At the start of each academic year, a flurry of reports and surveys paint a concerning picture of the state of physics education in England. As we shall see below, the lack of qualified physics teachers, the shortage of technician support, and diminishing capitation levels continue to take their toll—highlighted by falling Triple Science entries and the increasing rarity of practical work.
And yet, amidst the gloom, there are points of hope: the rising popularity of A-level Physics and strong pupil demand for more class experiments.
So, let’s dive into the latest data and use it to shape our path for the year ahead.
1. Around 25% of state schools do not have a specialist physics teacher
Source: Institute of Physics, “The Physics Teacher Shortage and Addressing it through the 3Rs: Retention, Recruitment and Retraining” (Sept 2025)
The Institute of Physics estimates that 3,500 more specialist physics teachers are required to fill vacancies in schools. Currently, 700,000 GCSE students are starting the year without a physics specialist. These students are half as likely to progress to A-level, with the impact felt most sharply in disadvantaged areas, where students are three times less likely to study physics post-16.
The IoP response uses the “3Rs” framework:
- Retention – reduce workload, improve support for early and mid-career teachers.
- Recruitment – expand incentives and national programmes to attract trainees.
- Retraining – provide routes for current science teachers to gain a physics specialism.
Physics Partners strongly supports the 3Rs – especially retraining. The Physics Partners coaching programme builds subject knowledge and confidence in non-specialist teachers, and this year we are significantly expanding our training hubs across the country.
2. Record A-level Physics entries in 2025
Source: Institute of Physics, Aug 2025
In summer 2025, 44,947 students took A-level Physics, the highest number in at least 25 years. Entries rose 4.3% compared to 2024, moving physics up from the ninth most popular subject to the sixth.
Girls now make up 24% of entries – with more than 10,000 choosing physics for the second year in a row. While still under-represented, this is an encouraging trend.
Physics Partners will continue to host events for Year 10–11 girls, including upcoming sessions in Birmingham and Norwich, to help sustain this progress. However, the persistent shortage of specialist teachers risks slowing momentum and closing the gender gap.
3. Switch from Triple Science to Double Science
Source: Joint Council for Qualifications, Aug 2025
This year saw a 6% fall in entries for GCSE biology, chemistry and physics, alongside a 2% increase in Double Science. That’s a shift of around 10,000 pupils away from Triple Science.
Some see this as concerning, as Triple Science offers:
- More timetable time.
- Advanced content.
- The possibility of three separate (specialist) teachers.
Others, including the Royal Society of Chemistry, argue for reform: replacing the current dual system with a single hybrid route, offering three separately taught sciences but counting for only two GCSEs. This could balance rigour with access and equity.
4. Science funding below recommended levels
Source: Ofsted, “Report into Science” (2023)
Many state schools report spending less than £5 per pupil per year on science, far below the Association for Science Education’s recommended £10 minimum for basic practical provision.
- Triple Science, being more practical-heavy, is more expensive to deliver.
- Deprived schools are more likely to report funding below recommended levels, compounding inequalities.
- By contrast, independent schools often allocate £20–£30 per pupil, enabling much richer lab experiences.
This funding disparity may help explain the drift away from Triple Science entries.
5. Technician shortages deepen
Source: Royal Society of Chemistry, “Science Teaching Survey” (2024)
In 2024, 42% of mainstream state schools reported understaffing in science technician roles, up from 36% the year before.
Additional data from UNISON and Preproom shows:
- 51% of technicians are aged 51+, with 17% over 60.
- Fewer than 9% are under 30 → serious pipeline concerns.
- Low pay, heavy workloads, and poor recognition undermine retention.
In practice, this means many technicians are over-stretched, while non-specialist teachers are left struggling to manage equipment and practicals. Supportive leadership can make a difference, but the structural problem remains.
Physics Partners continues to run technician training and to involve technicians in hub events across the country.
6. Practical work increasingly replaced by videos
Source: Royal Society, “Science Education Tracker” (Apr 2024)
Among students in Years 7–11, the most common exposure to practical science is now via video (49%). By comparison:
- 44% watch a teacher demonstration.
- Only 38% do hands-on practical work.
This reflects the combined pressures of:
- Non-specialist teachers lacking confidence with practicals.
- Technician shortages.
- Low capitation budgets.
While videos and simulations (e.g. PhET) have value, they cannot replace the experience of real hands-on experiments. Physics Partners will continue to prioritise practical work in our training and resources, ensuring teachers feel confident to run whole-class practicals regularly.
Final thoughts
These six data trends underline both the challenges and opportunities facing physics education in England. Teacher shortages, technician gaps, and underfunding constrain delivery- but growing A-level uptake and student appetite for practicals show that the subject’s appeal remains strong.
By focusing on retraining, resourcing, and practical confidence, Physics Partners will continue to ensure that the next generation of students has access to high-quality physics education.
Paul Hammond, 7 September 2025
