ITT outcomes: reflections on employment

Posted on July 27, 2023 by John Howson

The DfE has today published the ITT profiles for 2021/2022 Initial teacher training performance profiles, Academic year 2021/22 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk) There has bene a change in methodology this year, and only completing postgraduate trainees are now counted. In addition, the data may have been affected by completers with extension from 2020/21 and had been affected by starting their courses during the height of the covid pandemic.

Even with these caveats, there are some interesting issues for policymakers to ponder

Provisional employment rates were 81% for those on a school-led route compared to 69% for those on a Higher Education Institution (HEI) route, with the highest rates seen for those on the High Potential ITT (90%), School Direct Salaried (84%), and Postgraduate Teaching Apprenticeship (83%) routes These three routes have had the three highest employment rates since the Postgraduate Teaching Apprenticeship was introduced in 2018/19, with High Potential ITT having the highest employment rate every year since 2017/18 (joint highest in 2019/20).

Salaried routes seem to do better in terms of immediate employment in teaching. However, does employment in this context only mean employment in a state-funded schools and not a sixth form college, other further education setting or an independent school?

As elsewhere it states that ‘We provisionally estimate that within sixteen months of the end of the 2021/22 academic year, 22,276 postgraduate trainees awarded QTS in 2021/22 will be employed as a teacher in a state-funded school in England, up from 21,889 in 2020/21. This represents 75% of postgraduate trainees awarded QTS, reversing a downward trend from 80% in 2017/18 to 73% in 2020/21,’ it might be sensible to infer that the data on employment only refers to employment in state-funded schools.

It seems logical that those employed in a state-funded school during training would remain there. However, higher education providers also offer many places in subjects such as physics where competition from the private school sector for teachers might well mean that the percentage entering the state-funded school sector would be lower, even if those working in the further education sector are discounted.

The headline statistics don’t break the data down into trainees on primary and secondary sector courses. As a result, it isn’t possible from the headlines to understand why both the percentage awarded QTS dropped to 93% (methodology changes may have been part of the cause) and ‘of these postgraduate trainees with course outcomes, 29,511 were awarded qualified teacher status (QTS), down from 30,101 in 2020/21. This decrease follows year-on-year increases from 2017/18.’

Trainee qualified teacher status and employment outcomes by subject’

Subject	Total Trainees	Awarded QTS	Working in state sector school
Classics	66	97%	56%
Physical Education	1,670	97%	70%
Business Studies	309	90%	73%
Computing	575	86%	73%
Primary	15,098	94%	73%
Drama	473	95%	74%
Other	528	94%	74%
Physics	561	87%	74%
Total	31,747	93%	75%
Art & Design	809	94%	76%
Modern Foreign Languages	1,101	94%	77%
Secondary	16,649	92%	77%
Chemistry	1,088	90%	78%
History	1,531	93%	78%
Mathematics	2,647	92%	78%
Biology	1,059	88%	79%
Religious Education	476	92%	79%
Music	388	93%	81%
English	2,350	92%	82%
Geography	660	94%	82%
Design & Technology	358	94%	83%

Initial teacher training performance profiles, Academic year 2021/22

Perhaps it is not surprising that only just over half of trainees in classics were working in state-funded schools. For physical education and primary, the low percentages may relate more to a lack of opportunity than to a desire not to work in a state-funded school.

More worrying is the ranking of subjects by the percentage awarded QTS

Subject	Total Trainees	Awarded QTS	Working in state sector school
Physics	561	87%	74%
Biology	1,059	88%	79%
Business Studies	309	90%	73%
Chemistry	1,088	90%	78%
Secondary	16,649	92%	77%
Mathematics	2,647	92%	78%
Religious Education	476	92%	79%
English	2,350	92%	82%
Total	31,747	93%	75%
History	1,531	93%	78%
Music	388	93%	81%
Primary	15,098	94%	73%
Other	528	94%	74%
Art & Design	809	94%	76%
Modern Foreign Languages	1,101	94%	77%
Geography	660	94%	82%
Design & Technology	358	94%	83%
Drama	473	95%	74%
Classics	66	97%	56%
Physical Education	1,670	97%	70%

Initial teacher training performance profiles, Academic year 2021/22

Subjects with significant percentages of trainees in higher education have some of the highest completion rate, so higher education per se cannot be faulted for having an overall lower rate of employment than school-based provision.

However, if the government wants to keep trainees in the state-school system, offering salaried courses base din schools seems like a good idea. Wasn’t that what the School Direct salaried route was designed to do? As I pointed out in an earlier blog, the numbers on employment-based routes are now fewer than in the latter years of the last Labour government. Possibly time for a rethink?

Death of the arts

Posted on July 25, 2023 by John Howson

The grim news from the July data on recruitment to ITT postgraduate courses starting this autumn is that most arts subjects are recording offer levels below those of last year. Initial teacher training application statistics for courses starting in the 2023 to 2024 academic year – Apply for teacher training – GOV.UK (apply-for-teacher-training.service.gov.uk)

The 2022 recruitment round was the worst for many years, and while some subjects have recovered from the disastrous offer levels of last year, the arts subjects have continued their downward trend in offers in most cases. This is grim news for schools wanting to recruit for September 2024, as the data in the table below makes clear.

Subjects where offers are below the July 2022 and July 2021 levels

Art

Religious Education

Physical Education

Music

History

Subjects where offers are above the July 2022 abut below July 2021 levels

Languages

Mathematics

Computing

Chemistry

Business Studies

Subjects where offers are above the July 2022 and July 2021 levels

Physics

Geography

English

Design & Technology

Biology

Subjects where offers are below the July 2022 levels

Drama

Classics

‘Other’ subjects

Subjects in italics are those where it seems likely that the 2023 target will not be met even if ‘offers’ are better this year.

Both art and music are subjects where offers are down this year compared with 2022. In the case of art from 910 in July 2021 to just 478 this July. For music, the fall during the same period has been from 410 offers to just 224 offers this July. Drama is down from 364 offers last July to 275 this July. Offers at this level, even if all candidates turn up, will not produce enough trainees to meet the needs of schools next year.

The good news, such as it appears to be, is in subjects such as English, languages (other than classics) and geography. These are subjects where the level of applications has been large enough to allow offer levels to mean that the target should be met for the year.

However, a word of warning. Recruited numbers in four regions, including both London and the South East are below the number recorded in July 2022. Overall ‘recruited’ total is 3,395 down on July 2022, of 3,911. Also, those with ‘conditions pending’ are down by 124 on last year, creating a net loss across these two categories. There must, therefore be some uncertainty about the outcome of the recruitment round in terms of trainee numbers that will turn up in September.

Numbers of applicants in the youngest age categories are still below those for July 2022, whereas applications from candidates in the older age groupings continue to be above the levels seen in 2022.

The number of rejected applications has increased from 31,124 in July 2022 to 52,350 in July 2023. Lat year that represented 31.5% of applications. This July, it represented 40% of applications. Whether or not this increase is related to the origins of the applications is impossible to tell from the data. However, it would not surprise me if many of those rejected were in the ‘rest of the world’ category.

Barring any last-minute change next month, and with many school-based schemes not actively recruiting now, it seems likely that 2024 with be another grim year for schools recruiting teachers, especially, but not exclusively in some of the art subjects that the independent sector values more highly that the government seems to do.

Free School Meals and teacher vacancies

Posted on July 21, 2023 by John Howson

Now that the summer term has ended it’s time to take our annual look at classroom teacher turnover by level of free school meals (FSM) in schools. Last year, in 2022, this blog looked at turnover in one shire county Teacher vacancies and Free School Meals | John Howson (wordpress.com) so, I thought I would return to look at the same county for the period 1^st January 2023 to 21^st July 2023. TeachVac allows that real time look at what is happening.

Last year the outcome of the research was:

January to July 2022

FSM percentage	Number of Schools	Recorded vacancies	Vacancies per school
0-9.9%	18	359	20.0
10-20%	14	387	27.6
20%+	6	281	46.0

Source: TeachVac

For January to July 2023

FSM percentage	Number of Schools	Recorded vacancies	Vacancies per school
0-9.9%	12	213	17.75
10-20%	19	474	25.00
20%+	9	221	24.50

Source: TeachVac

This is recognized to be a very crude measure, partly because schools are of different sizes and also because of the fact that new schools may be appointing staff for the first time. What, however, is interesting is the fact that the cost of living crisis, even in a shire county in the south of England, may have resulted in a decrease in schools in the group of schools with the lowest FSM percentages. The remaining schools in this group has seen the recorded vacancies per school fall compared with the same period in 2022.

There has also been a significant fall in vacancies per school among the highest group, where vacancies per school have nearly halved. Is this down to better vacancy management and cost control as schools now recognize that for some subjects it is pointless just repeatedly advertising for a teacher? Has the profile of this group of schools also changed, as three more schools have joined the group?

If the 14-18 school is removed from the table, the vacancy per school for the 20%+ FSM group increases to 26.9 this year. Still a big improvement on 2022, but maintaining the profile of higher percentage of FSM pupil school experiencing more vacancies and either higher turnover or more difficulties in filling posts than schools with lower FSM percentages.

Many of the schools within the shire county boundary are in one large local MAT that now takes recruitment seriously, so it may well be that the decrease in vacancies recorded, from 1,027 to 908, is as a result of better vacancy management, especially since pupil numbers have been on the increase over the two years.

Across all the schools the most advertised subjects were:

Science 146 recorded advertisements

Mathematics 115 recorded advertisements

Design & Technology 113 recorded advertisements – including one school with 22 recorded advertisements in this subject

English 104 recorded advertisements

In the humanities, there were 56 recorded advertisements for teachers of geography, but only 21 for teachers of history. 15 schools had no recorded advertisement for a teacher of history.

So, in 2023 the link between FSM and teacher turnover is weaker in this geographical area than it was in 2022. This seems to be down to a combination of increased percentages of FSM, as the cost of living crisis increases, and perhaps a better handle on recruitment in one of the large MATs. How to disseminate the message across all schools that vacancy management matters is an interesting question? Is there a role for the Schools’ Forum or the regional Director?

Ethnic Minority Head Teachers: scant progress

Posted on July 15, 2023 by John Howson

In October 2021, I wrote a blog about the number of ethnic minority head teachers ‘We need more black headteachers in our schools’ | John Howson (wordpress.com) I thought it was time to bring the data up to date.

Year	Ethnic minority Head teachers (including white minorities)
2015/2016	1,473
2016/2017	1,480
2017/2018	1,512
2018/2019	1,531
2019/2020	1,530
2020/2021	1,532
2021/2022	1,564
2022/2023	1,627

Source Annual School Workforce Census

Despite the increase of 63 in the total number of these head teachers between November 2021 and November 2022, and including all minority groups not classified as ‘White British’ in the total, there were apparently only 1,627 head teachers self-identified as from minority backgrounds in November 2022. This an increase of only around 10%, or just 154 additional head teachers from minority backgrounds, over the eight years represented in the table. There may be more, because the number that refused to answer the question increased from 117 to 192 during the same period.

During the same period, the total of ‘White’ head teachers only changed from 19,520 in November 2019 to 19,104 in November 2022.

There is better news on the ITT front, where ITT undergraduate entrants from minority ethnic groups increased from 12% to 17% of the total intake between 2019/2020 and 2022/2023. For those on postgraduate courses, the increase in the percentage was from 19% to 22% during the same period. However, I suspect that the distribution was skewed towards certain parts of the country. Sadly, we don’t easily have access to that data.

The discussion at the Select Committee last Tuesday about discrimination and unconscious bias meaning that more ethnic minority applicants were not offered places mirrored the finding from the two studies that I conducted for the then National College. Progress is being made, but slowly. My research also found that ethnic minority applicants fared better when there were fewer applicants to select from, as there was in most subjects last year. What will happen if the economy slows and the number of applicants for ITT increases once again?

Given that boys from an African Caribbean background do relatively poorly in our schooling system, it would also be interesting to know whether there is more of a challenge recruiting men form minority backgrounds than there is recruiting women and whether certain subjects struggle more than others? How many physics ITT recruits came for ethnic minority backgrounds in each of the last five years, and were they recruited mainly from a small number of courses. If they aren’t in the pipeline of learning then they won’t be there to become teachers of future generations.

For over a quarter of a century we have been urging women into science, engineering and other STEM subjects. Should we now look to do the same with other under-represented groups. As a large employer of graduates, does teaching have a responsibility to not just recruit graduates but also to influence the pipeline. After all that pipeline starts in schools.

Sobering data on ITT needs

Posted on July 14, 2023 by John Howson

Perhaps the most sobering paragraph from the STRB Report issued yesterday:

“Overall, 76% of those employed were in high skilled employment, which compares to 75% in the previous year. ‘Primary education teaching professionals’ was the fifth most likely professional job and ‘Secondary educational teaching professionals’ the sixth. Of those in employment, 8% were working as education professionals.” My emphasis Source Graduate Outcomes 2019/20: Summary Statistics – Summary | HESA in School Teachers’ Review Body 33rd report: 2023 – GOV.UK (www.gov.uk)

The other two main sources of teacher supply are career changers and returners

New graduates are a key source of entrants into the profession, and there needs to much more research into trends in graduate behaviour. How are changes in the mix of subjects studied by new undergraduates likely to affect the number of entrants into teaching in three years time? A surge in business studies undergraduates and a decline in those studying English might well have repercussions for teaching.

Similarly, where home graduates’ study can affect entry into teaching. Two decades ago, it was clear that the most common recruitment ground for primary trainees was in the post-1992 university sector and especially in the smaller former colleges of higher education that used to be the main providers of undergraduate ITT. Does this trend still hold true? What percentage of Teach First entrants come from universities without ITT provision? indeed, is there an index of recruitment by university and course over a period of time?

I raise these issues about the somewhat amateurish approach to marketing, an area of recruitment that received some criticism from the second panel that appeared in front of the Education Select Committee earlier this week. Marketing is not just about the obvious front end of adverts, but also about making sure that activities are focused where they can have the most benefit. In that respect, the DfE needs to ensure that all evidence it collects is shared with course providers to help them in their marketing efforts.

Of course, all this may be happening, as I am outside of the loop these days, but if so, then it should be clear to government what is needed to increase recruitment into the profession.

Clearly, what is not needed is late and confused messages about pay. Waiting until mid-July to announce a pay settlement means that while other employers can entice new graduates with starting salaries for September, teaching has been recruiting with that hand tied behind its back. It is also worth remembering that teachers not on salaried training courses start earning a year later than their colleagues that graduate straight into employment: those friends also don’t add to their student debt levels as a result of their job in either the private or public sectors.

Perhaps the glimmer of hope in another study by ISE quoted in the STRB Report was that “Employers expected that the economic recession into 2023 would lead to a decrease in the number of vacancies in the coming year.” (para 20, 33rd STRB Report). However, so far, there seems little sign of this recession.

The Education Select Committee: reflections on evidence sessions

Posted on July 13, 2023 by John Howson

After two evidence sessions of their inquiry into recruitment and retention by the House of Commons Education Select Committee there are a number of interesting themes that need teasing out in more detail during the summer recess. Teacher recruitment, training and retention – Committees – UK Parliament

On the topic of recruitment, I have thought of these issues, in no particular order:

Linking recruitment to need

There has been talk of ‘cold spots’ and ‘certain schools’ finding recruitment (and retention) more of a challenge in the evidence sessions, but the evidence base has been limited. There is more certainty over the subjects with a lack of recruitment, although the committee has not delved into the cumulative effect of years of under-recruitment in some subjects. How many schools, for instance lack a properly qualified teacher of physics? The DfE can provide that information from the School Workforce Census. Also, the providers could have said how many of the physics ITT graduates start work in the private school sector or the FE sector in sixth form colleges rather than in schools?

Teacher vacancies and Free School Meals | John Howson (wordpress.com)

Leadership turnover and Free School Meals | John Howson (wordpress.com)

The Select Committee should ask Ministers about their policy. Oxfordshire would provide an excellent case study of demand from 80 secondary schools, but limited ITT numbers across all subjects.

I did some analysis last Christmas that could from the basis for a national study A Christmas holiday read about Teacher Supply | John Howson (wordpress.com)

New graduate numbers

New young undergradues still remain the most important source of entrants into ITT. However, this age-group has been experiencing something of a demographic downturn that will, fortunately, reverse in a few years’ time. Higher Education has compensated by enrolling more undergraduates in their 20s.

Over the five-year time series, the proportion of first year students aged 20 and under has decreased by 5 percentage points, from 42% to 37%. Despite this change, this age group continues to be the largest. Higher Education Student Statistics: UK, 2020/21 – Student numbers and characteristics | HESA

The implications for teaching of any change in the profile of new graduates needs to be understood, as does the relationship between the location of undergraduate courses in different subjects and entry into ITT. Again, physics makes an interesting case study. Some of the physics degree courses in London are not linked to a college with an ITT provider. Teach First can link with these colleges, but more could be achieved in the field of linking courses with ITT marketing programmes.

Applications and acceptances

The current DfE application process provides less data than the UCAS system it replaced. There are no monthly numbers around applications and offers by either gender or ethnicity making trends difficult to identify until outcome data are produced. This is an easy win for the committee to recommend a better dashboard on applications and offers. As the second panel identified, there are issues with discrimination in both ITT and teacher recruitment at all levels from classroom to head teacher’s study.

All Lives Matter: But some need to matter more | John Howson (wordpress.com)

‘We need more black headteachers in our schools’ | John Howson (wordpress.com)

Few teachers from ethnic minorities outside London | John Howson (wordpress.com)

Training salary or bursaries?

Regular readers of this blog will know that I favour a training salary for all postgraduate entrants into teaching rather than the present confused, bursary; salary or no support shambles that changes on an annual basis. Could anyone image the Ministry of Defence telling the army to pay cadets at Sandhurst according to how easy it was to recruit to their corps? No support for cavalry regiments, but a big bursary for engineers? I cannot see that happening.

However, partly, I suspect because of the numbers, teaching has a muddled approach across the three routes:

Undergraduate

Postgraduate non-classroom

Postgraduate classroom

A training salary would at least make marketing simpler, and mean career changers would always be sure of an income. When introduced in the early 2000s it produced an increase in interest in teaching.

The undergraduate route has been withering on the vine, and before looking at new routes such as undergraduate apprenticeships for graduate professions there should be an understanding as to whether the undergraduate degree has now replaced ‘A’ levels as the last level of pre-career entry qualification. If so, then the new route may not be successful.

Does the sector really wish to reinvent the pupil teacher role? And, will it largely attract those unable to afford the cost of a university degree?

The suggestion that different placements can affect costs for trainees needs to be investigated. In the past, placement costs were borne by providers to ensure a level playing field. The random nature of the travel costs makes them unfair for individual trainees to bear. I researched issue this for the former ATL in the 1990s on two separate occasions.

Employment based routes into teaching

Are we offering fewer employment-based routes into teaching than a decade ago? Teach First is now the dominant salaried route into teaching. School Direct (salaried) has failed as a route into the profession and graduate apprenticeships are in their infancy. Both need closer monitoring to see how they are being used across different sectors and subjects.

In 2009/2010 EBIT (employment-based routes) accounted for 5,800 trainees, according to the DfE census. In the 2022/23 ITT census there were 2,679 trainees on three salaried routes (590 School Direct Salaried; 759 apprenticeships and 1,330 Teach First). This would seem to suggest that either opportunities for career changers needing a salary to train as a teacher have declined by several thousand or the offer is no longer attractive enough to entice career changers into teaching.

Earlier this year, I wrote the following:

“Applications are being sustained by an increase in career changers. Candidate numbers in the age groups below 25 continue to fall, with just 4,027 candidates in the 21 or under age grouping. By contrast, this year there are already 600 candidates in the 50-54 age grouping compared with 449 in March 2022. The number of candidates recorded as over the age of 65 has increased from 12 in March 2022 to 25 this March! The bulk of the career changers seem likely to be men. The number in this group has increased from 6,525 in the March 2022 data to 8,037 this March. However, the number recruited has fallen from 562 to 419, perhaps indicating that many of these older men are in the group applying from overseas?” Teaching not attracting new graduates | John Howson (wordpress.com)

The mention of overseas applicants is important, as the 2023ITT application round has seen most of its growth in applications for ‘rest of the world’ and this has important implications for the outcome of the round if these applicants cannot obtain a visa, even if offered a place.

Some other issues

Should there be subject quotas for the primary sector ITT numbers to ensure a spread of expertise?

Does the present application system discriminate against those that apply later in the recruitment round, and does that fact have implications for under-represented groups and their patterns of applications?

Should the DfE consider funding Recruitment Strategy Managers on a regional basis once more?

Do we need a unique job number to be better able to track vacancies?

With a largely female workforce should the level of departures each year for maternity leave be predictable and does the resignations total include those taking maternity leave?

And the big one – does the market model of placing teachers in schools work? Are we returning to an employ-driven model of teacher supply that existed as the dominant model before the Robbins report?

Welcome back to returning teachers

Posted on July 5, 2023 by John Howson

How important are returners to our school system? The DfE measures returner numbers each year as part of the data collected in the November School Workforce Census. The returner numbers during the past few years have been affected by the covid pandemic, so it was important that the fall in new entrants from training last September was balanced by an increased number of returners to help mitigate the staffing crisis affecting schools.

The need for returners will be even more important next September to balance the further reduction in new entrants into training in some subjects in 2023 that seems likely on the latest data around applications and offers.

We won’t know the data on returners this autumn util next June, but the fact that there is a recruitment crisis this year is now well understood.

	2017/18	2018/19	2019/20	2020/21	2021/22	2022/23
NQT Entrants rate	5.3	5.3	5.2	4.5	4.9	4.7
FTE number of entrants	23,406	23,473	22,925	20,146	22,096	21,653
Returner Entrants rate	3.8	3.8	3.7	3.5	3.2	3.7
FTE number of entrants	16,595	16,869	16,305	15,771	14,663	16,737
Deferred Entrants rate	0.6	0.6	0.6	0.6	0.9	1.0
FTE number of entrants	2,772	2,626	2,616	2,883	3,861	4,750
New to State Entrants rate	1.0	1.0	0.8	0.7	0.7	1.1
FTE number of entrants	4,291	4,248	3,519	2,984	3,392	4,814
Entrants rate	10.8	10.8	10.3	9.3	9.7	10.5
FTE number of entrants	47,064	47,216	45,365	41,784	44,011	47,954

Source: DfE School Workforce Census Tables 2022

Although returners were some 2,000 in number higher in 2022/23 than in 2021/22, both their number and percentage was in line with the figures from the three years prior to the pandemic – the equivalent of 3.7% of the workforce, and just short of 17,000 teachers. My guess, is that schools need around 17,000 returners this year, even with the reduction in demand this September across parts of the primary sector.

Looking back into the archives, I see that in the 1980s, returners averaged between 45-50% of entrants each year. In recent years, the percentage has hovered around the low 30%s figure. In 1987, the returner percentage reached what was probably an all-time high of 58%. However, those percentages were reached on a workforce with much less turnover than nowadays.

By 2000, returner numbers were at 13,000, only a few thousand below their current levels. With the fall in rolls now apparent in the primary sector, although not yet affecting the secondary sector: that’s to come in a few years’ time, will schools opt for newly qualified teachers over returners or prefer experience to recent training? Newly qualified teachers are usually cheaper than returners, so if budgets are tight, schools may prefer teachers from training, unless the added requirements of the Early Career Teacher Framework push up the cost of employing new teachers to appoint where returners look to be a cost-effective hire.

There are also likely to be regional differences accentuated in a largely female workforce from the consequences on house prices of increased mortgage rates. Dual household earners may react differently to a period of high mortgage rates to single household earners. High mortgage rates might also force an earlier than anticipated return to the labour market of some teachers currnetly taking a career break. This sort of boost might produce some a short-lived improvement in the teacher labour market in some areas, but would be unlikely to solve to the present crisis in teacher supply.

One law for parents …

Posted on July 3, 2023 by John Howson

‘School sends children home because of a lack of staff’. The BBC have been running a story about a special school, part of a multi-academy trust that has been sending children home on certain days because of a lack of staff. Oxford pupils miss school amid special needs staff shortage – BBC News

The shortage of staff in the special school sector is nothing new. Indeed, I commented upon the use of unqualified teachers in that sector in a previous post. However, should any school be allowed to send pupils home because of staff shortages?

In 2017, (how time flies) the Supreme Court discussed the responsibilities of parents that contract with the State to provide schooling for their children for free. The case was Isle of Wight Council v Platt and the judgement can be read at Isle of Wight Council (Appellant) v Platt (Respondent) (supremecourt.uk)

The highest court in the land imposed a heavy burden on parents with regard to school attendance – paragraphs 31 onwards set out their reasons for doing so. In reaching their judgement, the court went further than the previous decision made in the 1930s, and placed even more restrictive reasons for parents being allowed not to send a child to school.

The court did not consider the opposite scenario of the responsibility of the State to parents that trust their child to the State to educate. Lord Denning did discuss this in Meade v Haringey in 1979 at the end of the Winter of Discontent, but that case never came to trial as the strike ended and schools re-opened.

Lord Denning’s comments in the case can be read at Meade v Haringey London Borough Council – Case Law – VLEX 793965949 The paragraph relevant to the present situation is in paragraph 3.

As I read the statute, it was and is the duty of the Borough Council – not only to provide the school buildings – but also to provide the teachers and other staff to run the schools – and furthermore to keep the schools open at all proper times for the education of the children. If the Borough Council were to order the schools to close for a term – or for a half-term – or even for one week, without just cause or excuse, it would be a breach of their statutory duty. If any of the teachers should refuse to do their work, the Borough Council ought to get others to replace them – and not pay the defaulters. Likewise if the caretakers refuse to open the schools – and keep the keys – the Borough Council ought to demand the return of the keys and open up the schools themselves if need be. For this simple reason: It is the statutory duty of the Borough Council to keep the schools open. If they should fail to do so, without just cause or excuse, it is a breach of their statutory duty.

These days, one must assume that either mutli-academy trust trustees have assumed the responsibilities formerly with local authorities in 1979 or that Regional School Commissioners acting on behalf of the DfE have responsibility for academies under their remit. Whoever is responsible, unless either a court rules otherwise or the law has been changed since 1979, it would seem that there is a statutory duty to open schools, and by implication to staff them during a school term. Of course, fire, plague or pestilence might cause temporary closure, but, as during the covid pandemic, schools were required to stay open for certain children.

I guess that a parent will need to bring either a judicial review or a case against a school that sent children home. Judicial Review is an expensive process, so perhaps a Council, acting as a corporate parent, could bring the case on behalf of all parents.

It would be interesting to see how the Supreme Court balanced the rights and responsibilities of parents with the duties of the State in providing education. I am reminded that in the late 1940s the then Minister of Education summoned a Council because a school lacking a hall after bomb damage was not offering a daily act of corporate worship. What might that Labour Minister have made of schools sending children home due to staff shortages?

Labour’s style over substance

Posted on July 2, 2023 by John Howson

I woke up this morning to news that the Labour Party had some new proposals to end the teacher supply crisis. Strangely, the press release section of their national website hasn’t posted anything, so I am reliant on what the BBC has said for the following thoughts. Labour plan to give teachers £2,400 to stop them quitting – BBC News

In passing, the Labour Party website generally doesn’t seem to be up with events, something that surprised me for a national Party aiming for government. But there are some issues, such their relationship with other political parties, and stories of suspensions and expulsions of members that I am sure they would want to bury. Still, that is all for another day and another place.

What are Labour suggesting and why do I say that it is style over substance? Firstly, there is nothing to ease the pain of training. No fee payments, as agreed when Tuition Fees were introduced by Tony Blair’s government. This would have been an excellent opportunity for a headline along the lines -well it’s not up to me to do Labour’s work for them.

Instead of targeting trainees and entrants, we get a survivor bonus according to the BBC story

The plans to improve retention rates, announced by Labour’s shadow education secretary Bridget Phillipson on Sunday, would see new incentive payments awarded once teachers had completed a training programme known as the Early Career Framework, which covers their first two years in the classroom.

Apparently, the payment would be £2,400 or only between a gross one-off five to ten per cent payment of what a teacher would be earning at that point in time, before tax, national insurance and pension deductions. Less, with a £30,000 starting salary. Paying this to all survivors, regardless of the help or salary they received during training would according to Labour cost £50 million. I wonder what paying fees and a training salary to make all trainees equal, and it easier for career changers to become a teacher, would cost?

Labour’s other key promise is welcome, but even more hollow when you burrow down into what it means in reality.

The [Labour} party says it would also make it compulsory for new teachers to have a formal teaching qualification or be working towards one – a requirement scrapped by the coalition in 2012.

Sure, Gove made a headline announcement that academies did not need to employ qualified teachers: and most academies ignored this freedom, as they often did with the freedom to pay classroom teachers different salaries. However, it hasn’t stopped all schools employing unqualified teachers when they cannot find a qualified one to fill a post. After all, it was the Labour government that changed the name of these staff from ‘instructors’ that clearly demonstrated that they were not qualified teachers, to the more positive term ‘unqualified teachers’, and also created a pay scale for them.

Curiously, there were fewer unqualified teachers by headcount working in schools last Novermber (2022) than in November 2010, the first census after the end of the last Labour government – 14,389 in 2022 compared with 15,892 in November 2010 according to the DfE’s Workforce Census.

Ensuring all teachers are qualified, and qualified in teaching their subject or phase, something the Labour announcement doesn’t offer, must be a requirement. However, Labour doesn’t say what schools, faced with a vacancy, should do if a qualified teacher isn’t available: send children home? The lack of a credible answer to this question makes the policy no more than idle rhetoric about trainee teachers not about solving the teacher supply crisis.

I would offer emergency certification with a required training programme from day one for unqualified teachers, including those not qualified in the subject that they are teaching.

Labour final policy on staff development is again good in principle; this area has been neglected by the present government, despite the limited experience of much of the teaching force. However, the policy lacks detail, and detailing who will be responsible for implementing and paying for it?

Taking tax breaks away from private schools would probably affect the special school sector, where local authorities mostly pay the fees, more than schools where parents are responsible for the fees. Such saving would also probably be stretched thinly to pay for all the mooted changes.

Retention can be cheaper than recruitment, but by making training more attractive for all, there is more chance that schools currently unable to recruit teachers would fill their vacancies. All too often these schools are situated in the more deprived areas. These are the schools any policy should be tested against: does it improve the education of children in these schools?

For those that don’t know, I am a Liberal Democrat County Councillor in Oxfordshire

Reduced ITT numbers; who wins?

Posted on June 28, 2023 by John Howson

A review of the detail behind last December’s DfE ITT Census can shine some interesting light on how the current recruitment crisis can affect different schools.

Broadly speaking, trainees can be classified into three groups: those in school and the classroom and receiving a salary; those on school centred courses, but not salaried and finally, those in higher education or other associated courses. The first group are most likely to be employed in the schools where they are training, and so are not considered part of the pool of job seekers for September vacancies.

The second group may be employed by the schools where they are based, and such schools are wise to consider this option.

The third group are likely to be on the free market as job seekers for September vacancies. How have the numbers differed between 2019 and 2022? I looked at the data from the DfE’s ITT Census for three regions: London; the South East and the North East regions.

London	2019	2022
High Achievers	641	1393
Apprenticeships	65	368
School Direct Salaried Route	1044	285
sub total	1750	2046
SCITT	253	457
School Direct Fee Route	810	496
sub total	1063	953
Higher Education	837	656
total	3650	3655
Adjust for HA		2900

South East	2019	2022
High Achievers	220	0
Apprenticeships	33	97
School Direct Salaried Route	577	175
sub total	830	272
SCITT	488	687
School Direct Fee Route	1137	828
sub total	1625	1515
Higher Education	1566	1252
total	3768	2942
Adjust for HA		3150

North East	2019	2022
High Achievers	87	0
Apprenticeships	10	19
School Direct Salaried Route	15	7
sub total	112	26
SCITT	340	207
School Direct Fee Route	413	327
sub total	753	534
Higher Education	618	375
total	1483	935
Adjust for HA		1,000

Source DfE ITT Census as accessed by TeachVac

The first issue is that the High Achiever numbers were all allocated to the London region in the 2022 census, whereas, in 2019, they were allocated according to the region where they were located. This has the effect of inflating trainee numbers in London in 2022, and reducing them in some other regions. I have used the 2019 numbers to compensate, but it is obviously an estimate. I am not sure why the DfE has made this change, but it is unhelpful.

The second issue is that the postgraduate numbers used in the table do not distinguish between primary and secondary courses. Part of the reduction in numbers may be down to a fall in primary course targets and allocations.

However, In the London region, the change, after adjusting for the High Achiever over-counting, resulted in a small switch in percentage terms from trainees in the first group of school-based trainees to those in the second group, with the third group of higher education classified trainees remaining at 23% of the graduate total (Not all this group are universities and some may be counted in the region where a national provider has its headquarters). However, this meant a loss of nearly 200 trainees from the free market total between 2019 and 2022. This goes some way to explain the challenges schools in London dependent upon the free market for new teachers have faced this year.

In the South East region, using the adjusted figures, the free pool percentage of trainees fell from 42% to 40% in 2022. With the reduction in recruitment, this meant a loss to the free pool of some 300 trainees, about eight per cent less than the 2019 total.

In the North East, the decline in the free pool was only around 4%, from 42% to 38%, but the decline in the actual number was nearly 500 trainees. This explains why some schools in the North East are experiencing recruitment difficulties in 2023.

As I wrote, way back in 1995, in Managing Partnerships in Teacher Training and Development by Bines and Welton (Routledge, page 213) schools that become involved the teacher preparation process can be winners in times of teacher shortages. The same is as true today as it was when I first wrote those words.

John Howson

Education and the numbers that affect what happens

Tag Archives: teacher recruitment