Tag Archives: recruitment

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.

Probably none left?

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Yesterday, Friday 16th March, Business Studies turned negative on TeachVac’s scale that compares vacancies for main scale teachers with trainee numbers. I wrote on this blog a few weeks ago predicating this would happen soon, and it has duly come to pass. Next to turn negative will be Design and Technology, probably sometime in April, if the present rate of progress is maintained and allowing for the Easter break.

Now, it is interesting to compare the date these subjects effectively ran out of trainees and turned negative in each of the past three years as well as this year.

Date where TeachVac recorded enough vacancies to provide a teaching post for all trainees in the relevant ITT Census

Year Business Studies Design & Technology
2015 15th April 20th May
2016 22nd April 30th September
2017 31st March 2nd June
2018 16th March Before end of April?

Source: TeachVac

Both subjects are likely to have seen enough teaching posts created by schools in England to absorb all trainees at a ratio of two recorded vacancies for every one trainee at an earlier point this year than in any of the previous three years. Of course, Business Studies may be propped up by some schools being prepared to recruit economists to teach Business Studies and TeachVac doesn’t publish data on the number of posts in economics, although the data is collected. However, the warning signs apparent when the DfE ITT census was announced of a failure to fill all training places available has come about.

The position in a portmanteau subject such as Design and Technology is more complex. The ITT Census does not breakdown the categories of specialism with the subject, so there may already have been more vacancies for say, teachers of textiles, than there are trainees, but still relatively more trainees in another aspect of the subject. TeachVac collects the data from advertisements about specific knowledge and skills required, but does not make it public. For anyone with a genuine reason to want the data, TeachVac is willing to discuss what might be made available. But, clearly even with timetables being adjusted downward in the subject, the failure to fill more than a third of training places was always going to have a severe impact upon schools looking to recruit design and technology teachers.

So, what are the effects of this situation? Well, it is likely to mean that some schools will find recruiting teachers in these subjects challenging. As the recruitment round heads towards its conclusion in November and December for January 2019 appointments, any school with an unexpected vacancy might well start by considering it won’t be just a matter of placing an advert and waiting for applications to arrive. The number of returners, for whatever reason, is always unpredictable, as is the wastage rate of teachers leaving the profession. Existing teachers may well see whether other schools are offering incentives for current teachers to move to them? Whether the new subscription model being operated by the TES makes this more likely is an interesting question. Free services such as TeachVac and the one currently being worked upon by the DfE might face the charge that by reducing recruitment costs they increase opportunities for churn among the teaching force. Such a situation is always possible under a market-based model of teacher recruitment, but is only replacing state planning of where teachers are to be sent with acceptance of the laws of supply and demand.

 

 

Productivity gain or worsening working conditions?

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Ahead of the ASCL Conference in Birmingham this weekend, there is a report in the press today about rising class sizes in secondary schools.

An analysis by teaching unions has suggested 62% of secondary schools have had to expand class sizes between 2014/15 and 2016/17. The study, conducted by the NEU, NAHT and ASCL – as well as non-teaching unions Unison, GMB and Unite – showed that of 150 local authorities, 83% saw a rise in average class sizes across their secondary schools, while 14% have seen a fall and 3% saw no change.

This report should come as no surprise to anyone connected with education. Indeed, I would predict that class sizes will continue to increase in size over the next few years as the secondary school population expands from its low point reached in 2014 and budgets also come under pressure.

However, there is an argument to be had about the usefulness of class sizes as a measure. They can be affected by factors such as the degree of non-contact time allowed to staff; policy over options at GCSE and for post-16 courses as well as space considerations.

An alternative measure is the Pupil Teacher Ratio. Even here there are now problems: how do you define a teacher. Do you only include those with QTS and exclude Teach First and School Direct trainees, as well as any other unqualified teachers or cover supervisors?

Anyway, I have included the changes in PTRs across different types of secondary schools since the School Workforce Census was introduced. The result confirms the findings from the unions and could have been researched without the need to waste valuable time in hard-pressed local authorities. As an added bonus, these are DfE approved numbers, so the government cannot quibble about them.

Changes in Pupil Teacher Ratios in secondary schools
2011 2012 2013 2014 2015 2016
All State funded Secondary schools 14.9 14.9 15 15 15.3 15.6
Converter academies 15.2 15.8
Sponsored academies 13.6 15.3
All academies 14.8 15.6
UTCs/Studio Schools 12.9 13.8
Free Schools 12.6 15.3
LA maintained 15 14.9 14.8 14.9 15.1 15.4

The big change has come since 2015 and probably reflects the loss of extra funding academies received in the early days of the Gove period at the DfE. The effect the loss of that extra cash has had on the funding of these schools is now obvious: sadly, once becoming an academy there is normally no way back. For that reason, heads gathering in Birmingham might want to examine the value for money of back offices at MATs.Source DfE SFR 25/2017 Table 17a

After all, it was the heads that complained for decades about the dead hand of local authority expenditure. Having been released from the frying pan of Local Authority spending patterns they must not fall straight into the fire of MATs with high relative overheads.

There are many other issues that secondary heads will need to consider at their conference. Perhaps one of the most pressing is finding the teachers to fill these classes that now have more pupils in them. It may be a productivity gain, but it does impose a greater workload on teachers and may the class size and PTR changes partly explain the growing loss of teachers with 3-5 years’ experience previously discussed on this blog.

In passing, the head teachers might also want to reflect upon the changing nature of the teacher vacancy market that helps provide the teachers. With the TES group reporting a loss of 2016-17 and the DfE working on a new vacancy platform, how teachers are recruited could become an important area for discussion over the next few years.

As one of the instigators of TeachVac, the free platform for vacancies, I am, of course, not an idle by-stander in this debate.

Pay flexibilities for teachers

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According to the DfE’s evidence to the School Teachers Review Body (STRB) only 64%, just fewer than two out of three schools, pay any of their staff Teaching & Learning Responsibility allowances (TLRs as they are usually known). I guess that most of the remaining nearly 8,000 or so schools are mostly small primary schools, with only a handful of teachers and a head teacher?

Interestingly, some of these schools may be making other payments, as the DfE record that 75.2% of all schools make some form of payment to some of their teaching staff. Indeed, there are more schools making ‘other payments’ than are using the SEN payments allowed under the teacher’s contract. Less than one in five school now make any such SEN payment to teachers.

Even less common, despite all the talk about a recruitment crisis, is the use of recruitment and retention payments to teachers; only one in ten schools across England makes such a payment. However, the percentage does rise to one in five schools in the Inner London area – That’s not technically a region and the DfE evidence doesn’t define what it means by Inner London and whether it is pay area or some other definition. By contrast, only one in twenty schools in the South West makes any payments to a teacher or teachers for recruitment and retention reasons.

Do schools make use of HMRC exemptions from tax for new employees? (https://www.gov.uk/expenses-and-benefits-relocation/whats-exempt). This allowance can be helpful to those teachers and school leaders moving to a new part of the country. Such payments would, presumably, be reported in the ‘other payments’ column of the  DfE’s evidence along with season ticket loans, any health benefits and car allowances to teachers in teaching schools or providing ITT support that have to travel between schools.

None of these extra payments can hide the fact that the teachers’ contract looks increasingly out of line with modern day employment practices. As I pointed out last year, Labour’s idea of more bank holidays might have placed some of the new dates within school holidays so that teachers and others employed in schools wouldn’t have seen any benefit. Regular surveys and diary studies have shown that teachers work very hard during the time children are in school and aren’t paid for that overtime. Should it be counted against school-holidays in a more formal manner than at present in order to allow a meaningful discussion about the feeling of some in the population that teachers still enjoy long holidays?

Perhaps the STRB might want to think what their responsibility is in this debate? Do they need to wait to be asked or can they discuss the issue as part of their consideration of recruitment and retention issues? There is lots of evidence for the OECD about teachers working patterns around the world. The issue has resonance because of the growing appreciation that more provision should be made for teachers’ professional development. Adding CPD to the existing workload without considering what might disappear to allow for the extra study would not really be very helpful.

 

Lowering the bar?

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The government has now published the letter from Nick Gibb, Minister of State, sent last week to teacher training providers, encouraging maximum effort in recruitment this year. I cannot recall such a similar letter being sent by a Minister in any recent recruitment cycle. I think in the mid-1960s a Labour Secretary of State once wrote to Mayors across the country asking them to encourage residents to become teachers or return to teaching during the baby boom of that time.

The text of Mr Gibb’s letter can be found at;

https://www.nationalcollege.org.uk/sites/default/files/sites/default/files/letter_from_minister_gibb_29th_january_2018.pdf

The most interesting paragraph in the letter reads as follows:

‘It is right to reject candidates who are not suitable. However, it is also crucial to support and develop those who have the desire and talent to teach. The emphasis must be on assessing applicants based on their suitability to train to teach, rather than whether they are ready to teach at the point of entry.’

As Ofsted will amend the Inspection handbook, this will presumably mean candidates where quality is of concern will now be offered the possibility of becoming a teacher with the final decision about suitability being deferred until the end of the preparation period. It will be interesting to see how much of a boost this letter provides to recruitment totals during the remainder of the recruitment round. After all, if there are no applicants, you cannot offer them a place.

The notion of civil servants looking at rejection rates and then contacting institutions where they feel too many applicants are being rejected raises some interesting issues. Is it acceptable to reject any marginal quality primary arts and humanities graduate because the provider wants to see if they can recruit more maths and science entrants or will civil servants now tell them to accept on a first come first served basis anyone that meets the new threshold. Presumably, monitoring gender, ethnicity and social mobility outcomes are also now thrown out the window in favour of the new approach?

Will there be a new marketing campaign extolling how easy it is to become a teacher. Just turn up and meet the basic maths and English requirements and you will be offered a place. Might the skills tests be the next brick in the wall to be dismantled, returning to an end of course test rather than the present pre-entry timing. This would allow providers to coach trainees in danger of failure and presumably add a few more on to the list of possible applicants.

Of course, simplifying the complex bursary and fee remission arrangements might help more than exhortations to recruit more of the present pool of applicants, especially if rejection rates are already very low in some subjects After all, only a third of design and technology places were filled on courses starting in September 2017. I guess providers weren’t too anxious to turn many applicants away. Sadly, UCAS data isn’t arranged in a manner so as to easily make it possible to determine the number of applicants as opposed to applications per subject, so one cannot answer that question.

 

 

 

Using TeachVac data to understand the market for science teachers

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The Gatsby Foundation today published an interesting report that shows how TeachVac’s detailed data on the labour market for teachers can be used to illustrate a range of different points about the recruitment of science teachers during 2016 and 2017.

http://www.gatsby.org.uk/uploads/education/specialist-science-teacher-recruitment-2016-2017-310118.pdf

TeachVac can provide similar data across other composite subject areas such as languages and design and technology. TeachVac has recently published a report into the leadership market in the primary school sector during 2017. The data from TeachVac is much more recent than that provided through the School wWorkforce Census and may well be more accurate given the percentage of schools that complete the census in full. TeachVac will be publishing a report into the labour market for secondary school classroom teachers during 2017 sometime in February.

TeachVac Global, the site for international schools, is preparing a report on recruiting teachers from England in 2018. This will be provided free to participating international schools.

TeachVac’s ITT index tells schools how easy they may find it to recruit a trainee to fill a classroom teacher vacancy. The index is updated daily. As regular readers know, Business Studies has already been coded amber for September 2017 vacancies, meaning some schools will face difficulties recruiting such teachers. Some may already being facing challenges in other subjects, but that may be because trainees don’t want to work in their area rather than because of an overall shortage. However, TeachVac staff are watching design and technology and English to see how soon these subjects will switch from green to amber.

 

 

Teacher Recruitment; nationalised service or private enterprise?

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So the unacceptable face of capitalism has raised its head again, with a Conservative Prime Minister once again facing questions about excesses in the private sector, much as Edward Heath, who coined the phrase,  did in 1973. The other parallels with 1972 are also interesting a rocketing stock market and a decision to be made about Britain’s relationship with Europe. Happily, the other scourge of the 1970s, high inflation, isn’t currently the same worry, although it has been replaced by the high price of housing, where the market has failed to produce enough homes of the right types in the right places to satisfy demand.

In an interesting side line on the debate about the role of the State in the provision of services, last week the DfE talked to an invited audience about the plans for their new vacancy service for schools. Although I wasn’t at the meeting, the idea of such a service has been discussed in a number of the previous posts on this blog ever since it first emerged as a suggestion in the White Paper of 2016. Following the meeting, the whole situation has left me more than a little confused. What the teacher associations make of the DfE’s actions must also be an interesting question.

Held at the same time as PMQ was taking place in the House of Commons chamber, where the demise of Carillion was fresh in the minds of MPs, the DfE meeting saw a Labour peer representing a commercial company at the same time that his leader was expressing views more sympathetic to the State running industries rather than the private sector. And if that weren’t curious enough, the education lead at the right leaning thinktank Policy Exchange must surely be wondering why the DfE is further empire building by moving into devising a recruitment service on top of the growing staff numbers supporting both the EFSC and the offices of the Regional School Commissioners. Better procurement, rather than a replacement state run service, would be what I would expect from John Blake’s analysis of the cost of recruitment to schools and the need to find ways of reducing it.

To some extent, I am not a dis-interested player, as TeachVac, the free national recruitment service for schools and teachers already does what the DfE is seemingly trying to provide for schools and at no cost to the public purse.

TeachVac also collects data about the labour market. TeachVac will publish its first report of 2018 on Wednesday of this week. This report will discuss the labour market for primary leadership posts during 2017. That report won’t be free, but if you want a copy email enquiries@oxteachserv.com For details of the vacancy service visit: www.teachvac.co.uk

Do we need to attract an increased number of older entrants into teaching?

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Yesterday, I commented on one aspect of the new Secretary of State’s interview with The Times newspaper. Today, I would like to look at another area he talked about; recruiting older people into teaching. Although recruits into teaching have largely been thought of in the context of young new graduates, there have always been a stream of older entrants into the profession. These older entrants probably fell into two main groups: staff working in schools, either as volunteers or paid staff and those changing careers. The former were probably more numerous in the primary sector, in the past they often consisted of those entering through access courses and a first degree in teaching. Most career changers will have entered either through the PGCE route or via the various employment based routes that once recruited outside the main recruitment envelope, much as Teach First and Troops for teachers still do today. In 2006, there was also the Open University PGCE course that didn’t recruit through UCAS, but was entirely comprised of mature entrants to teaching.

The multiplicity of routes into teaching makes exact comparison over a period of time something of a challenge, as does the fact that UCAS reports the age profile of applicants to the current scheme in a different way to the predecessor GTTR scheme run by the same organisation.

Nevertheless, it is possible to make some broad comparison between say, the 2006 entry onto the GTTR Scheme; a year when applications to train as a teacher were still healthy, and before the crash of 2008, and 2017 applicant numbers for September via the UCAS ITT Scheme. These are not the final figures for 2017, but close enough to be possible to use for comparison purposes, based upon past trends.

Applicants to postgraduate centrally administered courses – actual numbers

UCAS/GTTR applicants
2017 2006
20-22 11080 15798
23-24 8570 12699
25-29 9900 15454
30-39 6750 9848
40+ 5400 5095
41700 58894

Sources: GTTR Annual Report 2006, Table A4 and UCAS Report A, Applicants September 2017.

The first obvious point to make is that despite the school-based routes (except Teach First and Troops to Teachers) now being included and the Open University no longer offering a PGCE, there has been a drop of just over 17,000 in applicants wanting to train as a teacher. This decline is across all age groupings.

Applicants to postgraduate centrally administered courses – percentages

Percentages
UCAS/GTTR applicants
2017 2006
20-22 27% 27%
23-24 21% 22%
25-29 24% 26%
30-39 16% 17%
40+ 13% 9%
100% 100%

Sources: GTTR Annual Report 2006, Table A4 and UCAS Report A, Applicants September 2017.

The other interesting point to make is that with UCAS being responsible for entry to a greater part of the training market in 2017 than in 2006 and especially the part most likely to attract older applicants their share of the total made up of applicants over 40 has increased from 9% in 2006 13% in 2017. The percentage of those in their 30s has remained broadly the same. Teaching has lost more than 9,000 new graduates in their early 20s wanting to be teachers. In a previous post, I commented that so far this year teaching appeared to be seeing fewer young women applying to be primary school teachers. The loss of that group could have serious implications for teaching in future years, especially as younger teachers usually go on to provide the bulk of the leadership candidates in fifteen to twenty years’ time.

So, Mr Hinds, you many well want to attract older candidates to Teach Next and to the core programmes, but you must not neglect what is happening among new graduates saddled with more than £27,000 of possible debt, even before they enter training. In the case of primary teachers there is little chance of support during training and the debt on another £9,000+ to fund when they start teaching. This is not an attractive deal.

If the UCAS data, to be published next Thursday, shows a dismal January for applications then, now your predecessors have decided to take teacher supply fully into the DfE from April, the buck will stop at your desk. Spending £14 million by the NCTL on publicity and advertising didn’t work last year, so looking for older applicants could be a good idea, because you do need to find something that works.

A National Vacancy Service

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Tomorrow, the DfE is holding a meeting to brief recruiters about its plans around a service publishing vacancies for teachers and school leaders. In the light of the demise of Carillion, is this new service a move based upon foresight by officials of the need to protect services from private sector enterprises or a belief that State operated services can do the job cheaper than private companies?  This is an important issue, since there are many in the government and among its supporters that see nationally operated services, of the type a vacancy service would presumably offer, as little more than a return to recreating nationalised industries.

At this point I must declare an interest for new readers of this blog. Some years ago, I helped form TeachVac to provide a free national vacancy service for teachers and for schools to save money on recruitment advertising, through the use of modern technology to bring together schools with vacancies and those looking to apply for such posts. TeachVac www.teachvac.co.uk and its offshoot for international schools, TeachVac Global, www.teachvacglobal.com are now the largest since source for teaching posts in England and can help to attract teachers back to work in England. All at no cost to the public purse.

TeachVac also had the added bonus, of providing real time information on the labour market: something the DfE will no doubt also want to play up about their service. This week, TeachVac will have already a recorded record number new vacancies for teachers and school leaders since schools returned from holiday just over a week ago.

As I pointed out recently in the blog post about business studies teacher recruitment – blink and they are gone – a large proportion of vacancies recorded so far in 2018 are in and around London. As of yesterday, 58% of recorded vacancies in 2018 were from schools in London; the East of England or the South East with just 32% located in the other six regions. The percentage was the same for both vacancies in the primary and secondary sectors.

Is this because these areas are seeing the fastest growth in pupil numbers and are already adding new vacancies in expectation of their growing rolls? Is it because teachers in these areas are leaving in larger numbers. TeachVac Global is certainly seeing interest from teachers wanting to consider working overseas. Is it because these schools feel the new National Funding Formula doesn’t hurt as much as it could have done and they now feel more confident on their spending for 2018/19? There are other ways of answering these questions: TeachVac at least points out what to ask.

TeachVac will shortly be publishing two reports on aspects of the teacher labour market during 2017. One reviews primary school leadership and the other considers main scale vacancies in the secondary sector across England. Details of the cost and how to obtain them will be available on the TeachVac web site. As a free service, TeachVac is happy to discuss data provision for teacher trainers, schools, MATs, diocese, local authorities or indeed anyone interested in labour market real time data on teacher vacancies.

 

Blink and they are gone

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Be quick if you want a business studies teacher for September 2018. As this blog pointed out when the ITT census for 2017 was published, there weren’t a vast number of trainees in this subject. Now in the first nine working days of 2018, TeachVac has already listed enough vacancies to attract 20% of the ITT census total of trainees. Interestingly, the vast majority of the 2018 vacancies recorded have been posted by schools in and around London. Only seven jobs have been posted so far in 2018 for business studies teachers by schools in the remainder of England.

Unless the current rate of vacancies starts slowing down, then TeachVac http://www.teachvac.co.uk will be issuing an amber warning of shortages in this subject by early February and the trainee pool will become exhausted well before the end of the current recruitment round for September. Since recruitment doesn’t meet the DfE’s target number it is perhaps not fair to complain that the Teacher Supply model seems to underestimate demand for teachers of business studies every year, just as it over-estimates the need for teachers of physical education.

London schools have certainly been quick of the mark in posting vacancies for September. Whether this is their relatively better financial situation; the result of anticipated growing school rolls; greater loss of teaching staff to other posts or a combination of all these factors isn’t obvious from the raw data. If schools were willing to post a reason for the vacancy, they would provide useful data to all sides in the teacher supply debate.

TeachVac will shortly be publishing two reports on the labour market for teachers in 2017. One will deal with the turnover of leaders in the primary sector and the other will consider the main scale vacancies in different secondary subjects.

The senior staff turnover report will restart the time series about senior staff appointments that went through 27 annual reports written by myself between the early 1980s and 2012. There are some illuminating facts in both reports. The secondary sector reports illuminates why some schools may find both the 2018 and 2019 recruitment rounds challenging, not only for business studies teachers but also for teachers in several other subjects. Schools would be well advised to arrange ‘keep in touch’ schemes for teachers taking career break whether for maternity leave or other reasons. Schools should also look at possible arrangements for teachers that want to work part-time.

TeachVac has now started a site for international schools and will be using this to also encourage teachers to return to teach in England by linking the site with vacancies in England across both state-funded and private schools.

The DfE are holding a meeting next week to update recruiters on progress with their embryonic vacancy service. With TeachVac already providing a free national service, it is difficult to see why the DfE wants to spend public money on something that already exists, especially given that apparently it cost the DfE £700,000 to revamp  the static Edubase site last year.