School Workforce in England

This DfE publication provides the latest information on the composition of the school workforce employed in state-funded schools in England. Amongst other data, it shows that male classroom teachers get paid £900 more per year, on average, than their female counterparts across all grades.

The data shows that male classroom teachers received an average salary of £37,885 compared with £36,985 for their female peers. And for headteachers, the average salary for men was £77,362, compared with £68,870 for women.

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      string(379) "ResourceWORKFORCE REMODELLING STUDYOriginal DocumentWorkforce Remodelling Study. This new research from Select Education shows the impact of workforce remodelling and the effect on staffing extended schools. The research shows the importance and ability of non-teaching staff to support education and the curriculum, by highlighting that the majority of roles needed ..."
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Folder: Leadership Briefings Issue 3.03 (27)"
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      string(4126) "ResourceWORKFORCE REMODELLING STUDYOriginal DocumentWorkforce Remodelling Study. This new research from Select Education shows the impact of workforce remodelling and the effect on staffing extended schools. The research shows the importance and ability of non-teaching staff to support education and the curriculum, by highlighting that the majority of roles needed to support teaching and learning through services such as extended schools programmes are non-teaching.KeywordsWorkforce remodelling, extended schools, non-teaching staff, curriculumSummaryThis new research from Select Education shows the impact of workforce remodelling and the effect on staffing extended schools. The research shows the importance and ability of non-teaching staff to support education and the curriculum, by highlighting that the majority of roles needed to support teaching and learning through services such as extended schools programmes are non-teaching.Key Findings:· Over 50% of schools have created non-teaching roles to re-address the balance of teaching and administrative duties in the last two years.· In two thirds of schools these roles have represented less than a quarter of the total jobs created, questioning whether they are approaching the DfES’ Raising Standards and tackling workload: national agreement (2003) and workforce remodelling effectively· The majority of non-teaching roles created with ‘high priority’ have been pupil welfare orientated, with cover supervision (45%), behaviour management (41%) and pastoral care (34%) amongst those topping the list. This complements the national agreement as it will see a shift of teachers’ clerical responsibilities to trained support staff, freeing time for teachers to concentrate on teaching and learning.· The increase in SEN workers (36%) is also encouraging given the introduction of the Disability Equality Duty last year and the inclusion in policy and practice, which will see an increased focus on SEN teaching across the board.· 48% of schools saying that the recruitment of additional administration staff would be key in the implementation of extended schools, in comparison to only 18% highlighting the need for supplementary teaching staff.· The majority (67%) of respondents are in favour of extended schools services, and whilst the focus on recruitment in this area has been limited (23%) so far, 79% of schools recognise that the service will increase teaching and learning, securing its role in education and therefore its place in the context of workforce remodelling.· 50% of schools plan to collaborate with other local schools to provide extended school services, which will minimise the strain on both personnel and physical resources, and will see the sharing of the additional sport coaches (55%) and play leaders (37%) identified as being essential in delivering activities to the wider community.· Respondents raised concerns over increased managerial issues brought by extended schools services, citing more complex management arrangements (63%) and increased managerial responsibilities (57%) as key concerns.· Respondents felt that due to extended schools activities managers would have to contend with increased pressure from parental expectations (49%) and the need for longer staff working hours (46%).ActionNotesThe linchpin to schools building the most effective workforce is to identify the most appropriate mix of staff for the individual school – from teachers, examination officers and vocational experts to teaching assistants and business managers. It isn’t a ‘one size fits all’ solution so it needs a strategic approach to support recruitment, retention and succession planning to ensure employees are carrying out the most appropriate tasks for their skill set and qualifications to not only produce and create an effective learning environment but also improve the over-all quality of education.AuthorRaspal Chima, Imaginative MindsDate CreatedFebruary 2008Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Workforce Remodelling Study

6 Feb 2008

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      string(384) "... 9.9%) in 2017. Over the same period the total number of FTE qualified teachers leaving teaching has remained consistent at (9.9 per cent). WEB LINK School Workforce in England: November 2017Keywords School workforce, England, qualified teachers, full-time, state schools, retirement age, student:teacher ratio, retention rates, workload "
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      string(3410) "Last year, 451,900 full time equivalent teachers were working in English state schools, compared with 457,000 in 2016. In 2011, there were 440,000 teachers in English schools, reaching 449,000 by 2013, and 457,000 by 2016 – but last year the number fell sharply. Despite a steady rise in the number of teachers entering the workforce, this has been outpaced by the increase in those leaving – with the rapid growth in the number of those quitting before reaching retirement age a particular concern. And this classroom exodus has coincided with an increase in the number of students, leading to higher student:teacher ratios and threatening to leave schools seriously understaffed. The crisis is particularly acute at secondary level – schools serving students aged 11 to 16. While the number of full-time equivalent secondary teachers fell 1.9% from 2016 to 2017, the number of students in this age bracket is forecast to increase by 19% over the next decade. There are now 16.7 students to every qualified teacher at secondary level, up from 16.4 in the previous year and the highest figure in more than a decade, with every indication that that will worsen over the coming years. One of the more worrying elements of the figures is that a growing proportion of classroom leavers is made up of those quitting before reaching retirement age. While the number of retirements has fallen, as the proportion of the teacher population aged 50 or over has dropped, the number of teachers of working age leaving the classroom has risen substantially, from around 25,000 in 2010/11 to 36,000 in 2016/17. Retention rates in the early years of a teacher’s career are particularly poor: the proportion still in the classroom five years after entering the profession has fallen from 73% in 2010 to 67% last year. Workload is a key issue here, acknowledged workload as a major factor in driving teachers out of the profession. The figures suggest the staffing crisis means teachers increasingly lack university-level qualifications in the subjects they teach, with more than a third of physics teachers and almost a quarter of chemistry teachers without a relevant higher education qualification in the subjects. Key Findings: The total Full Time Equivalent (FTE) number of teachers in all schools has fallen by 1.2%, from 457,200 to 451,900 between 2016 and 2017. The number of FTE nursery and primary teachers fell by 0.6%, from just over 222,400 in 2016 to 221,100 in 2017. Similarly, FTE secondary teacher numbers fell by 1.9%, from 208,200 in 2016 to 204,200 in 2017. The rate of increase in nursery and primary pupil numbers has been slowing and is due to stabilise in 2019. However, secondary pupil numbers have been rising and are projected to continue to increase until 2025. The total number of FTE qualified entrants to teaching has decreased since 2015 from 45,500 (10.5% as a proportion of all existing and new teachers) to 42,400 (9.9%) in 2017. Over the same period the total number of FTE qualified teachers leaving teaching has remained consistent at (9.9 per cent). WEB LINK School Workforce in England: November 2017Keywords School workforce, England, qualified teachers, full-time, state schools, retirement age, student:teacher ratio, retention rates, workload "
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Leadership

School Workforce in England: November 2017

9 Jul 2018

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Leadership Briefing Issue 9.01(97)"
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      string(5221) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.SCHOOL WORKFORCE IN ENGLANDKeywordsSchoolworkforce,England, size,characteristics,state-funded,local authority,maintainednursery, primary,secondary,special schools,teachersSummaryThis DfE report looks at the statistics on the size and characteristics of the schools’ workforcein state-funded schools.This statistical first release (SFR) contains the latest information on the size and characteristics ofthe school workforce employed in local authority maintained nursery, primary, secondary and specialschools and all primary, secondary, and special academy schools and free schools in England. TheSFR is based on data collected from schools and local authorities in November 2013 as part of thefourth annual School Workforce Census. Data on independent schools, sixth form colleges andfurther education establishments is not included.Main Findings: ■         Over 1.3 million people work in state-funded schools; equivalent to 921.8 thousand full-timeequivalent (FTEs) staff members. This includes all head teachers and other leadership groupteachers, classroom teachers, teaching assistants and non-classroom based school supportstaff. ■ The number of FTE teachers has increased by 2.1 per cent. This represents a 9.1 thousandincrease from 442.0 thousand FTE teachers in 2012 to 451.1 thousand in 2013. ■ In 2013, the average salary for a full-time qualified teacher was £38,100 which is £500 (1.3 percent) higher than the previous year; £37,600. This includes classroom teachers and schoolleaders. ■ In November 2013 there were 750 vacancies for full-time permanent teachers in state-fundedschools, a rate of 0.2 per cent. This is an increase compared with the previous year where therate was 0.1 per cent – 440 teaching vacancies. The teacher vacancy rate remains low and hasbeen around one per cent or below (of all teaching posts) since 2000. ■ Of the 921.8 thousand full-time equivalent (FTEs) staff members in state funded schools; 451.1thousand are teachers, 243.7 thousand FTEs are teaching assistants and there are 226.9thousand FTE non classroom based school support staff. ■ The number of FTE teaching assistants has increased by 4.9 per cent. This represents an 11.4thousand increase from 232.3 thousand FTE teaching assistants in 2012 to 243.7 thousand inWeek Commencing 25th August 2014https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335413/sfr11_2014_updated_july.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.2013. ■ The number of FTE school support staff (bursars, secretaries, IT technicians etc.) has increasedby 2.0 per cent (2.7 thousand) from 137.8 thousand in 2012 to 140.5 thousand in 2013. ■ There are also 86.4 thousand FTE school auxiliary support staff (e.g. catering and ground staff) in2013 which is similar to the 2012 position (86.9 thousand FTE employees). ■ On average full-time qualified classroom teachers were paid £34,600 in 2013; an increase of £400from £34,200 in 2012. ■ School leaders (heads, deputies and assistant heads) were paid £56,100 on average in 2013; anincrease of £400 compared with 2012 (£55,700). ■ 82.7 per cent of maths lessons taught to pupils in year groups 7-13 were taught by teachers with arelevant qualification; an increase from 82.1 per cent in 2012. ■ Similarly, 84.8 per cent of English lessons and 87.6 per cent of science lessons taught to pupilsin year groups 7-13 were taught by teachers with a relevant specialist qualification. This is anincrease for English up 0.1 percentage points, and a decrease for science down 0.2 percentagepoints. ■ There has been an increase of one percentage point in the amount of time secondary schoolshave spent teaching the Baccalaureate subjects (English, mathematics, history, geography, thesciences and languages). In 2012 the figure was 55.6 per cent. ■ In the 2012-13 academic year 57 per cent of teachers in service at any time during the year had atleast one period of sickness absence compared with 55 per cent in 2011-12. ■ For those teachers taking sickness absence the average number of days lost was 7.9. This is areduction from the average of 8.1 days which were lost in the previous year. ■ In the 2012-13 academic year the overall PTR (which includes qualified teachers and teacherswithout qualified teacher status) remains at 17.2 the same as in 2011-12 (and 2010-11). The PTRbased solely on qualified teachers increased from 17.7 in 2011-12 to 17.8 in 2012-13. ■ The biggest changes between 2011-12 and 2012-13 can be seen in the PTRs for local authoritymaintained nurseries and both primary and secondary academies.WEB LINKSchool workforce in Englandhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335413/sfr11_2014_updated_july.pdf"
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Leadership

School workforce in England

19 Aug 2014

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Folder: Leadership Briefings Issue 3.06 (30)"
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Leadership

School Workforce In England

9 May 2008

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