Strengthening physics teaching foundations
“Having an experienced physics teacher as a mentor has enabled me to grow professionally in ways that would have been difficult to achieve on my own.”
Published: 13 April 2026
The recruitment of physics teachers is a longstanding challenge, compounded by high numbers leaving in the first three years of their teaching career. Our two-year Early Career programme offers support and guidance to help teachers feel secure and confident as they start in the classroom, strengthening foundations that will help them to grow and develop, and making connections within a community of practice to enhance their teaching journey.
Flavia Tritto is now in her third year of teaching. At the start of this academic year, she was appointed Head of Physics at a girls’ comprehensive school in outer London and has been supported on her journey through our Early Career programme.
“Having an experienced physics teacher as a mentor has enabled me to grow professionally in ways that would have been difficult to achieve on my own. Being part of a wider, supportive physics community has also helped to alleviate the pressure and sense of isolation that can come with being the only physics specialist in my school.
“I am responsible for planning and delivering the entire KS5 physics curriculum, with non-specialist teachers covering the majority of KS4 and all KS3. Being the only A-level physics teacher comes with significant challenges, and I have often felt the weight of this responsibility, particularly so early in my career and without a subject specialist colleague in my school to support or guide me.
“My Ogden mentor has been exceptionally supportive and flexible. She consistently offers creative practical ideas and insightful analogies, particularly when I encounter challenges in explaining complex topics to my students.
“A visit to the National Space Centre last summer [part of the early career programme in 2025] rekindled my enthusiasm for teaching physics and inspired me to begin the new academic year with renewed energy, implementing many of the ideas I had been exposed to. I am planning to organise my own school trip there in the summer term!
“The persistent shortage of physics specialists at my school has resulted in a poor uptake of physics at KS5, with only four students currently in Year 12 and seven in Year 13. This is something I am keen to improve, although I recognise that building sustained growth will take time and consistent effort.”
*According to analysis last year by the National Foundation for Educational Research (NfER), the average annual attrition rate for early-career physics teachers leaving the state-funded sector is 13 per cent. A widespread lack of specialist physics teachers persists due to recruitment and retention challenges – NFER