Tag Archives: Yorkshire

London teachers more likely to receive additional payments

Posted on by
Reply

On 11th February 2018, I wrote a blog post about pay flexibilities for teachers, and the use of allowances. Pay flexibilities for teachers | John Howson (wordpress.com) The DfE’s 2022 evidence to the STRB, referenced in recent posts on this blog, has a table on page 65 that allows an update for the position in November 2020.

According to the DfE’s evidence to the School Teachers Review Body (STRB) in 2018 only 64%, just fewer than two out of three schools, paid any of their staff Teaching & Learning Responsibility allowances (TLRs as they are usually known). I guessed in 2018 that most of the remaining nearly 8,000 or so schools were mostly small primary schools, with only a handful of teachers and a head teacher? In November 2020, the percentage of schools paying a TLR was almost the same as in 2018, at 63.7% of schools. Presumably, it was still the small primary schools where there were no TLRs paid to staff.

Interestingly, the DfE record that 76.7% of schools in 2020, compared with 75.2% of all schools in 2018, make some form of payment to some of their teaching staff. The lowest percentages were for schools in the East midlands and Yorkshire and The Humber Regions.

In 2020, 20.7% of schools were using SEN payments, rising to 27.8% of schools in the South East of England. In the Yorkshire and The Humber Region only 14.2% of schools were making SEN payments: not far short of half the percentage of schools making such payments in the South East of England. This difference seems significant enough to need further investigation.

Even less common than SEN payments, despite all the talk about a recruitment crisis, has been the use of recruitment and retention payments to teachers; only 8.9% of schools across England were recorded as making such a payment in November 2020. However, the percentage does rise to 18.2% schools in the Inner London area – That’s not technically a region and the DfE evidence doesn’t define what it means by Inner London and whether it is pay area or some other definition. By contrast, only 4.7% of schools in the South West makes any payments to a teacher or teachers for recruitment and retention reasons. The DfE doesn’t make clear how many teachers in the schools receive such payments. It is enough for just one to teacher to receive a payment for a school to qualify for inclusion in the table.

The use of additional payments to teachers doesn’t seem to have changed much during the past few years. This despite the challenges schools have faced in recruiting teachers with some specific subject knowledge. The pressure on school budgets may well have accounted for an unwillingness to spend more of the school’s funds on extra allowances, over and above those already in the system.

It will be interesting to see how schools will react to the challenge of the £30,000 starting salary and the need to motivate more experienced staff if differentials are reduced, especially if new teachers retain the right to a lighter timetable.

Free Education does not mean Equality of Education

Posted on by
Reply

The Town Mayor of Thame has as her charity this year, Lord Williams’s School Young Carers. I though of this when I read apiece on the BBC about parents making donations to schools. https://www.bbc.co.uk/news/education-50732685 The BBC found that in 2017-18 the average school in London raised some £43,000 from donations. In Yorkshire, it was just £13,000. Although incomes may differ between the two regions, the price of goods the schools purchase probalby doesn’t to anything like the same extent.

This disparity between areas even short distances apart has troubled me ever since I started teaching in Tottenham in the 1970s. Schools in the Highgate and Muswell Hill areas of Haringey regularly used to raise substantial sums even the, both from parents and school activities, whereas those in South Tottenham would be lucky to bring in a fraction of the same amount. Not only did parents not earn the same, but they also didn’t have access to figures in the media and entertainment worlds that could open the summer fete and attract large crowds by doing so.

When I came to Oxford in 1979, I found a similar pattern between parts of the South and East of the City and the North West wards. Such a difference still exists.

One difference from now was that when all schools were under local authority control, local politicians could arrange the funding in ways that might support less well-off schools. An objection to the National Funding Formula is that in its purest form it doesn’t really allow for such differences between schools to be overcome.

Where schools can access support from charities, the addition of Gift Aid tax recovery can make the difference even greater. Now, I think the Mayor of Thame’s Charity is excellent, in that it is clear where within the school the money raised will be used.

Another school I know used its fundraising to benefit the community as a whole by creating an all-weather pitch that could be used outside of school hours.

Despite pressure on school budgets over the past few years, education unlike the NHS, hasn’t really featured in the general election. Possibly because every main Party is promising more for schools; something for post-16s, but whatever happened to higher education?

So, should the National Funding Formula take into account the amounts raised by schools? Such a move might help, but it wouldn’t stop parents supporting their own children: something that troubles the Labour Party in this election, if their plans to abolish private schools are to be believed.

As I have already noted on this blog, in Essex, the Tories take the opposite view, by refusing free transport to selective schools and thus making it a challenge for the less well-off to take up places at such schools where if they live some distance away from the school.

Perhaps we can start a charity to fund the bus fares of children attending selective schools that cannot afford the fare. But, why should they have to rely upon the charity of others, rather than the acknowledgement of the State that if you have a selective system, then every child should be able to attend a school as which they have secured a place.