Contained within the DfE document to the STRB that was discussed in the previous post is the annual update on retention and wastage rates for teachers. This year, as part of a much more detailed analyses, there are tables for different subject groups and phases as well as for different parts of England.

As usual, the data are presented as percentages that need to be converted into numbers to make real sense what is really happening. The gross numbers for the profession as whole for entrant and those still in service after a year for the recent past are shown in the table.

New entrants into teaching	entered service	end Year 1	loss in Year 1
2012	23998	20878	3120
2013	24490	21306	3184
2014	25927	22297	3630
2015	26780	23031	3749
2016	25560	21726	3834
2017	23754	20191	3563
2018	23872	20291	3581
2019	23338	19837	3501

The number remining can vary by several thousand depending upon the starting number. Thus, 2015, a good year for recruitment into training, resulted in 23,031 new teachers in service at the end of year one. By contrast, in 2019, although nearly 250 fewer teachers departed than from the earlier entry year, the lower starting number resulted in only 19,837 of that cohort of teachers remaining. That’s some 3,000 fewer than from the 2015 cohort of starters.

Wastage doesn’t stop after the first year, and the DfE document considers wastage over time between STEM and non-STEM secondary subjects, although it doesn’t provide data for individual subjects. Taking design and technology as a STEM subject, the DfE’s 2013 ITT census had a total of 410 trainees. Now assuming the 82% STEM subjects after QTS is based for that group based upon the ITT census would leave some 336 teachers still working at end of year one.

Assuming the data is actually those granted QTS, and allowing for a 5% non-completion of the course, this brings the entry number down to 390 and those remaining after a year to 320.

From the 320/336 teachers must eventually come those to be promoted to TLRs, including as heads of department. Now, after five years of service, those with continuous service and excluding those with a broken service record, might be in the range of 220/250 teachers across the subject using the DfE’s percentage remaining in service for STEM subjects.

According to TeachVac’s database, there were 390 recorded vacancies with TLRs in 2020 across design and technology as a subject area, and 470 in 2021. Up to the end of the first week in March 2022, there had already been 228 advertised vacancies with TLRs in design and technology. Now some of the vacancies will have been repeat advertisements, and others re-advertisements. However, even if half were discounted for these reasons, it might still mean 200 or so posts each year. Such a number would be a very large percentage of the cohort of teachers in the subject and adds a further level of concern to the future of the subject.

Middle leadership is of vital importance to the successful operation of our schools, and in concentrating on the starting salary the DfE and STRB must not lose sight of the need for successful teachers willing to spend their careers in our state school system.