TTR0062

Written evidence submitted by the National Society for Education in Art and Design (NSEAD)

What are the main factors leading to difficulties recruiting and retaining qualified teachers?

There is no bursary to train in Art and Design, reflecting a widely experienced lack of value for the subject. In a survey conducted by the All-Party Parliamentary Group (APPG) for art, craft and design education in 2022, the biggest concern reported by art and design teachers was lack of time for the subject (288 mentioned). A third (33%) said that there had been a change from pre-pandemic provision and reported that time was an issue. Most respondents reported a time decrease (87.6%). The recent Ofsted research review for Art and Design highlighted the reduction in curriculum time over the last decade for creative arts subjects.

Which subjects are most affected?

All secondary subjects are affected to some extent. In 2022/23 Art and design only recruited 90% of its teachers supply model target. The NFER Annual teacher labour market report notes:

Last year’s under-recruitment of subject specialists is likely to further contribute to teacher shortages in subjects which schools already find it difficult to recruit for.  Recent NFER research has shown that this leads to schools relying on strategies to mitigate against teacher shortages, such as relying more heavily on non-specialist and supply teachers to teach specific subjects, which have the potential to impact the quality of education for pupils (Worth and Faulkner-Ellis, 2022b).

For 2023/24 cycle the report indicates that given current application numbers, primary and nine secondary subjects (physics, computing, design & technology, business studies, MFL, religious education, music, drama and art and design) are expected to be 20 per cent or more below target. A drop of 10% from last year.

How does the situation differ across the country and across different types of schools and colleges?

Examination results and entries for Art and Design show great disparity, with regional variations; with the midlands, northeast and northwest showing the lowest levels of attainment at GCSE. Availability of subject specialists and curriculum time may be a contributing factor.

What impact does this have on pupils, particularly disadvantaged pupils and those with SEND?

The lack of specialist teachers, particularly in subjects that are being marginalised within the curriculum is likely to be disproportionate. Where there is pressure on schools to close an attainment gap that is linked to socio-economic factors, we know that this can mean a focus on the core curriculum at the expense of foundation subjects.   Art and Design is given more curriculum time and resource within the independent sector, teacher shortages in our subject will impact the state sector where pay and conditions are less favourable.

What has been the impact of the new bursaries and scholarships announced in October?

Art and Design continues to have no bursary, despite falling short of Government recruitment targets.

How well does the current teacher training framework work to prepare new teachers and how could it be improved?

• Greater focus on pedagogy and practice through university-based research and training.
• Subject specific training and development for school-based mentors.

What has been the impact of the Early Career Framework implemented in September 2021?

There are significant gaps for subject specific development which subject associations are well placed to address. Our members tell us that there is an unhelpful focus on the Government funded support on generic material that is a repetition of their initial teacher education.

What action should the Department take to address the challenges in teacher recruitment and retention?

The following actions would support recruitment and retention in Art and Design:

• bursaries for all those training to teach, rather than for only some.
• ·A rate of pay attractive to both entrants and experienced teachers – there need to be clear progression routes with appropriate pay increases.
• · Funding for Subject Knowledge Enhancement courses should increase and be available for a wider range of subjects. Working directly with subject associations to develop and deliver quality courses.
• Scrap the E-Bacc and accountability measures that create a hierarchy of subjects within the curriculum and consequently devalue and disincentivise teachers in those subject areas.

What particular challenges exist in teacher recruitment, training and retention for teachers from different demographic backgrounds?

The lack of a bursary to train in Art and Design creates real financial hardship for those trainee teachers without independent financial support.

How well does the demographic makeup of the teaching workforce reflect that of the pupils they teach?

It does not. There is a lack of diversity across all characteristics in Art and Design. The gender imbalance is notable. The teaching workforce does not reflect the characteristics and experiences of the pupils in our classrooms.

April 2023