BA fly last passenger 747

Posted on October 13, 2020 by John Howson

Why is the news that BA has retired their remaining passenger fleet of Boeing’s iconic 747 ‘Jumbo’ jets worth a post on an education blog? Mainly because I have often used this plane as an example of technological change.

Children born in the era of the first powered flights made by aviation pioneers at the start of the last century retired from work at about the time when the 747 started flying. From canvas and wood planes held together by glue and cords to a passenger plane with two decks and a range unimaginable to those early pioneers, all in less than one lifetime.

Using this example has always prompted me to ask educationalists what changes succeeding generations will experience in their lifetimes. The generation born when the BBC was broadcasting the programme ‘The chips are down’, a TV documentary that brought the concept of semi-conductors to a mass audience and heralded the move of commuters from air-conditioned rooms into homes, and eventually our pockets as well, are now parents whose own children are often well advanced along their own path to adulthood. What changes will they experience in their lifetimes?

Today, there is a news story that the next generation of mobile devices we used to call phones will have inside them chips based upon 5nm technology. Nm refers to nanometres, each of which is one billionth of a metre. According to the BBC a nanometre is roughly the speed a human hair grows every second. https://www.bbc.co.uk/news/technology-54510363

Education has not been known for the speed of its changes. However, this year, the response to the pandemic has seen more change than perhaps at any time since slates were replaced by paper.

Hopefully, think tanks and politicians are now thinking about the future shape of education and the extent to which change will continue to be driven both by the decisions of individual schools and even teachers to the level of thinking about decision-making that needs to be taken at a national level in order to ensure all children can participate in the same education journey through schooling. Access to technology has become a real issue again for the education sector.

Technology ought also to help everyone work to make a planet that continues to be habitable. If it doesn’t, then the future for those being educated today may be very different.

The 747 was a noisy, dirty and expensive plane to fly. Those issues weren’t a concern when it was designed. Today, they are very much an issue.

Let me finish by asking how much greener is your school than it was a generation ago?

Not the party we expected

Posted on October 6, 2020 by John Howson

Follow this link to an article I have written for the Church Times on schools and the pandemic. It was written in early September.

https://www.churchtimes.co.uk/articles/2020/25-september/features/features/education-150-years-of-state-schools-not-the-party-we-expected

Teacher Shortage over: well almost

Posted on October 1, 2020 by John Howson

The latest data from UCA about postgraduate ITT numbers for September provides a first view of what the outlook for the year is likely to be. The September data will provide the basis for the likely supply of teachers into the labour market for September 2021 and January 2022 vacancies.

In view of the shock to the economy administered by the covid-19 pandemic, it is not surprising that there were nearly 7,000 more applicants in 2020 than in 2019. Up from 40,560 to 47,260 for those in domiciled in England. The number placed or ‘conditionally placed’ increased from 28,500 to 33,800. This is an increase of around 20% on last year.

The number of applicants placed increased across the country, although in the East of England the increase of only 120 was smaller than in the other regions. In London, the increase was in the order of an extra 1,000 trainees placed on courses compared with 2019.

More applicants from all age groups were placed this year, although the increase was smaller among the youngest age group of new graduates. This might be a matter for concern. Over, 2,000 more men were placed this year, compared to 4,500 more women. This is proportionally a greater increase in the number of men placed.

There was much more interest in secondary courses, where applications increased by nearly 14,000 to more than 81,000. For primary courses, the increase was near 6,000 to just over 53,000. The difference may be down to the date the pandemic struck home, and the availability of courses with places still available at that point in the cycle. Many primary courses will already have been full by March.

Higher education seems to have been the main beneficiary of the wave of additional applications. Applications to high education courses increased from 55,000 last year to nearly 65,000 this year. Applications for apprenticeships reached nearly 1,600 and there were 1,800 more applications to SCITT courses. The School Direct fee route attracted nearly 6,500 more applications. However, the School Direct Salaried route only attracted 200 more applicants this year, and the number placed actually fell this year, by around 300 to just 1,470. Does this route have a future?

In most secondary subjects, more applications are recorded as placed this year than last. Geography, languages (where classifications have changed) are the key exceptions, with fewer recorded as placed than last year. Even in physics, there has been a small increase on last year. However, the increase in design and technology is not enough to ensure the DfE’s Teacher Supply Model (TSM) number will be reached. This is also likely to be the case in physics, chemistry and mathematics. Fortunately, in the sciences, there are far more biology students than required by the TSM number.

I am also sceptical as to whether all the history and physical education trainees will find teaching posts in their subjects next year, because the excess of students placed to the TSM number is such that it is difficult to see sufficient vacancies been generated even in a normal year. If fewer teachers laves than normal, then the excess may be significant and these trainees might well want to look to any possible second subjects they could teach.

At this point in time, it looks as if 20202/21 round will start with a significant increase in applications over the numbers at the start of the last few years: we shall see.

MFL teachers in short supply according to Migration Advisory Committee

Posted on September 29, 2020 by John Howson

Teachers of all Modern Languages struggling to find a teaching post may be surprised to discover that the government’s Migration Advisory Committee believes that their subject should be added to the list of shortage subjects. Today’s Report from the MAC https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/922019/SOL_2020_Report_Final.pdf tackles the issue of secondary teaching on pages 606 onwards.

For anyone familiar with recruitment patterns in teaching, using data on job posting in August collected by a company called Burning Glass may raise some eyebrows. August is after all the least representative month for teaching vacancies, except perhaps in Scotland where school return from their summer break up to two weeks earlier than in England and Wales. Previously, Mandarin was on the list of shortage subjects, but not teachers of other languages.

TeachVac has recorded fewer vacancies for teachers of modern languages this year compared with last year since the start of the covid-19 pandemic, so the data from Burning Glass seems curious to say the least.

There is no mention of business studies as a shortage subject in the MAC report even though TeachVac has consistently pointed out that the subject tops the list of subjects where schools have found recruitment a challenge. Perhaps there is a pecking order of subjects that typifies their status. Following the Prime Minister’s announcement earlier today on skills, it is even more difficult to see why business studies is not even considered by the MAC in their report.

The fact that the MAC doesn’t even seem to have taken into account the DfE’s own vacancy site is also curious. As a result the outcome of the data analysis on secondary teaching must be open to discussion.

The MAC decision seems based on the fact that The APPG on Modern Languages was concerned about shortages and that an above average number of EEA nationals made up part of those students on teacher preparation courses. The fact that these courses filled more of their places than say, design & technology isn’t mentioned.

The MAC noted that: We recommend, in addition, adding all modern foreign language teachers within SOC code 2314 (secondary education teaching professionals) to the SOL. Overall the occupation has a relatively low RQF6+ shortage indicator rank and is less reliant on migrant employees than the UK average. Statistics show a gradual rise in the number of entrants to ITT (England only). However, there is also some evidence of shortage, particularly for MFL teachers, a subject more reliant of EEA employees. Page 610

I wonder whether the government will accept this recommendation.

Interestingly, the MAC see no reason to add either primary teacher or FE lecturers to the list of shortage subjects. The former is understandable, the latter strange in view of some of the skills areas on the list. Did the MAC ASK whether there was any difficulties in recruiting lecturers in these areas? On the face of their report it seems they treat FE like primary teaching as a single sector whereas secondary teaching was looked at in more detail down to subject level.

OECD Education Indicators at a Glance: 2020 Edition

Posted on September 17, 2020 by John Howson

Each year the OECD brings together the most recent data about education systems. Originally it was just data from the OECD countries, but now the scope has widened to include some other countries. This allows for both a EU23 country average and in some cases a G20 average number to be calculated in many of the tables.

In this blog post, I look at three sets of data; age of teachers in primary and lower secondary sectors; the percentage of female teachers in these sectors and some data about class sizes.

The data for the home nations is aggregated into a United Kingdom statistics. This is despite, as pointed out in a previous post, education is a devolved activity and each constituent part of the United Kingdom takes its own decisions on education policy. However, they are not separate countries, and are viewed no differently than either German Land or French Departments by the OECD.

On the ratio of students to teaching staff in 2018, the United Kingdom still has one of the largest ratios in the table for the primary sector, at 20 pupils per teacher. Only The Russian Federation, Colombia, Brazil and Mexico, of the nations included in the table, have larger class sizes. By comparison, the OECD average is 15 pupils per teacher, and the EU23 average is even smaller at just 13 pupils per teacher. The United Kingdom figure comes after including the smaller class sizes often found in swathes of rural Scotland and Wales.

In the lower secondary table, the United Kingdom performs better. The average falls to 16 pupils per teacher, compared with an OECD average of 13 and the EU23 average of 11 pupils per teacher. Although the imbalance between staffing is of long-standing, it is smaller than a generation ago. It is to be hoped that as policymakers fully understand the importance of early education the gap will continue to close between the staffing ratios funded for younger and older pupils.

On the age distribution of teachers, the United Kingdom had the system with the highest percentage of teachers below the age of 30 working in the primary sector at 29% of the teaching force, and one of the lowest percentage of teachers older than 50 in the sector. Young teachers are more recently prepared for the classroom, but less likely to remain there than older teachers.

The large percentage may partly be down to the rise in the birth rate that required more teachers to be hired as the increased number of pupils reached school age. By contrast, many western European countries, including Finland, had less than ten per cent of their primary teaching force in the under-30 age bracket in 2018.

The position is similar in the lower secondary workforce, with the United Kingdom again leading the way at 22%, with the second highest percentage of teachers in the youngest age grouping: only Turkey had a higher percentage. Indeed, the EU23 average was only nine per cent of lower secondary teachers under the age of thirty in 2018.

On gender, although we tend to think of teaching these days as a profession where women vastly outnumber men, and that is true, the data revealed that in 2018 the United Kingdom was close to the OECD average of 83% female teachers among teachers under thirty in the primary sector. The EU23 average for this group was 85% ,with a UK figure of 84%. By contrast, in Austria and Italy more than 90% of their teacher under the age of 30 were female. In Denmark, the percentage was only 58%.

In the lower secondary sector, the international averages were a 68% of teachers under thirty being female. The United Kingdom were again similar to the averages with a figure of 66% for female teachers as a proportion of teachers under the age of thirty. Denmark again had one of the lowest percentages, but Italy had a much higher percentage of male teacher in the lower secondary sector.

There is more to be said about the difference in survival rates in teaching for men and women, and the relative lack of women in leadership positions, even after several decades of equal opportunities legislation.

Data on teachers’ ethnic backgrounds would also be useful, not least to know where and how well it is collected across the OECD countries.

The data was collected in a period of calm before the pandemic storm hit the world. What these numbers will look like in a decade if employment opportunities change is in the realm of speculation. Might the patterns be very different or might the journey to equal opportunities really be more firmly embedded in the labour market than ever before?

How many unqualified teachers are there?

Posted on September 4, 2020 by John Howson

One of the questions that has exercised educationalists during a time of teacher shortages is whether or not there is a growing number of teachers without Qualified Teacher Status working in State School? Mr Gove, when Secretary of State for Education, changed the rules, from allowing all schools to employ unqualified staff only when they were unable to find a Qualified Teacher, to allowing academies and free schools to employ such individuals as core staff members.

Did this change open the flood gates? Data from the School workforce Census for 2019 and previous years suggests probably not, although there is a worrying figures in the data. Overall, some five per cent of teachers, as measured by the Full Time Equivalent number of teachers, did not possess QTS in the 2019 Census. In total, the figure in November 2019, was 25,078 compared with 25,860 in November 2016. Overall, the trend has been downwards. This may be because it is clearer to schools completing the census how to classify ‘teachers’ on either Teach First or School Direct Salaried contracts within schools.

Looking at the different sectors is illuminating. In the primary sector, there were 7,673 non-qualified teachers in November 2016, and 7,528 in November 2019. However, the bulk of unqualified teachers were in the secondary sector. In November 2016 the number was 25,860, but by November 2019 the number had fallen slightly to 25,078.

However, in the special school sector, where many of our most vulnerable learners are educated, the number of teachers without QTS increased from 3,033 in November 2016 to 3,729 in November 2019. By the latter date, such ‘teachers’ accounted for 14% of teachers working in the special school sector.

Now, hopefully, these are experienced teachers that bring special skills to bear to help with the education of these children. Sadly, the data doesn’t allow that to be more than a ‘hope’. Should this not be the case, and many might lack specialist teaching as well as other qualifications, this must be a matter for concern? It would be interesting to see a regional breakdown of the numbers, to see if certain parts of the country ha percentages even higher than the 15% national figures for England.

Since the term ‘teacher’ isn’t a reserved occupation term, anyone can style themselves as a teacher. Indeed, as I have pointed out in the past, these individuals without QTS when working in schools were once categorised as ‘instructors’. However, the Labour government changed their designation to that of ‘unqualified teacher’. I still think, in recognition of the preparation teachers have to undergo that the term ‘teacher’ should be reserved solely for use by those with QTS and that a person in training should have a separate designation such as trainee teacher. But, that’s a personal opinion.

Of course, few schools tell parents whether there child is being taught by either a teacher with QTS or one with appropriate subject or other specialist knowledge. Should there be more transparency?

PTRs: an update

Posted on July 23, 2020 by John Howson

The publication of the 30^TH Report of the School Teachers’ Review Body (STRB) Report earlier this week contained the usual chapter on the state of the labour market for teachers. As is often the case, the DfE provided a set of data with their evidence that found its way into the relevant chapter of the report.

One such table was for the Pupil Teacher Ratios for Qualified Teachers, by primary and secondary sectors for all state-funded schools

The STRB table appears to have used data from the School Workforce Census up to 2018. The 2019 data presumably appeared too late to be included in the Report, but I have added it to the Table for the purpose of completeness.

Pupil to teacher ratio (Qualified) within-schools for ‘Pupil-teacher ratios’
	2011	2012	2013	2014	2015	2016	2017	2018	2019
LA maintained nursery and primary	21	20.9	20.9	21	21.1	21.3	21.7	21.5	21.3
LA maintained secondary	15.6	15.5	15.7	15.8	16.1	16.4	16.7	17.2	17

* see foot of post for link

Curiously, the data from the DfE site on the School Workforce Census for Qualified teachers in 2018/19 differs from the numbers in the STRB Table as the extract from the DFE site reveals.

Table showing Pupil to teacher ratio (Qualified) within-schools for ‘Pupil-teacher ratios’ from ‘School workforce in England’ in England between 2018/19 and 2019/20
	2018/19	2019/20
LA maintained nursery and primary	21.3	21.3
LA maintained secondary	16.7	17

https://explore-education-statistics.service.gov.uk/data-tables/fast-track/bf13ef14-3069-4638-a489-d31a2248e984

I don’t know the reasons for the apparent differences between the two datasets. The new method of producing statistics on the DfE site makes time series data more of a challenge to create for those used to the former presentation. I am sure that the new system will allow for easier interrogation of the data, one the initial challenges have bene overcome. However, it does alter the dynamics of the relationship with the data if you can only ask pre-set questions, and cannot eye-ball the dataset for possibly interesting patterns that have not occurred to the statisticians in the civil service.

There are couple of odd anomalies in the Secondary PTR data for 2019. Two unitary authorities, Portsmouth and Telford & Wrekin, are recorded as experiencing very large changes between 2018 and 2019. In the case of Portsmouth’s data about Qualified Teachers in the secondary sector, the PTR went from 16.7:1 to 18.5:1 in one year. This is well outside the normal degree of change.

In the past there have been errors recorded in the PTR tables. Indeed, one year a Volume of Statistics of Education – Teachers had to be recalled as there were so many mistakes. More recently, a glitch resulted in mistakes for some local authorities in Yorkshire and The Humber Region appearing in one version of the table.

Finally, it is worth noting the relationship between school funding and PTRs. The direction of travel is a good lagging indicators of how well schools are funded, especially now that funding is so closely related to pupil numbers.

Should the remaining shire counties be reformed into unitary councils in the autumn, as has been predicted, then 2020 might be the last time for some years that PTR data will provide anything like a reliable picture of staffing trends in schools across a whole swathe of rural England.

Click to access STRB_30th_report_July_2020.pdf

Looking back

Posted on July 15, 2020 by John Howson

One of the joys of using WordPress is that site owners are told details of the various posts being read each day. Now the blog is several years old, it helps to remind me of what I wrote often many years ago. One visitor recently picked up on a post I wrote for a conference in Oxford almost five years ago, in November 2015.

The full post can be accessed at: https://johnohowson.wordpress.com/2015/11/18/oxford-ite-conference-talk/ but I thought it was worth some of the salient points once again seeing the light of day.

Overview

1.1 Over the past half century teacher supply has been through a number of different cycles during which there have been short periods of over-supply interspersed with longer periods of shortages. Within these macro cycles there have been other periods where particular subjects or parts of the country have been affected by more local supply problems.

1.2 Since 2013, the recruitment into teacher preparation courses has become more challenging as numbers enrolled have declined. This would likely have been the case despite the fact that this period also witnessed a shift towards a more school-led approach to teacher preparation programmes. The development of new programmes has been a feature of periods of teacher shortage from the Articled Teacher scheme of the late 1980s through the SCITTS of the 1990s to the GTTP and Teach First of the early years of this century and now the school-Direct programmes.

1.3 With a significant increase in pupil numbers over the next few years it seems likely that staffing schools will become a serious problem over the next few years. We will know more on Thursday when the 2015 ITE Census is published by the DfE. I expect some improvement over last year as a result of the better marketing campaigns, but still insufficient new entrants in many subjects to meet the Teacher Supply Model numbers that historically have been seen as targets. The NCTL allocations merely blur the understanding of numbers needed, but may have helped keep higher education alive in teacher preparation. Without such over-allocation against the TSM in 2014, as I pointed out to the Minister, the loss of most English and history places from higher education would have made many more vice-chancellors question the viability of their PGCE courses.

Now we are at the start of another cycle of teacher supply, with shortages likely to be replaced by unemployment among qualified teachers seeking to return to teaching and newly qualified teachers affected by the significant short-term drop in vacancies since March 2020.

The 2015 piece went on to discuss possible typologies for whether the sector was facing a ‘crisis’ or a ‘challenge’. Both are terms still used without any agreed definition as to the difference between them. The original post offered some suggested definitions.

The post concluded that the root causes of the lack of supply of teachers was:

4.1 Assuming that no issue is taken with the modelling undertaken by the DfE to determine the number of training places and also that the deterioration of the percentage of teachers teaching a subject that have a post ‘A’ level qualification in the subject they are teaching indicates a lack of supply, then the root causes may be regarded as: insufficient recruitment into training; undue levels of early departure from the profession; a growing school population and the development of teaching as an international career and schooling in England developing as an export industry.

The final point was a new factor not present to the same degree is presently in affecting teacher supply. Will the present pandemic see a return to the United Kingdom of a large number of teachers currently working overseas? There are arguments that can be put forward for views both for and against the proposition that these teachers will return in large numbers. However, it is too early to tell.

The conclusion in 2015 reflected the changes the teacher preparation scene had undergone over the previous five years since the arrival of the Coalition government in 2010.

Conclusion

7.1 The various routes into teaching have been undergoing a fundamental politically driven change from a higher-education based system to a school-led system. This change has occurred as the economy has shifted from recession into a period of growth. It is not yet clear how far the changes in training routes may affect the attractiveness of teaching as a career. Indeed, salary and other associated benefits such as work/life balance and pension arrangements may be of more significance in recruitment into the teaching profession.

7.2 What is certain is that to create a world-class education system, we need not only world-class teachers but sufficient of them in the right places and right subjects with a willingness to become the school leaders of both today and tomorrow.

The final point remains as valid today as it was in 2015. The question now is, will it be easier to achieve than in recent years, thanks to the change in our economic circumstances as a nation?

What’s happened to our young teachers?

Posted on July 6, 2020 by John Howson

Last week the publication of the DfE’s School Workforce Census data revealed the lowest number of Qualified Entrants into the profession in England since 2011/12. The number given for 2019/20 was 43,405 and for 2011/12 42,434. In 2014/15 the number was just over 50,000.

Now, there may be several possible reasons for the low number this year. There might be more unqualified teachers in classrooms. Although possible, the decline in School Direct Salaried route into the profession and an absence of significant growth from Teach First makes this unlikely to be the reason. Are school rolls falling, meaning less demand for teachers. Well, they are at the bottom end of the primary school, in Reception, but not elsewhere and, in the secondary sector, intakes were higher in September 2019 than the previous year.

Perhaps existing teachers were staying put? It is certainly true that fewer teachers retired or left the service than in the previous year, so that might possibly have produced less demand for new teachers. Of course, that is a complex picture, especially in the secondary sector, where demand may alter by subject.

Another reason might be that there was a demand for teachers, not met because of insufficient trainees. It is true that entry into training in 2018, the new entrants into schools in 2019, didn’t meet the expectations of the Teacher Supply Model across the board, but it wasn’t an especially poor year for recruitment on to teacher preparation courses.

Worth considering as a reason is that pressures on school funding reduced the demand for teachers and, as a result, there were fewer entrants. A quick look at changes in Pupil Teacher Ratios over time suggests that this may well be part of the reason.

Schools, especially secondary schools, are also remodelling their workforce and may be employing fewer Qualified Teachers. A glance at the DfE’s vacancy web site now shows a range of tutor and other job titles not paid on the Teachers Pay Scales. Indeed, last week, some 24% of vacancies listed by the DfE didn’t require ‘Qualified’ teachers to fill them.

A significant proportion of the reduction in entrants is among those aged under 25. These will mostly be newly qualified teachers either entering directly from their preparation course or after a short time.

Entrants to Teaching Under 25 and Qualified Teachers	2011/12	11,253
	2012/13	12,843
	2013/14	13,405
	2014/15	14,483
	2015/16	15,001
	2016/17	13,471
	2017/18	12,375
	2018/19	11,840
	2019/20	11265

Entrants to Teaching – Qualified Teachers

Source DfE School Workforce data abstracted by author on 6^th July 2020

Since 2015/16 the number of Under-25s that are Qualified Teachers entering the profession according to the DfE data has declined by around 3,700. A drop of some 20% from the peak in the past nine years. Since this is the age-group from which will come future school leaders, such a decline must be viewed with concern.

In the current world of reduced vacancies, this data, if correct, should start a conversation about the teachers schools are choosing to employ for the vacancies that there are? NQTs or experienced staff?

I have written elsewhere about the idea of a supernumerary scheme to ensure the profession doesn’t lose large numbers of new entrants, especially if many of the Class of 2020 cannot find teaching roles. They are a valuable resource and should not be overlooked. Without their services, schools might not be able to survive a second wave of teachers taking time out due to the need to self-isolate following local lockdowns during the autumn and winter.

Not the APPG June 2020 paper

Posted on June 15, 2020 by John Howson

Not the APPG Teaching Profession June 2020

The Labour Market for Teachers – some observations for the informal meeting 15th June 2020

When I last prepared a piece for the January meeting of the APPG, I thought 2020 would be a challenging year for some teachers looking for posts in the primary sector, but many teachers seeking a post in a secondary school would have more choice.

The rest of January and February saw more vacancies in the secondary sector than in any recent year, but similar vacancy levels in the primary sector to the past two years, although leadership positions remained weaker than in recent times.

And then came the coronavirus; lockdown, and schools talking only vulnerable pupils and those of of key workers; and not many of those. Vacancies slumped. By the end of May, the number of recorded vacancies across both primary and secondary sectors was almost half the number recorded in the same period in 2019. So far, June, usually a month when vacancies start declining towards their August lows, hasn’t shown any upturn in vacancies. As a result, 2020 is on track to look similar to 2019 for the secondary sector overall, whereas the primary sector will almost certainly record fewer opportunities for jobseekers than in 2019, unless there is a big upturn in the autumn in vacancy levels.

This begs two questions are now: how does the sector respond to a very different environment, where jobs are scarce, but applicants more plentiful? Secondly, how will this situation affect school spending patterns?

The APPG might like to establish an independent review of the recruitment market and what constitutes value for money in this new environment. As the Chair of TeachVac, I would be happy to provide evidence to such an inquiry.

TeachVac is now offering webinars about job hunting skills as a service to teachers, as are others. This recognises the balance in the market has shifted, at least for the next recruitment round and probably beyond September 2021.

NfER have provided their own recent assessment https://www.nfer.ac.uk/teacher-labour-market-in-england-annual-report-2020/ but as they note this was written before the recent change in the labour market post March. The TES, SchoolsWeek, and other publications have also commented on what is happening, based on evidence from various sources including TeacherTapp https://teachertapp.co.uk/

The loss in vacancies across the secondary sector was in the order of 5,000 between March and end of May compared with 2019. In the primary sector, it was nearer 2,500. What cannot be computed is the level of interest in teaching from ‘returners’ either made redundant or furloughed. Then there is the effects on the supply market and home tutoring to consider. An independent review by the APPG could consider the whole market and how it has changed. Such a Review could also look at what is happening to interest in teaching as a career. Is the fact the ONS classify teaching as a high contact activity putting off would-be teachers? Early evidence suggests not in terms of applications to become a primary school teacher.

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Education and the numbers that affect what happens

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