Category Archives: media

Chickens coming home to roost

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Actually, the fact that there aren’t the chickens to come home to roost is the real story. Looking back at the numbers of those registered on the DfE’s ITT Census of graduate training courses to become teachers collected last autumn goes a long way to explain the present challenges in the recruitment market for September 2020 currently faced by schools. The annual recruitment season reaches its peak over the next few weeks.

Schools can recruit classroom teachers from one of four sources; newly minted teachers from one of several routes; teachers switching posts; returners from outside the school sector or returning to employment and in extremis, unqualified staff that can be trained on the job. Some routes, such as Teach First and the School Direct Salaried route put teachers in the classroom and probably don’t provide candidates to help fill advertised vacancies to the same degree as higher education and SCITT courses. Nevertheless, the numbers on these courses were included in the ITT Census. However TeachVac excludes those not likely to be seeking a post in the recruitment market when calculating the size of the likely remaining pool of trainees.

There are also regional differences, but trying to add those in makes the picture even more complicated.

As the table below complied by TeachVac www.teachvac.co.uk reveals, at the end of April 2019, subjects that failed to recruit sufficient trainees to meet the DfE’s suggested number needed that was derived from the Teacher Supply Model are facing recruitment challenges.

2018/19
Percentage of Target at census date % left end April
Business Studies 75 -134
Design & Technology 25 -89
Music 72 20
Mathematics 71 30
Computing 73 34
Religious Education 58 41
Science 93 45
English 110 48
Art & Design 73 48
Modern Languages 88 59
Geography 85 69
History 101 70
Physical Education 116 74

Business Studies only had 25% empty places, but demand has far exceeded the supply and the shortfall must come from the routes other than new entrants. So great has been the demand in both business studies and design and technology that TeachVac has logged more vacancies than trainees. Design and technology hasn’t been helped by the fact that only 25% of training places were filled last September. Within the subject it may be that schools seeking food technology teachers are  experiencing even greater problems with recruitment than the subject as a whole. Mathematics an English have been affected by the growth in the growth in the secondary school population that has pushed up demand for teachers in these subjects.

Demand in some of the government’s favoured Ebacc subjects such as languages, history and geography has been weaker than in some other subjects and, like PE, these are subjects where all training places were filled.

Finally, the situation I the sciences is complicated. There is a shortage of teachers of physics, but more biologists in training than the government thinks were needed. As a result, schools may find a teacher of science, but not with an idea set of qualifications.

 

Harry Judge: a tribute

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Harry Judge was Director of the then Oxford Department of Educational Studies when I arrived in Oxford in September 1979 to read for a higher degree. As a teacher with nearly a decade of teaching in a comprehensive school in Tottenham behind me, Oxford was a culture shock. However, Harry Judge was one of those that helped make my time at Norham Gardens memorable. He also inspired much of my interest in both teacher education and the careers of teachers that has continued to this day.

I especially recall his lectures on both the McNair Report and the James Report, where he had been a member of the Committee chaired by Lord James. Although the oil crisis of 1972 scuppered much of what James had recommended for in-service professional development for the teaching profession, the need for a sound education before becoming a teacher was accepted, along with the fact that a teacher preparation course was necessary for all by way of both pre-service training and induction. Not for James and Harry Judge the notion of Michael Gove that anyone with a good education can become a teacher.

Although much has changed in the period of approaching half a century since the James Committee was set up, this paragraph can still strike a cord, especially with those trainees not able to find a job immediately after completing their teacher preparation course.

“The probationary teacher, in fact, leaves his [sic] college on the last day of term and never hears of or from it again. Nor does the school to which he goes communicate with the college, even if difficulties arise. He is pleasantly received at his school (as would be any newly appointed member of staff, whether or not in a first appointment) and introduced, formally or informally, to the ways of the place. No one suggests to him that he is in a special situation, or entitled to unusual help. He may be invited by the LEA to attend a tea party but will probably not go and, if he does, that will be his last meeting with its officers or advisers. He teaches a full timetable including one or two of the notoriously difficult groups of pupils. No one goes near him in the mistaken belief that to do so would be to interfere with his professional integrity. At the end of the year he receives a note informing him that the probationary year has been satisfactorily completed, and he is now a fully qualified teacher. This gap between theory and practice reflects an equally alarming gap between the interpretation of the probationary year by colleges and departments on the one hand and schools on the other. Colleges rightly insist that a profession should accept a major responsibility in incorporating its own members and, in any case, they cannot themselves do everything, and cannot produce a standard and universally valid form of training which will enable everyone to do everything everywhere. The schools rightly insist that ‘the system’ does in fact presuppose that a new teacher is fully trained, and they are given neither resources nor encouragement to become effective partners in the training.”   James Report paragraph 3.9

School-based training, SCITTs and partnerships have helped eradicate the worst of the problems mentioned above, but a market system and a weakened third cycle of professional development can still leave too many new teachers without an ideal introduction to the profession: hence the unnecessary wastage rates for new teachers.

Harry Judge helped pioneer the successful partnership model for the PGCE at Oxford, as well as inspiring many teachers and leaders in the field of education. I am glad to have known and studied on courses that he taught. He was a major influence on my life in the field of education. Thank you Harry.

 

 

 

Funding thoughts

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In an ofsted report published this week I found the following paragraph

Only a very small proportion of pupils benefit from routinely good teaching. Senior leaders’ attempts to improve the quality of teaching have been hampered by the school’s difficult financial situation. Most significantly, this means that too many pupils are being taught by non-specialist subject teachers.

Now, I am not sure why non-specialist can cost less than specialists, and ofsted don’t elaborate further.

According to today’s Yorkshire Post the Head of Education at North Yorkshire County Council, has urged the Government to “wake up to the plight of rural communities, and to the costs of delivering education in sparse rural areas.”
https://www.yorkshirepost.co.uk/news/education/financial-danger-mounting-for-yorkshire-dales-secondary-schools-amid-primary-clo

He also added that “We have real worries about small rural secondary schools. We aren’t, at the moment, looking at any closures, but we are seriously concerned about their financial position. There are no alternatives for these areas. We cannot afford for these schools to close because of the sheer distances pupils would have to travel.”

No doubt North Yorkshire will be responding to the government’s consultation on post-16 bursary funding and rural travel costs, highlighted in my previous post on Friday.

Both these reports highlight the shortcomings of an entirely pupil driven funding system, with little room for local flexibility. The F40 Group of local authorities remain concerned about how the funding system for schools is working.

Tomorrow, at 4pm the NEU and partners campaigning for fairer school funding will present a letter to the Department for Education at Sanctuary Buildings. The letter was signed by 1,115 councillors from authorities across the country.

Hopefully, funding will be one of the issues Layla Moran’s independent commission on education will consider. It does now seem that driving the school bus from Westminster may have unintended financial consequences for some parts of the country that traditionally elect Conservative Party MPs and councillors.

Closing rural schools was made more difficult during the time of the Blair government, so local authorities, academies and MATs with rural schools are between a rock and a hard place. For instance, heating costs may be higher than in city schools that especially in London can benefit from the heat island created by large urban areas.

But, the real issue is still, how we fund schools where costs may be very different, and in rural areas pupil numbers may just not be sufficient to ensure that funds are sufficient to cover outgoings. At least, schools don’t have to meet the travel costs as that cost still falls upon the local authority and the council tax payers.

Realistically, local authorities may need to be able to vire some cash between schools in the same way that MATs are allowed to do.

But, if the overall amount is insufficient to fund quality education, then the system needs to be looked at again. For a start, schools with historic deficits that are impeding good teaching might have them written off for the benefit of the present school population.

 

Growing pains, but not for TeachVac

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Should the latest American owners of the TES be worried by the DfE’s vacancy site? Probably not in the short-term, but looking on a longer perspective there must be some anxiety. TeachVac, the other free service offering teacher vacancies to trainees, teachers and returners, where I am the chair of the board, monitors how the DfE site is doing compared with TeachVac www.teachvac.co.uk on a weekly basis.

Below are our figures for 2019, up to this morning, with one day to go before the end of the first quarter of 2019

04/01/2019 11.26
11/01/2019 13.22
18/01/2019 17.57
25/01/2019 17.69
01/02/2019 21.44
08/02/2019 22.72
15/02/2019 24.46
22/02/2019 11.71
01/03/2019 31.25
08/03/2019 25.11
15/03/2019 25.20
22/03/2019 25.10
29/03/2019 28.20

Source: Oxford Teacher Services Ltd

Apart from the February half-term period, this week is the first time that the DfE site has broken through the 25% barrier in relation to TeachVac. Of course, the two sites aren’t directly comparable, since the DfE site carries non-teaching vacancies, but not vacancies from independent schools, and TeachVac carries the latter, but not the former.

Still, the DfE clearly won’t have a full analysis of the 2019 recruitment round as they will be missing so many vacancies in the first quarter of the year. The interesting time will come in the summer, when schools paying a subscription to advertise their vacancies on paid-for platforms will need to decide whether or not to renew their subscriptions or switch back to using them only when the free site such as TeachVac or the DfE fail to provide enough applicants to make an appointment.

This assumes that the DfE site is still in operation by the summer. With the start of the new government financial year next week, it must be expected that funding has been agreed to operate the DfE’s site for the whole of the financial year. From a point of view of schools, it is to be hoped it doesn’t follow the private sector approach of taking booking, or in this case vacancy adverts, right up to the point where the plug is pulled.

I think that schools have a right to expect a statement from the government that either the DfE site will continue for another year or that if it doesn’t it will be replaced by links to other sites providing details of vacancies, such as TeachVac. The latter would, of course, be a much cheaper option for the DfE, but I assume having spent money on the software for their site they will want to see a return on their expenditure.

TeachVac is breaking new records this year, both on the number of vacancies listed, and on the rate of applicants signing up to receive job matches. This on minimal marketing and in the teeth of indifference from all the teacher associations. Teachers, however, know a good thing when they see it and the fact that a job posted this morning can be matched to a teacher that has requested it by late afternoon shows what can be achieved.

 

Interesting data from ofsted

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The Regional Director of ofsted spent just over an hour answering questions at a meeting earlier this week of Oxfordshire’s Education Scrutiny Committee. Sadly, neither the press nor any members of the public turned up to hear this interesting and informative exchange of views.

One of the questions posed by the Committee was about schools ranked ‘outstanding’ on previous criteria and whether the judgement will remain when the new Framework, currently out to consultation, comes into force. There doesn’t seem to be a mechanism to reset the dial when there is a major change in the inspection framework.

This question was thrown into sharp focus later this week by ofsted’s publication of inspection outcomes for the autumn term of 2018. This is available at: https://www.gov.uk/government/statistics/state-funded-schools-inspections-and-outcomes-as-at-31-december-2018

Of the 102 schools classified as ‘exempt’ under the 2011 legislation, that were subject to a full inspection, 12 schools (12%) remained outstanding, 50 (49%) declined to good, 35 (34%) declined to requires improvement and five (5%) declined to inadequate. The fact that four out ten of these schools declined to either ‘requires improvement’ or the category of ‘inadequate’, in five cases, must be of concern. A further 15 ‘outstanding’ schools had a short inspection and, thus, remained with the same outcome.

Ofsted also commented that the number of schools that had improved from ‘requires improvement’ had declined, compared with previous years. However, ofsted noted that ‘This may be a sign that the remaining schools have more entrenched problems and will be harder to turn around.’

Ofsted has also looked at schools in the government’s opportunity areas that have received extra cash outside of the normal funding arrangements. As might be expected, there was a 10% different between the percentage of schools rated as ‘good’ or ‘outstanding’ in these areas and the national percentage of such schools. As ofsted observed, ‘The lower percentage of good and outstanding schools in opportunity areas is to be expected, as the areas were chosen on the basis of the problems they were experiencing.’

No doubt, at some point in the future, ofsted will comment on both the use of funding in these areas and the difference it makes to schools outside those areas, but facing similar or even more extreme challenges.

In the present complex structure of governance, the lack of local robust school improvement teams offering help to all schools, whether maintained, standalone academies, small or even large MATs means that ofsted can often only inspect after a school has begun to decline. Good local school improvement teams, funded across all schools, might well be able to prevent some declines from happening. MATs can make this happen as they can top slice their schools, but other schools cannot as easily do so.

When the country finally emerges from its Brexit travails, this is but one of many issues that will need to be addressed. One can but hope that such an outcome will be decided sooner rather than later.

Fines for parents: not main story on absences

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Yesterday, both politicians and the media were quick to latch onto the significant increase in the number of parents being fined for taking their offspring out of school during term-time to go on holiday in the data about absences published by the DfE.

Now, I won’t argue that this makes for good headlines, and is an interesting issue to discuss, and I will say more at a later point in this blog, if space allows. However, I don’t think it is the main story to emerge from the DfE’s data https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-2017-to-2018

For me, the story that should feature in the headlines is that almost one in six pupils living in the most deprived IDACI areas were classified last year as persistent absentees. (The Income Deprivation Affecting Children Index (IDACI) measures the proportion of all children aged 0 to 15 living in income deprived families. IDACI bands are based on 2015 IDACI scores. Further information on IDACI scores may be found at: https://www.gov.uk/government/collections/english-indices-of-deprivation) that’s some 150,000 pupils out of 936,975 pupils. The percentage has been worsening each year since the new definition was introduced for persistent absentees some three years ago.

 

Pupil absence by Income Deprivation –percentages of persistent absentees (number of persistent absentees expressed as a percentage of the total number of enrolments.
2015/16 2016/17 2017/18 Change 2015/2016 to 2017/18 % change
0-10% Most deprived 15.3 15.7 16.0 0.7 5%
10-20% 13.6 13.9 14.3 0.7 5%
20-30% 12.4 12.8 13.1 0.7 6%
30-40% 11.4 11.7 12.0 0.6 5%
40-50% 10.4 10.6 11.0 0.6 6%
50-60% 9.1 9.4 9.8 0.7 8%
60-70% 8.2 8.5 8.8 0.6 7%
70-80% 7.2 7.4 7.9 0.7 10%
80-90% 6.4 6.6 7.1 0.7 11%
90-100% Least deprived 5.3 5.5 5.8 0.5 9%
Data uses IDACI decile of pupil residence

 

Now, it is true that the percentage of persistent absentees has increased in all IDACI deciles over the three years, but the relationship between the percentages of persistent absentees to IDACI band has remained constant.

The least deprived communities have always had the lowest percentage of persistent absentees, and the most deprived communities the highest figures. Now, it would be interesting to see these figures by year group, especially with the discussions about knife crime and its relationship to both exclusions and truancy. If that one in six overall in our most deprived communities is say, one in four in years 10 and 11, the government really ought to rethink the secondary school curriculum and its effects on the 50% of pupils not destined for higher education at age eighteen. Do we really want to alienate so many young people from our education system?

On the issue of term-time holidays, and the response to the Supreme Court judgement that altered the terms of the contract between the State and parents, there is a political decision to be made as to whether to accept the Court’s ruling or change the law?

In the table above it is obvious that although still small percentages, the percentages have been rising fasted among the least deprived groups, presumably as a result, at least in part, of more term-time holidays.

 

Teacher recruitment update

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The question of school and college funding may have driven the issue of teacher recruitment from the top of the education agenda, but that does not mean that the concerns about staffing have one away. They have just been buried under more topical concerns.

Whether it a sign of the growing number of secondary pupils for September or that the funding crisis isn’t as bad everywhere as it obviously is in some schools, but advertised vacancies are ahead of this point last year in the TeachVac system www.teachvac.co.uk That’s good news for teachers and trainees looking for a job for September, but less good news for some schools trying to recruit a new staff member.

As in the past, the main secondary subjects fall into three groups. Firstly, there are the quasi-vocational subjects of business studies and design and technology where there has already been more vacancies recorded in 2019 than the market can cope with and schools anywhere in England could find recruiting a teacher challenging. Schools seeking a teacher of physics can also face recruitment issues regardless of where the school is located.

The second group of subjects are those where local recruitment challenges may now be apparent, but recruitment problems are most likely to affect schools in London and the Home Counties. These subjects include, mathematics, English, computing, religious education and music. Most of these subjects may well migrate into the first group before the May resignation deadline.

Finally, in the third group are three EBacc subjects, modern languages, geography and history as well as physical education. At present, there is no sign that there won’t be enough of teachers in these subjects to meet needs. However, as noted in the past, this doesn’t address either the issue of the quality of applicants or the possibility that some schools may find attracting candidates a challenge for a variety of reasons.

In the primary sector, vacancies seem to be appearing more slowly than last year, perhaps reflecting the slowdown in the birth rate that is affecting intake numbers quite dramatically in some areas.

It is worth noting that you still wouldn’t be able to obtain this information from the DfE’s vacancy site. As of last Friday, the DfE site had only around 25% of the live vacancies being carried by TeachVac, so teachers looking for a job might use the DfE site if it was a vacancy in the first group of subjects listed above, as applicants may well be few and far between, but for subjects in the other groups they might well be missing some possible opportunities if they stick to just the DfE site.

I don’t know how much the DfE has spent on their site so far, but, as I have comments before, a simple site linking to other free vacancy sites such as TeachVac would achieve a better outcome for far less expenditure of public money.  This takes us back to school funding and why the DfE chose to compete in a marketplace already well served in this manner?

Support Youth Justice

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One of the success stories of the past decade has been the reduction in the number of young people held in custody, both on remand and after sentencing. Sadly, with the present increase in ‘knife’ crime that trend may well be reversed over the coming few months.

Perhaps the increase in violent crime might have been reduced in scale had the Funding to help local authorities keep young people away from crime and re-offending not been halved since 2010. Youth justice grants, which fund council youth offending teams, have been reduced from £145m in 2010-11 to £71.5m in 2018-19, according to the Local Government Association. Furthermore, even though councils have already set their budgets for 2019-20, they are still awaiting their allocations for youth justice grants, thus, according to the Local Government Association, making it “extremely difficult” to plan services aimed at preventing gangs and violent crime.

Now it stands to reason that although the number of young people entering the youth Justice system is sharply down on the terrible days of the Labour government – by some 86% for the drop in first time entrants to the youth justice system – again according to the Local Government Association, many already in the system may be continuing to reoffend. . https://www.publicfinance.co.uk/news/2019/03/youth-offending-team-funding-halved?utm_source=Adestra&utm_medium=email&utm_term=

Cutting the grant for Youth Justice Services seems like another short-sighted attempt to save cash, where it may have actually had the opposite result in practice. Youth offending teams cannot devise schemes to held reduce re-offing, especially among what used to be termed ‘persistent young offenders’ if they no longer have the funds to do their work.

So, here is a suggestion. Any secondary school with more than 8% of its current annual revenue grant held in reserves and also with an above average figure for permanent exclusions across years 10 and 11 and any off-rolling of pupils in those years for pupils with SEND should have 50% of the excess of their reserves above the 8% level removed by the government and reallocated to the local Youth Offending Team.

Yes, the suggestion is crude, and if it catches any genuine cases, then the local Youth Offending Team can work with those schools to reallocate the funds to appropriate programmes.

This is a one-off short-term solution to allow government, in this time of policy paralysis, to find a better long-term solution to the increase in crime among teenagers and the cash to support new programmes over the longer-term.

At present, although more schools are reporting deficits, some have put money aside for a rainy day in a prudent manner, these latter group of schools would only be affected under these proposals if they had also shifted the burden of educating some challenging pupils onto others.

Cash in reserves is sterile public money, and with a need to deal with the present increase in violent crime, something needs to be done and quickly. Of course, if the government can find new cash in the Spring Statement my solution won’t be necessary.

 

 

Employing NQTs

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Recently, I asked Ofsted if they could provide me with a list of schools not allowed to employ NQTs, following an inspection of the school, so I could have a look at a range of job advertisements to see how the recommendation was being presented to possible applicants, including NQTs. Following an FOI request, Ofsted informed me on Friday that

‘… we do not record collated information relating to the appointment of NQTs. Each inspection is regarded as a standalone inspection event, and statements regarding the appointment of NQTs are made in the individual reports and subsequent monitoring letters for each inspection.’

They suggested that I use the published data on inspections, last updated to August 2018.

The appointment of NQTs differs between maintained schools and academies because maintained schools provide a period of induction. Thus, with regard to maintained schools, induction may not be served in a school that has been judged to require special measures, unless HMCI has given permission in writing. School Inspection Handbook paras 98 and para 121.

For all schools, a school placed in special measures following a full Section 5 inspection, the report must include a judgement (or recommendation in the case of academies and presumably free schools) about whether a school should be permitted to employ NQTs. School Inspection Handbook Section 8 para 173. This judgement can be changed at subsequent monitoring reports.

Now this raises two interesting issues in my mind. Firstly, maintained schools declared inadequate these days must normally become an academy and part of a multi-academy trust or committee. The inadequate school is closed, and no Ofsted report is available for the new school. Presumably, the new academy is perfectly entitled to hire NQTs from day one, since the new school has no recommendation resulting from an inspection report. This seems a little concerning. In one case the report on the closing schools said ‘strongly recommend do not appoint NQTs’. Should the new academy recognise and act on this judgement?

The second issue emerged from looking into what is happening on the ground. Viewing records for some of these schools converting to become an academy after an ‘inadequate’ judgement by Ofsted, has identified a concern about the amount of time an academy emerging from an ‘inadequate’ judgement on a maintained school is taking to receive an inspection report. The school that received an inspection report ‘strongly recommending do not employ NQTs’ seemingly had not received a published monitoring report more than a year after it opened as an academy.

A third issue is that not all inspection reports declaring a school ‘inadequate’ appear to mention in the report anything about employing NQTs. Almost half of the inspection reports on secondary schools in London identified as ‘inadequate’ by Ofsted inspectors that I viewed didn’t seem to mention anything about employing NQTs in the report. That’s also a worry. Indeed, recording use of Pupil Premium seemed of more concern in reports that statements about employing NQTs.

Arising from this is a fourth issue. If a school cannot employ an NQT, should it be allowed to employ any unqualified teachers? There must be a presumption that if a school cannot support NQTs, then they also cannot support an even less qualified person in their classrooms?

Am I worrying unduly or can readers tell me of instances where they didn’t know Ofsted had said ‘don’t employ NQTs’, but the schools had gone ahead and employed them.  Did it work out?

 

 

 

 

 

 

Knife Crime must be tackled

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Those readers that have followed this blog since its inception in 2014 will know that I have written sparingly about the issue of knife crime. They will also know that I write from personal experience. In 1977 a pupil excluded from both a mainstream secondary school and then a special school entered my classroom and stabbed me in front of a class of pupils: luckily I survived.

I think my comments on the issue of exclusions and knife crime, today’s current topic for debate in the media, were best summed up in my post of 14th April last year under the heading ‘The responsibility of us all’. https://johnohowson.wordpress.com/2018/04/14/the-responsibility-of-us-all/

The most telling paragraph is not about the deaths but that:

NHS data shows a 63% increase over five years in the number of children aged 16 and under who have been treated for stab wounds in England. The largest increase (85%) between 2011/12 and 2016/17 was among 15-year-olds. The overall rise in the number of stabbings across England during the same period was 14%.

Like my experience, most of these could have been near misses. As I pointed out last year, exclusions have always been greatest among 14 and 15 year old boys.

What was also interesting today was to hear the Mayor of London on the BBC’s Today programme apparently recognising the role local authorities used to play in education; not least in coordinating what happens to excluded pupils. The role of local authorities is one, although unfashionable, I have consistently championed through this blog.

I am also interested to know how many local authority scrutiny committees have focused the spotlight on exclusions in recent years: Oxfordshire Education Scrutiny Committee has done so, and you can find link to their report by using the search facility on WordPress.

The reduction in the use of youth custody has been a positive outcome of the change in the approach to penal policy and sentencing in recent years, and I do not think locking up fewer young people has contributed to the rise in knife crime and the associated deaths and serious injuries.

However, I do think the almost complete destruction of youth services and the speed with which ideas can be transmitted through social media may be important factors. Much has been made of gangs, and what happened in Lancashire recently was horrific, but the stabbing of individuals on suburban streets and in other public spaces merits the question as to what was behind these seemingly senseless acts of violence. Were they gratuitous or was there a motive?

Much has also been made of the spread of drugs and the ‘county lines’ that have recreated modern ‘Fagins’, with control over the lives not only of those that run drugs but their families and friends.

Tacking these complex problems while also staying alert for the threat of terrorism almost certainly demands more resources for our police. Schools may also need more targeted resources to cope with challenging pupils. Will this mean a move back towards are more hypothecated distribution of funds, thus curbing some of the freedom schools currently enjoy?