Executive Leadership

Teacher Supply, Retention and Mobility in London

This NFER report explores the characteristics and dynamics of London’s teacher labour market in unprecedented depth with quantitative analysis of school workforce data, supplemented by discussions with London teachers.

In the context of a national teacher supply challenge, the findings demonstrate that London’s teacher labour market faces a particularly acute challenge over the coming decade and that this challenge is specific to London rather than a general pattern across other large English cities.

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      string(410) "... 5 years whereas 62% of BAME NQTs were still in service. This suggests it is the region that has more influence on whether an NQT is likely to stay in service. WEB LINK Analysis Of Teacher Supply, Retention And MobilityKeywords Teacher supply, retention, mobility, London schools, crisis, recruitment, NQTs, career "
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      string(3265) "According to new analysis of government figures , of the 35,000 newly qualified teachers (NQTs) who started teaching in the capital since the Conservatives took power in 2010, more than 11,000 have already left. Retention rates have deteriorated year on year since 2011. More than a quarter of teachers recruited to London schools in 2015 had already left the classroom by November 2017 and over a third of new London teachers now leave within four years. While retention rates were worst in inner London, only 74% of NQTs in the east Midlands and the north-east were still in service after five years. Nationally, NQTs from secondary schools were less likely to stay in the profession than those in primary or special schools and the subject with the lowest retention rate was modern foreign languages with just 56% still in the job after five years. Key NQT Findings: Female NQTs were more likely to remain in service in their early career than male NQTs. NQTs under 30 were more likely to remain in service in their early career than older NQTs. NQTs who declared their ethnicity as white were more likely to remain in service in their early career than those who declared their ethnicity as Black, Asian and minority ethnic (BAME). NQTs in primary schools were more likely to remain in service in their early career than those who joined secondary schools. NQTs outside the capital were more likely to remain in service in their early career than those who started as an NQT in London. NQTs who trained in a Higher Education Institute were more likely to remain in service than those who went through a school-based route. NQTs who did an Undergraduate trainee course were more likely to remain in service in their early career than those who did a Postgraduate trainee course. NQTs who are specialists in non-STEM subjects were more likely to remain in servicein their early career than those who are specialists in STEM subjects Conclusion The biggest differences seen here come from the region an NQT starts working in and the subjects that an NQT is qualified as a specialist to teach. Those in London and with post A Level qualifications in STEM subjects or languages are less likely to be in service after five years, which is likely to be down to more opportunities in the local economy. These factors appear to be more important to whether an NQT stays in service as opposed to their demographics or the type of school they enter into. NQTs in Inner London are more likely to be from a BAME background than NQTs in other areas of the country, if we compare the retention rates by ethnicity in Inner London, then 56% of white NQTs were still in service after 5 years whereas 62% of BAME NQTs were still in service. This suggests it is the region that has more influence on whether an NQT is likely to stay in service. WEB LINK Analysis Of Teacher Supply, Retention And MobilityKeywords Teacher supply, retention, mobility, London schools, crisis, recruitment, NQTs, career "
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Leadership

Analysis Of Teacher Supply, Retention And Mobility

10 Oct 2018

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      string(375) "... pupils reported the largest average reductions in placement capacity due to Covid-19 Despite a surge in applications to ITT and a likely increase in teacher retention, teacher supply gaps are unlikely to close fully this year. Accounting for increased recruitment and an increase in teacher retention rates, it is ..."
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      string(5247) "This NFER report highlights some of the main opportunities and challenges brought by Covid-19, drawing on applications data from the Universities and Colleges Admissions Service (UCAS) and nationally-representative surveys of teachers and senior leaders.Before the Covid-19 pandemic, England’s school system was facing an increasingly severe challenge of recruiting enough trainees to initial teacher training (ITT) to meet growing teacher demand. The pandemic has had a number of impacts on the ITT sector and on teacher supply more broadly.The increase in accepted offers is higher in regions with more weakened labour markets. The data shows considerable regional variation in the number of accepted offers, with the largest increases in the West Midlands, London and the North West, and smaller increases in the East of England, North East and South West. Higher education providers have seen the largest increase in accepted offers, slightly higher than for school-centred ITT (SCITT) and unsalaried School Direct routes. In contrast, the number of accepted offers for salaried School Direct routes is considerably lower in August 2020 compared to August 2019. This is likely to be due to schools reducing their recruitment of new teachers: more existing teachers stayed in post and schools had no additional budget to be able to hire new teachers anyway.Since Covid-19 there has been a reduction in school placements on offer to ITT providers. The UCAS data suggests there are likely to be more trainees in 2020/21 compared to 2019/20, which means more school placements are required for them to complete their training.Before Covid-19, around two-thirds of primary schools and almost all secondary schools were planning to offer at least some ITT placements. In July, around half of primaries and four out of five secondaries expected to offer the same placements as they had planned to offer before Covid-19. However, 11 per cent of primary schools were planning to withdraw from offering placements due to Covid-19, and 7 per cent to reduce the number of placements offered. Six per cent of secondary schools were planning to withdraw placements and 11 per cent to reduce their placements. Two and three per cent of primary and secondary schools, respectively, planned to increase placements.Teacher retention is likely to increase in the short-term due to the Covid-19 recession. Teacher retention is influenced by the economic cycle, with higher retention during recessions due to uncertainty in the wider labour market.Key Findings:The overall number of teacher training applicants is 16 per cent higher than the same time in 2019. The number of accepted offers to primary and secondary courses is 14 and 20 per cent higher, respectively, in 2020 compared to 2019. Covid-19 has led some schools to reduce or withdraw school-based training placement offers and an overall reduction in placement capacity. Overall, primary placement capacity was 20 per cent lower due to Covid-19 and seven per cent lower for secondaries. Schools with the most disadvantaged pupils reported the largest average reductions in placement capacity due to Covid-19 Despite a surge in applications to ITT and a likely increase in teacher retention, teacher supply gaps are unlikely to close fully this year. Accounting for increased recruitment and an increase in teacher retention rates, it is likely that trainee numbers in almost all subjects will meet the school system’s need for teachers in September 2021. This includes closing under-recruitment gaps in shortage subjects such as mathematics, MFL and chemistry, relative to teacher need. The exceptions are physics and design & technology. Thanks to flexibilities made by DfE to the ITT requirements and ITT providers’ careful approach of only making offers where placements were arranged, the system looks likely to be able to train the increased number of trainees. However, the squeeze on placement capacity has highlighted a vulnerability that could continue to impact the ITT sector. Mentor capacity in schools is likely to be a key potential limiting factor, particularly as 2021/22 is also the year of the national roll-out of the Early Career Framework (ECF).Recommendations:School and trust leaders should consider what additional trainee placement offers they could make in 2021/22. The long-term benefit of the education system depends on training the next generation of teachers. Schools and trusts should be encouraged and supported to play their part in providing placement capacity, particularly over the next few years when trainee numbers are likely to be higher. The Government needs to continue working with school leaders and ITT providers to tackle the placement bottleneck. While long-term planning is challenging during the uncertainty of a pandemic, this communication should be as timely as possible, giving schools and ITT providers the ability to plan effectively for recruitment during the 2021 cycle and ITT delivery in 2021/22.Link: The Impact of Covid-19 on Initial Teacher Training"
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Leadership

The Impact of Covid-19 on Initial Teacher Training

6 Oct 2020

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      string(367) "... government’s efforts to support teacher recruitment and retention need to be focused on the needs of lower-performing schools in poorer areas outside of London. The DfE needs to ensure that factors affecting teacher supply, such as the availability of affordable housing, good transport links and quality of life ..."
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      string(4760) "It says the government must take action to ensure that the success of high-performing schools with deprived pupils can be repeated across the country. The report says the government’s efforts to support teacher recruitment and retention need to be focused on the needs of lower-performing schools in poorer areas outside of London. The DfE needs to ensure that factors affecting teacher supply, such as the availability of affordable housing, good transport links and quality of life, are being addressed across the government. The research suggests this will help to attract teachers into areas with low-performing schools. The most successful schools have teachers who believe in their school’s ethos and are confident that their work can make a difference. The report suggests that the DfE explore this further to research the link between “shared staff purpose and school performance”. It says that this further research could assess what strategies are successful in supporting disadvantaged pupils and ask, “How does a shared sense of purpose impact on the performance of teachers and pupils’ results?” As successful schools were found to be more likely to make effective use of data, the report calls for more to be done to support this. It calls on teacher training providers, especially in the primary phase, to ensure that initial teacher training (ITT) programmes show new teachers how they can use data to lesson-plan and monitor pupils’ progress. The report also says schools should ensure that new and recently qualified teachers have access to training that builds their data literacy. And it calls for the DfE to ensure that school governors have training on data literacy to allow them to better hold schools to account. The report says that high-performing London schools went further than other schools to work with parents to develop their expectations for their children. In some cases, high-performing primary schools employed a dedicated member of staff to provide outreach and support for parents and families, rather than assigning this responsibility to existing teaching staff. The report recommends that the DfE should collate examples of effective practice in engaging parents so that they can be shared with schools. The research identifies a clear link between school effectiveness and “strong and visionary leadership”. It calls on the DfE to share examples of great leadership with schools across the country. It also calls on schools to prioritise the development of middle leaders in order to improve teaching in the classroom and support the development of the next generation of senior school leaders. Recommendations: The Department for Education could consider commissioning research on causal pathways linking shared staff purpose and school performance. Future research should collate and disseminate approaches to building a shared sense of purpose in schools. Teacher training providers, especially in the primary phase, should ensure that initial teacher training (ITT) programmes introduce new teachers to how they can use a combination of data sources to inform classroom practice, for example by informing planning and monitoring pupils’ individual support needs. Schools should ensure that NQTs and recently-qualified-teachers (RQTs) have access to training that builds their data literacy. The Department for Education should consider how to improve governors’ data literacy, ensuring that its governance training and development providers provide sufficient data literacy training as part of their programmes. Schools and local authorities should encourage their governors to attend training and development programmes linked to data literacy. The Department for Education should collate examples of effective practice in engaging parents to share with schools. Any moves to support recruitment and retention across the country should pay particular attention to the needs of lower-performing schools in disadvantaged areas outside London. The Department should ensure that factors affecting teacher supply and retention, such as the availability of affordable housing, good transport links and quality of life are addressed across government. Schools should prioritise development of middle leaders, in order to enhance the quality of teaching in classrooms, as well as to nuture the next generation of senior. WEB LINK School Cultures And Practices: Supporting The Attainment Of Disadvantaged Pupils  KeywordsSchool cultures, practices, attainment, disadvantaged pupils, support, London, teacher recruitment, low-performing schools"
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Leadership

School Cultures And Practices: Supporting The Attainment Of Disadvantaged Pupils

3 Sep 2018

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Leadership Briefing 12.03 (135)"
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Leadership Briefing 12.03 (135)"
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      string(4661) "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.TEACHER RETENTION AND TURNOVERRESEARCHKeywordsTeacherretention,turnover, pupils,numbers,workforce,education policy,teacher supply,key subjects,recruitmentSummaryRecruiting and retaining enough teachers to serve growing numbers of pupils is one of thekey challenges currently facing England’s education system. This interim report funded bythe Nuffield Foundation gains a deeper understanding of the dynamics within the teachingworkforce in England.In recent years, against the backdrop of increasing pupil numbers and teacher shortages in keysubjects, teacher supply has climbed up the education policy agenda in England. There has beensignificant interest in teacher recruitment and retention among policy makers, and from school leaderswho struggle to fill vacancies. This issue is further exacerbated as pupil numbers are forecast to risein the secondary sector by 19 per cent between 2017 and 2026, which will increase recruitment andretention pressures.A thorough understanding of the factors associated with teacher supply in the state sector is crucial toassist policy makers and system leaders formulate effective responses to this complex issue.Key Findings: ■ The rate that older teachers have been leaving the profession increased between 2010 and 2015. ■ The increase in turnover has been greater than the increase in leaving rates, creating even morepressures for schools. ■ The proportion of teachers leaving the profession or moving school has increased across allsubjects between 2010 and 2015. ■ Part-time teachers are far more prevalent in the primary sector than in the secondary sector. ■ Teachers in schools rated as being Inadequate by Ofsted are more likely to leave the professionor move school. ■ There appears to be little evidence to date that MATs are better able to retain teachers byproviding opportunities to move within their structure. ■ The teacher supply challenge in London is particularly acute when compared to other geographicareas. ■ More analysis is needed to look at the impact of wider factors on retention and turnover.Week Commencing 6th November 2017https://www.nfer.ac.uk/publications/NUFS03/NUFS03.pdfhttps://www.nfer.ac.uk/publications/NUFS03/NUFS03.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.Recommendations: ■ The Government should investigate why the rate of leaving among older teachers has beenincreasing and explore whether they could be incentivised to stay in the profession longer,particularly in subjects with specialist teacher shortages. ■ The Government should give greater attention to the impact of teachers moving around theprofession and develop policies to support schools which are disproportionately affected. ■ Bursary payments, or other financial incentives such as student loan repayments, should bestructured to explicitly incentivise retention in the teaching profession during the first few yearsafter training. ■ The Government and stakeholders in the secondary sector need to look urgently at identifyingways that accommodate more and better part-time working in secondary schools. ■ Further research with secondary schools which successfully offer greater flexibility in workingpatterns should be undertaken and best practice shared. ■ To help improve retention, leaders of MATs should do more to promote the benefits of working intheir organisation to their teachers; for example, by raising the profile of the MAT as the structurethat teachers belong to, and through promoting career paths for teachers to develop andprogress within the MAT. ■ Policy makers should look at how policy interventions, such as housing subsidies, could help toretain teachers in high-cost areas. ■ Further research exploring the geographical flows of trainees into the teacher workforce / duringtheir careers would help to gain an understanding of the detailed dynamic picture within andacross different areas and aid the development of policy solutions.WEB LINKTeacher Retention and Turnover Researchhttps://www.nfer.ac.uk/publications/NUFS03/NUFS03.pdf"
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Leadership

Teacher Retention and Turnover Research

2 Nov 2017