Source · Select Committees · Education Committee
Second Report - Teacher recruitment, training and retention
Education Committee
HC 119
Published 17 May 2024
Recommendations
8
Deferred
Para 53
Complete review of unfunded support staff pay increases and allocate sufficient funding.
Recommendation
We recommend the Department complete a review into the cumulative impact of excluding funding for support staff pay increases from school funding allocations. Further, going forward, the wage growth of support staff must be factored into school budgets and the …
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Government Response Summary
The government response discusses bursaries for career changers and ITT incentives, not addressing the recommendation to review support staff funding or factor their wage growth into school budgets.
Department for Education
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11
Accepted
Para 72
Review 'golden handcuffs' option and commission research on improving teacher retention.
Recommendation
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 …
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Government Response 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.
Department for Education
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12
Rejected
Expand teacher retention payments according to subject and regional demand, reviewing eligibility.
Recommendation
We welcome the initial success of existing retention payments such as the Levelling Up Premium and Early Career Payments. The Department should expand the Levelling Up Premium and Early Career Payments according to subject and regional demand. We have heard …
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Government Response Summary
The government implicitly rejects the recommendation to expand the Levelling Up Premium and Early Career Payments, citing challenging fiscal circumstances and the need to make difficult funding decisions.
Department for Education
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14
Not Addressed
Para 78
Improve communication on different routes into teaching and their suitability for applicants.
Recommendation
We have heard that there remains a lack of awareness and understanding about the variety of routes into teaching and what routes into teaching are most appropriate for prospective teacher trainees. The Department should improve communication around the different routes …
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Government Response Summary
The government response simply repeats the recommendation without committing to any specific action.
Department for Education
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17
Accepted
Para 85
Expand Graduate Teacher Apprenticeship and introduce non-graduate teaching apprenticeship by Autumn 2024.
Recommendation
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 …
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Government Response 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 by Autumn 2024.
Department for Education
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19
Acknowledged
Rethink decision to cut Now Teach funding and introduce specific bursaries for career changers.
Recommendation
The Department should urgently rethink the decision to cut funding for Now Teach as career changers are an important group that have the potential to positively contribute towards improving secondary teacher numbers. Further, the Department should introduce more paid routes …
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Government Response Summary
The government acknowledges the value of career changers but has no plans to reintroduce funding for Now Teach, although it will keep the matter under review; they will continue to promote salaried routes into teaching.
Department for Education
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20
Acknowledged
Para 91
Encourage former teachers to return by introducing specific training and bursary routes.
Recommendation
The Department should encourage the return of former teachers into the profession by introducing and promoting specific training and bursary routes for returners. We also recommend that the Department reviews how returning teachers can be used to address current issues …
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Government Response Summary
The government recognizes the value of returning teachers and will continue to promote routes back into teaching, work with the sector to develop resources and guidance, and explore opportunities to make it easier for teachers to return.
Department for Education
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24
Acknowledged
Para 101
Review decision to cut international relocation payments and protect current international trainee teachers.
Recommendation
We are disappointed about recent changes to the international relocation payment which will exclude trainee teachers from the 2024 and 2025 academic years. We viewed this payment as a positive intervention to encourage the recruitment and training of international teachers …
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Government Response Summary
The Department acknowledges the value of the IRP but states that the decision to close the IRP to new applicants from the 2024/25 academic year was taken after careful consideration. They are exploring other ways to support international teachers.
Department for Education
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29
Accepted
Para 126
Require annual review of Early Career Framework content and expansion of subject elements
Recommendation
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 …
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Government Response 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.
Department for Education
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30
Deferred
Para 127
Allocate additional time and resources to Early Career Framework mentors for teacher support
Recommendation
For the mentoring aspect of the ECF we recommend that more time and resources are given to mentors, in order for them to provide early career teachers with the necessary time and support. Mentoring provides a key strength of the …
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Government Response Summary
The government states the Secretary of State has asked for the STRB’s views on supporting flexible working and will consider future research opportunities, not committing more time and resources for ECF mentors.
Department for Education
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32
Deferred
Para 138
Reinstate National Professional Qualifications funding for all teachers and establish standalone funding
Recommendation
We also recognise that cost can prevent teachers from engaging with Continuing Professional Development. Consequently, we are concerned about the announcement that from Autumn 2024 funding for National professional qualifications (NPQs) will only be provided to teachers and school leaders …
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Government Response Summary
The government's response broadly discusses workload reduction efforts, past actions like removing Performance Related Pay, and launching a new wellbeing service. However, it does not address the specific recommendation to reverse the decision to restrict NPQ funding or create standalone funding.
Department for Education
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43
Accepted in Part
Para 180
Expand Levelling Up Premium and Early Career Payments based on subject and regional demand.
Recommendation
We recognise the positive impact both the Early Career and Levelling Up Premium Payments can have in improving teacher retention in subjects that are experiencing teacher shortages. In line with earlier recommendations in this report the Department should expand the …
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Government Response Summary
The government has accepted by doubling the previous Levelling Up Premium payments to £6,000 as a new Targeted Retention Incentive, expanding it to include eligible FE teachers. It also committed to keeping eligibility criteria under review and considering further expansion of the offer.
Department for Education
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46
Deferred
Para 194
Review subject knowledge enhancement provision to balance quality, flexibility, and upskill teachers.
Recommendation
Subject knowledge enhancement programmes should be used where there are minor gaps in subject knowledge, for example, where individuals have a relevant A-Level or degree qualification. The Department should review current subject knowledge enhancement provision with the aim of balancing …
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Government Response Summary
The government states it is keeping options for SKE delivery from October 2025 onwards under review. For RSHE and financial education upskilling, it points to existing curriculum coverage, current reviews of RSHE statutory guidance and the independent Curriculum and Assessment Review, and a future Teacher Training Entitlement for CPD, rather than specific SKE options for these subjects.
Department for Education
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47
Rejected
Para 197
Reinstate funding for subject knowledge enhancement programmes in five axed subjects.
Recommendation
We strongly disagree with the Department’s decision to axe five subject options from the Department’s subject knowledge enhancement programme offering. Subject knowledge enhancement programmes are crucial in closing knowledge gaps to allow more people to teach in shortages subjects. We …
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Government Response Summary
The government has rejected the recommendation to reinstate funding for the axed SKE subjects, stating that funding is focused on subjects with the greatest sufficiency challenges. It confirms a further review of the SKE package will be undertaken for future years.
Department for Education
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56
Acknowledged
Para 228
Commission research into flexible working's impact on pupils, teacher retention and school finances.
Recommendation
The Department should commission research into the impact flexibility has on teaching and learning for pupils as well as teacher retention. Further research is also needed into the resource and financial implications of flexible working arrangements on the school budgets.
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Government Response Summary
The government states it is continuously building its flexible working evidence base through ongoing data collections and has published research on costs and benefits. It will monitor its funded flexible working programme, interview stakeholders, and consider future opportunities for research, including the STRB's views.
Department for Education
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65
Rejected
Para 261
Define parameters of schools' responsibilities and ensure accessible wraparound support for pupils and parents.
Recommendation
We recommend the Department clearly defines the parameters of schools’ and teachers’ responsibilities. To support with issues that are not within the scope of schools’ responsibilities Wraparound support should be easily available and accessible. Schools and teachers should be able …
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Government Response Summary
The government rejects the recommendation to clearly define school and teacher responsibilities, stating it would not be helpful due to complexity. It mentions a Child Poverty Taskforce and existing SEND reforms but does not address the need for easily available wraparound support and signposting.
Department for Education
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66
Accepted in Part
Lead cross-government assessment of pupil mental health and review current support provision by Autumn 2024.
Recommendation
Once again, we recommend that the Department leads a cross-government assessment of the scale of mental health difficulties amongst pupils and review the current provision of support available in schools and outside of them. The Government should conclude this review …
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Government Response Summary
The government agrees on the need for cross-government work and commits to improving mental health support, including specialist professionals in every school, new Young Futures hubs, and recruiting 8,500 additional mental health workers. However, it does not commit to the Autumn 2024 review deadline or specific additional CAMHS funding to meet a 4-week waiting time.
Department for Education
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69
Deferred
Expand the behaviour hubs programme to increase capacity and benefit more schools.
Recommendation
We recognise the importance of the work done through the behaviour hubs programme since 2020. Schools need practical advice and guidance on managing pupil behaviour and creating a positive behavioural culture. We recommend expanding the behaviour hubs programme to increase …
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Government Response Summary
The government notes the Behaviour Hubs programme runs until March 2025 and states it is considering how to integrate similar school behaviour and attendance support into new regional improvement teams, rather than committing to expanding the current programme.
Department for Education
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Conclusions (51)
1
Conclusion
Acknowledged
Para 20
There are now over 468,000 teachers which we accept as an improvement in absolute terms though not relative to pupil numbers. However, we recognise that this is still insufficient, particularly when we know recruitment targets continue to be missed, the number of teacher vacancies doubled between 2020 and 2022 and …
Government Response Summary
The government acknowledged the importance of high-quality teachers and the challenges, stating its core objective is sufficient teachers and that it has pledged to recruit 6,500 new expert teachers while committing to tackling systemic issues.
2
Conclusion
Accepted
Para 25
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 …
Government Response 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.
3
Conclusion
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 …
Government Response 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.
4
Conclusion
Accepted
Para 40
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 …
Government Response 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.
5
Conclusion
Accepted in Part
We understand the Department’s budgetary pressures. However, in order to compete with other sectors and improve recruitment and retention, teacher pay must keep pace year on year with other comparable sectors. It is also essential that funding to enable the continued competitiveness of teacher salaries does not adversely impact levels …
Government Response Summary
The government accepted in full the School Teachers’ Review Body’s recommendation for a 5.5% pay award for teachers and leaders, addressing the need for pay to keep pace. However, the response did not explicitly detail how funding would avoid adverse impact on other school budgets.
6
Conclusion
Accepted
Para 51
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)
Government Response 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.
7
Conclusion
Deferred
Para 52
We are also concerned that despite support staff pay increasing additional resource has not been made available to schools from the DfE to fund these increases. We are concerned about the additional pressure this puts on school budgets and that without additional funding from the Department schools are unable to …
Government Response Summary
The government response does not address the committee's concern about the lack of additional funding for schools to cover support staff pay increases. Instead, it outlines plans to publish information about Teacher Degree Apprenticeships (TDA) on the Get Into Teaching website and GOV.UK.
9
Conclusion
Accepted
Para 63
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 …
Government Response 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.
10
Conclusion
Deferred
Para 64
Bursaries should continue to be targeted according to under-recruitment so the subjects struggling the most with recruitment receive the highest bursaries. However, additionally, the Department should introduce lower bursary offerings for shortage subjects where there is no existing offer alongside continuing to promote non-bursary subjects through broad, above-the-line advertising that …
Government Response Summary
The government rejects a specific route for non-graduate veterans based on past trials and promotes the Teacher Degree Apprenticeship, rather than addressing the recommendation for targeted bursaries or promotion of non-bursary subjects.
13
Conclusion
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
Government Response 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.
15
Conclusion
Deferred
Para 80
The Department’s recruitment efforts currently focus heavily on new graduates. However more needs to be done to encourage recruitment from other groups. There should be more and clearer pathways for groups such as non-graduates, former military personnel and those interested in changing their career to teaching at a later stage …
Government Response Summary
The government commits to implementing an updated training framework and programme for Early Career Teachers from September 2025, but does not address the recommendation for more and clearer pathways into teaching for diverse recruitment groups.
16
Conclusion
Accepted
Para 84
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 …
Government Response 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 by Autumn 2024.
18
Conclusion
Deferred
Para 88
Given the extent of the teacher recruitment challenge, in particular severe shortages being faced in certain secondary school subjects (see chapter 5) the Department should be using all available channels to recruit specialist secondary teachers. The decision to remove funding from Now Teach undermines efforts to improve teacher recruitment.
Government Response Summary
The government will establish a process for reviewing the existing NPQ suite, continue delivering funded NPQs in 2025, and introduce a new teacher training entitlement for CPD, but does not address recruiting specialist secondary teachers or the funding for Now Teach.
21
Conclusion
Accepted in Part
Para 93
We welcome the Department’s continued efforts to encourage ex-military personnel to enter the teaching profession. We view their experience managing people with differing levels of education as extremely valuable to schools. However, the Department should do more to promote the undergraduate bursary for veterans to increase awareness. Further, the Undergraduate …
Government Response Summary
The government stated the veteran bursary is advertised and featured in campaigns, committing to consider how to further increase awareness. However, they confirmed the eligibility criteria remain unchanged for 2024-25 and there are no plans to introduce a non-graduate route for ex-military personnel.
22
Conclusion
Accepted
Para 99
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 …
Government Response 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.
23
Conclusion
Accepted
Para 100
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 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.
25
Conclusion
Deferred
The Department must also collaborate with other relevant government Departments to ensure routes and pathways into teaching for international teachers remain open, attractive, and easy to navigate. (Paragraph 102) Teacher training and professional development
Government Response Summary
The government states its commitment to introducing a Teacher Training Entitlement to support teachers in accessing high-quality CPD, but does not address the recommendation to collaborate on routes for international teachers.
26
Conclusion
Acknowledged
Para 109
We are pleased that initial concerns that the initial teacher training review would result in ‘cold spots’ and further disparities have not come to fruition. We welcome the use of partnerships to allow de-accredited providers to merge with accredited providers in their region and we are happy with the growth …
Government Response Summary
The government commits to undertaking a further review of the Subject Knowledge Enhancement (SKE) package for future years, rather than committing to monitor the impact of ITT reviews on regional capacity and provision.
27
Conclusion
Deferred
Para 111
We recognise the need to get more people onto ITT courses; however, this should not be achieved by compromising on quality, and ITT providers should continue to uphold high entry standards. The Department should continue publicising teaching as a profession through broad advertising that focuses on teaching as a vocation …
Government Response Summary
The government highlights its manifesto commitment to improve maths teaching quality through the Maths Hubs programme, rather than addressing the recommendation on ITT entry standards or broad advertising for the teaching profession.
28
Conclusion
Accepted
Para 125
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.
Government Response 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.
31
Conclusion
Accepted
Para 137
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.
Government Response 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.
33
Conclusion
Acknowledged
We understand that when Continuing Professional Development is exclusively focused on leadership teacher retention can be undermined as teachers unwilling to take up such roles have limited opportunities for promotion or progression. We welcome the move towards more subject specific NPQs as well as the NPQ for special educational needs …
Government Response Summary
The government described its NPQ programs and committed to establishing a process for reviewing the existing NPQ suite to ensure they remain evidence-based. They also pledged continued funding for NPQs in 2025 and the introduction of a new teacher training entitlement.
34
Conclusion
Deferred
The Department should build on improvements in its Continuing Professional Development (CPD) offering and there should be more scope in the system for teachers to gain and maintain seniority through subject specialism. The Department should expand its subject specific NPQ offering beyond numeracy and literacy and establish clearer career progression …
Government Response Summary
The government states it does not believe producing a list of responsibilities for schools and teachers would be helpful. It then deflects to discussing other initiatives like the Child Poverty Taskforce and SEND reforms, without addressing the expansion of subject-specific NPQs or clearer career progression pathways.
35
Conclusion
Deferred
Para 146
We do not believe that the Department’s decision to reduce the postgraduate initial teacher training (PGITT) recruitment target for maths teachers between the 2021/22 and 2022/23 academic years was justified given the importance and priority the Government has given to maths. Government plans to make maths education compulsory until the …
Government Response Summary
The government's response focuses entirely on its ambition to improve children's mental health and wellbeing, outlining plans for specialist mental health professionals in schools and new Young Futures hubs. It does not address the committee's concerns about maths teacher recruitment targets.
36
Conclusion
Deferred
Para 147
Targets for maths and other shortage subjects should not be reduced unless the shortage is reversed, and recruitment targets are met, over a sustained period of time. Considering Government plans for compulsory until the age of 18 the maths target must be increased substantially unless the Government can set out …
Government Response Summary
The government's response focuses on improving school attendance and pupil behaviour, detailing new statutory guidance and support for children with SEND. It does not address the committee's recommendations regarding maths teacher recruitment targets or targets for other shortage subjects.
37
Conclusion
Accepted in Part
Para 150
High attrition rates in shortage subjects mean that a two-pronged approach is needed to address subject specific teacher shortages. This should look at the retention of existing teachers in addition to the recruitment of new teachers. Reliable data on the number of teachers leaving by subject and the reason for …
Government Response Summary
The government stated it currently publishes some subject leaver rates and will explore publishing subject-level leaver rates from the School Workforce Census. However, it does not publish reasons for leaving at a subject level due to small sample sizes.
38
Conclusion
Accepted in Part
Para 151
The Department should collect and publish data on the attrition of teachers by subject, particularly those in their first 5 years of teaching. Data should also be collected on the reason teachers are leaving, to improve understanding of why particular subjects are experiencing higher attrition than others and to help …
Government Response Summary
The government stated it already publishes subject leaver rates and will explore publishing more granular subject-level data as part of future School Workforce Census publications. They collect reasons for leaving nationally but do not publish them at subject level due to small sample sizes.
39
Conclusion
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 …
Government Response 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.
40
Conclusion
Acknowledged
Para 165
We know subject specific and regional teacher shortages persist and we acknowledge the Department’s interventions to address this. However, we have heard that there is limited data and understanding of how these shortages interact and where they overlap. Further analysis is needed to better target financial incentives, Initial Teacher Education …
Government Response Summary
The government recognized the benefit of more information on sub-national supply challenges but explained the difficulties in quantifying them, noting incentives are targeted by pupil premium deciles. They committed to continuing investment in the evidence base and keeping data collection under review.
41
Conclusion
Acknowledged
Para 166
The Department should collect and publish data on regional subject shortages in teacher supply. This data should be used to inform the expansion of financial incentives such as the Early Career Payment and Levelling Up Premium according to where there are overlaps in regional and subject shortages.
Government Response Summary
The government acknowledged the benefit of collecting more sub-national supply information but highlighted the challenges in quantifying it and explained its current targeting of incentives by pupil premium deciles rather than regionally. They committed to continuing investment in the evidence base and keeping data collection under review.
42
Conclusion
Accepted
Para 175
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 …
Government Response 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.
44
Conclusion
Accepted
Para 181
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.’
Government Response 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.
45
Conclusion
Acknowledged
Para 193
We welcome the use of subject knowledge enhancement (SKE) programmes within Initial Teacher Training, where appropriate, as it is clear these programmes provide an opportunity to improve teaching capacity in subjects where there are specific issues in recruitment and retention. While it is important that these programmes are flexible in …
Government Response Summary
The government acknowledges the committee's welcome for SKE programmes, describing the current flexible SKE provision and stating that future options for SKE delivery from October 2025 onwards are currently under review.
48
Conclusion
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 …
Government Response 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.
49
Conclusion
Accepted
Para 202
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.
Government Response 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.
50
Conclusion
Accepted
Para 203
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 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.
51
Conclusion
Accepted
Para 208
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 …
Government Response 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.
52
Conclusion
Accepted
Para 215
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 …
Government Response 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.
53
Conclusion
Accepted
Para 220
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 …
Government Response 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.
54
Conclusion
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 …
Government Response 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.
55
Conclusion
Acknowledged
Para 227
There is a lack of understanding about how flexibility would impact schools, particularly the impact on pupils’ learning and school finances. Further information on this is required in order for school leaders to be able to implement flexible working policies with confidence that these are not going to have a …
Government Response Summary
The government acknowledges the need for more information and states it is continuously building its evidence base through ongoing data collections, existing research, and monitoring its funded flexible working programme. It also plans stakeholder interviews and is seeking STRB's views.
57
Conclusion
Not Addressed
Para 239
We welcome the progress made towards reducing teachers working hours, acknowledging that the 5-hour reduction between 2016 and 2019 was a move in the right direction. However, workload remains a top concern for teachers. We welcome the Department’s ambition to reduce working hours by a further 5 hours but urge …
Government Response Summary
The government describes the launch of a new digital service 'Improve workload and wellbeing for school staff' which updates the previous Workload Reduction Toolkit. It commits to adding new resources and promoting the service, but does not address the urgency of reducing working hours.
58
Conclusion
Accepted
Para 240
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 …
Government Response 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.
59
Conclusion
Accepted
Para 241
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 …
Government Response 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.
60
Conclusion
Accepted in Part
Para 242
The Department should also put measures in place to monitor the implementation of strategies and solutions across schools and trusts. The listed recommendations from the Workload Reduction Taskforce should be introduced as a matter of urgency with the Department reviewing progress on this by Spring 2025.
Government Response Summary
The government acknowledges workload drivers and states it has made good progress implementing the Workload Reduction Taskforce's initial recommendations, including removing Performance Related Pay and launching a new online service. It notes ongoing activity regarding SEND reforms and the Child Poverty Taskforce but does not explicitly commit to specific monitoring measures or a review of all recommendations by Spring 2025.
61
Conclusion
Deferred
Para 253
It is evident that accountability pressures contribute to additional non-teaching workload for teachers with perceived expectations undermining efforts to implement best practice around reducing workload. This persists despite guidance from the Department.
Government Response Summary
The government states that Ofsted will consult on a new education inspection framework for the next academic year, including new report cards and the removal of the single headline grade, and will consider all recommendations as part of that development.
62
Conclusion
Deferred
Para 254
The Department should increase myth busting efforts around Ofsted to reduce accountability related workload. The joint update from DfE and Ofsted that the Workload Reduction Taskforce recommendation should be published without delay and efforts to reduce the accountability related workload should be monitored on an ongoing basis.
Government Response Summary
The government defers specific action, stating that Ofsted will consult on a new education inspection framework and consider the recommendations as part of that development process.
63
Conclusion
Acknowledged
A wide range of non-teaching tasks are contributing to excessive teacher workload so efforts towards reducing teacher workload cannot be limited to reducing teaching hours or the Workload Reduction Toolkit. (Paragraph 259) 84 Teacher recruitment, training and retention
Government Response Summary
The government acknowledges that teacher workload is driven by complex factors and highlights ongoing efforts, including implementing Workload Reduction Taskforce recommendations and launching new online services, committing to build on these findings for future action.
64
Conclusion
Not Addressed
Para 260
We are concerned that since the pandemic teachers are spending more time on addressing issues that would typically fall outside the remit of schools, including family conflict resolution and mental health support. Wraparound support must urgently be made more widely available and delivered by the appropriate organisations including local social …
Government Response Summary
The government states it does not believe defining school responsibilities would be helpful and mentions a future Child Poverty Taskforce strategy and existing SEND reforms, but does not commit to urgently making wraparound support more widely available by appropriate organisations.
67
Conclusion
Accepted
Para 274
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 …
Government Response 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.
68
Conclusion
Accepted
Para 277
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.
Government Response 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.