TTR0101
Written evidence submitted by Academics at the University of Manchester
This response is from colleagues in Primary and Secondary PGCE programmes in the Initial Teacher Education group in Manchester Institute of Education, at the University of Manchester. We are responding specifically from our perspective as lecturing staff working within a longstanding provider of Initial Teacher Education, with the understanding that we gain from our established partnerships with schools and colleges.
1. The current situation regarding teacher recruitment and retention
1.1. What are the main factors leading to difficulties recruiting and retaining qualified teachers?
- Pressures on teachers, and perceptions of teachers and teaching in the field and in society: An improved perception in the media of teaching as a career choice, a greater recognition by Ofsted of the continuing effects of the Covid lockdowns on pupil and teacher well-being and pupil attainment, and fair salary increases for teachers may help with recruitment and retention. If these types of system issues are addressed, it is likely that teaching will become a more attractive career choice.
- Reduced autonomy and professionalism of teachers: The status of teachers has been undermined over recent years in many school and college contexts by over-determined and standardised pedagogy and practice. We actively support the Universities’ Council for the Education of Teachers’ (UCET) effort to refocus discourse and practice around the Intellectual Basis of Teacher Education (IBTE).
- Recruitment: Overall, we have seen reduced numbers of applications this year and last. There are reduced numbers of potential applicants at eg. DfE events. Our conversations with potential recruits shows that this is being affected by the cost of living crisis, and by the lack of bursaries in Primary and some Secondary subjects. In addition, all subjects and age ranges have potential career changers enquiring but unless they have savings or family members who can support them, they face an unsurmountable financial challenge.
- Withdrawals in-programme: Last year and during this current teaching year, we have seen an increase in withdrawals or interruptions influenced by the cost of living crisis. In Secondary PGCE, for instance, 17 trainees from our initial 160-strong cohort have interrupted or withdrawn from the programme so far this year.
- Destinations after ITE: we notice a small but increasing trend of trainees opting for an international school for their first post. A recent poll of our UoM primary PGCE cohort of trainee teachers showed that 15% were planning to start their careers in schools overseas and 19% were still undecided (n = 93). Anecdotally, our trainees believe that the terms and conditions for teachers working in international schools are more attractive - for example, they have cited higher salaries, help with setting up accommodation and the absence of Ofsted inspections.
1.2. Which subjects are most affected?
- So far this year, applications are lower in Business Education, Economics and History. These are non-bursary subjects.
- The DfE no longer includes applications for PGCE Economics separately, these being reported as part of Business Education. Only 10 trainees enrolled nationally on a PGCE course in Economics in 2021/22 and 20 in 2020/21. Business Education met only 36% of its target recruitment number for the 2022/23 cycle. By contrast, the number of students studying GCSE, vocational and A level Business Studies continues to increase, as does the number studying A level Economics.
1.3. How does the situation differ across the country and across different types of schools and colleges?
- Anecdotally, as a significant provider in the North West, we receive regular emails from recruitment agencies in the South East, working hard to recruit trainees from our cohorts to schools and colleges there.
1.4. What impact does this have on pupils, particularly disadvantaged pupils and those with SEND?
- We have detailed knowledge of the impact on pupils of a well-trained, highly motivated and reflective teacher going to work in special schools and pupil referral units, and more broadly into schools with many pupils experiencing disadvantage and the impact of economic hardship. It is highly rewarding to see trainee teachers deciding to work in these contexts, and clearly problematic where such schools are struggling to recruit.
- GCSE and vocational Business Studies are not part of the EBacc and their contribution to school Progress 8 scores is via the ‘open bucket’. There is evidence that marginally qualified students- less suited to some EBacc options- are more likely to take Business, notably those for whom school receives Pupil Premium funding; similarly, JCQ entry data confirms Business is a subject more likely to be taken by boys, who continue to attain below girls at GCSE. Shortages of Business Studies teachers therefore tend to further disadvantage already disadvantaged pupils.
1.5. What action should the Department take to address the challenges in teacher recruitment and retention?
The range of bursary levels should be reduced: Provide bursaries for all subjects including Primary, and reduce the very high levels of bursaries in some subjects.
- In Secondary English, there has been a sharp increase in applications for 2024 entry, compared to the previous 3 years where there has been no bursary in English. The course was at capacity and closed in March, whereas last year we failed to recruit to target despite interviewing until September at course start.
- Research by Jack Worth at NFER suggests as 3% increase in applications for a PGCE for every £1000 of bursary, up to a certain level. UCAS data show a 300% rise in applications from over 25s in Business Education when a bursary was awarded for the 2020/21 cycle. See pages 4-6 here.
The ECT programme should be rationalised: We understand that the ECT programme has not achieved the intended effects, given the increased workload on both mentors and ECTs (see NAHT report). We suggest retaining some of the intense coaching aspects on a needs-basis, removing much of the repetition currently evident from the ITE year, and increasing subject-specific support.
2. How could the current teacher training framework be improved?
- The CCF and ECF should be rationalised: Reduce the focus on standardisation, and place greater emphasis on the development of individual and diverse teacher identities. We would like to see a reduced emphasis on homogenous expectations, and a stronger emphasis on the skills and dispositions needed to enact high expectations of young people in a way which is sensitive to the particularity of context and subject.
2.1. What has been the impact of the Early Career Framework implemented in September 2021?
- In Secondary English, for example, we have noticed a reduction in placement school offers from some of our best and most supportive schools, because those with ECTs are utilising their mentors to work with new colleagues and say they don’t have the capacity to also host and support trainee teachers.
- The post-2024 framework for ITE requires more training of school mentors, without a budget to support the demand on their time. This discourages middle leaders from supporting teachers in training, given the additional demands of the ECF.
3. Are there ways in which teacher training could be improved to address the challenges in recruitment and retention?
- Standardise bursaries: to recognise the contribution that all trainee teachers make and which support them whilst they train – or at least reduce the range of bursaries paid in different subjects. Currently the range (highest bursary – lowest bursary) is £27,000.
4. How does teacher training in England compare internationally, and what are the benefits and disadvantages of the English system?
- The school and college system in England is under so much pressure that supporting trainees, which ought to be a privilege and a source of innovative ideas and creativity, is too often seen as a barely manageable burden. To this extent, improvement of teacher training is dependent on changes in the wider ecology of education. International comparisons support this point.
5. What particular challenges exist in teacher recruitment, training and retention for teachers from different demographic backgrounds?
Anti-racism in education: there is an increasing demand from many ITE providers for explicitly anti-racist practice, in the context of continuing problematic, differential effects evident in trainee recruitment, progress through placements and the ITE year in general, employment and then retention in the teaching workforce (DfE, 2021). The need to acknowledge and address racism and its many adverse effects on teachers and young people, and conversely the value of a confident, collaborative and diverse teaching workforce, are currently not properly represented in the CCF or ECF, or in teacher recruitment campaigns.
5.1. How well does the demographic makeup of the teaching workforce reflect that of the pupils they teach?
- In our own 2022 entry Secondary cohort, 49 out of 170 trainees identified themselves as a person of colour. Our cohort is more representative than the wider teaching workforce. In Primary we have an increase in recruits with Asian heritage. Persons of colour are however over-represented in interruptions during the PGCE year, and among those experiencing challenging contexts during placements.
- Teachers with disabilities remain often invisible. Workforce census data has not even reported on disabilities in recent years.
Many thanks for reading and reflecting on this response to your enquiry. Best wishes with your deliberations.
April 2023