Teacher recruitment crises are not a new phenomenon in England. Indeed, almost 30 years ago, at the start of the 1990s, the country was experiencing a very similar sort of teacher recruitment and retention crisis to that seen now. As a result, it is interesting to revisit the comments made by the then Interim Advisory Committee on Teachers’ Pay and Conditions, the forerunner of the present School Teachers’ Review Body, and the successor to the Burnham Committee.
In Chapter 6 of their 1991 report, at paragraph 7.13 the IAC said:
Our final key principle has been to support the provision of proper rewards for additional responsibilities and high performance. Put, bluntly, the teaching profession is no different from any other in needing to recruit and retain effective and ambitious people. Whatever the details of the pay structure, it seems self-evident to us that if adequate levels of differential rewards are not available, as they increasingly are elsewhere, then there will be serious difficulties in tackling the recruitment and retention problems we have highlighted.
(IAC, 4th Report January 1991 para 7.13 page 49)
I found this comment of interest, as I discovered it when I was trying to determine whether more teachers had access to allowances now than at that time before devolved budgets and the total freedom for schools to decide how to pay their teachers. At that time, in the early 1990s, although the pay scales were different and local management of schools was on the horizon, there was still a national structure for responsibility payments, and schools had little choice over the number of such posts that they could create. School size, as determined by the number and age of the pupils, was the key source factor affecting the chance of promotion for a teacher.
Interestingly, a quick look at DfE statistics for both 1989 and 2013, suggests that far more teachers in secondary schools than in primary schools had access to payments above their main scale salary in 1989, and that in both sectors the percentage of teachers paid above the main scale was higher in 1989 than in 2013. Additionally, in 2013, you were less likely to receive a TLR if you worked in an academy than if you worked in a maintained school.
Since 2013, the DfE has changed how it reports teachers’ pay, and it now uses cash amounts in bands as the reporting measure that doesn’t allow an easy identification of the percentage of teachers paid a TLR in addition to their main salary.
Of course, a few teachers have benefited from an opening up of extra posts on the Leadership Scale. But, could this lack of incentives, suggested as important by the IAC in 1991, be partly responsible for the problems with retention in years five to seven of a teacher’s career that have become a feature of recent years?
Conservative politicians, as the previous post on this blog has noted, are aware that current funding for schools is not only insufficient to pay support staff their pay award but also to reward and retain teachers in many parts of the country. The problem is, where to find the cash to pay for schools to recruit and retain effective and ambitious people, the same requirement as the IAC pointed out all those years ago.