Annual Performance Reviews

Posted by James de Bass on Dec 14, 2018 9:51:05 AM

 

Annual performance reviews deemed inaccurate by 45% of HR professionals

 

Annual performance reviews have long been criticised as a source of anxiety for employers and workers alike, with some faulting the process for being too stressful and time-consuming.

 

Recent survey statistics however highlight that the yearly appraisal model may not even be particularly effective in assessing and improving employee performance.

 

According to one US study, 45% of HR professionals do not think that annual performance reviews provide an accurate reflection of an employee’s work.

 

Meanwhile, just 8% of companies feel that annual reviews are ‘highly effective’ in boosting productivity, with 58% feeling that their performance management strategy was not an efficient use of time.

 

Despite this, delivering feedback remains an essential and effective tool for strengthening worker morale and improving overall performance, with 69% of employees saying they would work harder if they received more recognition for their work.

 

Strong performance appraisals and feedback systems are especially crucial in the school system, where teachers frequently report feeling undervalued for the work they do.

 

Implementing strong feedback channels can help school leaders to maintain staff satisfaction and identify teachers’ career development needs, as well as help to monitor goals for overall school improvement.

 

Under current regulations, school leaders must complete an annual appraisal for teachers, in which performance is reviewed and objectives are set to improve education quality for pupils.

 

Teachers must be given a written appraisal report including an assessment of their current performance, input on their professional training and development needs, and a recommendation on pay progressions.

 

Whilst these mandatory, yearly reviews provide a starting point for teacher performance feedback, concerns regarding their shortcomings underline that they must be supplemented with other forms of feedback to maintain school performance.

 

By working to introduce a culture of more open, frequent and informal teacher performance feedback, school leaders can boost job satisfaction amongst teachers, refocus staff on school objectives, and bolster school performance.

 

 

Rising demand for frequent, less formal reviews

 

Whilst the yearly appraisal model has been in place in many organisations for decades, recent research indicates that workers appreciate and benefit from receiving feedback in a more frequent and less formal manner.

 

Providing feedback on performance in real time rather than gathering comments over a twelve-month period can help workers to attach comments to specific incidents and therefore better evaluate and learn from their actions, as well as strengthening communication between management and employees and making staff feel more recognised.

 

This in turn can translate to a boost in employee engagement and business productivity, with one study finding that nearly half (43%) of employees assessed as ‘highly engaged’ received at least weekly feedback.

 

In another study, employers that implemented an ongoing feedback model reported improvements to employee engagement in 32% of cases.

 

These results align with workers’ own opinions– in a poll carried out by PwC, nearly 60% of respondents said that they would like to receive feedback on a daily or weekly basis.

 

This number increased to 72% for employees under the age of 30 – highlighting a particular desire amongst the younger workforce for frequent performance feedback.

 

80% of younger workers stated that they preferred receiving on-the-spot feedback – whether positive or negative – to formal, periodic reviews, reporting that regular feedback helped them understand what was expected of them and bolstered their professional development.

 

In managing trainees teachers and those in the early stages of their career, school leaders may therefore particularly benefit from making an effort to provide informal, day to day feedback.

 

This sort of more casual, conversational performance review equips less-experienced staff to progress with specific, immediate direction and helps to strengthen relationships between new teachers and management.

 

Indeed, throughout experience levels, casual and regular feedback can boost performance, job satisfaction and even retention rates – with 75% of workers across all ages rating frequent feedback as helpful.

 

 

Experts advise schools to instate ‘open door policy’ on feedback

 

In order to implement an effective casual appraisal approach, school leaders must pay attention to the content as well as frequency of their feedback.

 

Comments on performance should be linked to strength specific appraisals of a teacher’s working style, so that employees are clear about where they are doing well as well as where they need to change their approach.

 

Strength-specific feedback has been linked to improved worker performance as well as to increased worker motivation and morale.

 

A Gallup study of 65,672 employees found a 14.9% lower turnover rate at organisations where workers received feedback on their strengths.

 

School leaders should equally ensure that the onus of an ‘open door policy’ rests with them.

 

Education experts advise that school leaders use informal feedback – whether delivered in person or by email –  to “seek out teacher voice” on an individual level, and “not just during staff meetings or through an annual survey.”

 

By taking time to give regular, immediate feedback in this way, schools may save themselves time in the long run: resolving issues efficiently, boosting staff satisfaction and improving teacher retention rates.

 

In turn, the regularity of the approach allows teachers to receive and absorb feedback in a low-pressure environment, without it being directly linked to overarching questions of career and pay progression.

 

Supplementing traditional appraisals with informal feedback can in this way help school leaders and teachers to communicate more productively – creating an open dialogue around performance and removing the anxiety and confusion from appraisal discussions

 

 

 

 

Improving Performance Management

 

Educate specialises in helping making performance management easier, faster and more effective.

 

Educate supports teachers, school leaders, governors and education managers to develop and implement best practice staff performance management systems that deliver improved learning.

 

To learn more on how Educate can help your school improve its performance management practices please email Carol French on carolfrench@educate.co.uk  or call 020 3411 1080

 

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Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, Recruitment, Rentention, Recruitment & Rentention, Academy Finance, Performance Related Pay, Annual Performance Review

Teacher recruitment shortages and "affordable" pay rises

Posted by James de Bass on Nov 26, 2018 8:27:07 AM

 

Government pledges £10.7m to recruit professionals, PhD grads into teaching

 

The government has pledged over £10m towards new programmes that aim to encourage business leaders and PhD graduates to retrain as teachers.

 

Announcing the news, school standards minister Nick Gibb revealed that £10.7m in state funding will be given to Now Teach, Cognition Education and The Brilliant Club to support programmes aimed at recruiting highly qualified candidates into the education workforce.

 

The investment will go towards recruiting and training hundreds of new, highly qualified teachers over the next two academic years, building on the achievements of already successful programmes.

 

Each of the schemes run by the chosen organisations targets senior professionals and academics, offering specially tailored packages of support and professional development to career changers throughout their training.

 

Now Teach has retrained over 120 former professionals – including Nasa scientists, investment bankers and corporate lawyers – to become teachers over the past two years, whilst The Brilliant Club has placed over 270 PhD graduates in schools since 2014.

 

Cognition Education’s Transition to Teach programme, which focuses on retraining professionals with STEM backgrounds in the North and Midlands, and Now Teach will receive £3m each.

 

The Brilliant Club’s Researchers in Schools initiative will receive £4.7m to focus on recruiting PhD graduates to teach the EBacc curriculum, with 70% of trainees to specialise in maths and physics.

 

Each organisation has set a goal of recruiting 100 teachers per year.

 

Cognition Education chief executive Tina Lucas said the group was “delighted” with the government’s new strategy and its potential to transform education quality, stating:

 

“Individuals with successful professional careers can bring extensive experience and expertise to the classroom and students and schools can benefit enormously from their knowledge and skills.”

 

Dame Sue John, chair of The Brilliant Club, similarly welcomed the news, adding that the government’s support will “enable [The Brilliant Club] to support even more PhD researchers to enter the classroom, with a stated commitment to sharing their deep subject expertise and supporting young people from under-represented backgrounds to progress to university.”

 

 

Analysts warn of growing teacher shortage

 

In total, the funding for the teacher recruitment programmes will train approximately 600 new, highly skilled candidates as teachers in a bid to tackle the nationwide school staffing shortage.

 

450,000 teachers currently work in schools across Britain, with government statistics indicating that 32,710 trainee teachers were recruited last year– up by 815 (3%) from 2016.

 

The National Foundation for Education Research and others however have warned of a fast-developing staffing crisis in state schools, as pupil numbers increase and fewer new teachers remain in the profession for the long term.

 

Poor teacher recruitment rates have been attributed in part to comparatively low salary prospects for trainees – especially as private sector industries recover from the recession – as well as to poor working conditions, with teachers frequently reporting stress and wellbeing issues due to excessive workloads and inadequate support.

 

Statistics suggest that as many as 1 in 3 new teachers is currently leaving teaching within five years of qualifying.

 

Government policy has also been blamed for recruitment problems, with the Department for Education restructuring teaching recruitment funding and targets this decade to favour teacher training via the School Direct route and cutting funding for long-running university teacher training courses, thus placing more strain on schools themselves to fund teacher training.

 

Last year, British business leaders including partners at Goldman Sachs, Citi and Deloitte urged the government to incentivise more graduates to teach in STEM subjects, after social mobility charity Teach First predicted that the economy could face a deficit of 3m skilled workers by 2022 due partly to education inequality.

 

Staffing shortages are particularly acute for STEM subjects where skilled graduates have significantly higher earning prospects in other fields. Research shows that the majority of state schools currently hire maths and physics teachers without degrees in their subject.

 

In addition to funding recruitment programmes, the government has announced several other new measures to tackle the issue of teacher shortages.

 

Earlier this year, the Department for Education pledged a £508m grant to fund a pay increase of up to 3.5% for teachers in the main pay range, with policy makers also moving to introduce more flexible working practices in schools.

 

The government nonetheless maintains that “this generation of teachers is better qualified than ever” citing that 98.7% of all teachers currently teaching have at least one degree – up 4.4% since 2010. Nearly one in five trainee teachers in 2018 holds a first-class degree, according to the DfE.

 

 

Education Secretary consults on “affordable” teacher pay rise

 

The news of boosted funding for recruitment programmes comes as Education Secretary Damian Hinds consults with leaders in the schools sector over the level of a teacher pay rise needed to “promote recruitment and retention.”

 

Writing to School Teachers’ Review Body (STRB) chair Dr Patricia Rice, Mr. Hinds sought input from the advisory body on “what adjustments should be made to the salary and allowance ranges for classroom teachers, unqualified teachers and school leaders” in the upcoming 2019-20 pay deal.

 

However, the request emphasised the need for any recommendations to be “affordable” – with the government previously ignoring the STRB’s recommendations of a 3.5% pay rise for teaching staff on all pay scales earlier this year, to instead award the raise to teachers on the main pay scale only, with schools to cover the first 1% of pay increases.

 

Some school leaders who responded to the letter took issue with this stipulation, citing the need for proper investment in education after years of austerity cuts and in light of a growing teacher deficit.

 

Noting that “an extra 47,000 teachers are needed over the next five years to meet the pupil increase in our schools,” Association of School and College Leaders President Richard Sheriff stated that the country simply cannot “afford not to invest in its education system.”

 

Elsewhere in his letter, the Education Secretary reiterated the government’s commitment to ensuring that “schools are able to recruit, retain and fairly reward the teachers they need” and noted that affordability was just one factor in “a range of evidence” which the DfE asked the advisory board to consider.

 

Underlining the centrality of teacher recruitment concerns in new policies, Mr Hinds pointed to budget increases and the handing of more control over staff pay to schools “so they can reward the most experienced teachers and attract the brightest and best.”

 

 

 

Improving Performance Management

 

Educate specialises in helping making performance management easier, faster and more effective.

 

Educate supports teachers, school leaders, governors and education managers to develop and implement best practice staff performance management systems that deliver improved learning.

 

To learn more on how Educate can help your school improve its performance management practices please email Carol French on carolfrench@educate.co.uk  or call 020 3411 1080

 

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Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, Recruitment, Rentention, Recruitment & Rentention, Academy Finance, Performance Related Pay

Third of RSE teachers are untrained

Posted by Friday Update on Nov 19, 2018 7:59:13 AM

 

Nearly a third of RSE teachers are untrained

 

Twenty-nine per cent of teachers currently teaching Relationships and Sex Education (RSE) in schools are doing so with no training on the curriculum whatsoever, with a further 38% receiving only “inadequate” training, a new study suggests. 

Research conducted by the Sex Education Forum (SEF) and PSHE Association uncovered concerning pitfalls in the current delivery of relationship and sex education at English schools.

SEF director Lucy Emmerson underlined that training teachers was fundamental to creating an effective RSE course, stating: “The vital ingredient in effective RSE is the people who teach it.”

 As a result of insufficient training, many teachers expressed a lack of confidence in fully tackling all issues on the new RSE syllabus, with many reporting uncertainty discussing topics such as contraception and STIs with pupils.

A fifth of teachers surveyed meanwhile said that they were not confident in their ability to adapt their teaching for children with special educational needs and disabilities or to make their guidance inclusive of LGBT relationships.

The results come less than two years before instruction in the subject becomes mandatory under new legislation.

As of September 2020, Relationship Education at primary level and Relationship and Sex Education at secondary level will be required in all schools.

 

According to the Department of Education, the new course aims to fulfil the “Government’s ambition to support all young people to stay safe and prepare for life in modern Britain.”

 

Paediatricians call for broader LGBT teaching in primary schools

 

Whilst many childcare and education professionals support the new RSE curriculum and its efforts to equip "all young people" for the changes and challenges of adolescence, some have urged for more to be done with regard to the course’s inclusivity.

 

In particular, students who do not align with the normative, heterosexual relationship expectations of most sex education are often underserved, with no discussion of LGBT relationships or people whatsoever currently at the primary school level.

 

The Royal College of Paediatricians and Child Health (RCPCH) holds that this must change, stating that more inclusion of LGBT students is needed in both primary school level RE teaching and at secondary school RSE level. 

 

Under current legislative proposals, the government will leave schools free to decide how to address LGBT issues on their RSE syllabus, provided that instruction is “sensitive and age-appropriate.”

 

RCPCH leaders however say that more concrete protections of LGBT pupils’ Relationships and Sex Education are needed, noting that non-heterosexual students deserve to be educated and given pastoral school guidance on their sexual development no less than their peers.

 

Indeed, it is said pastoral care and RSE guidance may be even more essential for children whose own developing, adolescent identities are in the minority and do not mimic that of the vast majority of their peers.

 

Such proposals would follow the model of countries like Scotland, which has become the first in the world to legally require its state schools to recognise the LGBT community, by teaching pupils about LGBT rights, oppression and history.

 

The paediatricians say that it would be “helpful” for children to “learn the meaning of terms such as lesbian, gay and bisexual” early on, with college officer Dr.Max Davie imploring policy-makers: “We need to talk to children like they are intelligent beings. They are curious.”

 

 

SEF and PSHE Association launch toolkit for schools

 

In order to help school leaders get their curricula in shape in time, the Sex Education Forum and PSHE Association have created a set of guidelines dubbed the ‘Roadmap to Statutory RSE’, backed by industry representatives including the NEU and the National Association of Head Teachers’ union, Voice.

Alongside preparing teachers with CPD training, the bodies advise that schools themselves plan well ahead for the 2020 deadline - as a first step implementing a focused leadership team to prepare and deliver the curriculum on time.

This team might include members of senior school leadership, lead staff for RSE and PSHE, and a governor.

In addition, it is important that school leaders develop their courses with the individual needs of their school and pupils in mind — both through the creating a schoolwide RSE policy as statutorily required and by conducting pupil assessments before developing course content, to ensure that reaching is tailored to students’ needs.

RSE developers could also invite feedback from community and parents to gain broader insight into the relationship issues facing students in both school and home life.

Once implemented, any RSE teaching should be constantly open to review and update.

This ensures that teaching remains relevant and engaging for students, with lesson activities able to more closely reflect real life scenarios -  for example, interactions online - with which students will likely be faced.

 

 

Improving Performance Management

 

Educate specialises in helping making performance management easier, faster and more effective.

 

Educate supports teachers, school leaders, governors and education managers to develop and implement best practice staff performance management systems that deliver improved learning.

 

To learn more on how Educate can help your school improve its performance management practices please email Carol French on carolfrench@educate.co.uk  or call 020 3411 1080

 

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Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, Recruitment, Rentention, Recruitment & Rentention, Maths, Physics, Chemistry, Association of Teachers of Mathematics

Cutting the  Teacher Workload

Posted by Friday Update on Nov 10, 2018 1:46:16 AM

 

Education Secretary vows to supports schools in cutting teacher workload

 

Education Secretary Damian Hinds has vowed that the government will stop requesting pupil statistics and analysis from schools beyond each “school’s existing format,” after a governmental advisory group’s report found that UK teachers are “drowning in meaningless data.”

 

Research from the Workload Advisory Group – set up by the Department for Education to monitor teacher workloads – found that teachers are too often feeling obliged to devote hours every week to collecting data which ultimately serves no use.

 

The report found that a culture of data collection is impacting teachers’ workloads, with teachers spending less than half their work week teaching in order to make time for paperwork, planning, marking and other tasks.

 

In response to the findings, leading figures in British education including Education Secretary Damian Hinds and Ofsted head Amanda Spielman co-signed a letter to head teachers, encouraging schools to feel confident in “cutting out unnecessary work and helping staff devote their energies to teaching.”

 

Hinds acknowledged that “Many teachers are having to work way too many hours each week on unnecessary tasks, including excessive time spent on marking and data analysis.”

 

He further clarified that “Frequent data drops and excessive monitoring of a child’s progress are not required by Ofsted or by the Department for Education.”

 

Nonetheless, the WAG found that the government and Ofsted were contributing to the “audit culture” facing schools – with teachers being asked to record, monitor and analyse data for both Ofsted and local and central government as well as various levels of school management.

 

Report blames “audit culture” for teacher burnouts

 

The report highlighted a “spurious precision” in current monitoring of student performance, with some teachers surveyed being expected to analyse as many as 30 different elements of data for 30 children in a class.

 

It found that this obsession with statistics was having a negative impact on teachers’ wellbeing, with many suffering from anxiety and burnouts due to the administrative pressures of data collection.

 

The workload of teachers in England is frequently cited amongst the highest in the world by researchers, with several reports blaming excessive workload for the number of experienced British teachers leaving education.

 

Chair of the Workload Advisory Group and UCL Institute of Education professor Becky Allen underlined that her group’s research demonstrated that “widespread data practices …don’t help pupil progress but do increase teacher workload”.

 

The advisory group’s recommendations to remedy the problem included calls for a renewed support for school leaders in altering policies to cut down on useless data collection.

 

This support should be reinforced by government and regulatory officials no longer requesting data attainment from schools beyond statutory requirements.

 

In addition, the report recommends that Ofsted inspectors be required to take into consideration whether a school’s data collection practices are efficient when evaluating campuses.

 

 

Data collection not effective in boosting pupil performance

 

Hinds agreed with the report’s suggestions that the culture of data collection was likely damaging the quality of actual teaching, stating:

“As a teacher you want to inspire children, you want to develop them, you want to bring the absolute best out of every child.”

“You’re much more likely to be able to do that to best effect if you’re sharp and wide awake and not frustrated by filling in a load of Excel spreadsheets.”

In a bid to address the issue, the Education Secretary promised to produce new guidance for the government’s workload reduction tool kit.

The new advice will encourage schools to avoid requiring teachers to write lengthy, descriptive data input or use complicated behaviour codes in labelling students and will also emphasise that all data collection should be factored into school time rather than expected of teachers after hours.

In addition, the government will look into whether schools would benefit from a separate “tool or checklist on effective data use”, with such a tool to be developed and rolled out next year if results are positive.

The Department for Education did not take up the advisory report’s recommendation to discourage academy trusts from requesting performance data updates from all their schools and not just those that are failing, instead simply saying that it would “communicate this expectation to local authorities.”

Since the report however, the department has published new advice for initial teacher training (ITT) providers, ordering providers not to impose “overly burdensome” workloads on trainee teachers.

The government guidance asks providers to “stop trainees from carrying out any tasks that are established through custom rather than evidence” and urges them to take steps to safeguard the mental health of trainees, by teaching “good habits” including effective time management and resilience strategies.

Improving Performance Management

 

Educate specialises in helping making performance management easier, faster and more effective.

 

Educate supports teachers, school leaders, governors and education managers to develop and implement best practice staff performance management systems that deliver improved learning.

 

To learn more on how Educate can help your school improve its performance management practices please email Carol French on carolfrench@educate.co.uk  or call 020 3411 1080

 

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Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, Recruitment, Rentention, Recruitment & Rentention, Maths, Physics, Chemistry, Association of Teachers of Mathematics

Non-graduate teaching training scheme shelved

Posted by Friday Update on Nov 2, 2018 10:54:06 AM

Non-graduate teaching training scheme shelved

Plans to launch a teaching apprenticeship scheme for those who have not attended university have been scrapped, after research into the proposals found a lack of demand.

The scheme was proposed by the same group of schools and teacher training bodies which created the current level 6 teaching apprenticeship programme for university graduates.

The Trailblazer group advised that an “undergraduate” apprenticeship would boost the state education workforce by helping teaching assistants to qualify.

The Institute for Apprenticeships asked the group to gather feedback from school leaders and training providers on the issue, but subsequent research indicated a lack of interest amongst industry stakeholders.

Government teacher training adviser and Trailblazer group member Sir Andrew Carter admitted of the survey’s results: “There wasn’t a great deal of enthusiasm for a non-graduate entry at this stage.”

The plans, which would have opened up the path to teacher qualification significantly, have been shelved indefinitely and are unlikely to be revisited for at least another twelve months.

Education sector leaders have expressed a mixture of responses to the idea, with some expressing concern over a “dumbing down” of the teaching profession.

Speaking on behalf of the National Association of School Based-Teacher Trainers, director Emma Hollis said she was “very disappointed” with the proposal’s suspension.

Hollis added that the NASBTT “felt there was a lot of need for [non-graduate teacher training], a lot of demand for it”, based on “clear anecdotal evidence from various different regions.”

Others however say that opening teacher training to non-university graduates could bolster the sector’s waning workforce and would appeal to candidates with practical classroom experience.

The news comes as newly announced government budget measures present a threat to funding for teacher training.

Chancellor Phillip Hammond’s Autumn Budget set out plans to halve the amount that non-levy paying companies must contribute towards trainee apprenticeships from 10% to 5%.


NQTs to receive extra year of induction

Whilst teacher training for non-graduates remains off the table for now, significant changes to the graduate trainee apprenticeship remain on the horizon — as plans to instate an extra year of induction for new teachers go ahead.

The Early Career Framework will still see future trainees awarded Qualified Teacher Status after one year of training, but will then require two years of NQT induction rather than one.

The Department of Education hopes that increasing the teacher training period from two years to three years will provide more guidance and support for trainee teachers.

The new framework is set to be piloted at schools in the North East next year, with a view to being rolled out across the country in 2020 if successful.

Some education professionals have said the ECF proposal could be a “game changer” in bolstering teacher training and subsequently improving retention rates amongst new teachers.

Others however have voiced concerns that the change will simply heap more “scrutiny” and pressure onto new teachers and add to school’s burgeoning workloads.

Questions of funding figure centrally in industry stakeholders’ reservations regarding the plans.

Teacher training providers warned in October that the government department must make an “early commitment” to cover schools’ costs if the induction period for trainee teachers is lengthened.

NASBT leader Emma Hollis said the proposals could be transformative if “done properly”, but noted:

“CPD is really expensive and schools do not have enough money as it is, so if you are going to give the entitlement of two years CPD that has got to be funded.”

Funding issues have already caused damage to providers of the new Further Education teaching apprenticeship, with delays to regulatory approval for training standards leading to a postponement of state grants.

After nearly two years, Leeds City College Group are still awaiting £150,000 in overdue funding for their first cohort of apprentices and say that their ability to sustain new intakes has suffered as a result.

College principal Colin Booth says the lack of funding has stunted the training programme’s growth and is particularly frustrating “given how difficult it is to recruit teachers in engineering and maths – we have people on the waiting list… and the standard just isn’t available.”

Addressing criticism of the ECF proposal, Department of Education deputy director Gareth Conyard pointed out that the additional year simply put the training period for teachers on a par with that of other professions such as law, architecture and accountancy.

The education policymaker dismissed concerns about the ECF adding “an extra level of scrutiny” for trainees and maintained that the proposal was instead targeted at “creating a system of support and development” for new teachers.

With regard to questions of funding the additional support however, the DfE was unable to give firm commitments, as it is still “working out costs.”

Mr. Conyard said the government would work to “make sure” the measure did not place “an unusual financial burden on schools,” but added:

“What I can’t do is say, 'That means we’re putting x million pounds extra into the system,' because some of the questions we are trying to work through in terms of delivery will have an impact on that final cost.”


Gov report shows trainees with bursaries more likely to leave

Discussion of state spending on teacher training has been further enlivened recently by a new government report which indicates that the bursary awards scheme for trainee teachers is showing poor returns on investment.

Parliament’s public accounts committee first drew attention to the issue two years ago, warning that the government was investing too heavily in recruitment and training whilst neglecting efforts to boost retention.

New data published by the government seems to corroborate this, showing a trend whereby investment in training is simply leading candidates to take advantage of funding in the state sector before promptly leaving for private schools or other industries.

Although 101,000 out of 108,800 trainee teachers awarded bursaries between 2009-10 and 2015-16 went on to qualify, 11% of those who qualified had not gone on to work in a state school.

Concerningly, those without any bursary whatsoever were more likely to remain teaching in state schools than those funded to train, with only 9% of qualifying non-funded trainees moving straight out of public education.

Similarly, while the sliding scale of bursary values aimed at attracting high quality, in-demand teachers to state schools, results showed that this did not pay off — with those awarded top grants leaving the sector in higher numbers.

The value of bursaries awarded ranged from £4,000 to £25,000, based on academic qualification and subject.

A fifth of all trainees who were awarded the highest bursary sum and went on to qualify subsequently left state school education immediately.

National Education Union general secretary Mary Bousted called the government’s lack of knowledge around this investment inefficacy “astounding.”

Bousted stressed that it was crucial for ministers to now ascertain whether “the millions of pounds spent on bursaries could be better spent in other, more effective ways to put desperately needed teachers in school classrooms.”

The National Audit Office estimates that nearly £1 billion in public funding was spent on bursaries in the 2015-6 school year, without any proper analysis of the effectiveness of this investment.

Government analysts attributed the lower retention rates amongst more highly subsidised trainees to increased competition for top candidates, since “graduates in high-value bursary subjects are typically in greater demand elsewhere in the labour market.”

In response, officials are trialling a scheme to stagger bursary payments for trainees over a longer period, requiring trainees to serve a certain length of time in the national education system before receiving their grant.

Under the pilot initiative, maths teacher trainees are being offered reduced bursaries of £20,000, with instalments of £5,000 each paid to trainees after three years and five years of working in a state school.

Schools minister Nick Gibb maintained that despite disappointing returns, bursaries in general and particularly “increased bursaries for certain subjects, including history and design and technology” were nonetheless vital even if not sufficient in “helping to attract people to the profession.”


Improving Performance Management

Educate specialises in helping making performance management easier, faster and more effective.

Educate supports teachers, school leaders, governors and education managers to develop and implement best practice staff performance management systems that deliver improved learning.

To learn more on how Educate can help your school improve its performance management practices please email Carol French on carolfrench@educate.co.uk or call 020 3411 1080

Read More

Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, Recruitment, Rentention, Recruitment & Rentention, Maths, Physics, Chemistry, Association of Teachers of Mathematics

Teacher workforce "in trouble" as recruitment and retention sink

Posted by Friday Update on Oct 26, 2018 10:09:19 AM

Research from the Education Policy Institute (EPI) concludes that “the overall teacher labour market in England is in trouble,” with fewer teachers both joining and staying in the profession.

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Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, Recruitment, Rentention, Recruitment & Rentention, Maths, Physics, Chemistry, Association of Teachers of Mathematics

Unions seek tighter financial regulation for Academy Trusts

Posted by Friday Update on Oct 19, 2018 11:22:05 AM

Union leaders are calling for closer financial supervision of academies, as several large, multi-academy trusts are served with financial notices to improve by regulators.

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Topics: Leadership and Management, Industry Updates, Leadership, Senior Leadership Team, funding, Academy Finance, Academy Conversion, Academies Funding

NAHT reports “crisis” of funding for special needs students

Posted by Friday Update on Oct 12, 2018 11:12:25 AM

A new report from the National Association of Head Teachers (NAHT) underlines what it terms a “crisis” of financial support for children with special needs and disabilities, finding that continuous cuts to school funding have had a significant impact on “the most vulnerable children” across “a range of critical support services.”

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Topics: Leadership and Management, Industry Updates, Leadership, Managing people, Senior Leadership Team, special needs

Designated school leads for students’ mental health

Posted by Friday Update on Oct 5, 2018 1:03:26 PM

Schools in Britain are set to play an “increasingly important” role in nationwide plans to tackle mental ill health amongst young people, as the government proposes further boosts to schools’ mental health support capacities and services.

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Topics: Leadership and Management, Industry Updates, Leadership, Managing people, Ofsted, Senior Leadership Team

Education Secretary wants tech to “create a step change in education”

Posted by Friday Update on Sep 28, 2018 2:28:06 PM

The Education Secretary has praised the “revolutionary ways” that technology is being used in classrooms and revealed the Department of Education’s plans to “forge a strong partnership between government, technology innovators and the education sector” in order to make education technology available for all schools.

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Topics: Leadership and Management, Industry Updates, Leadership, Managing people, Ofsted, Senior Leadership Team

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