The recent data on the workforce in state schools at the time of the 2018 School Workforce Census conducted by the DfE shows vacancies rates overall at similar levels to the previous year in percentage terms, but on the increase in terms of absolute numbers. https://www.gov.uk/government/statistics/school-workforce-in-england-november-2018

Given that the data is collected in November, when schools ought to be fully staffed, any vacancy is of concern. Data from before 2010 was collected each January, when vacancy levels might be expected to be affected by those teachers that departed at the end of December and how easy it was to replace them.

Nevertheless, the 1,725 recorded vacancies in the secondary sector in November 2018 was the highest number since 2014, and more than three times the level recorded in 2011, after the financial crisis. Vacancy levels fell in mathematics between 2017 and 2018. This can partly be attributed to the subject having a relatively good year in terms of ITT recruitment in 2015-15 that fed through to recruitment for teaching posts in September 2018. I expect the ground gained between 2017 and 2018 in mathematics to be lost in the 2019 census, with little indication of any improvement in 2020.

Business studies has the largest percentage vacancy level. The subject includes both commercial studies and economics.  It remain a mystery to me why this important subject group for the British Economy does not attract more help for trainee teachers through the scholarship/bursary scheme. Mr Hunt’s idea of paying off student loans for young entrepreneurs seems only likely to make the situation worse if it was implemented. Indeed, I have yet to hear about a solution to the teacher recruitment problem from either of the candidates for the Troy Party leadership.

The other measure of concern is that of the percentage of hours taught in a typical week to pupils in Years 7 to 13 by teachers with no relevant post-A Level qualification. The trend in many secondary subjects continues to worsen, even among EBacc subjects, where recruitment into ITT is buoyant. However, that may be due to changes in teaching methods as much as to a shortage of teachers in history and geography. Where schools employ a classroom teacher approach to some or all of their pupils, generally either Year 7 pupils or those having trouble learning in large classes, these teachers may not be specialists, and this can cause the number of hours taught be a non-specialist in a subject to increase for perfectly sensible reasons.

Of more concern, and not provided in the Tables, would be any evidence of increasing levels of teachers lacking subject knowledge teaching groups in Years 11 to13. Although even here a case can sometimes be made on the basis of teaching experience and non-formally acquired subject knowledge, such as through high quality Professional Development activities.

Within the detailed tables, there is far more data on these matters, but it will take a little more time to work through the data. However, there is no room for complacency over retention and every reason, as the school population increase over the next few years to continue to express serious concern at the trends emerging in relation to mid-career retention of teachers.