Staff
Teacher Numbers
The data produced yearly in the Statistical First Release (School Workforce in England) includes provisional data from England covering teacher numbers and vacancies, support staff, sickness absence and ethnicity.
The revised January 2009 results for state funded schools (Local Authority (LA) maintained schools, academies and city technology colleges (CTCs)) show that the full time equivalent (FTE) school workforce number rose by 20,900 to reach 788,600 in January 2009. The total (FTE) number of regular teachers rose by 1,600 to reach 442,700. The total number of support staff (FTE) rose by 19,300 to reach 345,900.
School Workforce in England January 2009 (PDF file)
2008 data showed:
- In January 2008, the full time equivalent (FTE) number of teachers in state funded schools rose by 1,900 (0.4%) to reach 441,200 compared to January 2007.
- In the state funded sector, the total number of support staff rose by 18,200 to 326,400 in January 2008. Within this, the number of teaching assistants rose by 13,000 to 176,900 and the number of administrative staff, technicians and other support staff rose by 5,000 to 149,500.
- Teacher vacancies in LA maintained nursery/primary, secondary and special schools went up by 470 to 2,510 in January 2008 compared to January 2007.
School Workforce in England January 2008
In the section on Trends in Schools on the DCSF website there are sections dealing with teachers, i.e. the profile of the teaching population, issues relating to teachers' supply and demand and entry to initial teacher training.
Figures from this section show that over two thirds of teaching posts are filled by women, including nearly three quarters of classroom teaching posts. In March 2007, 34 per cent of male full-time teachers in England had been in service for over 20 years, compared with 26 per cent of female teachers.
Teacher Diversity
The data produced in the Statistical First Release (School Workforce in England) Jan 2009 shows that 94.0% of teachers were from white ethnic groups a decrease of 0.3% from 2008.
Recruitment
Everyone who wants to become a teacher must take the Initial Teacher Training (ITT) which is a combination of theoretical learning and at least 18 weeks of school placements. There are different types of ITT:
- Undergraduate Teacher Training – Bachelor of Education (Bed) or Bachelor of Arts or Science with QTS (Qualified Teacher Status) (BA or BSc)
- Postgraduate Teacher Training – Postgraduate Certificate in Education (PGCE) or School Centered Initial Training (SCITT)
- Employment Based Teacher Training – Graduate Teacher Programme (GTP) or Registered Teacher Programme (RTP) or Teach First
Training and Development Agency for Schools
In order to teach in a maintained school, teachers are normally required to have qualified teacher status (QTS). There are two main routes to achieving QTS in England and Wales: through successful completion of an undergraduate course of initial teacher training, or successful completion of a course leading to a Postgraduate Certificate in Education (PGCE). Higher Education institutions run both types of courses. The Graduate and Registered Teacher Programmes are employment-based routes to QTS. The Government says that they are considered particularly suitable for more mature people with some experience in teaching, or who have gained experience in other areas of work and now want to move into teaching.
Recruitment to primary Initial Teacher Training has consistently met or exceeded the number of allocated places since 1990/91 but recruitment to secondary ITT continues to fall short of places allocated, although the gap is closing.
Newly qualified teachers may be eligible to receive a starting bonus of up to £5,000. They are taxable, one-off payments that are paid at the beginning of the second year after completing the induction period.
The 'Golden Hellos' are a bonus of £5,000 for Maths, Science and Applied Science and £2,500 for ICT, Applied ICT, Design and Technology, Modern Languages, Music and R.E.
Golden hello eligibility criteria (PDF file)
Trainees may be entitled to a tax-free bursary from the Training and Development Agency for Schools (TDA). The bursaries for those starting training in 2009/10 are: £9,000 for Maths, Science, Information and Communications Technology, Design and Technology, Modern Languages, Religious Education, Music; £6,000 for all other secondary phase subjects; £4,000 for primary phase.
Funding for postgraduate teacher training
Teachers’ experience
Teachers in England are required to register with the General Teaching Council for England. The GTC, as well as its role in registration and its disciplinary function, carries out policy work and research on teachers and teaching.
General Teaching Council for England
A long-term research project (2003-2009) funded by the DCSF, 'Becoming a Teacher (BaT)' is exploring beginner teachers experiences of Initial Teacher Training (ITT), induction and early professional development in England.
Teachers' Experiences of their Second Year in Post
The Secondary School Curriculum and Staffing Survey (SSCSS) is a national survey of the teaching workforce in terms of the qualifications of teachers and the subjects they teach and to provide statistics on the change over time in the teaching workforce. It found 96% of teachers had a degree, higher degree, B Ed or PGCE. Looking at 29 subject specialisms, in 13 of them teachers had a post A-level qualification. There was a 10 percentage point increase in the proportion of teachers with degrees in 2007 compared to 2002.
Secondary School Curriculum and Staffing Survey 2007
Career prospects, pay and conditions
In primary schools teachers can take responsibility for coordinating key areas such as literacy, numeracy or special educational needs and move into management by becoming deputy heads/head teachers.
In secondary schools teachers can move into management by gaining responsibility for: a particular subject (e.g. head of department); a particular age group (e.g. head of year); a particular area such as SEN or pastoral care (i.e. personal guidance).
The School Teachers’ Review Body (STRB) was established under the terms of the School Teachers' Pay and Conditions Act 1991 to report to the Prime Minister and to the Secretary of State for Education on the statutory pay and conditions of school teachers in England and Wales. Its legal status was subsequently continued by the Education Act 2002. Its recommendations cover the duties and working time of school teachers, as well as their remuneration. The Government has undertaken to implement the recommendations of all pay review bodies 'unless there are clear and compelling reasons to the contrary'.
The STRB yearly workload survey, based on teacher diaries, shows this year a continued increase in working hours for heads and deputies in secondary schools. The report gives the background to the workforce agreement which is still a contentious issue as not all teacher unions have signed up to it.
Teachers' Workloads Diary Survey (PDF file)
Main Pay Scale (including NQT):
- London fringe: £22,117 to £31,855
- Outer London: £24,552 to £34,326
- Inner London: £26,000 to £35,568
- Rest of England and Wales: £21,102 to £30,842
In addition to a basic salary teachers also receive Teaching and Learning Responsibility (TLR) payments, which is an additional income for those who take on additional responsibilities.
International comparisons
The OECD produces useful international comparisons on working conditions and other issues related to teaching:
OECD Teaching and Learning International Survey
Other organisations concerned with school staff issues
As well as data from Government funded research other bodies have data on teachers and teaching:
- The General Teaching Council for England
- The Training and Development Agency for Schools
This is a non-departmental public body established to 'raise standards in schools by attracting able and committed people to teaching'. It has a wide remit including support for support staff.
Training and Development Agency for Schools
- OFSTED
Ofsted inspects and regulates the care of children and young people and education and skills for learners of all ages. It has much to say about teachers and teaching in its Annual Report based on school inspections, reports on teacher training and subject-based reports publications which focus on teachers teaching.
- National College for Leadership of Schools and Children's Services
The National College works in training heads and middle management, including the qualification required of head teachers – the National Professional Qualification for Headship (NPQH).
Furthermore, eight teacher unions and a public sector workers’ union produce work and policy on teachers and teaching namely:
November 2009