Tag Archives: UNIVERSITIES

What’s wrong with career changers?

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An analysis of data provided by UCAS yesterday on applications to teacher preparation courses, and offers made to applicants, suggested that this year recruiting to teacher preparation courses will be even more of a challenge than last year. There is now a risk that unless the 5,000 applicants with interview requests outstanding or awaiting offer have a different success rate to those applying earlier in the year even primary courses may not meet their targets across England.

By 16th June some 23,000 applicants had been placed, conditionally placed or were holding offers against a target in excess of 29,000 graduates, excluding Teach First. With no more than 10 weeks to go before courses start, and the skills tests to pass, not to mention the school holidays, it will need an unprecedented effort to hit the targets in all subjects even at the lower level indicated by the DfE’s Teacher Supply Model; the NCTL allocations in many subjects are just pie in the sky now.

Bearing in mind that these are places on courses for those that want to become teachers ,the conversion rates on the different courses are interesting:

PRIMARY TOTAL OFFER
HE 23%
SCITT 28%
SCHOOL DIRECT 24%
SD SALARIED 15%
   
SECONDARY TOTAL OFFER
HE 19%
SCITT 22%
SCHOOL DIRECT 16%
SD SALARIED 12%
All applicants 20%

School Centred courses appear to have made a higher percentage of offers to applicants than other routes. In primary, the School Direct training route has made the same percentage of offer to applicants as higher education, but in secondary courses higher education has made a higher percentage of offers despite having seen its number of places decline compared with last year.

The interesting outcome is the apparent low percentage of offers to career changers applying for the School Direct Salaried route where offers appear below the totals achieved in many years under the former Graduate Teacher Programme. Only around one in eight applications to the secondary courses have been accepted. This means that only 910 applicants have been placed, conditionally placed, or were holding an offer on the 16th June for secondary School Direct Salaried places. In primary the total is 1,500 offers.

It is worth exploring whether this means that career switchers are less suitable for teaching, despite their greater experience than new graduates, and older graduates applying for the other routes? The NCTL should also make clear whether any salaried places have been returned by schools and re-allocated to other routes following the recent requests for providers of all types to take additional places in many subjects and the primary phase.

It is also worth noting that the DfE/NCTL decision to allow all legitimate bids in physics and mathematics doesn’t seem to be working. As a result, it is important to know whether it is distorting the regional picture with more places being accepted in some parts of the country than others.

The Royal Society paper on Vision published yesterday recognised the need for more teachers. These figures show that in the areas they mentioned this isn’t happening. Time for plan B?

 

Ofsted changes ITT inspection rules again

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The latest changes by Ofsted to the inspection of initial teacher training announced today look interesting on the surface, but may be fraught with some interesting issues.

The two stage inspection process; Stage 1 in the summer term, and Stage 2 in the autumn following the completion of training assumes inspectors will visit many more schools to see NQTs teaching in their first term than has been the case in the recent past. Indeed, they may almost take on the role of the former LA adviser dropping in to see how an NQT is progressing.

The new process raises interesting challenges for providers. For instance, the reference will take on a new role. A trainee that has only been in mono-cultural school settings teaching a specific subject might warrant a more caution reference when applying for a post in a multicultural setting dealing with many students whose first language isn’t English. Similarly, it might lead to specific subject certification, such as ‘this NQT is has only taught history during their training, and cannot be deemed to be suitable to teach humanities without further preparation’. If the school appoints the NQT, and the HMI doesn’t like the RE lesson observed because of the material used, does that reflect badly on the ITT provider? The same issue might arise where a primary trainee was appointed to teach a mixed-age class having never experienced that situation in training: does the ITT provider bear the responsibility for the observed outcome? And what of undergraduate trainees that might not normally teach in the final summer term of their course? Will special placements now need to be arranged to satisfy Ofsted?

The summer term may also be too late to observe trainees effectively, especially those in UTCs, Studio Schools, or sixth form colleges where the majority of students might be on examination leave. At the very least, these students might have different timetables to those in 11-16 schools and their primary colleagues. I would personally favour a window between February and May for the observation phase, as ITT providers should by then be indentifying those students that are making good progress, and those that need additional help to reach the required standard. That is one of the benefits of HE and SCITT provision over some forms of School Direct in that the training provider can tailor the placements more directly to the needs of the trainee.

At the end of the day, we need to train enough teachers for all schools, and if the Ofsted process does not match outcomes to training, there is a risk that won’t happen.  Of course, since academies can employ anyone, it is difficult to see how Ofsted can judge training provision against teachers seen where the ITT provider has specifically stated that the trainee is not suitable for the post. That raises interesting questions for providers going forward, and for partnership agreements with School Direct. ITT providers will want to know how they will be judged on the part of a training regime they offer where they have no relationship with the trainee, and where they eventually work. Unless that scenario is discussed, the risk to HE and SCITTs will be greater than to the same training provision offered through School Direct: but perhaps that the logic behind the change.

 

 

 

 

Good, but with some worrying features

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The February data relating to applications for teaching preparation courses looks, on the surface, like good news for the government. Applications rose between January and February, from just over 81,000 to more than 102,000; an increase of about 20%. Not bad in a month. There was a similar percentage increase in the number of applicants, from just less than 30,000 to 36,600, suggesting that many applicants used all three of their possible choices.

Across the UK, acceptances increased from over 7,000 to more than 17,000, although the bulk of these are conditional offers – presumably awaiting the outcome of the skills tests. More worrying is the 12% of applications withdrawn although some may affect only one application since the number of applicants withdrawing from the scheme is only 390, or barely 1%. More worrying might be the 5,100 applicants where no offer was made. This is 14% of applicants. A further 25% of applicants are waiting an offer from a provider, and there are more than 5,000 interviews pending.

Applications are broadly in line with the share of places on the different routes, with HE receiving 58%, down from a 60% share in January, and School Direct 37% up from 36%. SCITT have attracted 5% of applications. (HE has 56% of places, SCITTs 7%, and School Direct 37%). So, what matters is that acceptances in future are in line with applications on all three routes. As there is considerable over-allocation of places in many secondary subjects, there is still the possibility of over-recruitment in some popular subjects, or subjects where the bursary proves especially popular. However, it is too early to tell exactly what is going on in relation to acceptances by subject, not least because the figures are not presented in a very helpful manner.

As might be expected at this time of year, applications grew at a faster rate from the older age groups of career switchers, with the 29+ groups showing the largest percentage increases in applicants, and the under-21s the smallest percentage increase; presumably as they focused on the final examinations rather than worried about course applications.

By next month there should be a much clearer picture about acceptances, since many of the 25,000 or so applicants to courses in England noted in January should have been processed by then. At that point, and certainly by the May 1st data, it should be possible to see what is happening across the different subjects sufficiently clearly to make some predictions. Hopefully, it will be good news for the government, and eventually for schools looking to employ these would-be teachers in September 2015.

Select Committee poses challenging questions

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The Education Select Committee spent just over two hours this morning quizzing both a panel of witnesses and the Minister of State, David Laws about School Direct and issues relating to teacher supply more generally. The Minister was accompanied at the table by the head of the National College, with other civil servants sitting in the row behind and occasionally passing notes forward.

As one might expect the Minister’s performance, like that of the Chairman of the Committee, was accomplished. Both were on top of their briefs, and some of the numbers that have appeared in earlier posts on this blog were exchanged during the session. Indeed, this blog even rated a mention in one interchange between the Committee’s Chairman and the Minister.

We learnt a lot about the difference between ‘allocations’ and ‘targets’ during the session, but little about how either is derived. A replacement for the 1998 document on Teacher Supply and Demand Modelling, published after a previous Select Committee Report, now looks overdue, and I hope David Laws isn’t told by the DfE that it would not be helpful to publish it. The veil of secrecy over numbers has been a real issue in hampering effective discussions this year.

If the Minister is correct, and more schools want to take part in School Direct in 2014 then, unless targets are increased, either some schools won’t be allocated places or HE will come under more pressure as more places are removed. The Select Committee didn’t press on this particular point; a pity.

Nobody reminded the head of the NCTL that he had said in January at the North of England Conference:

In the future I would like to see local areas deciding on the numbers of teachers they will need each year rather than a fairly arbitrary figure passed down from the Department for Education. I have asked my officials at the TA to work with schools, academy chains and local authorities to help them to devise their own local teacher supply model. I don’t think Whitehall should be deciding that nationally we need 843 geography teachers, when a more accurate figure can be worked out locally.

(DfE, 2103)

However, the Minister did make plain that he saw that there was a responsibility to ensure that there were enough teachers. Sadly, nobody asked him whether that meant it was alright if the extra history and PE teachers recruited above the target set ended up teaching mathematics where there might be a shortfall.

Although the issue whether School Direct was an urban model was mentioned several times, the issue of whether it will work in the primary sector was not really explored properly. Neither did anyone really put the trainee’s needs at the heart of the debate, although the discussion on subject knowledge did make some attempts to go in that direction, but without much success.

The unified portal will do away with many of the issues around admissions that featured in the recruitment process this year, but it was worrying that both school and HE representatives said that the timescales set by UCAS might be too tight; that is a factor that will need watching.

At the end of the day, we still have too few trainees in mathematics, physics and computer science this year, and no statement about what the consequences of this shortfall might be. The next steps will be the census in November and the 2014 allocations and targets. My bet is that 2014 will be even more of a challenge than 2013, however recruitment to ITT is handled. By Easter, we will know whether or not I am right in making that claim.

Curiouser & Curiouser

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Now I may have done the DfE something of a dis-service with my last piece about scaremongering. Almost as I was writing it the DfE were publishing a Statistical Bulletin https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/229468/SFR_ITT_allocations_August_2013.pdf about ITT allocations and the changes from last November. This has allowed me to update my data about current trends to be much more accurate.

After looking at all the routes, including those that don’t recruit through nationally managed schemes, I still stand by my view that the targets are unlikely to be met this year. However, whether the targets are too high is another matter. For many years the employment-based routes weren’t subject to targets in the same manner as the traditional higher education and SCITT programmes were. After they were added to the targets overall numbers were quite rightly reduced to take account of the falling secondary school population. This year, it seems as if some employment-based providers that either lost out in the School Direct allocations or wanted another route have created some new SCITTs. These providers have acquired nearly 600 extra places since November, a similar number to the increase for the whole of the HE sector. Interestingly, by contrast, School Direct has only grown by 1.5%, or 145 places, since November and there has been a switch from the Salaried Route to the less expensive Training route of 5%. The undergraduate route has remained static at just under 6,800 places in some tables and 6,400 in others. Either way this route now accounts for less than a third of trainee primary school teachers.

ISurprisingly, Computer Science, a one-time favourite of the Secretary of State actually has now a reduced number of places in the August totals compared with November’s target. The decrease is of 73 places, close to a 10% reduction. Design & Technology also seems to have suffered a similar fate. What the Business Secretary will make of his Education colleague presiding over reductions in the sort of subjects that are key for the nation’s wealth producing industries I don’t know, but the fact the Statistical Bulletin doesn’t point these reductions out might be worthy of note in itself. By contrast, both history and PE have gained an additional 100 places each. Both subjects will have no difficulty filling these extra places as they are the two subjects where applications through the GTTR route in 2013 are above last year. Filling the extra places awarded in Mathematics and the Sciences may not be possible this year, and it does go to show why managing the whole recruitment cycle efficiently is important.

Finally, for some reason that is even less clear than in the past, Teach First numbers are excluded from consideration in the Bulletin. As Ministers keep announcing that it is an ever more important route into teaching, excluding the data from a discussion on ITT allocations seems bizarre to say the least. If there is nothing to hide, then I see no reason not to include Teach First data in the overall statistics. At the very least it would allow potential trainees to see the total numbers being trained. But then we don’t know the numbers being recruited without any training. How that total will be tracked is another interesting challenge for the sector.

Birds of a feather

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Nothing I have read so far about the Social Mobility Commission Report into access to Russell Group universities that was published earlier today has mentioned the need for state schools to be able to access the best teachers. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/206994/FINAL_Higher_Education_-_The_Fair_Access_Challenge.pdf

The present gap between state and private school pupils’ access to this group of universities is certainly dire in many cases, but unless we can adequately staff our state schools it won’t improve. On top of that problem there is the unspoken issue of revision classes and private tutoring often used when some parents are concerned that their child’s school may not be delivering the grades required for entry to a particular university.

Much has been made by some commentators of the fact that state school pupils study the wrong subjects for entry to Russell Group universities, but this doesn’t seem to be an issue in Scotland, Wales or Northern Ireland where, Edinburgh University apart, the Russell Group institutions generally meet or exceed their state school targets. Leaving aside for a moment the Oxbridge issue, there seem to be a group of Russell Group universities that stand out as being the farthest from their benchmarks; Bristol and Durham in particular, followed by Exeter, Newcastle and a group of London institutions that includes Imperial, UCL and LSE. Although Leeds isn’t in this list, the size of the university means if it did more to attract state school pupils it could also make an impact on the shortfall.

It is to be hoped that these state school pupils that don’t make it Russell Group universities do still attend a university, and that they are rewarded with teaching that stretches their able minds. Then there is the issue, touched on in the Commission’s report, of what happens after university. If employers only attend Russell Group universities looking for new talent, then unequal access to these universities is certainly acting as a filter. But, as the Report identifies, requiring upfront fees for postgraduate study can also be a powerful barrier where private sector employers require a post-graduate qualification. Of course, the egalitarian Mr Gove has solved that problem in education by allowing some schools to take into teaching those with no training at all. But, in reality, that is a different argument. There is also the question of how instrumental candidates from state schools are in selecting both ‘A’ level subjects and degree courses. It is no doubt better to be employed with a degree from a local university than both a NEET and a Russell Group graduate. However, the evidence of the need for state school pupils to achieve higher grades to obtain entry clearly suggests that something unfortunate is going on in England. The Commission might like to republish its findings with just students domiciled in England included: the position then might be even starker than at present.

As I hinted earlier, the need to continue to ensure a supply of sufficient teachers for all schools is a necessary condition if even the present situation is to be maintained, let alone improved. Regular readers will know of my fear in that respect. If they come true, who attends what university still be a matter of even more concern in 2020, and probably well into the next decade.