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 develop, and making it easier for people to become teachers.<\/p>
<\/p>
Designed collaboratively with the education sector, the strategy commits the Government to creating the strongest development and progression opportunities for teachers working in the schools and areas that need them most. The full strategy can be found here: https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy<\/a>.<\/p> <\/p> As part of this, the Department is piloting two new financial incentives which encourage individuals to teach in disadvantaged areas. The Department is offering two uplifted mathematics early career payments of £7,500 rather than £5,000 to those who complete initial teacher training (ITT) and go on to teach in 39 high-need local authorities. It is also piloting teachers\u2019 student loan reimbursement for languages and science teachers in 25 high need local authorities.<\/p> The Department is also investing more in challenging areas to create enhanced development and progression opportunities. For example, the Department is investing £20 million in scholarships to drive take up of the reformed leadership national professional qualifications in the most challenging areas.<\/p> The Department\u2019s investment in Teach First (TF) also supports recruitment for schools in disadvantaged areas. The department funds TF to deliver an employment based route into teaching, with trainees completing a two year leadership development programme. It is a premium route into teaching, attracting high calibre trainees into the profession. In 2016/17, 93% of TF trainees had a 2:1 or above, compared with 73% across post graduate routes. These high quality trainees are placed in schools in disadvantaged areas that might otherwise struggle to attract this quality of applicant.<\/p> The Department recognises that some schools have greater issues with recruitment and retention than others. That is why it is delivering a £30 million investment in tailored support to get more great teachers into schools in disadvantaged areas that are facing challenges with teacher supply.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "dateOfAnswer" : {"_value" : "2019-03-28", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-03-28T16:22:22.077Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-03-25", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Teachers"}
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, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, whether he has made an assessment of the implications for his policies of the February 2019 Sutton Trust report which found that disadvantaged young people are more likely to be taught by teachers with less experience and lower qualifications; and whether he is taking steps to improve teacher recruitment in disadvantaged areas.", "registeredInterest" : {"_value" : "true", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4243", "label" : {"_value" : "Biography information for Dan Jarvis"}
}
, "tablingMemberConstituency" : {"_value" : "Barnsley Central"}
, "tablingMemberPrinted" : [{"_value" : "Dan Jarvis"}
], "uin" : "236437"}
, {"_about" : "http://data.parliament.uk/resources/1077569", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1077569/answer", "answerText" : {"_value" : " Through the Curriculum Fund, the Government is investing £7.7 million over five years to support the development and sharing of high quality complete curriculum programmes. In January, the Department awarded grants to 11 lead schools to share and pilot high quality complete curriculum programmes in over 60 other primary and secondary schools in science, history and geography. The purpose of the pilot is to better understand how curriculum programmes can be effectively implemented in other schools to reduce teacher workload and support better quality teaching. More information on the pilot can be found here: www.gov.uk/government/publications/curriculum-fund-programme-pilot<\/a>.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "dateOfAnswer" : {"_value" : "2019-03-05", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-03-05T11:21:52.577Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-02-26", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Teachers"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what steps he is taking to help teachers share lesson plans and professional development resources throughout their profession.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4663", "label" : {"_value" : "Biography information for Ben Bradley"}
}
, "tablingMemberConstituency" : {"_value" : "Mansfield"}
, "tablingMemberPrinted" : [{"_value" : "Ben Bradley"}
], "uin" : "226210"}
, {"_about" : "http://data.parliament.uk/resources/1058787", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1058787/answer", "answerText" : {"_value" : " There are 451,870 full-time equivalent (FTE) teachers in service in state funded schools in England as of November 2017. Schools will always have some vacancies, temporarily filled vacancies or staff absences. They use occasional and other supply teachers to meet these demands. These teachers may not be fully reflected within FTE figures as these include only teachers who have a contract of over 28 days duration or, in the case of occasional teachers, are employed by the school on the day data is collected.<\/p> The Department collects details of teachers working in state funded schools through the annual School Workforce Census. The census does identify those teachers who are employed via a service agreement with an agency but not whether they are a supply teacher.<\/p> The following table provides the numbers and proportions of FTE teachers by their contract agreement type and the headcount number of occasional teachers in state funded schools in England for November 2013 to 2017:<\/p> <\/p>
<\/p><\/td> | 2013<\/p><\/td> | 2014<\/p><\/td> | 2015<\/p><\/td> | 2016<\/p><\/td> | 2017<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CONTRACT TYPE[1]<\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Permanent<\/p><\/td> | 404,124<\/p><\/td> | 407,397<\/p><\/td> | 409,801<\/p><\/td> | 411,943<\/p><\/td> | 409,878<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Fixed term<\/p><\/td> | 24,529<\/p><\/td> | 25,978<\/p><\/td> | 26,000<\/p><\/td> | 25,320<\/p><\/td> | 24,133<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Temporary<\/p><\/td> | 17,867<\/p><\/td> | 17,616<\/p><\/td> | 17,116<\/p><\/td> | 16,091<\/p><\/td> | 14,635<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service Agreement with an Agency<\/p><\/td> | 2,465<\/p><\/td> | 3,226<\/p><\/td> | 3,286<\/p><\/td> | 3,194<\/p><\/td> | 2,751<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service Agreement with Local Authority<\/p><\/td> | 335<\/p><\/td> | 343<\/p><\/td> | 245<\/p><\/td> | 254<\/p><\/td> | 161<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service Agreement with Other Source<\/p><\/td> | 338<\/p><\/td> | 394<\/p><\/td> | 413<\/p><\/td> | 431<\/p><\/td> | 291<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unknown<\/p><\/td> | 5<\/p><\/td> | 16<\/p><\/td> | 4<\/p><\/td> | 4<\/p><\/td> | 21<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total<\/p><\/td> | 449,663<\/p><\/td> | 454,969<\/p><\/td> | 456,865<\/p><\/td> | 457,236<\/p><\/td> | 451,870<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
<\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Head count of occasional teachers[2]<\/p><\/td> | 13,484<\/p><\/td> | 14,105<\/p><\/td> | 13,064<\/p><\/td> | 12,783<\/p><\/td> | 11,757<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
<\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PERCENTAGE<\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td> | <\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Permanent<\/p><\/td> | 89.9<\/p><\/td> | 89.5<\/p><\/td> | 89.7<\/p><\/td> | 90.1<\/p><\/td> | 90.7<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Fixed term<\/p><\/td> | 5.5<\/p><\/td> | 5.7<\/p><\/td> | 5.7<\/p><\/td> | 5.5<\/p><\/td> | 5.3<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Temporary<\/p><\/td> | 4.0<\/p><\/td> | 3.9<\/p><\/td> | 3.7<\/p><\/td> | 3.5<\/p><\/td> | 3.2<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service Agreement with an Agency<\/p><\/td> | 0.5<\/p><\/td> | 0.7<\/p><\/td> | 0.7<\/p><\/td> | 0.7<\/p><\/td> | 0.6<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service Agreement with a Local Authority<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td> | 0.0<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service Agreement with another Source<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td> | 0.1<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unknown<\/p><\/td> | 0.0<\/p><\/td> | 0.0<\/p><\/td> | 0.0<\/p><\/td> | 0.0<\/p><\/td> | 0.0<\/p><\/td><\/tr> | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total<\/p><\/td> | 100.0<\/p><\/td> | 100.0<\/p><\/td> | 100.0<\/p><\/td> | 100.0<\/p><\/td> | 100.0<\/p><\/td><\/tr><\/tbody><\/table> Source: School Workforce Census<\/p>
|