Source · Select Committees · Public Accounts Committee
Recommendation 26
26
Acknowledged
Disadvantaged schools suffer higher teacher turnover, fewer experienced staff, and limited pupil opportunities.
Conclusion
Those schools with higher proportions of disadvantaged pupils tend to have higher turnover rates and less experienced teachers.77 This impacts the government’s mission of breaking down the barriers to opportunity and means disadvantaged children are at risk of being locked out from particular careers.78 In 2023–24, 34% of teachers in the most disadvantaged schools had up to five years’ experience (20% in the least disadvantaged schools).79 In the most disadvantaged areas, 31% of schools do not offer Computer Science A-level, compared to 11% of schools in the least disadvantaged areas, due to a lack of trained teachers. For Physics A-level, this is 9% compared to 1%.80 We asked the Department when we could expect there to be less variation between schools in the most and least disadvantaged areas, but it did not commit to a timeframe. Instead, it noted that its retention initiatives providing financial incentives were targeting schools and colleges with the highest proportion of disadvantaged students.81
Government Response Summary
The government recognizes variations in school and FE recruitment and retention and is evaluating the impact of TRI on teacher retention, with reports expected in 2027 and 2028, and will work with stakeholders to understand variances in the workforce and inform future policy.
Government Response
Acknowledged
HM Government
Acknowledged
3. PAC conclusion: Teacher vacancies and the challenges of retaining experienced teachers are greater for schools in deprived areas, and across some core subjects, leading to inequities in provision and career opportunities. 3. PAC recommendation: The Department should work with schools and colleges to understand the reasons behind variations, particularly within deprived areas and core subjects, setting this out in published information to help identify and share good practice and ideas on what works best. 3.1 The government agrees with the Committee’s recommendation. Target implementation date: August 2026 3.2 The government recognises there are variations in school and FE recruitment and retention, including greater shortages in key STEM and technical subjects and in disadvantaged areas. 3.3 The department has published some evidence of these variations in schools and works with schools and colleges to inform understanding of why the variations exist. 3.4 School and college leaders are responsible for employing teachers. However, it is vital that the department supports the sector to recruit and retain teachers where they are needed most, which is why the department is offering the Targeted Retention Incentive (TRI) worth up to £6,000 per year after tax for early career teachers in key STEM and technical subjects in disadvantaged schools and all FE colleges. The TRI in colleges is available to teachers of a wider range of subjects than in schools, such as building and construction where vacancy rates are particularly high. 3.5 In schools, the breadth of offer and location of Initial Teacher Training (ITT) provision influences teacher supply. The planned evaluation of ITT reform should help identify disparities in ITT provision and recommendations for improvement. 3.6 In addition, the High Potential ITT programme, currently delivered by Teach First, places trainees in schools in disadvantaged communities. The department is also investing in teaching apprenticeships to provide paid routes into teaching for those who may not otherwise have become teachers, including in disadvantaged areas. 3.7 The department will continue to publish the FE Workforce data collection, which includes regional and subject specific data, and to implement improvements to the collection. In 2025, the department is running a one-off survey of the FE workforce to provide information on the experiences of teachers and leaders in FE. Alongside this, the department is exploring the feasibility of running a longitudinal study of FE teachers and leaders to better understand factors affecting teacher retention. A decision on whether to proceed with the longitudinal study is expected by late 2026. 3.8 Whilst the department does not routinely publish information on reasons behind variations in areas and subjects in FE, it is currently evaluating TRI which will reveal the impact it is having on teacher retention across different subjects and provider demographics, to help shape its overall approach. The department plans to publish the first report from the evaluation in 2027, followed by a full findings report in 2028. 3.9 The department will continue to invest in evaluation and understanding of the workforce, as well as working with stakeholders such as the Improving Education Together partnership, to better understand variances in the workforce. The department is committed to taking forward work to better understand and address the causes of lower retention in FE. This includes identifying and sharing good practice across the sector, and ensuring this insight informs future policy.