PE trainees find jobs: but what are they teaching?

Posted on July 31, 2017 by John Howson

Last week the DfE published the ITT provider profiles for 2015/16. https://www.gov.uk/government/statistics/initial-teacher-training-performance-profiles-2015-to-2016 The data provides the final look at the cohort that were seeking work for September 2016 and January this year. One of the most interesting tables is the completion rate by subject.

	Percentage awarded QTS	Percentage in a teaching post
All Primary and Secondary	91%	95%
Primary	91%	96%
Secondary	92%	94%
of which:
Computing	84%	92%
Physics	85%	91%
Chemistry	87%	93%
Total Science	88%	93%
Mathematics	89%	92%
Biology	90%	95%
Religious Education	91%	96%
Design & Technology	92%	95%
Geography	92%	97%
Modern & Ancient Languages	93%	92%
English	93%	97%
Other	93%	92%
History	94%	95%
Music	95%	93%
Art & Design	95%	93%
Physical Education	96%	94%
Drama	96%	96%
Business Studies	x	91%
Classics	x	97%

There seems to be something of a link between subjects where recruitment was challenging and the percentage of entrants awarded QTS at the normal point of completion of the programme. For instance, only 85% of physics trainees were awarded QTS compared with 96% of Physical Education trainees. Now, physics is a subject with perennial recruitment problems, whereas Physical Education faces the opposite situation with many more applicants than places. Indeed, this was the first year where recruitment controls were in place, so that makes the data even more interesting.

The percentages of those in a teaching post must be treated with a degree of caution since a footnote records that: “When calculating the proportion “in a teaching post”, we exclude those with an unknown employment status from those awarded QTS.” SFR page 10. There is also the issue of what “in a teaching post” actually means? It does not mean only fully employed teaching the subject against which you are shown as having trained. Neither does it mean teaching in a maintained school nor even in a school. Once the DfE can link the identification number for a trainee with the School Workforce Census it should be possible to be much more specific in the presentation of the data. In the meantime, it appears as if 94% of Physical Education trainees are in a teaching post compared with only 91% of Business Studies trainees. This is the opposite of the situation shown in the TeachVac data www.teachvac.co.uk based upon an analysis of vacancies advertised by schools. So, either many of the Physical Education trainees aren’t teaching PE in state funded schools or there is a mis-match between vacancies and trainee numbers that needs exploring further if public money isn’t to be wasted on training teachers for non-state funded schools.

The other interesting subject is English. Here trainee numbers were much high than the previous year, but 97% are shown as in a teaching post. This suggests that the complaints of the previous year that the ITT allocations had been too low were fully justified. Looking ahead, the profiles for next year are likely to show similar percentages in employment, but lower numbers having obtained QTS in a range of different subjects.

The DfE are proposing to make changes to the profiles and the Statistical Bulleting invites comments about the new proposals. The proposals seem eminently sensible to me, but still don’t answer the question about where and what trainees are teaching. There also is nothing about Ofsted and their findings of the link between training and employment mooted some years ago as of great importance in measuring quality.

More evidence of funding pressures on schools

Posted on July 29, 2017 by John Howson

At the start of the holiday season the DfE has issued a raft of both data in the form of a statistical bulletin and other publications. The most interesting concerns academies in general and specifically examples where threats of termination or other action against specific academies have been made public, possibly in some cases for the first time.

In terms of the income and expenditure of academies not in multi-academy trusts, but operating as single academies published as part of this information, it is only worth looking at the data in the round because of the changing nature of the sector as more schools, especially in the primary sector transfer from maintained to academy status and other move form single academy status to become part of a multi-academy trust.

One figure stands out in the data for the year 2015/16. This is fact that across all classes of academy expenditure exceeded income for the first time: a sign of the growing cost pressures on schools.

Sector Income/ Media expenditure Number of schools Expenditure Per pupil

Primary I £4,791 787

E £4,824

Secondary I £5,714 984

E £5,968

Special I £22,321 77

E £22,409

All Through I £6,104 56

E £6,285

Source: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/633153/SFR32_2017_Main_Text.pdf SFR 32/2017

Now, even allowing for the fact that schools in Multi-Academy Trusts are excluded from the table, because of the issue of handling their central overheads: those costs previous governments always vilified local authorities for charging – there are enough schools to illustrate the cost pressures facing the sector that will almost certainly only have only worsened in the 2016/17 financial year now ending.

A more detailed look at the median income and expenditure for this group of single academy trusts between 2014/15 and 2015/16 reveals a slight fall in grant income per pupil even before the effects of inflation are taken into account. Primary schools seem to have been able to offset this fall by increasing self-generated income.

On the expenditure side, staffing costs generally increased, with expenditure of teaching staff increasing by around £70 per pupil across the 1,700 or so mainstream schools. Interestingly, supply teacher expenditure fell in these schools between 2014/15 and 2015/16, although not by a significant amount. The most noticeable reductions in expenditure were on back office costs; unidentified ‘other’ costs; non-ICT learning resources and energy costs. This distribution of reductions reflects that witnessed during the reduction in funding for schools early in the 1980s discussed in a previous post on this blog.

The concern must be that the longer funding per pupil comes under pressure the harder it will be for schools to maintain their upward direction of travel in expenditure on staff. It would not surprise me to see non-teaching staff costs either stagnate or even reduce when the figures for 2016/17 are published this time next year. Schools are likely to try to protect expenditure on teaching staff at all costs, but it is difficult to see how they can do so even after only one per cent pay increases to all staff without an injection of funds that at least matches the increase in the staffing costs of schools.

The next question to address, is whether schools in MATs spend more or less than single academy trust schools on the different categories of expenditure and specifically how their median expenditure of teaching staff per pupil compares with the median for single academy trusts? But, that’s for another post.

New Evidence on recruitment crisis

Posted on July 28, 2017 by John Howson

An analysis of TeachVac’s www.teachvac.co.uk data on recorded vacancies announced by secondary schools in the first seven months of 2017 sreveals how much schools in London and the Home Counties dominate the list of the top 100 schools regularly advertising vacancies.

Government Region	PERCENTAGE OF TOP 100 SCHOOLS BY RECORDED VACANCIES
LONDON	37%
SOUTH EAST	29%
EAST of ENGLAND	12%
WEST MIDLANDS	6%
EAST MIDLANDS	5%
NORTH WEST	3%
SOUTH WEST	3%
YORKSHIRE & THE HUMBER	3%
NORTH EAST	2%

TeachVac records the vacancies from the vast majority of secondary schools, both state funded and independent and links those vacancies with teachers and trainees seeking employment. This free service to schools and trainees, teachers and returners to the profession also provides an interesting amount of data for analysis. TeachVac’s Summer Review for 2017, looking at some data around the labour market for teachers, is published today and copies can be obtained by contacting enquiries@teachvac.com The price is £15 plus postage and packing.

Returning to the percentages in the table above, even allowing for schools that regularly advertise to create a talent pool; for schools where TeachVac may have picked up advertisements for School Direct teacher preparation courses; for re-advertisements and other advertisements that have could have been double counted, the data is so stark as to make clear the likely regional extent of recruitment issues in the labour market for main scale classroom teachers in secondary schools.

Some 80% of the 100 recorded schools with the most advertised vacancies are in or around the London area, compared with just eight per cent for schools across the north of England and 11% across the Midlands. Of course, this also doesn’t take into account the different sizes of schools; their differential funding patterns and turnover rates. However, the difference between the top three regions and the rest of England is so stark as to suggest that even when these factors are taken into account there will still be a significant difference between London and most of the rest of England.

In my previous post, helpfully given extra publicity by the TES, I recorded the fact that for many subjects 2018 is already shaping up to be a challenging labour market. But, for many schools that is also going to be the case for unexpected vacancies that arise for January 2018. The Review identifies the TeachVac analysis of vacancies compared to the size of the ITT supply side as recorded by the November 2017 ITT census.

The Review also looks at head teacher turnover in the primary sector. Recording data on the labour market for teachers is important in helping shape the future needs of the profession. The fall in acceptances for 2017 training provision the London area, reported in this blog yesterday, is also of concern for 2018. Should there be some help for trainees living in London above the normal bursary arrangements, as there is with teachers’ salaries for those working in the Capital?

Where is school-based teacher training going?

Posted on July 27, 2017 by John Howson

Is there going to be a late bounce in acceptances into teacher preparation programmes for September 2017. The UCAS data for numbers accepted onto graduate progammes by mid July 2017, published today, shows a fall of 900 in placed applicants but an increase over last year of 890 in conditionally placed applications and 340 more applications holding offers than at mid-July last year. Assuming these are not applicants holding multiple offers and that conditional and firm offers being held translate eventually into applicants that turn up at the start of the course, then overall numbers might not look very different to last year. That’s good news for the DfE as it generally likes to talk in overall terms, but delve below the surface a bit and the picture is a somewhat murkier.

In the secondary sector, history and geography provide, between them, 510 of the 1,200 growth in offers to set against the 900 few placed applicants. Mathematics and English are also holding up well compared with last year, as is computing/IT. But, elsewhere the news is grimmer. Music is facing a decline, with the lowest July offers total since 2013/14. Business Studies, already a subject where schools face recruitment challenges, has only 160 offer in total, of which just 30 are shown as ‘placed’. Most other subjects have profiles below last year in terms of offers and similar profiles to the previous recruitment round. All this does not bode well for providing teachers for a growing secondary school population in September 2018.

Previous blog posts have commented on the situation in London and it now looks to be of great concern. There are only 4,750 applications with offers in London compared with more than 5,000 at this point last year. Assuming most primary courses are full, this means the majority of the shortfall will be in secondary subjects. Considering London receives by far and away the most applications, at over 23,000 this year (down from 25,000+ last year) it is important to know more about the distribution of the many unsuccessful applications as the offer ratio seems to have remained the same at around 20%: in the north West there is a closer to 25% offer to applications ratio.

As remarked in previous months, it is the younger applicants that are deserting teaching. There are 800 fewer applicants from those age 22 or under this year compared with 2016 and nearly 1,000 fewer than two years ago at this point in the cycle. Some 300 of the reduction compared with two years ago are due to a reduction in the number of young male graduates applying for teaching.

There remains a startling decline in offers for secondary School Direct Salaried places, down from 1,420 last July to just 1,040 this July of which just 220 are confirmed placed applicants. Higher education courses have attracted more applications than last year for both primary and secondary courses. The same is true for SCITTs, whereas only primary School Direct Salaried courses have attracted more applications than last year among the school-based courses not in SCITTs.

Next month should see many of the conditionally placed applicants become fully confirmed as the reasons for their being conditionally placed are removed. By now, it seems as if the secondary numbers are going to be more challenging than last year and that means a more difficult recruitment round for September 2018.

TeachVac, http://www.teachvac.co.uk the free job portal for schools, trainees and teachers will continue to provide a service to all interested in the labour market for schools.

Unqualified ‘teachers’

Posted on July 26, 2017 by John Howson

Let me start by stating my position on this important issue raised today by the opposition. In my view, the term teacher should be a reserved occupation term only allowed to be used by those appropriately qualified. Those on an approved training programme aimed at achieving licensed status could be designated as trainee teachers. Everyone else should use terms such as instructor; tutor; lecturer or any other similar term, but not be able to call themselves a teacher.

The data on unqualified teachers that has fuelled today’s discussions comes from the school level information collected through the School Workforce Census (SWC) by the DfE. https://www.gov.uk/government/statistics/school-workforce-in-england-november-2016 There are two sets of tables in the regional dataset of the SWC for 2016 that are of interest; the percentage of teachers with Qualified Teacher Status and the percentage of unqualified teachers on a route to QTS: presumably either Teach First or School Direct Salaried route, plus a small number of overseas trained teachers or those on other accreditation only routes to QTS.

REGION	*Teachers with Qualified Teacher Status (%)*	*Unqualified Teachers on a QTS Route as a Proportion of the Total Number of Unqualified Teachers (%)*

North East	97.6	15.3
North West	97.4	10.3
South West	96.9	10.3
Yorkshire and the Humber	96.0	9.3
West Midlands	96.0	10.1
East Midlands	95.0	4.4
South East	94.8	14.1
East of England	93.9	9.9
Outer London	92.5	19.0
Inner London	92.4	18.1

ENGLAND	*95.3*	*12.6*

The SWC data show as strong correlation between the percentages of unqualified teachers employed by a schools in a region and the difficulty of recruiting teachers in that region. There is a 5.2% difference between schools in Inner London and schools in the North East in terms of the percentage of unqualified teachers employed. If one buys the argument that such staff are employed because of their special skills, then presumably their distribution would be similar across the country rather than showing this marked difference between regions. In London around 6-7% of teachers, and presumably more in terms of classroom teachers, don’t have QTS.

Part of the difference can be explained by the percentage of trainee teachers employed in schools. The range is between 4.4% of unqualified teachers on a QTS route in the East Midlands and 19% in the Outer London boroughs. This goes some way to explain why, in the SWC, 66 secondary schools in London revealed a measurable percentage of unqualified teachers on routes to QTS compared with just 98 in the rest of England. However, these figures obviously underestimate the number of schools involved in QTS preparation. This is due to the suppression of the data in many schools where such trainees were present, but not in sufficient numbers to be reported publically. There are also a number of secondary schools where the data was not reported.

Clearly, with recruitment being an issue, it is always going to be a challenge to recruit enough qualified teachers to staff schools, especially where the school population is growing fast. I am sure that parents expect pupils to be taught by those who understand the job at hand and have been prepared for it by achieving QTS.

There is, of course, a much larger issue that isn’t being addressed by the discussion about qualified teachers and that relates to the degree of subject knowledge required to teach any particular subject. This blog has raised that issue as matter for concern on several occasions. In some subjects, such as mathematics, steps are now being taken by the DfE to ensure post-entry subject knowledge enhancement for those teaching the subject. This may offer a better way forward than just trying to achieve sufficient subject knowledge from all entrants. However, ensuring all entrants are properly trained in the skills associated with teaching and learning should not be negotiable whatever their role in the process might be.

Making education greener not Greening

Posted on July 24, 2017 by John Howson

The government’s change of heart on renewable energy production, one might call it a –U- turn in some respects, is obviously welcome news. But, what part can schools play in this new order of local power generation and the regulation of consumption at source?

I have long argued that many outside spaces in schools are the least used public asset in the country. Playgrounds are barely used in term-time in most schools and in most cases lie entirely dormant during the holiday periods. A national scheme to use these for ground source heating and other power and heating sources would surely be cost effective. Such a scheme, allied to battery storage and other possible renewable technologies, where applicable, could be funded through a community bond scheme where the returns were shared between the investors and the school on a sliding scale agreed in advance.

Brokering a national scheme with set costs and the most effective construction methods taking the least amount of time is a responsible role for the DfE, although they could offer it out to tender for all academies and free schools as a start. It could also include retrofitting rainwater collection and even green roofs, where they were possible.

I always thought this type of initiative would have been a vote winner for the Lib Dems in the coalition. They should have pushed small scale public works during the aftermath of the recession rather than big schemes such as Swansea Bay tidal power project, where finding the money was always going to be a challenge. But, the Ministers didn’t seem to agree with my view.

An even more radical scheme would be to encourage teachers and other employees in schools to purchase electric cars or cycles and to offer free re-charging at the school site, powered by the renewable energy wherever possible. Perhaps we could start with a scheme for school minibuses?

An audit of school freezer electricity consumption would be an interesting starting point to assess how much money could be saved by fitting an in-line interruptible electricity supply that turned off during peak power demand periods. If filled in-line, the freezers themselves wouldn’t need to be changed until the time came for them to be updated.

All these ideas require Ministers with a degree of vision beyond the normal scope of such officeholders. That’s why local authorities are so important for education. They offer a more manageable geographical area where ideas can be tried and tested and then expanded to cover the country as a whole. Centralising innovation, as has been the principle method of operation for the past forty years may work, as with the national strategies, but can also lead to disasters, such as making the teaching profession feel undervalued, with all the inevitable consequences for recruitment and retention.

The Secretary of State should embrace the announcement from the Business Secretary and use it as means to show she has the best intentions for the education service at heart. It would certainly be more popular than the decision this time last year to focus on selective education as the way forward.

Most women earn less than men in teaching

Posted on July 23, 2017 by John Howson

With the revelation of top salaries at the BBC showing such large differences between what is paid to men and women in the best paid positions in the corporation I thought it worth looking at the data about salaries for teachers in state-funded schools in England. The details can be found in the School Workforce Census taken every November. The latest information is from November 2016 https://www.gov.uk/government/statistics/school-workforce-in-england-november-2016 The data is only as good as that submitted by schools and tends to lump part-time and full-time workers together in the same table. As there are probably more women working part-time in the older age-groups this may have some effect on the average salary in some age groups. In total, there were around 110,000 part-time teachers and school leaders working in schools in November 2016, not counting short-term supply teachers that are excluded from the data.

Young women under the age of 30 earn on average more than their male compatriots. The exact amount of the difference varies between sectors and type of school, but overall, women under 25 average £400 more per year than men and those between 25-29 £500 more in salary. That is the point where the picture changes and men start earning more on average than women. By their late 40s, women are, on average, earning some £5,400 per year less than men. Men average £46,700 and women £41,300 per year. Neither group is earning enough to support a mortgage on a house or flat in many parts of the country, even if you were to add in the London salary uplift.

Interestingly, there is a similar differential in favour of men among head teachers. Although there are more than 10,000 women head teachers in primary non-academies, compared with fewer than 4,000 men, their average salary is £1,800 lower than for men. The median difference in head teacher salary is even greater at £2,100. However, as salary is usually linked to school size this may mean more women are heads of the many small primary schools still to be found across England. Whether the National Funding Formula will make many of these small schools financially unviable and affect the promotion opportunities of women teachers is an interesting question.

Among heads of secondary academies, there are 1,600 men compared with 1,000 women. Men earn more in all age groups with average salaries for male head teachers in their 50s exceeding £100,000 and peaking at £109,800 for those in the 55-59 age group. Women in this age group average £105,300, when serving as a head of a secondary academy.

Somewhere around 1,300 head teachers were earning more than £100,000 in November 2016, with another 800 where the salary was unreported that might contain additional high earners. Of these high earners, there were 600 teachers earning in a range from £110,000-£200,000. Salaries above this upper level were regarded as mis-reported. Some might be executive heads of Multi-Academy Trusts that also combined that role with head teacher of a particular school. More clarity on this point would be helpful in encouraging schools to complete the census correctly.

Rising number of exclusions: a worrying trend

Posted on July 21, 2017 by John Howson

The DfE has published the data for exclusions during the 2015/16 school year. https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2015-to-2016 The number of permanent exclusions across all state-funded primary, secondary and special schools has increased from 5,795 in 2014/15 to 6,685 in 2015/16. The number of fixed period exclusions across all state-funded primary, secondary and special schools has increased from 302,975 in 2014/15 to 339,360 in 2015/16. This corresponds to around 1,790 permanent exclusions per day in 2015/16, up from around 1,590 per day in 2014/15.

These figures are not good news for the government, as it appears that the improvement seem over the last few years is now being undone. The DfE does need to look behind the headline numbers at the schools responsible for the increase and also if the increase has also continued on into 2016/17, where data for the first term should be available.

The problems of this type that affect a relatively small number of schools raise questions about the use of a national funding formula. In Medway, for instance, virtually all the exclusions are in non-selective schools, with many of the local selective schools not excluding any pupils at all. But, if each type of school receives the same funding component to spend on behaviour management, is that balanced off by adjustments in the other direction elsewhere in the budget.

It is these sorts of issues that create the debate about both hypothecation and unrestricted budgets on the one hand and our notions of equality on the other hand. Put both strands together and you have an interesting debate that despite the Pupil Premium does seem to me to be skewed towards a simplistic notion of equality mitigated only by the traditional view that London is an expensive place to live and work in.

Persistent disruptive behaviour remains by far and away the most common reason for both fixed term and permanent exclusions: schools have just come to the end of their tether with the pupil. How long the tether is may differ from school to school, as might the attitude to what is unacceptable behaviour, as schools try to raise the bar on standards of acceptable behaviour. There is a worrying high figure of around 20% where the reason for an exclusion is coded as ‘other’. This is not really acceptable. It may mean there is more than one reasons such as a pupil with generally persistent disruptive behaviour, but the actual exclusion is triggered by another event such as verbal or physical abuse to another pupil or staff member.

As ever, having special need, being on Free School Meals, or from a non-majority ethnic background are all additional risk factors in the likelihood of being excluded. This is despite several years where teacher preparation schemes were supposed to support teachers in schools with large numbers of likely at risk pupils.

Despite concerns in the press and elsewhere, exclusions for either bullying or racist abuse are minimal in the overall totals, although some exclusions may be coded under other headings even where pupils have exhibited this type of anti-social behaviour.

Years 8-10 still account for around 40% of all exclusions, so it is good to see the recent statement about slowing down the timetable for all to study the EBacc. I am sure a better look at the curriculum for this age group can help reduce exclusions where students are being forced to study subjects they no longer value. As ever, more boys are being excluded than girls, especially in terms of permanent exclusions.

Grade inflation or more hard work

Posted on July 20, 2017 by John Howson

Last summer 29.6% of students taking A level Physics gained an A* or A grade in the examination. However, just 10.6% of students taking Media, Film and TV Studies that achieved the same grades. It’s worth recalling these figures when reading the reports of grade inflation in universities with more students than ever achieving First class honours degrees. (source for A level data: http://www.bstubbs.co.uk/a-lev.htm Source for University data: HESA) Agreed, the extra 4,000 student studying Physics at A level in 2016 compared with 2010 may be partly responsible for the decline of 3.5% in the number of A* and A grades during the same period, but that is to be expected with a widening of the pool of entrants into the examination. However, the top grade is open to all. Maybe there is some degree of selection here with only those needing the subject for university traditionally taking it at A level.

So, does the increase in student numbers at universities mean there is grade inflation and more should mean greater numbers of lower grades? In the end it depends upon what you want the marking system to achieve. Traditionalists, may want a normal distribution curve of outcomes with a bunching around the middle grades and only limited numbers expected to achieve the highest grades or to fail. This system is great for identifying the really high flyers, but does it disincentive everyone else? Should degree class reward hard work and are students working harder now that have to bear the cost of their university education through the fee system? Has a competitive job market through the years of the recession also signalled to students that outcomes rather than just the university experience matters? This takes us back to the A level results. Are there too many A* and A grades in Physics? Of course not.

Perhaps students are becoming pickier at both choosing courses and even modules within courses with a view to outcomes? To what effect does ‘drop out’ among student affect the outcomes of those that remain. Do students realising they selected the wrong course, perhaps during clearing, quit in larger numbers. We know students from poorer backgrounds are more likely to quit. Is this because they received poorer advice about which course to pick at what university and ended up doing the wrong subject?

There is lots more to explore behind the simple headline data. But, maybe there has been some grade inflation and university quality control mechanisms need to ensure that outcomes keep pace with learning. After all, that is what the external examiner system was supposed to achieve. What do these figures also say about the claim that A levels were being dumbed down and students were arriving at university knowing less and less well equipped for university life? Interestingly I had a conversation on LinkedIn about this point with a teacher in Essex recently.

Personally, I think the outcomes are a tribute to our students, but universities do need to ensure that they monitor their learning outcomes to keep pace with changes elsewhere.

TeachVac issues end of term warning

Posted on July 20, 2017 by John Howson

Schools across England will find recruiting staff for unexpected vacancies in January 2018 challenging. This is the message from TeachVac, the free to use job board for teacher vacancies across all schools in England that is already saving schools large sums of money in line with the DfE policy of reducing unnecessary expenditure by schools.

TeachVac is celebrating entering its fourth year of operation. At the end of the summer term of 2017, TeachVac have rated 7 of the 13 secondary subjects it tracks as in a critical state for recruitment. This means that TeachVac is warning schools of recruitment difficulties in these subjects that might occur anywhere in the country and not just in the traditional high risk areas for recruitment.

The high risk subjects are:

English

IT/Computing

Design & Technology

Business Studies

Religious Education

Music

Geography

In the other six subjects tracked in detail by TeachVac, most schools will still find recruitment easier, although any specific demands such as subject knowledge in, for example, a specific period of history will always make recruitment more of a challenge. On the basis of current evidence, TeachVac expects schools will face the least problems in Physical Education and Art where, if anything, there is still some local over-supply against need in some parts of the country.

In Science overall, – but not in Physics and possible Chemistry – Mathematics; Modern Languages overall, but not in certain language combinations, and in History, supply should still be adequate to meet expected demand between now and January 2018. Because most schools still advertise for teachers of languages and science and only specify within the advert the more detailed requirements it takes longer to analyse the data on vacancies in these subjects and that information is not yet fully available beyond the headline figures.

TeachVac can provide the data in a form useful to schools facing Ofsted inspection where recruitment may be an issue for the inspection team. For local authorities and others interested in the recruitment patterns over the past three years in specific locations and between different types of school such as academies and free schools, TeachVac now has a wealth of data available. TeachVac is also now looking in detail as senior staff appointments and especially leadership posts in the primary sector and the challenges some schools face in replacing a head teacher when they leave. The outcome of that research will form the basis of a further detailed report to follow the posts already written on the topic.

With recruitment to training for courses starting this September still below the level achieved last year, 2018 is also beginning to look as if it will be a challenging recruitment round, especially for schools not involved in training teachers either directly or through tie-ins with other training providers. This blog will update the situation regarding numbers offered places for September at the end of this month and again at the end of August.

John Howson

Education and the numbers that affect what happens

Monthly Archives: July 2017