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<p>The data collected via the School Workforce Census shows that full time equivalent
teacher numbers in special schools have risen by 2,900 between 2010 and 2017 (19%).</p><p>
</p><p>However, the Department recognises that some schools, including special schools,
are facing challenges in recruiting and retaining teachers. That is why in January
2019 the Department launched the Teacher Recruitment and Retention Strategy, which
outlines four key areas for reform and investment. These include creating the right
climate for leaders to establish supportive school cultures, transforming support
for early career teachers, building a career structure that remains attractive to
teachers as their careers and lives develop, and making it easier for people to become
teachers.</p><p>Designed collaboratively with the sector, the centrepiece of the strategy
is the Early Career Framework (ECF), which will underpin a fully funded, two year
package of structured support for all early career teachers. The ECF draws on the
best available research evidence and has been designed around the most effective forms
of professional development for improving teacher retention for early career teachers.
The strategy can be found here: <a href="https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy"
target="_blank">https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy</a>.</p><p>For
the 2019/20 recruitment cycle, the Department is taking forward the successful recruitment
strategies from the last cycle, including boosting our marketing and support to applicants,
providing generous bursaries for priority subjects, making it easier to take the skills
test, and working with providers to ensure we are accepting every applicant who is
ready to train to teach.</p><p>The Department is also addressing the issues that teachers
cite as reasons for leaving the profession, by continuing to work extensively with
unions, teachers and Ofsted to challenge and remove unhelpful practices that create
unnecessary workload.</p><p> </p>
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