Author Archives: John Howson

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About John Howson

Former county councillor in Oxfordshire and sometime cabinet member for children services, education and youth.

A fudge with no teeth

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Today’s political announcements about the shape of new school places in England might mark a turning point. Conversely, it might just be a neat solution to two problems that needed a resolution. First on grammar schools, and the £50 million funding for the expansion of places. Let me state at the outset that I am opposed to selective education, especially at age eleven. I believe that the Liberal Democrats should campaign to remove these schools even though the Lib Dems run councils in Sutton and now Kingston upon Thames in London that have such schools within the council boundaries.

The BBC has an interesting chart showing what has happened to the size of grammar schools between 2009-10 and 2015-16. Of the 20 such schools shown, all have expanded. https://www.bbc.co.uk/news/education-44067719 Whether this means that the remaining 140 or so grammar schools haven’t changed their intakes isn’t mentioned. As I have remarked before, the government faced a dilemma. With pupil numbers rising sharply in many of the areas in the Home Counties and outer London where a disproportionate percentage of grammar schools are to be found, doing nothing would effectively decrease the percentage of pupils in these areas able to attend a selective school. Such a policy risked creating the worst of all worlds; not pleasing those that want the abolition of grammar schools, but also upsetting parents who would find it difficult to secure a place for their offspring in an increasingly competitive application process. Today’s announcement will, the Secretary of State no doubt hopes, placate the latter while doing no more than enrage the former, but without lasting political damage, and be seen as the best compromise on offer.

Liberal Democrat Education Spokesperson Layla Moran has said in a press statement: “Grammar schools are the wrong answer to the wrong question. This money should be spent on local schools so that every young person across the country can get the education they need to prepare for the future.” But has stopped short of calling for the removal of these schools. Perhaps this is because such a policy is already implicit in the Lib Dems approach to education. I summed much of that approach as I see it in a recent chapter in a book by the Social Liberal Forum that I co-authored with Helen Flynn. A review of the book can be seen at https://www.libdemvoice.org/a-21st-century-liberal-approach-to-education-57473.html albeit written by a committed Liberal Democrat.

How the government will enforce the rules on selection, offered as a sop to opponents of selective schools and a fig leaf to make the policy more attractive overall, is an interesting question. I assume it is to be just a fig leaf. After all, will any new rules apply to applications for all the places at the schools that take the money or only to applicants for the additional places funded through the new cash for the extra places? This would potentially create two admission rounds: one for existing places and the other for the new Hinds’ places. The latter might perhaps only be open to pupils from certain primary schools with, say, a history of not sending any pupils or only very small numbers to the selective school sector. Alternatively, the rules might stipulate only pupils on Free School Meals in the year they apply for a place. One might envisage some other such permutations. All would need monitoring, plus a clear set of sanctions, especially where the selective schools are not co-educational schools, but the primary schools in the area are co-educational.

The other announcement today, about faith schools, is potentially more momentous and deserves a blog post of its own.

 

Goodbye to the Village School?

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The Church of England appears to have accepted the fate of some of its schools will be closure. https://schoolsweek.co.uk/church-of-england-prepares-for-closure-of-village-schools/ As I have been saying for some time on this blog, the new National Funding Formula won’t save many of our small primary schools from closure, and may even hasten their demise. Where rural authorities could once ensure their local funding formula provided for the high overhead costs of these schools, the combination of a lump sum and the manner in which the sparsity factor is to be applied will probably sound the death knell of some small schools. How many, is a matter for debate and someone – the DfE as the national planning body or local authorities that will pick up any additional transport costs resulting from school closures – should probably now be doing some planning ahead to identify the extend of any closure, What is the acceptable time for a five year old to be on a bus or in a taxi across two journeys to and from school? Will the Church of England be lowed to provide the new larger schools to replace those closed as too small for the modern age?

Indeed, the whole issue of home to school transport arrangements should be reviewed so that they don’t fall disproportionally on rural counties and are almost totally avoided by the large urban authorities and London boroughs. Should secondary schools be able to attract pupils be providing free transport to the possible detriment of other schools in their local area as regards pupil numbers and the funding consequences? Is the High Needs Block sufficient to provide for the transport needs of children with SEND needs?

How important are schools to their communities? I note that Barbara Taylor, the secretary of the National Association of Small Schools and chair of governors of an Oxfordshire primary school with less than 50 pupils, accepted in the Schools Week article “that some underperforming small schools may have to close, but argued “most” perform well and are a “focal point of the community”. I would agree with that view, but it isn’t fashionable at Westminster.

Now is the time for those that support small schools, especially in rural areas, to put the pressure on MPs representing rural constituencies? If you want to ensure your local school will survive this unintended national policy outcome then send your MP an email to that effect before anyone has mentioned closure: afterwards may be too late as this requires a policy rethink and isn’t about saving just a single school. Many of these MPs represent traditionally safe Conservative seats, but parents and other family members often form a large part of their electorate. The alternative is to build more house in the village and attract enough new families to make the school secure, but that isn’t always an option.

Without a change of policy, the view of The Reverend Nigel Genders, head of education at the Church of England, as expressed in the Schools Week article, that some schools may have to close might just be an understatement.

At least everyone is now talking about teacher workload

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DfE press officers were unusually busy yesterday, with several announcements made to coincide with the Secretary of State’s speech at the NAHT conference in Liverpool – not a professional association solely for primary leaders, as some seem to imagine, but for leaders in all schools.

One of the most important announcements was that of the formation of a Workload Advisory Group to be chaired by Professor Becky Allen, the director for new Centre for Education Improvement Science at UCL’s Institute of Education. The appearance of senior representatives from the teacher associations among the membership makes this look like a reformation of the former body that existed under the Labour government. Assuming it produces proposals that are accepted by the DfE, then this Group should help Ministers restore some morale to the teaching profession by signalling that they are taking workload concerns seriously.

Announcements about the treatment of so called ‘coasting’ schools and forced academisation may well sound, if not the death knell, then certainly a slowing of primary schools opting to become academies. Why give up relative independence under local authority administration for the uncertain future as part of an Academy Trust, where the unelected trustees can decide to pillage your reserves and move on your best teachers and there is nothing you can do about the situation. That’s not jumping from the frying pan into the fire, but taking the risk of walking out of your house and leaving the front door wide open.

Hopefully, the Secretary of State is starting to move towards resolving the twin track governance system that has emerged since Labour and the Conservatives jointly decided to have a fit of collective amnesia about the key importance of place in schooling and also demonstrated a complete lack of the need for any democratic oversight of local education systems. My Liberal Democrat colleagues that demonstrated no opposition to academisation during the coalition government are, in my view, almost as equally to blame as the members of the other two main political parties for not recognising the need for significant local democratic involvement in our school system.

The Secretary of State might now be asked to go further and adopt the 2016 White Paper view that in-year admissions for all schools should be coordinated by local authorities; a local politician with responsibility for schools should also once again have a voting position on schools forum rather than just an observer role, especially as the NAHT have pointed out the growing importance of the High Needs Block and SEND education where links between mainstream schools and the special school sector is a key local authority responsibility. http://www.naht.org.uk/news-and-opinion/news/funding-news/naht-analysis-of-high-needs-funding/

The idea of a sabbatical mentioned by the Secretary of State was discussed in an earlier post on this blog, but there was little else on teacher recruitment in his speech.

If you want to listen to my thoughts on the present state of teacher recruitment, then Bath Spa University have just published a podcast in their Staffroom series where I answer a series of questions. You can access the podcast at https://soundcloud.com/user-513936641/the-staff-room-episode-10-crisis-in-recruitment and my interview is followed by a discussion between leading staff at the university on the same topic.

 

Trenches and Destruction

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It isn’t the usual function of this blog to recommend possible curriculum material for teachers, but this new book is an exception. The book, which is an edited collection of letters written by a women whose home at the start of the First World War was in a North Oxford Road, is interesting in several ways. Her then home is now part of the Department for Education in Norham Gardens and contains the room where I was interviewed in 1978 for a place on their MSc course.

The author, Pleasance Walker, herself, is unusual because she became a volunteer nurse not for the British Red Cross but for the French Red Cross Society and served in French hospitals from 1915 to early in 1919. Her letters home span this period and this book is an edited collection of those letters. The collection has been skilfully edited by Caroline Roaf, herself a former teacher and someone familiar with the Education Department in Norham Gardens.

So, this book is interesting as original text because it is a collection of letters by a women – there aren’t many of those; it is from a women serving in France – there are even less of those and it is from a women serving in a range of different French hospitals, and it that respect, if not unique, it certainly joins a very small and distinguished cannon of letters about the 1914-18 war.

Along with domestic issues, about what to buy as Christmas presents, there are accounts of the wounds her patients, including at one point an English soldier, suffered, as well as those struck down by illness and disease: not all in hospital are battle casualties. It the latter part of the war and the months after the Armistice, Pleasance moved around as her unit transferred to different locations when the front advanced during the hectic last 100 days of warfare during the autumn of 1918.

The letters by Pleasance reveal the sheer drudgery of life as the war entered its latter years and privations grew, even in France were the need to import food was less significant than in Britain. They are also full of intimate details as well as thoughts about the progress of the war and when it might end.

Whether for history at GCSE or even PSHE this book can be a valuable addition to a library as a source of primary reference from a source that parallels so many already in existence.

The book is published by Oxfordfolio Publications and the full title is Trenches and Destruction Letters from the Front 1915-1919 by Pleasance Walker Edited by Caroline Roaf. The ISBN is 978-0-9956794-4-3 and it costs only £10, so it isn’t going to break the bank and proceeds go to support the Museum of Oxford. More details and the publisher’s notes can be found at: http://oxfordfolio.co.uk/Untitled-project The full collection of letters is now preserved in Oxford and can be consulted by researchers interested in the field.

Not very ambitious

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I understand that the Secretary of State is going to tell the NAHT Conference of another plan for sabbaticals for teachers as part of a retention drive to keep teachers from leaving. Dangling the odd carrot here and there isn’t the same as having a comprehensive policy for the training and development of the teaching profession.

I looked back through this blog and saw what I wrote in a post on the 17th April 2013 – it is still there and readable https://johnohowson.wordpress.com/2013/04/17/mrs-thatcher-as-education-secretary/ The post was written following the death of Mrs Thatcher. Her time as Education Secretary, best known for ending school milk also contained the excellent 1972 White Paper from which the following extract is taken:

Teacher Training and Professional Development

The Government propose to work towards the achievement of a graduate teaching profession. During probation teachers should receive the kind of help and support needed to make the induction process both more effective and less daunting than it has been in the past. Also they should be released for not less than one-fifth of their time for in-service training. For the remainder of their time probationer teachers would be serving in schools, but with a somewhat lightened timetable, so that altogether they might be expected to undertake three-quarters of a full teaching load. The Government propose to give effect to the James Committee’s recommendation that teachers should be released for in-service training for periods equivalent to one term in every 7 years of service. It is their aim that a substantial expansion of such training should begin in the school year 1974–75 and should continue progressively so that by 1981 3 per cent of teachers could be released on secondment at any one time. This involves a four-fold increase in present opportunity.

(my emphasis in bold)

Of course apart from the first point it didn’t happen as planned, because the Oil Crisis at the end of 1972 plunged the country into recession and the hamstrung Labour government of 1974-79 wasn’t able to move the ideas forward. But, there were ambitious targets for the whole profession. For much of this century, successive governments have neglected the professional development of the teaching force and much more is need that is currently on offer from Mr Hinds.

I gather that Bath Spa University has also decided to pay a scholarship of £500 to all its students joining teacher preparation courses next September in recognition of the costs of such courses. I applaud this action, but would rather the government returned to a training grant for all postgraduates in training as a teacher. Stand up to the Treasury Mr Hinds and point out that we need teachers and present policies aren’t working. A thriving modern economy depends upon a successful education service and you cannot achieve that end if you fail to recruit enough teachers.

Scap the work on a new vacancy service for teachers and use the cash saved for more support for trainee teachers. Then use the power of the profession and the many organisations within it to create the free service TeachVac has pioneered at no cost to the DfE. That way ‘all could be winners’.

 

Upturn in average number of young people in custody

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There has been a small but disappointing increase in the average number of young people up to the age of 18 being held in custody over the past eighteen months. Although the figures from April 2016 to February this year are provisional, they show the first upturn in annual average numbers held in detention since 2007/08. The provisional number for 2017/18 to February was 996 compared with 3,208 in 2007/08 and an all-time high since 2000 of 3,235 reached in 2005/06 at the height of the New Labour Target Culture when young people were being criminalised at an alarming rate. The data is available at https://www.gov.uk/government/statistics/youth-custody-data

Sadly, with the increase in knife violence witnessed recently, I suspect that the average number of young people in custody will only continue to increase over the short-term. Youngster from London make up by far the largest number from any one region, accounting for a quarter of the total of young people locked up in February 2018. By contrast, only 25 young people from Wales and 32 from the South West were being held in custody.

The change in policy on remands in custody for young people some years ago means that in February this year only 216, or about 20% of the total population in youth custody, were on remand. That may well still be too high a number, but there are still some serious crimes where custody following charge may be inevitable for public protection. If you add the total serving sentences for serious offences that will likely transfer into the adult prison estate when they are old enough to the remand population this group totals about 500 of the 870 under 18s in custody. There are fewer than 400 of this age group on Detention and Training Orders, almost the lowest number since well before 2000.

Only 28 of the under-18s in custody were classified as female, down from a peak of 241 in August 2007. This is approaching a 90% reduction, a percentage not achieved for the adult female prison population during the same period. Proportionally the number of BAME (Asian, Black, Mixed and Other) young people in custody has not declined in line with the reduction in the number recorded as White, so that in February 2018 there were 470 young people in custody classified as White and 385 as BAME compared with 1,754 White and 778 BAME in custody in August 2008.

The Youth Justice Board had not commissioned any bed space in the Eastern Region and only had nine custody bed spaces in use in the North East Region.  The 137 beds in the London Region are almost certainly not enough to allow young people to be kept in custody close to home. The same will almost certainly be true for the small number of young women in custody. Regular visits are very important to those in custody and their families and this can be a real issue now that numbers in custody are so much lower than a decade ago.

We must aim to ensure numbers in custody are as low as possible and that sentence lengths take into account the mental and physical age of the young person committing the crime as well as the seriousness of the offence. Ensuring their continued education and training and mental well-being are also important factors to take into account while in custody.

 

 

 

Update on Leadership trends in the primary sector

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Some primary schools are still finding it difficult to recruit a new head teacher. Around half of the 151 local authority areas in England have at least one primary school that has had to pace a second advert so far this year in their quest for a new head. In total more than 170 primary schools across England have not been successful at the first attempt, when looking for a new head teacher.

As some schools are still working through the recruitment process for the first time, following an advertisement placed in April, the number of schools affected is likely to increase beyond the current number as the end of term approaches. Some 25 schools have had to place more than one re-advertisements in their quest for a new head teacher. London schools seem to be faring better than those in parts of the North West when it comes to making an appointment after the first advertisement.

As expected, some faith schools and schools with special circumstances: small school; infant or junior schools and those with other issues feature among the school with more than one advertisement.

The data for this blog comes from TeachVac, the no cost to schools and applicants National Vacancy Listing Service for teaching posts in schools anywhere in England that is already demonstrating what the DfE is spending cash on trying to provide. See for yourself at www.teachvac.co.uk  but you will have to register as TeachVac is a closed system. Such a system prevents commercial organisations cherry picking vacancies and offering candidates to schools for a fee. (TeachVac published a full report on the primary leadership sector in 2017 in January 2018.)

Time was, when appointing a deputy head teachers in the primary sector wasn’t regarded as a problem. Are candidates now being more circumspect when it comes to applying for deputy head teacher vacancies? Certainly, so far in 2018, a third of local authorities have at least one school that has had to re-advertise a deputy head teacher vacancy. The same parts of the county where headship are not easy to fill also applies to deputy head vacancies. This is an especially worrying aspect, since the deputy of today is the head teacher of tomorrow.

Assistant head teacher vacancies are still relatively rare in the primary sector, so it is of concern that 37 local authority areas have recorded at least one vacancy that has been re-advertised so far in 2018. London boroughs that have fared well at the other levels of leadership, seem to be struggling rather more at this level of appointment.

Is this data useful? What should be done with it if it is useful? The DfE have cited data as one of their reasons for creating their own vacancy service, but it will be 2019 at the earliest and possibly not until 2020 that they will have full access to this type of essential management data.

If there is a valid concern about filling leadership positions in the primary sector at all grades then, at least for academies, the government needs to understand what is happening and arrange for strategies to overcome any problem. That’s what strategic leadership of the academy programme is all about. As Labour backed academies in last week’s funding debate, they should work with the government to ensure all academies can appoint a new head teacher when they first advertise. The government should also recognise the role of local authorities in helping with finding new school leaders for the maintained school sector.

More about school funding

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How much more should London schools be paid under the new National Funding Formula to compensate for the higher salaries teachers working in the Capital are paid? Interestingly, that issue didn’t appear to have surfaced during last week debate in the House of Commons on a Labour motion about school funding and the new National Funding Formula. https://hansard.parliament.uk/commons/2018-04-25/debates/0A24031C-1B47-47DA-9682-5ED62B7AB09C/SchoolFunding

The salary differential is greatest for new teachers and smallest, at least in percentage terms, for the highest paid head teachers – CEOs of Academy Trusts don’t have a pay scale – although in cash terms the difference greatest for senior middle leaders at the top of their scale.

Sep-17 Rest of England Inner London % diff
Bottom Main Scale  £          22,917  £          28,660 20%
Top Main Scale  £          38,633  £          47,298 18%
TMS + TLR top  £          51,660  £          60,325 14%
L1  £          39,374  £          46,814 16%
l20  £          62,863  £          70,310 11%
L43  £        109,366  £        116,738 6%

Assuming schools spend around 60% of their funds on staff with QTS, plus another significant amount on non-teaching staff, where I assume the differential across the country isn’t significantly different, then how much more should a school in challenging circumstances in the London Borough of Tower Hamlets receive compared with a similar school in South East Oxford? If the differential is significantly more than 20% then one might ask how the different components within the NFF are derived. The additional of floors and ceilings only serve to make matters worse.

The DfE data published in the autumn of 2017 https://www.gov.uk/government/publications/national-funding-formula-tables-for-schools-and-high-needs indicates a much greater than 20% difference between those local authorities with the smallest allocations and the London Boroughs with the largest amounts.

In terms of consequences, there is the issue of funding for small schools that this blog has highlighted before, but also the issue of how much extra schools in pockets of severe deprivation receive within local authorities that are generally regarded as affluent. The issue of the f40 group of authorities and the share of the national cake they receive was aired during the House of Commons debate, but not by any of the six MPs representing Oxfordshire constituencies. As there wasn’t a formal division, we don’t know whether they even attended the debate.

Yesterday, the Oxford Mail has a key article about funding for schools in the county, highlighting the concerns that funds are not sufficient. http://www.oxfordmail.co.uk/news/16192951.SCHOOL_FUNDING__Oxfordshire_parents_battle_for_more_classroom_cash/

Much of Oxfordshire has local elections this Thursday, but I don’t sense that school funding is a big issue on the doorsteps, unlike potholes that seem to be the number one concern in many areas.

However, I am concerned that not enough forward planning is currently being undertaken by either Schools Forum or others to identify the position if current NFF trends continue for the next five How far can schools sustain different changes in pay rates for staff and not fall into deficit? There needs to be a debate about the consequences of the new approach to funding, not just in the short-term, but over the longer time period as well.

 

 

 

Job listings for teachers

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There was an interesting meeting/workshop at the DfE yesterday. The focus was on their embryonic (and expensive to produce) ‘job listing service’, to use its current working title. There were more DfE representatives in the room – were they being paid London salaries – than the whole workforce of TeachVac www.teachvac.co.uk that is located on the Isle of Wight. This is surely the sort of project that could have been outsourced to an area of high unemployment to boost a local economy, maybe it is and I am doing the DfE an injustice?

Anyway, private BETA testing is now taking place in part of Cambridgeshire and the North East of England. The aims include providing better data for the DfE. They won’t have any for this recruitment round, so they might like to view this post https://wordpress.com/post/johnohowson.wordpress.com/2542 where I commented on the situation in London.

Those of us attending the event were told not to take photographs of the slides of the entry screens to be used by schools to log jobs. However, anyone that wants to see what the system might look like has only to log on to https://nationalcareersservice.direct.gov.uk/job-profiles/secondary-school-teacher to have some sort of idea of what the site might look like, as the DfE team are using the gov.uk standards and templates from ‘scheme.org’.

In her introduction, the deputy director at the DfE responsible for this work area said the goals included:

  • reducing the time and cost to schools – TeachVac does both of these already and
  • making finding jobs easier – but no evidence was provided as to what was wrong with current job boards and other means of finding vacancies for teaching posts.

However, the Deputy Director did say that job seekers had told them that poor quality listings make finding jobs difficult. I challenged her to publish the evidence on this point, as TeachVac welcomes feedback and the team in Newport want to know if the DfE has evidence from users about TeachVac. Sadly, I didn’t receive an answer to the direct question.

There is a hunger out there for a vacancy listing service from schools and I believe TeachVac offers the best free national vacancy service currently in operation. TeachVac hasn’t required a penny of public money. If you agree there is a need, go to https://petition.parliament.uk/petitions/214287 and add your name to the petition. But also go to www.teachvac.co.uk and register as a teacher and make a free search. Then ask yourself what more do I need to know when looking for a teaching post? Let the team know your thoughts.

TeachVac may not look like a wonderful up to the minute site, but it works and you only see the front end screen when you register or change your preferences, so all the investment goes on making the system work for you.

TeachVac is a closed system – you cannot view all the jobs on offer and that is deliberate. No agency can download all the jobs. The risk of the DfE’s ‘open’ system is it provides an incentive for commercial companies to capture applicants – especially new entrants from training – and sell them to schools for a finders’ fee.

An outcome where the DfE destroyed the present market, only to create new commercial opportunities in the recruitment market at even greater cost to schools than the present system would not be a sensible or desirable outcome. But, it is a risk of the present approach using an ‘open’ system.

Is the DfE work value for public money/ That’s for others to judge, but if you haven’t tried TeachVac yet, www.teachvac.co.uk then please do so before making up your mind.

No relief in sight

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Yesterday, I reflected upon the pamphlet by EPI about teacher supply matters. Their suggestion of differential pay for shortage subjects looks even more the wrong solution after looking at today’s data from UCAS. On the basis of applications and offers by mid-April, only physical education, history and possibly geography would probably be excluded from the need for some form of salary increases to aid recruitment and retention if both offers and the identified demand as calculated by the DfE’s Teacher Supply Model are taken into account.

There are at least seven secondary subjects where the April combined total of ‘placed’ students plus those ‘conditionally placed’ and ‘holding an offer’ are the lowest seen for this point in the cycle since well before the 2013/14 cycle, when we still had the former GTTR recruitment system. As that system measured only applicants and not applications, it is something of a challenge to compare back into the period of 2006-08 when applications were last falling, ahead of the recession of 2008 that arrived just too late to help recruitment that year.

There is some good news today, English ‘offers’ are up compared to last year, when numbers were frankly dreadful. However, it looks unlikely that the Teacher Supply Model number will be met this year, thus making recruitment again a challenge for schools in 2019. Biology is doing well for placed applicants, but this may be down to a shift from those just shown under the science heading. Neither Chemistry nor Physics have seen similar increases, with both subjects recording new lows since the 2013/14 recruitment round.

Among the arts subjects, both music and art are faring especially badly this year. The stories about cuts to the arts curriculum may well be deterring possible applicants. The independent sector and schools with an arts focus might want to check with their local providers what is happening in their areas. Seemingly there was no change at all in the aggregate number of ‘placed’, ‘conditionally placed’ and ‘holding offer’ applicants in music between the March and April recording points: an almost unheard of state of affairs for any subject at this point in the recruitment round.

The EPI pamphlet reminded readers that offering places to a greater percentage of applicants was one way to meet the Teacher Supply numbers A quick look at the overall regional totals of offers – it would be helpful if UCAS would publish these separately for primary and secondary programmes by region and by secondary subject – suggests an overall ‘offer’ and ‘placed’ rate of 69%. Allowing for those in the early stages of their applications and those that have withdrawn, this means probably about 70% of applicants overall had had an offer or one sort or another. Interestingly, that percentage falls to just 62% for the London region, but is at 73% of applicants with one sort of offer or another in both the North West and Yorkshire and The Humber Regions.

Younger applicants have a much higher ratio of offers to overall applicant numbers than is the situation for older students – 77% of the 21 and 22 age groups had an offer. This may partly be due to this group applying earlier, so a higher percentage of older applicants may be at an early stage in the application process, while the youngest applicants are now busy with examinations and final degree outcomes. Nevertheless, only 58% of those over 40 have had offers, a difference of 19% with the youngest age groups. For men from the oldest age group of those over 40, only 48% have had an offer. This compares with 80% of women in the 22 or under age group. However, it should be noted that men and women have different offer rates overall.

Clearly, the TV advertising campaign isn’t working this year. Perhaps the pay rise, when announced, will make a difference, but unless something does, the additional secondary pupils in our schools over the next few years are going to find that who will teach some of them will be an interesting question.