not overlooked.

Overall, the rise in tutoring offers teachers a huge opportunity to develop lucrative side hustles or quickly scale businesses that can be extremely profitable.

Curious about tutoring but unsure about which model suits you best? We have created a free online guide: Tutoring For Teachers

If you’ve ever asked yourself, “Can I actually afford to leave teaching?” you are probably not alone, for many teachers, it’s not a lack of options holding you back; it’s financial uncertainty:

• Will I earn less?
• How long could I survive without a salary?
• What if I regret it?

This guide will help you get clear, realistic answers, not guesses.

Step 1: Understand Your Current Financial Position

Before thinking about leaving, you need a clear picture of:

• Your monthly income (after tax)
• Your fixed expenses (rent/mortgage, bills, travel)
• Your variable spending (food, subscriptions, lifestyle)

Most teachers think they know this, but when they actually map it out, the reality is often surprising, and this is where our budget planning tool comes in. We have designed this especially for teachers, and it will help you: Track exactly where your money goes, identify unnecessary spending, and see how much flexibility you actually have.

Step 2: What Could You Earn Outside Teaching?

One of the biggest fears we hear teachers say is “I’ll earn less if I leave.” Sometimes that’s true, initially, you may have to take a pay cut, but often there are considerations you might need to think about. Does the company offer a bonus scheme? We have heard of teachers increasing their salary via a bonus up to £25,000 for the year (often these are with sales roles, but it is worth asking HR before you apply for the role if they have a bonus scheme and how much this could be).

It’s worth reading our BLOG with 4 practical reasons why leaving teaching might be more affordable than you think.

Try our Salary Calculator for Teachers Leaving Education
This allows you to:

• Estimate take-home pay in different roles
• Compare teaching salary vs new career paths
• Understand what “equal” or “better” actually looks like

Step 3: Can You Afford a Short-Term Dip?

For many teachers, the question isn’t: “Can I afford to leave forever?”. It is more about if you can afford a temporary transition period. Having some savings to cover about 3-6 months is a sensible idea. You can do this by temporarily reducing spending or supplementing your income with freelance work, such as tutoring.

This is where planning changes everything. When you combine a realistic budget with a clear salary comparison, it allows you to move from fear into informed decision-making.

Step 4: Build a Simple Exit Plan

Instead of a leap, think of it as a transition strategy.

For example:

Option 1: Gradual transition

• Start tutoring alongside teaching
• Build income before leaving

Option 2: Strategic jump

• Save a financial buffer
• Move into a new role within 3–6 months

Option 3: Career pivot with training

• Take a short course
• Move into a higher-paying sector

What Teachers Should Do

Don’t guess; instead, track your finances properly, compare realistic salaries, and plan your transition from the classroom step-by-step.

Your Next Steps (Free Tools)

If you’re seriously considering leaving teaching, start here:

1. Budget properly

Use our Teacher Budget Planner spreadsheet

2. Compare salaries

Try our Teacher Salary Calculator

Author – Beverly Clarke MBE
Education Consultant and Author

2026 marks the National Year of Reading – a nationwide call to help every child “Go All In” and build a joyful, consistent reading habit. With reading enjoyment at its lowest point in two decades, many schools are seeking simple, realistic ways to help students reconnect with stories.

As an education consultant at IT Services for Education company – Eduthing, I have seen how technology can play a small but powerful role in this journey. Not as a replacement for books, and not as another initiative for teachers to juggle, but as a bridge, something that helps pupils access texts more easily, makes reading feel relevant to their interests and creates small moments of success for even the most reluctant readers.

To support schools throughout the National Year of Reading, Eduthing are offering a fully funded series of virtual sessions, led by Sarah Robinson, an EdTech Specialist, former primary teacher of almost a decade and an experienced English Lead.

Each webinar focuses on practical, low-pressure approaches that strengthen reading culture, whether by boosting motivation, widening access, supporting SEND learners or helping families build positive reading habits at home.

I will also be guesting on some webinars and showcasing a variety of “tech-themed books” that help learners explore technology in a fun way.

The programme is centred around three simple principles:
ACCESS – widening availability of texts and removing barriers for learners who need extra support.
ENGAGE – connecting reading to pupils’ interests and making it enjoyable, social and relevant.
CONNECT – building communities of readers through shared digital spaces and creative responses.

From creative storytelling tools to built-in accessibility features, the focus is on helping schools make reading visible, modern and achievable without adding workload or complexity. Across the webinar series, there will be sessions for teachers and parents.

If your school is looking for fresh ideas, realistic strategies and a supportive space to rethink reading practice, I’d love you to join us.

Explore the Full Programme Booklet
Register your interest in particular sessions: National Year of Reading Form

Teaching equips you with a powerful set of interpersonal and organisational skills — and for many educators who are ready for a change, starting a travel business represents a meaningful way to use those strengths in a new direction.

If you’re exploring options beyond the classroom and wondering whether travel franchising could be the right next career step, here are five signs that suggest you might be ready to take the leap. 

You’re Craving More Flexibility And Control Of Your Time

Teachers know all about structured schedules, timetables and the demands of a full day. But if you’ve started to feel restricted by those hours — and you long for more control over when and how you work — that’s a strong indicator you may be ready for something different.

Owning a travel business allows you to:

• mould your working hours to fit your lifestyle
• choose when you take time off
• build a business that supports your personal goals

If flexibility has become a priority for you, it’s a sign worth paying attention to.

You Genuinely Enjoy Planning, Organising & Problem Solving

Whether it’s lesson planning, coordinating school trips or resolving classroom challenges, teachers are built for creative organisation.

Travel planning draws on those same traits. You’ll be creating tailored experiences for clients, managing logistics and solving problems with calm and clarity.

If you find satisfaction in planning and helping others, a travel business could be a way to do that every day.

You’re Tired Of Burnout & Want More Meaning In Your Work

Burnout in teaching is widely recognised – long days, emotional labour, marking, admin and limited downtime can take a toll.

A travel business doesn’t guarantee zero stress, but it does provide an opportunity to structure your work differently: one that can be more energising, self-directed, and aligned with your passions.

If you’re consistently feeling exhausted, overwhelmed or uninspired by your current role, that’s a strong sign to explore alternatives. 

You’re Curious About Business Ownership & Learning New Skills

Making the shift from teacher to business owner means wearing new hats – from branding and marketing to client communication and financial planning.

If the idea of learning and mastering new skills excites you, rather than scares you, that’s a great indicator you’re ready.

And you don’t have to do it alone. The right travel franchise offers structured training and ongoing support every step of the way. 

You See Yourself Helping Others To Realise Their Travel Dreams

At the heart of teaching is service – connecting with people and helping them achieve something important. In travel, it’s no different.

You won’t just be booking flights and hotels. You’ll be helping clients plan milestone experiences, from family holidays and honeymoons to once-in-a-lifetime adventures.

If the idea of doing that lights you up, that’s a sign you’re aligned with the heart of the travel industry.

Is A Travel Franchise The Right Next Step For You? Here’s How To Find Out

Recognising these signs is just the first part of your journey. If you can see yourself in these moments, with flexible hours, purposeful work and meaningful client relationships, you might be closer than you think to a successful career shift.

But what does running a travel business actually look like day-to-day? With Travel Counsellors, the best way to get a feel for this is to book onto a relaxed, no-pressure Discovery Event. This is your chance to see their supportive community in action, learn more about their award-winning franchise model, hear from existing franchise owners who’ve changed careers and changed their lives.

Browse their events here. 

If you’re a teacher considering leaving the classroom, you might be asking yourself a big question: Is the travel industry the right next step for me?

Teachers are natural communicators, planners, organisers and carers: qualities that are highly valued in travel. But switching from the structured environment of education into self-employment or business ownership can feel overwhelming.

This guide helps you explore whether a career in travel, specifically through running your own travel business, could align with your skills, lifestyle goals and long-term ambitions.

What Makes Teachers A Great Fit For Travel

You might not immediately see the connection between teaching and travel, but there’s a strong one.

As a teacher, you’re experienced in:

• Understanding people’s needs
• Planning complex schedules
• Communicating clearly with diverse groups
• Managing multiple priorities under pressure
• Building trust and rapport

In travel, these strengths become business assets.

What’s more, travel is fundamentally about creating positive experiences – something teachers are already passionate about.

Is Travel Right For You? Key Questions To Ask

Rather than asking “Is the travel industry good?”, instead ask:

Do I enjoy helping people plan experiences?

Teachers are used to guiding students and families through important milestones. In travel, you do something similar: helping clients plan memories they’ll treasure.

Do I want flexibility and autonomy?

Unlike education, where days are structured and timetabled, travel business ownership can offer:

• Flexible hours
• Remote working
• A career you control

This can be especially appealing if your motivation for leaving teaching includes improved work–life balance.

Am I willing to learn new skills?

You won’t need to unlearn everything from teaching, as your transferable skills matter — but you will pick up new ones, including:

• Marketing
• Business planning
• Sales and client management

The right franchise will support you through that learning curve.

What running a travel business can offer teachers

Purpose-driven work: Like teaching, travel isn’t just transactional – it’s transformational. You’ll help people plan meaningful experiences, not just trips.

Control over your career: In education, career progression can be slow or limited. In a travel business, your growth is directly tied to the effort and direction you choose.

Flexibility: If part of your motivation for change is time for family, hobbies, self-care or travel, this industry can provide scheduling freedom.

Ready to explore further?

If you’re a teacher who can see the appeal of flexibility, autonomy and helping others — but you’re not sure what travel franchising looks like in practice,  we have a next step that’s designed just for you.

Book your place at an upcoming Travel Counsellors Discovery Event.

These events are a pressure-free way to:

• Learn how a travel business works
• Hear from real franchise owners
• Ask questions specific to your situation
• Understand training, support and earning potential

Whether you’re just curious or already seriously considering a career change, a Discovery Event gives you the insight you need to decide if travel could be your next chapter.