Preparation for school teachers is good or outstanding

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Ofsted’s latest assessment of the provision of preparation courses for teachers of children of compulsory school age has rated the providers inspected as either ‘good’ or ‘outstanding’. https://www.gov.uk/government/statistics/initial-teacher-education-inspections-and-outcomes-as-at-30-june-2016 Only one primary ITT course, in its final stages of operation, was rated less well on an initial inspect, but had improved when re-inspected later in the year.

Of the primary courses inspected, 45% were rated as ‘outstanding’ and 55% as ‘good’. Secondary courses were rated, 33% outstanding and 67% ‘good. Joint primary/secondary courses were 53% ‘outstanding’ and 47% ‘good’. In view of the challenges some secondary courses face with recruiting trainees, and the consequent issues over funding, this must be regarded as a very satisfactory outcome for the sector.

The data only covers HEIs, SCITTS and for the first time, Teach First. This report doesn’t cover trainees not in a partnership. However, the message for Ministers is that courses preparing primary school teachers are performing well and those preparing secondary teachers are god with some outstanding provision. With the low numbers now on so many secondary courses, this finding is not surprising as it is challenging to create an outstanding provision on limited resources. To that extent, a base number of places larger than allocated to many providers would probably push up the number of outstanding outcomes. Nevertheless, five HEIs, 3 SCITTs and 3 Teach First regions inspected did manage to achieve an ‘outstanding’ rating for their secondary provision. The remainder were rates as ‘good’. The overall classification doesn’t identify the classification for individual secondary subjects so, without drilling down into the inspection reports, it is impossible to discover whether certain subjects were more likely to receive ‘outstanding’ ratings than others and, thus, whether the mix of provision affected the outcome for some of the secondary provision.

I am sure that Teach First will be very pleased with the mostly ‘outstanding’ gradings they received this year. However, as a programme it has to demonstrate not only high quality preparation but also rates of retention that do not require additional trainees to be hired to meet a greater than average loss to the profession in the years after obtaining QTS.

The outcomes for the Early Years and FE provision inspected in the past year by Ofsted were more mixed. Apart from one FE provider there was little evidence of ‘outstanding’ provision in these two sectors and some providers were of concern when first inspected, although no inadequate provision was seen in these inspections.

To move any more of the training away from HEIs or SCITTs into other forms of provision really does now need evidence that the provision is not just as good, but is also superior in outcomes to that which it replaces. The limited nature of some HEI and SCITT provision that now remains means that to locate more places away from these providers into schools must only be on the back of evidence that the provision will not be materially affected by any reduction in places available.

Witney’s voters can decide the fate of grammar schools

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The Education Policy Institute, of which David Laws is the Executive director, have lent their expertise to the debate about grammar schools with a new report about grammar schools and social mobility.  http://epi.org.uk/wp-content/uploads/2016/09/Grammar-schools-and-social-mobility_.pdf

The EPI Report’s executive summary starts with the following:

International evidence (PISA 2012) shows that academic selection in school systems is associated negatively with equity; and students in highly stratified systems tend to be less motivated than those in less stratified systems. This international evidence suggests that schools which select students on academic performance tend to show better school average performance, even accounting for the socio-economic status and demographic background of students and schools, on average, across OECD countries. However, a school system’s performance overall is not better if it has a greater proportion of academically selective schools. And in systems with more academic selection, the impact of socio-economic status on student performance is greater.

The Report backs up what you have already read on this blog since the government started down the road of turning the education clock back to sometime in the late nineteenth Century. Hopefully, the consultation period between now and December will provide the government with time for reflection.

The good voters of Witney can help that process by trouncing the Conservative candidate in the by-election, making it clear, as the Oxfordshire’s county councillors did when discussing the issue last week that they don’t want a return to a selective secondary school system.

Nick Gibb, the junior DfE Minister, as might be expected, when speaking recently at the Academy Ambassador’s Trust event extolled the growth of selective schools saying; ‘Your trust may consider establishing a new selective free school or you may look to expand using the routes that are already available.’ He didn’t say what happens to the other children educated by the Trust. He also ignored the importance of vocational qualifications whilst lauding the EBacc.

The DfE’s lack of understanding about system-wide planning, for which presumably Mr Gibb has responsibility, is alarming in this time of growing pupil numbers across much of the country. The lack of co-ordination between the Free School programme and the remaining place planning function retained by local authorities is unhelpful, to put it at its mildest. Local authorities will be blamed when there are not enough school places for parents to obtain their first choice of school. In the end this will mean councillors losing their seats as parents express their annoyance through the ballot box. No doubt if this happens to any significant degree in the county council elections next May there will be repercussions for Mrs May and her education team at the DfE.

However, should the voters of Witney decide to send the Conservatives a message next month, they can do worse than wrap it in a bottle marked education and schools. The north of the constituency was especially upset about the changes to free home to school transport and the restrictions on choice of school they imposed, so those parents will have found Mr Gibb’s mention of parental choice ironic. Perhaps the DfE still isn’t aware that parents outside London don’t enjoy the same free home to school travel TfL offers them in London.

Issues around collecting vacancy data

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Today was the day that submissions had to have been sent to the Migration Advisory Committee (MAC) in connection with their partial review of shortage subjects in education. In preparing the TeachVac submission www.teachvac.co.uk we confronted several methodological issues.

In the first instance, there is the issue of collecting continuous data versus collecting data at a single point in time. TeachVac collects new data every weekday, whereas the DfE collects vacancies only in terms of the number of vacancies recorded at the date of the School Workforce Census in November. So long as there is data for several years that method provides information about trends at that point in time, but cannot say anything about what happens during the rest of the year. The DfE can also calculate turnover and that is also important as additional evidence, but not as compelling as it might seem at first sight. Turnover records outcomes and not desires, so if a school advertises for a teacher of physics, but appoints a biologist because no physicist applies, the data has recorded the turnover, but not the fact that it wasn’t an ideal match with the original requirement of the school.

Some other organisations that collect data on teacher vacancies appear to reply upon vacancies advertised on job boards. Even if job boards are studied regularly, the fact that many vacancies aren’t linked to a particular school makes identifying a reliable total more of a challenge. Is this maths vacancy advertised today for a teacher in London the same as the one advertised yesterday or was that filled and another London schools has requested a teacher? Indeed, could there be several vacancies for maths teachers in London hidden behind a single advertisement? This is more doubtful, because presumably job boards want to show they handle a large number of vacancies for many different schools. Hopefully, there are no occurrences of ‘ghost’ vacancies advertised on job boards just to attract applicants to the site.

As TeachVac is now collecting additional data on several man scale vacancies, it is also able to more successfully handle the issue of identifying multiple vacancies advertised at the same time in the same subject. This is quite common in new schools advertising for staff for the first time, and not unusual in subjects such as English and mathematics during the height of the recruitment season during April.

There still remains the issue of re-advertisements that bedevils all those that study vacancies. The only perfect solution is to ensure a vacancy is attached to a unique identification number that follows it until the post is filled. Until then, there must be an element of extrapolation in any statistics that analyse the job market. There is a similar issue with repeat advertisements, especially in print media, but this is essentially the same problem discussed above with jobs that appear on digital job board. TeachVac has a mechanism for coping with this issue as part of its AI routines.

The MAC will no doubt be wise to these issues when it considers the submissions it has received. It will also have to consider why in the past business studies and design and technology weren’t considered as shortage subjects. Finally, there is the issue, advanced by some in the maths world that schools are supressing vacancies because they don’t want to alarm parents.  To measure that you need to look at the DfE’s analysis of teacher numbers and the highest level of qualifications of those teaching a subject and how those have changed over time.

TeachVac has now extended its AI to start collect vacancies beyond teaching and it is discovering some of the issues recorded here makes data collection in that sector possibly even more of a challenge.

 

What do we mean by equality of opportunity?

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There is a lot of vacuous talk about the advantages of grammar schools, but I have yet to hear any advantages put forward for the non-grammar schools other children would attend. The general line is that they aren’t the same as secondary moderns of the 1950s.

For those that see Education Journal, there is an excellent deconstruction of Mrs May’s speech in the latest edition. It shows how she laced non-controversial points all could support with rhetoric about what she feels grammar schools do well. For an even more devastating demolition of her policy by a leading Conservative education thinker and former adviser to Mr Gove one could do better than read Sam Freeman’s piece at http://www.conservativehome.com/platform/2016/09/sam-freeman-selective-schools-destroy-choice-and-competition-why-conservatives-should-oppose-mays-plans.html it is worth noting where it first appeared.

On Tuesday, several Conservative councillors in Oxfordshire voted with the opposition parties on the county to support a motion opposed to the return of grammar schools. It will be interesting to hear whether that happens elsewhere in the country and, indeed, whether education will play a large part in the Witney by-election?

I think much of Mrs May’s approach to grammar schools is founded on a notion of equality that differs from that now accepted by many others. This was clear during the exchanges at PMQs in the House of Commons yesterday. Mrs May appears to believe we should use state resources to strive to allow everyone to achieve their best. Actually, this normally means allowing a few to achieve their best and many others to under-achieve unless you get the funding and organisation right. That’s certainly the history of selective systems.

Elsewhere the notion of equality has tended towards one where the State recognises the right of everyone to reach at least a minimum standard and that some pupils require more resources than others to achieve this goal; hence the Pupil Premium that Mrs May’s seems to support, although not perhaps as enthusiastically as her predecessor.

Many years ago Baroness Warnock discussed these different notions of education equality in a seminal article in the first edition of the Oxford Review of Education. How you allocate resources to an education system is as important as the structure of the system. A National Funding Formula probably won’t work with a grammar school system because these schools often have higher cost structures than comprehensive schools for a variety of reasons. If the grammar school policy is not quietly shelved at the end of the consultation period then I fear for under-funded schools in Oxfordshire. They are never likely to see the extra funds that they deserve.

Finally, on grammar schools, the issue of selection by house prices. I was sent the following by Chris Waterman that well known commentator on the education scene.

One of the hackneyed arguments being put forward in favour of the expansion of grammar schools is that selection by ability is fairer than selection by house price. On face value alone it’s a silly argument – it’s replacing one form of social selection with another form of social selection, and institutionalising it.

 However, it’s interesting to look at which schools command the biggest house price premium. The most recent report was published last week by Lloyds Bank. It looked at the house price premium for the top 30 state schools in England. And of course because the top 30 schools are mostly grammar schools, the schools attracting the highest house price premiums are all grammar schools. Three of the top five are Bucks grammars with Sir William Borlase among them.

 http://www.lloydsbankinggroup.com/globalassets/documents/media/press-releases/lloyds-bank/2016/160905-house-prices-and-schools-final.pdf

 In other words, it is grammar schools that create the worst problems around house price inflation – contributing to social exclusivity in our communities. So, surely far from addressing the problem of selection by house price, more grammar schools will extend and entrench the problem?

For me, the aim is to create every school as a good school as the London Challenge strived to do, but that is not possible if we don’t recruit sufficient teachers. Perhaps the real impetus behind the move to more grammar schools isn’t to select pupils, but to select teachers.

The economic cost of grammar schools

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Much of the Tory argument in favour or a return to a selective school system, with both grammar schools and secondary modern schools – whatever name you give them –  has centred on the  possible social mobility benefits of allowing children good at academic subjects to be socially segregated from their peers at age eleven. Those parents with the money have always been able to achieve this result by opting for private schools.

Now, I cannot oppose private schools, because how you spend your cash is up to you. How the government taxes it is up to the government. But, I do wonder what will be the fate of private day schools under a revamped selective system? Unless the Tories can come up with a regime that allows children from dis-advantaged backgrounds to be selected for grammar schools places the selective schools will become havens for parents that can afford to pay for testing to pass the entrance exams, as happens at present. Using the test of Free School Meals, existing grammar school almost universally do not admit children on free school meals, even allowing for the fact that many selective schools are in areas of relatively low unemployment.

So what happens if parents decide to switch from paying for secondary education to taking advantage of free schooling in grammar schools provided by the state? Well, someone has to pay for the cost of these extra pupils. Might the cost be as much as a billion pounds extra on the education budget once the legislation permitting grammar schools is enacted? After all, I am sure parents will see the economic benefits of not having to pay out school fees and will be pushing for such schools everywhere. It would surely be difficult for the government to win a court case that schooling was still a local service when so many decisions are taken nationally, including who has the right to open a new school and thus to try to deny a demand from a group of parents for a selective school whatever the local community as a whole wants.

Transferring the cost of educating a group of secondary pupils from the private sector to the state might be balanced by an increase in private primary schools just concerned with coaching pupils for entry to grammar schools. I have already alluded to the possible effects on recruitment to teaching in the secondary sector of re-creating a selective system, but it might also affect recruitment to primary school teaching.

There are poor schools in the present system, but the answer is to strive to improve them, as has happened in parts of London and not to turn back the clock to a system that clearly doesn’t work for the benefit of all children.

Perhaps Mrs May sees grammar schools in the same light that Mrs Thatcher saw the sale of council houses, a vote winner for the Tories and hang the consequences for society as a whole. If so, she should test the support through a general election sooner rather than later.

Grammar Schools -percentage of pupils on Free School Meals in rank order from highest % to lowest (from Edubase January 2016)

FSM %
12.4
9.6
8.5
7
6.8
6.3
6
5.8
5.4
5.4
5.4
5.2
5.2
5
5
4.9
4.8
4.5
4.5
4.4
4.3
4.3
4.3
4.3
4.3
4.2
4.2
4.2
4.1
4.1
4
4
4
3.8
3.7
3.7
3.7
3.7
3.6
3.5
3.5
3.5
3.4
3.4
3.2
3.2
3.1
3.1
3
3
2.9
2.9
2.9
2.9
2.9
2.9
2.9
2.9
2.9
2.9
2.8
2.8
2.8
2.8
2.6
2.6
2.6
2.6
2.6
2.5
2.5
2.4
2.4
2.4
2.3
2.3
2.3
2.3
2.3
2.3
2.2
2.2
2.2
2.2
2.1
2.1
2.1
2.1
2.1
2.1
2.1
2.1
2.1
2.1
2.1
2
2
2
2
2
2
1.9
1.9
1.9
1.9
1.9
1.9
1.8
1.8
1.8
1.8
1.8
1.8
1.8
1.7
1.7
1.7
1.7
1.7
1.7
1.6
1.6
1.5
1.5
1.5
1.5
1.4
1.4
1.4
1.4
1.4
1.4
1.4
1.4
1.3
1.3
1.3
1.2
1.2
1.2
1.1
1.1
1.1
1
1
1
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.7
0.6
0.6
0.5
0.5
0.3
0.3
0.2
0

 

The responsibility of government

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In a previous post on this blog, I argued that what matters in education is the contract between parents and the State for those families that take up the offer of free schooling. This makes the present debate about selective education very important. I have yet to hear either a Minister or indeed any Tory MP talk about anything other than grammar schools. What is the likely effect of creating more grammar schools for the system as a whole?

Here are some questions to ask supporters of more grammar schools

Which other school systems across the world select at age 11 and are any in the top 10 PISA rankings?

What percentage of pupils should go to grammar schools in any area and is this fixed by pupil numbers or pupil places? This matters in a period of rapidly rising pupil numbers such as we will see over the next decade.

There are a higher proportion of single sex schools amongst grammar schools than secondary schools as a whole. This may be because otherwise girls might take a large proportion of the places available. How would you address this issue?

Until recently, grammar schools received more funding than secondary moderns in many authorities. Age weighted pupil funding and Pupil Premium altered that. Will new grammar schools be funded in the same way as existing schools?

What appends to schools that currently select by aptitude?

Who pays the transport costs in rural areas for pupils going to grammar schools?

With the county council elections along with some other urban areas in 2017 should parental appetite for grammar schools be tested at the ballot box?

Where do UTCs and Studio Schools fit into the new scheme of schools? Isn’t it better to provide specialisms from 14 onwards rather than at age 11?

What responsibility does the government have to all pupils it educates?

How does the government intend to ensure disadvantaged pupils, late developers and pupils with SEN will be able to gain a place at the new selective schools?

Who will bear the cost of setting up any new system?

What will be the effect on teacher supply if some teachers are excluded from teaching a section of the school population?

Why wait until 11 to select, why not do so at the primary school level based on potential?

It goes without saying that this muddled approach to our school system serves nobody very well. What is must not do is put off potential teachers wondering whether to sign-up for a teacher preparation courses starting next year. Indications are that my post of 25th August worrying about 2016 recruitment may have been close to the mark in some subjects and I don’t want 2017 to be even worse.

The government must declare how far we have a national system and how far local areas can still decide their own style of education. Our economy in the 21st century needs an education system fit for purpose note one just for vote winning.

 

 

 

A National Teaching Service?

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How much of the White Paper issued in March is now history? Does a change in government mean a change in policy across the board? Two of the proposals contained in the White Paper were for a National Teaching Service and for the creation of free national vacancy website. Where are we  now with both of these suggestions?

I will confess an interest in that I helped establish TeachVac (www.teachvac.co.uk) as a free national job matching service partly because such a service was missing and because schools were spending ever larger sums on recruitment, in some cases to the detriment of spending on teaching and learning. We are already doing what the White Paper suggested alongside the plethora of different regional and local websites maintained by both local authorities and their commercial brethren. In some cases these sites handle teaching and non-teaching posts together, in others they separate them out and they may or may not include local academies and the various range of free schools.

Teachvac has the added advantage over local authority sites of bringing together both state-funded and private school teaching vacancies in one place. This fact allows a view of the overall demand for teachers. Our analysis suggests that the DfE are better at modelling, through the use of the Teacher Supply Model, the demand in subjects such as mathematics and English than they are in some of the less common subjects such as business studies and in subjects with complex demands for different specialisms, such as in design and technology. However although sometimes the modelling may be accurate, but the lack of recruitment into training then affects the supply that doesn’t meet the modelled need.

A national site like TeachVac allows this kind of discussion in a manner not possible before, when the DfE largely had to rely upon the results from the annual School Workforce Census. While useful in some respects, the census lacks the dynamic up to the minute real-time information of a site such as TeachVac. However, it also allows governments to quite truthfully state an opinion at variance with current outcomes in the labour market. I don’t think that is a good enough reason not to consider the advantages of a national site, especially when one already exists and costs nothing to use.

The other initiative mentioned in the White Paper was the National Teaching Service. This is an attempt to help recruit teachers and middle leaders into underperforming schools that may otherwise struggle to recruit able teachers. The recruits from the first round of the pilot programme should have started work in schools this September. However, the expected tender for the further roll-out of a national programme has not, to my knowledge, yet appeared. The development of this type of service is a complex matter and not one to be rushed, especially as schools are now in many cases free to determine individual terms and conditions of service.

With the postponement of the consultation on the National Funding Formula, it is difficult to see the service making great headway until policy is clearer. The same is true for any similar service to place head teachers in challenging schools. Matching supply and demand by intervening in an open market is possible, but not easy. Some readers will remember the Labour government’s attempt with the Fast Track Scheme that briefly flourished around the time of the millennium.

It will be interesting to see how the DfE, having had the summer to think about these issues, takes them forward this autumn. At TeachVac, www.teachvac.co.uk the staff are happy to talk to officials about our experience.

Back to school

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There was a paragraph buried in the Statistical Bulletin published last week about the new key Stage 2 assessments that set me thinking. Although school level data won’t be available until the end of the year, and the current outcomes cannot be easily related to previous years, the DfE statisticians were able to say:

We have conducted provisional analysis of school level data (which is not ready to be published and remains subject to change) to examine the correlation between the ranked position of all schools on the percentage achieving level 4b or above in 2014 and 2015 and the percentage reaching the expected standard in 2016 (as for the LA comparisons comparing 2014 final data with 2015 provisional data and 2015 final data with 2016 provisional data). This gave correlation coefficients of 0.56 for 2015 and 2016 data and 0.58 for 2014 and 2015 data. This suggests that we are not seeing greater variability in the data at school level. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/549432/SFR39_2016_text.pdf

So, do not expect that schools with poor outcomes have suddenly improved, or that those with previously good results have achieved less well in all cases, even though some schools may have improved or deteriorated on an individual basis.

This raises a number of issues for the new government. After all, during the past quarter of a century much of the focus in education has been about improving standards through changing the organisational structure of schools; sweating the assets – mostly teachers – harder and measuring everything in sight, sometimes it seems as often as possible.

Within the structural muddle we currently have within our school system, especially in the primary sector, with a pedagogic revolution from class teaching to the concerns for the outcomes of every child, and too often a blame game by politicians of staff in schools lacking the tools to do the job properly, some good has emerged. We must not now throw that away.

The acceptance of the importance of the early years of a child’s development; the recognition of the importance of early literacy, numeracy and socialisation and at the other end of the system the opening up of higher education to the many and not just treating higher education as a state-funded privilege for the few. This last point is important because, as I argued in a previous post, the knowledge economy needs more educated individuals that an economy based upon brute force and simple tools. However, it rests upon the foundations of a successful start to the education process.

So, here are some areas of concern that I think need resolving though research and development in order to help schools more forward. My shopping list includes:

Identifying common factors associated with children that fall behind at the early stages of literacy and numeracy and creating solutions that work to overcome common issues whether they are above average absence rates; moving schools mid-year when learning patterns for the many are set; the digital divide between home and school; staff development and training for a teaching force a large number of whom are in the early stages of their career; leadership preparation and enthusiasm across all sectors and for all types of school or the often turbulent life of a child in care or on the edge of family breakdown.

So, let’s stop playing the blame game and focus on starting the new school year in a sense of hope for a future geared to improving education for all.

 

TeachSted launched by TeachVac

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A new service for school facing an Ofsted inspection has been launched by TeachVac. Entitled TeachSted. www.teachsted.com  offers schools, although at present only secondary schools, the opportunity to receive a report about vacancies in the school’s locality or across the local authority they are located within for key curriculum subjects when they are faced with an Ofsted inspection. The report will help schools show they are aware of any recruitment issues locally and provide the evidence about recruitment in the local area when faced with questions about recruitment during an inspection.

Schools can pre-register for the service for a small fee. This means when a report is requested it can be sent to the school within an hour of the request being received.  There is a fee for the generation of the report. Any further reports are issued at a lower cost to the school. Schools not pre-registering may have to wait a little longer for their report to be created.

A sample report is shown below and the report issued to a school is up to date for the current year to the end of the previous working day.

Sample School

Local Authority: Somewhere – could also be for a specified distance around a school rather than a local authority

Below are the number of adverts found by TeachSted in the local authority stated above.

Subject Jan to Aug 2016 Jan to Aug 2015 Calendar Year 2015
Art 3 3 3
Business Studies 2 3 3
Design & Technology 1 6 8
English 5 10 12
Geography 6 5 7
History 4 1 3
IT 1 1 1
Languages 9 12 14
Mathematics 10 15 18
PE 3 1 1
Science 6 14 15

For more details visit www.teachsted.com to find out more details and to register for the service.

Those schools registering will receive registration until 31st December 2017 and access to the one hour report service.

Schools using TeachSted will also receive free use of TeachVac including the monthly newsletter.

Multi-Academy Trusts wanting to register all schools should contact:  enquiries@oxteachserv.com

Do bursaries work?

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I have been catching up on some of the reading I have missed from earlier in the summer. One document I hadn’t found time for until now was the Initial teacher training performance profiles: 2014 to 2015 published by the DfE in late July. https://www.gov.uk/government/statistics/initial-teacher-training-performance-profiles-2014-to-2015 Although the data deals with trainees, excluding Teach First and any remaining EBITT trainees, granted QTS in 2015, there are some important pointers buried within the data. It seems clear that the high levels of bursary haven’t always worked.

 The number of trainees granted QTS having taken a Physics ITT course appears to have peaked in 2011/12 at 629. In 2014/15 the number granted QTS was just 509, some 120 trainees fewer than in 2011/12, or around 20% less. Even more alarming is the fact that total trainee numbers in 2014/15 had been 614, so apparently 105 trainees didn’t receive QTS. That’s a completion rate of just 83% according to the DfE; the lowest amongst the subjects with a completion rate quoted by the DfE (Table 6 in main tables of Statistical Bulletin 31/2016). In mathematics, the completion rate was a much healthier 94%, but this still meant only 2,082 trainees were awarded QTS, some 400 fewer than in 2011/12.

The mathematics figures show that the number in a teaching post rose over the last three years up to 2014/15, to reach 1,847 in all types of school. This suggests that the bursary for mathematics may have made a difference. However, in Physics, the number recorded as in a teaching post was only 443 in 2014/15, down from a high of 535 in 2011/12, albeit a year during the middle of the recession. As the DfE model estimated need at around 1,000 physics trainees in 2014/15, this would suggest only 50% of potential need was met. The worrying factor is that a high proportion of these new Physics teachers may well have ended up in either an independent school or a grammar school as these are types of school most likely to have advertised for a teacher of physics according to TeachVac data. www.teachvac.co.uk

One the face of it, the bursary and associated scholarships offered don’t seem to have attracted enough potential teachers of physics into the profession and of these attracted a higher than expected percentage don’t seem to have made it through to QTS. Whether this is due to them leaving courses early or not being judged to have reached an acceptable standard isn’t possible to tell from the data.

With a growing percentage of Physics trainees located in schools on the Salaried or Fee School Direct routes, it seems likely that the ‘free pool’ of trainees has also diminished over the past few years. In that respect, we need to know more about how many of the 440 or so in a teaching post trained in the school where they are now working and how many were in the independent sector? This would make clear the likely number available for maintained schools not participating in the School Direct programme?

Whatever the numbers, there needs to be more Physics trainees to meet the demands of the growing school population over the next decade.