Recommendations & Conclusions
28 items
2
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Our evidence suggests that recruitment and retention issues occur at every stage of education, from primary school through to further education. However, the challenge increases as we move up the phases with more vacancies and a greater retention challenge in secondary than in primary and again in post 16. The …
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Our evidence suggests that recruitment and retention issues occur at every stage of education, from primary school through to further education. However, the challenge increases as we move up the phases with more vacancies and a greater retention challenge in secondary than in primary and again in post 16. The Department must ensure that efforts are being made to improve recruitment and retention throughout all stages of education and that any demographic bulges are tracked, planned for and responded to right the way through the system.
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Government response AI summary
The government stated it already accounts for pupil demographic trends and estimates demand for primary and secondary schools (including post-16 provision), explaining why the further education workforce is tracked separately and stating this separation will continue.
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Department for Education
3
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We welcome the Department’s approach to setting postgraduate initial teacher training recruitment targets using the Teacher Workforce Model. However, changes need to be made if a more holistic picture of the demand for teachers across all subjects and phases of education is to be achieved. The Department should ensure that …
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We welcome the Department’s approach to setting postgraduate initial teacher training recruitment targets using the Teacher Workforce Model. However, changes need to be made if a more holistic picture of the demand for teachers across all subjects and phases of education is to be achieved. The Department should ensure that pupil demographic trends are included in analysis to ensure future demand is taken into full account when setting recruitment targets. We also recommend that the Teacher Workforce Model should be extended to cover the post-16 and further education phases, meaning the model estimates the number of qualified teachers required by state-funded primary and secondary schools (including nursery and post-16 provision within such schools), academies, free schools, post-16 providers and further education colleges in England. (Paragraph 28) Financial incentives for recruitment and retention
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Government response AI summary
The government stated it already accounts for pupil demographic trends in its Teacher Workforce Model, which covers primary and secondary (including post-16 within schools), but clarified that further education is estimated separately and will continue to be due to differing factors.
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Department for Education
4
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Teacher salaries need to be attractive in order to boost recruitment. We welcome the introduction of a £30k starting salary as a step towards improved competitiveness. However, it is clear that this salary will have to be increased in the coming years if it is to remain competitive. Whilst initiatives …
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Teacher salaries need to be attractive in order to boost recruitment. We welcome the introduction of a £30k starting salary as a step towards improved competitiveness. However, it is clear that this salary will have to be increased in the coming years if it is to remain competitive. Whilst initiatives such as the levelling up premium may help in certain areas, the issue of pay competitiveness will need to be kept under review across the board and both starting salaries and progression must be taken into account.
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Government response AI summary
The government accepted the recommendation by detailing recent actions to boost teacher attractiveness, including a 5.5% pay award, a £233 million financial incentives package for 2025/26 (bursaries and scholarships), and targeted retention incentives for 2024/25 in shortage subjects.
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Department for Education
6
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We welcome the most recent pay agreement for support staff; however, we have heard persistent concerns that low pay is resulting in difficulty recruiting and retaining staff in these vital roles which help both teachers and pupils and provide essential support to children with special educational needs and disabilities (SEND)
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We welcome the most recent pay agreement for support staff; however, we have heard persistent concerns that low pay is resulting in difficulty recruiting and retaining staff in these vital roles which help both teachers and pupils and provide essential support to children with special educational needs and disabilities (SEND)
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Government response AI summary
The government stated its approach to schools funding already considers support staff wage growth and its impact on school budgets, which is factored into funding decisions, referencing technical notes and the Core Schools Budget Grant.
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Department for Education
9
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Where available, bursaries and scholarships improve teacher recruitment. We heard strong evidence that bursaries should be targeted where they will be most effective, such as for subjects with longstanding under-recruitment, subjects where demand is expected to increase and subjects that have particularly competitive job markets. However, we also heard concerns …
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Where available, bursaries and scholarships improve teacher recruitment. We heard strong evidence that bursaries should be targeted where they will be most effective, such as for subjects with longstanding under-recruitment, subjects where demand is expected to increase and subjects that have particularly competitive job markets. However, we also heard concerns about the negative impact of targeted financial incentives on recruitment to teach non-bursary subjects.
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Government response AI summary
The government highlights a 5.5% teacher pay award and nearly £1.1 billion in funding for schools to cover teacher and support staff pay offers, but does not directly address the conclusion's points on targeting bursaries.
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Department for Education
11
Recommendation
Second Report - Teacher recruitment, tr…
Accepted
Though concern remains about the retention of teachers in receipt of bursary funding. Evidence tells us that the current structure of bursaries offers sufficient value for money in terms of recruitment and retention, given that retention rates are similar for those who do and do not receive Initial teacher training …
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Though concern remains about the retention of teachers in receipt of bursary funding. Evidence tells us that the current structure of bursaries offers sufficient value for money in terms of recruitment and retention, given that retention rates are similar for those who do and do not receive Initial teacher training (ITT) bursaries. We recommend the Government keep the option of ‘golden handcuffs’ under review and commissions further research on how retention can be improved.
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Government response AI summary
The government is offering a Targeted Retention Incentive of up to £6,000 for specific subject teachers in disadvantaged schools. They committed to keeping eligibility criteria under review and are conducting full evaluations to assess any postponement effects.
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Department for Education
13
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department should also monitor the attrition of those who receive these payments. This would improve understanding of whether there is a “postponement effect” amongst recipients, where they leave the profession once these payments stop. (Paragraph 74) Alternative routes into teaching
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The Department should also monitor the attrition of those who receive these payments. This would improve understanding of whether there is a “postponement effect” amongst recipients, where they leave the profession once these payments stop. (Paragraph 74) Alternative routes into teaching
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Government response AI summary
The government committed to completing full evaluations of the Targeted Retention Incentive and previous Levelling Up Premium offers. This evaluation will specifically attempt to assess any 'postponement effect' on teacher retention.
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Department for Education
16
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We welcome the Department’s plan to introduce a non-graduate apprenticeship, specifically for experienced non-teaching staff alongside the existing graduate apprenticeship, as an opportunity to recruit non-graduates who are already working within the education sector into teaching. However, we are concerned that fewer than 1000 people have taken an apprenticeship route …
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We welcome the Department’s plan to introduce a non-graduate apprenticeship, specifically for experienced non-teaching staff alongside the existing graduate apprenticeship, as an opportunity to recruit non-graduates who are already working within the education sector into teaching. However, we are concerned that fewer than 1000 people have taken an apprenticeship route into teaching since 2019. Which suggest this remains a minor and specialist route into teaching, given the wider expansion of higher-level apprenticeships we believe there is more scope to expand the use of apprenticeships in growing the teaching workforce.
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Government response AI summary
The Department will continue to promote and expand the existing Graduate Teacher Apprenticeship, setting intake targets for each academic year. The Department will also move forward with plans to introduce a non-graduate teaching apprenticeship, specifically for experienced non-teaching staff with further detail on this published …
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Department for Education
17
Recommendation
Second Report - Teacher recruitment, tr…
Accepted
The Department should continue to promote and expand the existing Graduate Teacher Apprenticeship, setting intake targets for each academic year. The Department should also move forward with plans to introduce a non-graduate teaching apprenticeship, specifically for experienced non-teaching staff with further detail on this published by Autumn 2024.
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The Department should continue to promote and expand the existing Graduate Teacher Apprenticeship, setting intake targets for each academic year. The Department should also move forward with plans to introduce a non-graduate teaching apprenticeship, specifically for experienced non-teaching staff with further detail on this published by Autumn 2024.
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Government response AI summary
The Department will continue to promote and expand the existing Graduate Teacher Apprenticeship, setting intake targets for each academic year. The Department will also move forward with plans to introduce a non-graduate teaching apprenticeship, specifically for experienced non-teaching staff with further detail on this published …
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Department for Education
22
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We recognise the need to use all available options if teacher recruitment is going to increase in England. This must include international teachers, and efforts should be made to ease the pathway for international teachers to be recruited and to teach in English schools. For the teaching of Modern foreign …
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We recognise the need to use all available options if teacher recruitment is going to increase in England. This must include international teachers, and efforts should be made to ease the pathway for international teachers to be recruited and to teach in English schools. For the teaching of Modern foreign languages, an English Baccalaureate (EBacc) subject in which the department has consistently missed its recruitment target, this is an essential part of the teaching recruitment cohort and there appears to be no rationale for cutting it off.
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Government response AI summary
The Department states it values international teachers and has already launched an online service to make it easier for them to apply for QTS in England, and continues to work with international organizations and governments to promote teaching in England.
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Department for Education
23
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We were encouraged by the ‘Apply for Qualified Teacher Status in England’ digital service launched in February 2023. We would like an update and review of the success of this service in response to this report.
Government response AI summary
The Department states it values international teachers and has already launched an online service to make it easier for them to apply for QTS in England, and continues to work with international organizations and governments to promote teaching in England.
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Department for Education
28
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Criticisms of the Early Career Framework (ECF) such as repetition, lack of subject focus and the additional burden for mentors need to be addressed. We welcome action which has already been taken by the Department to tackle these issues, including reviewing the content of the Framework and removing duplicated material.
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Criticisms of the Early Career Framework (ECF) such as repetition, lack of subject focus and the additional burden for mentors need to be addressed. We welcome action which has already been taken by the Department to tackle these issues, including reviewing the content of the Framework and removing duplicated material.
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Government response AI summary
The government commits to updating the Early Career Framework as part of introducing a Teacher Training Entitlement and an Excellence in Leadership Training Programme, aiming to ensure teachers have access to up-to-date professional development.
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Department for Education
29
Recommendation
Second Report - Teacher recruitment, tr…
Accepted
The Department should continue to consult and engage with teachers for feedback on the Early Career Framework. We recommend that the content of the Early Career Framework is reviewed annually by the Department, and that duplicate material continues to be removed. The Department should also work with providers to develop …
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The Department should continue to consult and engage with teachers for feedback on the Early Career Framework. We recommend that the content of the Early Career Framework is reviewed annually by the Department, and that duplicate material continues to be removed. The Department should also work with providers to develop and expand the subject specific elements of the Early Career Framework.
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Government response AI summary
The government commits to updating the Early Career Framework as part of a new Teacher Training Entitlement and Excellence in Leadership Training Programme, aiming to ensure high-quality professional development for teachers.
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Department for Education
31
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The opportunity to partake in Continuing Professional Development (CPD) is crucial to teacher retention; we recognise, however, that pressure of workload and lack of spare time limits teachers’ engagement with CPD. We consider issues relating to teachers’ workload further in chapter 6.
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The opportunity to partake in Continuing Professional Development (CPD) is crucial to teacher retention; we recognise, however, that pressure of workload and lack of spare time limits teachers’ engagement with CPD. We consider issues relating to teachers’ workload further in chapter 6.
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Government response AI summary
The government has launched a new online service, 'Improve workload and wellbeing for school staff,' based on user research to enhance resources for workload reduction and wellbeing. It plans to continue adding new resources and promoting the service.
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Department for Education
39
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We have significant concerns about the negative impacts of subject specific teacher shortages. These include compromising the quality of teaching where subjects are being taught by teachers without subject expertise and the reduction of subject provision where schools do not have sufficient specialist teaching capacity. We also heard that lack …
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We have significant concerns about the negative impacts of subject specific teacher shortages. These include compromising the quality of teaching where subjects are being taught by teachers without subject expertise and the reduction of subject provision where schools do not have sufficient specialist teaching capacity. We also heard that lack of specialist teachers can have an adverse impact on take up of certain subjects. This is evidenced by modern foreign languages having the lowest take up by pupils when compared to other English Baccalaureate (EBacc) subjects. Out of the 86.2% of pupils who entered four of the five EBacc components 88.9% were missing the languages component in 2022/23. (Paragraph 163) Teacher recruitment, training and retention 81
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Government response AI summary
The government acknowledges teacher shortages and outlines ongoing efforts to improve recruitment and retention, including addressing workload, offering retention payments for maths teachers, and providing bursaries and scholarships for ITT courses, with a focus on shortage subjects like languages.
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Department for Education
42
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
As discussed previously in this report, we have heard convincing evidence about the importance of interventions such as bursaries in targeting recruitment to subjects where there are teacher shortages. Bursaries should continue to be targeted towards subjects where there are shortages and shortages subjects should continually be reviewed to ensure …
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As discussed previously in this report, we have heard convincing evidence about the importance of interventions such as bursaries in targeting recruitment to subjects where there are teacher shortages. Bursaries should continue to be targeted towards subjects where there are shortages and shortages subjects should continually be reviewed to ensure bursaries remain where recruitment is most needed. The Department should increase the value of lower valued bursaries, particularly in subjects experiencing persistent shortages such as RE, DT and modern foreign languages.
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Government response AI summary
The government outlines its existing annual review process for bursaries, noting it already prioritises STEM subjects and has recently increased language bursaries and reintroduced others. It states budget limitations necessitate prioritisation and does not commit to further increases in lower-valued bursaries as requested.
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Department for Education
44
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department should also analyse the impact of the Levelling Up Premium and Early Career Payments. There should be a particular focus on their regional impact, for example, to find out whether recruitment in places nearby education investment areas has been negatively impacted or resulted in ‘brain drain.’
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The Department should also analyse the impact of the Levelling Up Premium and Early Career Payments. There should be a particular focus on their regional impact, for example, to find out whether recruitment in places nearby education investment areas has been negatively impacted or resulted in ‘brain drain.’
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Government response AI summary
The government has accepted, stating it is completing full evaluations of the Targeted Retention Incentive and previous Levelling Up Premium offers, specifically including the evaluation of geographical impact and postponement effects.
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Department for Education
48
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Beyond the specific subject knowledge enhancement programmes that may be delivered within initial teacher training, upskilling is a useful and effective way for non-specialist teachers to gain the necessary knowledge to teach certain subjects once qualified. This approach has the potential to significantly mitigate the impact of subject specific teacher …
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Beyond the specific subject knowledge enhancement programmes that may be delivered within initial teacher training, upskilling is a useful and effective way for non-specialist teachers to gain the necessary knowledge to teach certain subjects once qualified. This approach has the potential to significantly mitigate the impact of subject specific teacher shortages. However, the current inconsistency of opportunities to upskill across subjects undermines its potential. (Paragraph 201) Flexibility and workload
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Government response AI summary
The government acknowledges the importance of upskilling and commits to encouraging subject associations to support schools in accessing training for upskilling. It also states that new Regional Improvement for Standards and Excellence (RISE) teams will facilitate networking and training access.
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Department for Education
49
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Upskilling should be used as a mitigation across subjects experiencing teacher shortages. For subjects such as Maths, a compulsory subject that has experienced persistent shortages in teacher supply it is even more pertinent that mitigations such as upskilling are used to manage teacher shortages.
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Upskilling should be used as a mitigation across subjects experiencing teacher shortages. For subjects such as Maths, a compulsory subject that has experienced persistent shortages in teacher supply it is even more pertinent that mitigations such as upskilling are used to manage teacher shortages.
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Government response AI summary
The government highlights its existing Subject Knowledge Enhancement (SKE) programme, which is available for ITT applicants in mathematics and other shortage subjects. It also points to the Maths Hubs programme, which provides school-to-school support and training for current maths teachers.
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Department for Education
50
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department should work with subject associations where there are current teacher shortages to coordinate support and funding efforts with the aim of developing upskilling opportunities across these shortage subjects.
Government response AI summary
The government has accepted, committing to encourage subject associations to continue supporting schools with upskilling training. New Regional Improvement for Standards and Excellence (RISE) teams will also be established to facilitate networking and access to training.
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Department for Education
51
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Since the pandemic, flexible working has been widely embraced across different professions and sectors of the economy. However, this has not been replicated in the education sector. If the education sector is to remain competitive, particularly in the recruitment of graduates, more must be done to increase opportunities for flexible …
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Since the pandemic, flexible working has been widely embraced across different professions and sectors of the economy. However, this has not been replicated in the education sector. If the education sector is to remain competitive, particularly in the recruitment of graduates, more must be done to increase opportunities for flexible working in schools.
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Government response AI summary
The government acknowledges the importance of flexible working and states it is a priority, outlining ongoing efforts such as promoting a flexible working toolkit, running communication campaigns, utilizing flexible working ambassador schools, and monitoring flexible working levels through surveys.
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Department for Education
52
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department have told us they will put flexibility at the heart of the new recruitment and retention strategy. This should include the promotion of existing approaches to flexibility that have been proven to be successful such as job shares and part-time working. However, it is clear that the education …
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The Department have told us they will put flexibility at the heart of the new recruitment and retention strategy. This should include the promotion of existing approaches to flexibility that have been proven to be successful such as job shares and part-time working. However, it is clear that the education sector faces unique challenges; these include the high degree of in-person working it requires; issues around timetabling; and the significant and ongoing problem of high workload. The Department will need to find creative ways to address all of these if flexibility is to become a reality for teachers.
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Government response AI summary
The government states it is already expanding and enabling flexible working through clarifying PPA time, promoting the flexible working toolkit via various campaigns and ambassador schools, and monitoring flexible working levels.
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Department for Education
53
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We welcome the Department’s initial efforts to support flexible working through the Flexible Working Toolkit launched in summer 2023. However, with only 15% of senior leaders aware of its existence, and even fewer - only 4% - reporting that they found it useful, far more needs to be done to …
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We welcome the Department’s initial efforts to support flexible working through the Flexible Working Toolkit launched in summer 2023. However, with only 15% of senior leaders aware of its existence, and even fewer - only 4% - reporting that they found it useful, far more needs to be done to increase awareness of the toolkit amongst school leaders and ensure it is meeting their needs.
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Government response AI summary
The government highlights its ongoing efforts to promote the flexible working toolkit through sector bulletins, campaigns, ambassador schools, and webinars, noting an increase in flexible working arrangements despite acknowledging there is further to go.
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Department for Education
54
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department should redouble efforts to promote the Flexible Working Toolkit with school leaders, with flexible working ambassador schools playing a central role in this. In addition, this should be backed up with a strategy to monitor the extent to which schools are offering flexible working. We ask that the …
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The Department should redouble efforts to promote the Flexible Working Toolkit with school leaders, with flexible working ambassador schools playing a central role in this. In addition, this should be backed up with a strategy to monitor the extent to which schools are offering flexible working. We ask that the Government provides a full update on this in response to this report. (Paragraph 221) Teacher recruitment, training and retention 83
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Government response AI summary
The government details its existing efforts to promote the flexible working toolkit via campaigns, ambassador schools, and webinars. It also states it already monitors flexible working levels through existing surveys.
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Department for Education
58
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
We welcome the Department’s efforts to reduce workload through the Workload Reduction Toolkit. However, we are concerned about the lack of awareness of the Toolkit despite being published over five years ago. If more progress is to be made the Toolkit needs to be made accessible and easy to use …
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We welcome the Department’s efforts to reduce workload through the Workload Reduction Toolkit. However, we are concerned about the lack of awareness of the Toolkit despite being published over five years ago. If more progress is to be made the Toolkit needs to be made accessible and easy to use so school leaders and teachers can properly benefit.
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Government response AI summary
The government has launched a new 'Improve workload and wellbeing for school staff' digital service, which updates and improves the previous Workload Reduction Toolkit to offer better navigability, speed of access, and links to other helpful information.
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Department for Education
59
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department must continue to promote and build on existing efforts to reduce teacher workload. This should include condensing the Workload Reduction Toolkit, so it is more easily accessible for school staff. We endorse the Workload Reduction Taskforce recommendation that the DfE should “commit to enhancing knowledge and accessibility of …
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The Department must continue to promote and build on existing efforts to reduce teacher workload. This should include condensing the Workload Reduction Toolkit, so it is more easily accessible for school staff. We endorse the Workload Reduction Taskforce recommendation that the DfE should “commit to enhancing knowledge and accessibility of the School Workload Reduction Toolkit, including improving the design for users and ensuring that case studies and resources remain relevant and include new, impactful, solutions that schools and trusts have implemented.”
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Government response AI summary
The government has launched a new 'Improve workload and wellbeing for school staff' digital service that replaces the Workload Reduction Toolkit, featuring improved navigability and accessibility. It commits to adding new resources and promoting the service to schools and trusts.
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Department for Education
67
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
Though the issue of poor pupil behaviour it not new, it has become worse since the pandemic with more disruptive pupil behaviour, school exclusions and suspensions. Poor behaviour not only undermines pupils learning and a positive classroom culture, but it also impacts teacher recruitment and retention. Reports of worsening behaviour …
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Though the issue of poor pupil behaviour it not new, it has become worse since the pandemic with more disruptive pupil behaviour, school exclusions and suspensions. Poor behaviour not only undermines pupils learning and a positive classroom culture, but it also impacts teacher recruitment and retention. Reports of worsening behaviour have the potential to discourage prospective teachers from entering the profession and to contribute to existing teachers’ desire to leave the profession.
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Government response AI summary
The government acknowledges the worsening of pupil behaviour and its impact, highlighting existing initiatives such as statutory attendance guidance, support for SEND pupils, and the work of National Behaviour Advisers, as mechanisms to address these issues.
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Department for Education
68
Conclusion
Second Report - Teacher recruitment, tr…
Accepted
The Department needs to reinforce the importance of positive and effective partnerships between schools, pupils and parents in addressing and improving pupil behaviour and attendance. This is particularly important for special educational needs and disabilities pupils who represent an increasing proportion of pupils.
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The Department needs to reinforce the importance of positive and effective partnerships between schools, pupils and parents in addressing and improving pupil behaviour and attendance. This is particularly important for special educational needs and disabilities pupils who represent an increasing proportion of pupils.
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Government response AI summary
The government agrees on the critical nature of school, pupil, and family relationships for behaviour and attendance, stating that existing statutory guidance, support for SEND pupils, and resources like Behaviour Advisers and a parent guide already reinforce this importance.
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Department for Education