Source · Select Committees · Public Accounts Committee
Recommendation 5
5
Accepted
Understand why teachers leave and support schools in addressing workload and conditions.
Conclusion
Teachers’ working environment and conditions remain critically important to teacher retention, with workload cited as the top reason for teachers leaving, and pupil behaviour an escalating challenge. The Department does not offer payments or structured support for more experienced teachers, which means their working environment constitutes one of the main levers keeping them in the profession. The Department recognises workload as the top reason for teachers leaving and has, for example, worked with Ofsted to reduce marking requirements. However, it does not understand the root causes behind these factors including, for example, why and where workload is high. The Department does not dictate working patterns, or maternity and paternity leave, with schools and colleges making these decisions. However, there remains a lack of flexible working arrangements for teachers, although the Department has signalled an intention to raise improving maternity and paternity leave for teachers. More widely, the Department is looking to learn from the health sector on creating clearer career pathways. We are concerned about worsening pupil behaviour impacting workload and the wider environment, with the Department aiming to address this through new attendance and behaviour hubs. Only 17% of schools and colleges have signed the Department’s wellbeing charter. recommendation The Department should work to better understand why teachers leave and then better support schools and colleges in addressing these factors. This includes looking at changes to contractual and working conditions, such as flexible working, and at how teacher workload can be reduced. It should also collect data on the effectiveness of the newly-announced behaviour hubs, rolling them out further if they prove to be successful.
Government Response Summary
The government agrees and is developing a workload reduction toolkit, exploring AI/digital tools with an EdTech pilot to reduce teacher workload, and delivering a flexible working toolkit. It also outlines plans for regional support for behaviour hubs starting 2025-26 and wider rollout from January 2026, pending evaluation and funding.
Government Response
Accepted
HM Government
Accepted
The government agrees with the Committee’s recommendation. Leaders study, which examines the intention to leave among the existing workforce and the experiences of those who have left the profession. Through the Improving Education Together partnership, the department is working with the sector to help improve teacher retention across schools and colleges, including developing a workload reduction toolkit with the Association of Colleges. To support workload reduction, the government is exploring how AI and digital tools can transform teaching and learning, including reducing the burden of lesson planning, marking, feedback, and assessment. The EdTech Impact Testbed pilot will enable schools and colleges to test edtech products, including AI, helping to identify and generate evidence of tools that reduce workload by saving time and improving efficiency. This approach aims to free up teacher time, improve job satisfaction, and support retention across both schools and colleges. Consistent with the Children’s Wellbeing and Schools Bill, the department is considering additional flexibilities within the statutory pay and conditions framework in maintained schools. From September 2025, changes to Teaching and Learning Responsibility payments are ensuring part-time teachers are paid proportionately for responsibilities undertaken. Working conditions are important to teachers’ experience of the profession and play a key role in recruiting and retaining teachers. There have been representations for the department to review the School Teachers Pay and Conditions Document (the framework for teacher pay and conditions) and the department has dedicated time to engage with partners to understand potential areas for reform. The remit letter for this year’s pay round asks the School Teachers’ Review Body to make recommendations on removing the prohibition on non-consolidated payments (including bonuses) in the School Teachers Pay and Conditions Document (STPCD) and whether to reduce the salary safeguarding period. It also asks for views on working hours, to promote flexibility and innovation in schools. The department continues to develop and promote the Improve Workload and Wellbeing for School Staff service and encourages adoption of the Education Staff Wellbeing Charter across both schools and colleges. This Charter was created and is being updated in partnership with sector and mental health experts. Evidence indicates that expanding and promoting flexible working opportunities in schools can help to recruit, retain and motivate teachers, improve staff wellbeing, and promote equality of opportunity in the workforce. To support flexible working in schools, the department has published non-statutory guidance, a flexible working toolkit, and is delivering a culture change programme across schools and multi-academy trusts. The STPCD now references flexible working, reinforcing that schools should support flexible working requests where operationally feasible. The attendance and behaviour hubs programme support senior leaders in developing good school cultures with high expectations. Regional support begins in the 2025–26 academic year, with wider rollout from January 2026. Interim findings from the department’s previous Behaviour Hubs programme (2021-2025), indicate positive changes in staff-rated behaviour, particularly in high deprivation areas. Following the programme, there was an increase in staff that agreed there was sufficient training and support to manage behaviour and a consistent understanding and application of behaviour policy in their school, Further rollout and funding are subject to spending review outcomes and evaluation findings. Support will be monitored to ensure maximum impact.