Psst …Want a physics teacher?

It is only somewhat ironic that the government chose the day the House of Commons was discussing Brexit legislation to invite schools to recruit from their newly minted stock of overseas teachers.

  1. Trained teachers ready to teach in England – international recruitment

NCTL has access to a pool of fully qualified mathematics, physics and Spanish teachers recruited internationally; further subject specialisms are in the pipeline. Every teacher has been recruited using a thorough sifting and interview process and meets the high standards required to teach in England. Schools will also have the opportunity to interview candidates.

All teachers will receive an extensive acclimatisation package, inclusive of continuing professional development that will both support their transition into life in England and increase their knowledge of the national curriculum.

The recruitment and acclimatisation service is free to schools; we recommend that schools assign a teacher buddy or mentor to support faster integration.

If your school has a vacancy for a mathematics, physics or Spanish teacher and you’d like to access this opportunity to recruit, please contact us at with a name, school name, telephone number and vacancy details.

If the NCTL contact TeachVac, they can identify the schools currently recruiting, so that the government can offer these teachers directly and save schools the cost of recruiting. However, it seem a little late in the year for this exercise to be really effective. Hopefully, if allowed to continue as part of permitted migration post 2019, the timing will fit better to the annual recruitment round in future years. If it doesn’t, then there is the risk of a lot of disillusion teachers from parts of Continental Europe that signed on only to be told there was no job despite the shortages everyone knows about.

I am not sure how certain the government is about a shortage of teachers of Spanish say, compared with German or Mandarin? TeachVac is looking in depth at what schools are seeking in both languages and design and technology to better understand the market as Teachvac already does for Science and some other subjects.

For those that want to see the new 2017/18 TV advertising campaign to attract people into teaching as a career, it is apparently airing during the Educating Manchester TV series. I assume that the thinking is that those that watch aren’t ghouls, but potential teachers that can be persuaded to take the first step on the recruitment ladder. Not, of course, that they can apply until November when UCAS opens the application process for next year. If the government keeps to its timetable at least the allocations for autumn 2018 ITT places will have been published by then at the end of October, along with the latest version of the Teacher Supply Model.

Perhaps the new Select Committee might like to review the progress to a fully staffed education service as part of its work once the full membership is finally announced.





Unqualified ‘teachers’

Let me start by stating my position on this important issue raised today by the opposition. In my view, the term teacher should be a reserved occupation term only allowed to be used by those appropriately qualified. Those on an approved training programme aimed at achieving licensed status could be designated as trainee teachers. Everyone else should use terms such as instructor; tutor; lecturer or any other similar term, but not be able to call themselves a teacher.

The data on unqualified teachers that has fuelled today’s discussions comes from the school level information collected through the School Workforce Census (SWC) by the DfE. There are two sets of tables in the regional dataset of the SWC for 2016 that are of interest; the percentage of teachers with Qualified Teacher Status and the percentage of unqualified teachers on a route to QTS: presumably either Teach First or School Direct Salaried route, plus a small number of overseas trained teachers or those on other accreditation only routes to QTS.

REGION Teachers with Qualified Teacher Status (%) Unqualified Teachers on a QTS Route as a Proportion of the Total Number of Unqualified Teachers (%)
North East 97.6 15.3
North West 97.4 10.3
South West 96.9 10.3
Yorkshire and the Humber 96.0 9.3
West Midlands 96.0 10.1
East Midlands 95.0 4.4
South East 94.8 14.1
East of England 93.9 9.9
Outer London 92.5 19.0
Inner London 92.4 18.1
ENGLAND 95.3 12.6

The SWC data show as strong correlation between the percentages of unqualified teachers employed by a schools in a region and the difficulty of recruiting teachers in that region. There is a 5.2% difference between schools in Inner London and schools in the North East in terms of the percentage of unqualified teachers employed. If one buys the argument that such staff are employed because of their special skills, then presumably their distribution would be similar across the country rather than showing this marked difference between regions. In London around 6-7% of teachers, and presumably more in terms of classroom teachers, don’t have QTS.

Part of the difference can be explained by the percentage of trainee teachers employed in schools. The range is between 4.4% of unqualified teachers on a QTS route in the East Midlands and 19% in the Outer London boroughs. This goes some way to explain why, in the SWC, 66 secondary schools in London revealed a measurable percentage of unqualified teachers on routes to QTS compared with just 98 in the rest of England. However, these figures obviously underestimate the number of schools involved in QTS preparation. This is due to the suppression of the data in many schools where such trainees were present, but not in sufficient numbers to be reported publically. There are also a number of secondary schools where the data was not reported.

Clearly, with recruitment being an issue, it is always going to be a challenge to recruit enough qualified teachers to staff schools, especially where the school population is growing fast. I am sure that parents expect pupils to be taught by those who understand the job at hand and have been prepared for it by achieving QTS.

There is, of course, a much larger issue that isn’t being addressed by the discussion about qualified teachers and that relates to the degree of subject knowledge required to teach any particular subject. This blog has raised that issue as matter for concern on several occasions. In some subjects, such as mathematics, steps are now being taken by the DfE to ensure post-entry subject knowledge enhancement for those teaching the subject. This may offer a better way forward than just trying to achieve sufficient subject knowledge from all entrants. However, ensuring all entrants are properly trained in the skills associated with teaching and learning should not be negotiable whatever their role in the process might be.



Counting Jobs

The recent report from the Migration Advisory Committee was full of lots of useful data. One area of especial interest to me was the analysis the Committee undertook into how the labour market for teachers was functioning. As the Committee has a remit that covers the whole of the United Kingdom and also has to pay especial attention to Scotland, as a result of devolution, it was not a surprise that they commissioned a company that looks at the labour market across all four home nations.

As a result, they used a Boston based company called Burning Glass that studies labour markets across the world. One approach that Burning Glass use is to study the output of job boards as a means of counting vacancies. The results of this for the teacher job market in the United Kingdom can be seen in Figure 4.4 of the Migration Advisory Committee’s report (pages 66 & 67). As the figure notes in the heading, these are figures for teacher job postings.

Now job postings may not be the same as real jobs. There is certainly a possibility that at least some job postings are  actually more of a recruitment tool to attract teachers to sign up to a recruitment agency than the listing of an real vacancy in an actual school, especially when no school is mentioned in the listing. This might be one reason for the apparent uncovering by Burning Glass of what looks like some 4-6,000 job listings in the secondary sector during the August months in both 2015 and 2016, with possibly even higher numbers in the primary sector. I seriously doubt, even across the four nations, whether there were that level of real jobs available in either August 2015 or August 2016.

TeachVac the recruitment matching service I helped found only counts vacancies that can be attached to an actual school. Our numbers for both July and August 2015 and 2016, albeit only for England, but covering both state-funded and private schools, are very much lower than the Burning Glass totals.

As I have said before on this blog, creating a unique job number for every vacancy that was then attached to the vacancy wherever it appeared until the job was filled and allowed identification of whether the vacancy was removed before being filled or filled by a new entrant, a returner, a teacher changing school (part of the churn), a supply teacher or an unqualified person would provide much needed on-going data to improve the discussion about teacher supply. In this day and age it wouldn’t take very long for any school to keep the records up to date. Indeed, TeachVac could already produce lists of vacancies by school that are able to be annotated with the background of the person that filled the vacancy very quickly and easily.

In the Migration Advisory Committee report it is interesting to note that appendix B provides a detailed conversion factor to change the Burning Glass job listing outcomes into to Office of National Statistics equivalent vacancy rates through a two stage process. At TeachVac we measure the flow of real vacancies posted by schools and our only conversion factor is for re-advertisement rates.

Finally, looking through the Migration Advisory Committee report, I note that in Annex D the number of returners in each subject has been estimated. The total for the three subjects used in Annex D comes to 4,800 returners whereas the total for the whole profession, primary, secondary and special is only shown as 14,000 in the preceding Annex C. So, either these three subjects take up nearly a third of the returner totals or one of the sets of numbers may be less than 100% accurate.

At TeachVac we will continue to develop reporting that aims to provide the highest quality data to help understand the workings of the labour market for teachers in England. With sufficient resources we could, like Burning Glass do the same for the whole of the United Kingdom.


More on BREXIT

Tomorrow, the Home Office’s Migration Advisory Committee reports on its review of teaching. This follows a consultation that closed in September. At present, mathematics and some science teachers are covered by the current Tier2 visa scheme. It will be interesting to see what the report says tomorrow. Although physics is a shortage subject and the ITT targets have been missed ever since science was dis-aggregated into the three subject areas, the issue is less clear cut in mathematics, especially if vacancies are related to the number of trainees. TeachVac submitted evidence to the consultation.

As I have noted before, there is the matter of design and technology and possibly business studies. Both are subjects where training targets have been missed in recent years and the supply of teachers doesn’t seem able to keep up with the demand. This was even in the years when the subjects were unfashionable with Ministers. Presumably, that isn’t the case now the government has an Industrial Strategy. It will be interesting to see if these subjects are mentioned in the MAC’s Report.

On a similar topic of recruiting teachers from overseas, in December the DfE issued tender RFX159 – Supply of teachers qualified outside of England. This specified within the terms:

‘The Contractor must work in consultation with the Client Organisation to prepare a Business Brief, which may include, but not be exclusive to, the following: a. scoping of the work required by the business area in respect of; i) single or multiple recruitment campaigns targeting qualified maths and physics teachers primarily from Czech Republic, Germany, Poland and USA. Further high performing countries subject to agreement. Ii) Any other recruitment and supply of teachers to English schools.’

Now I thought we were about to trigger Article 50 to leave the EU, so it is rather surprising to see the government offering to fund a recruitment campaign in these EU countries. One wonders what France, The Netherlands, Spain and probably several other EU countries may think about not being specifically mentioned. I am sure it isn’t because of any view of the quality of their teachers. Perhaps the DfE just thought there might be a pool of unemployed teachers of these subjects in say the Czech Republic, but not in neighbouring Slovakia or Austria or even Hungary.

The inclusion of the USA is interesting as, unless they have a right to work here, they will need Tier 2 visas.  Presumably, the DfE either knew what the MAC was going to say or assumed the MAC would still be including these two subjects in the Tier 2 scheme. We will know tomorrow. The USA was a country where the qualified teachers were granted the right to QTS by Mr Gove during his period as Secretary of State. In recent years, several hundred teachers from the USA have been granted QTS on the basis of their qualifications according to NCTL data.

Finally, it is worth noting the contractor can be paid ‘for any other recruitment and supply of teachers to English schools.’ This is a very wide brief and can be open to lots of different interpretations.

Overseas teachers help take the strain

Unemployment in Europe may have been been driving teachers to work in England. Figures released today by the DfE as part of the ITT statistics for 2015/16 show that record numbers of teachers from Spain (1,977), Greece (572) and Romania (431) were awarded QTS. There were also 545 teachers from Poland, although that was a small drop on the record number (580) of teachers from Poland recorded as being awarded QTS in 2014/15. Interestingly, only 274 teachers were recorded as being awarded QTS from the Republic of Ireland despite this group of teachers often being cited as helping solve the recruitment crisis.

Of course, being granted QTS doesn’t mean a person is actually teaching in a state-funded school or even a school and no figures have been published for those that originally trained in Wales, Scotland or Northern Ireland where school systems are increasingly different to those in England.

Although numbers from the Commonwealth countries, with a right to convert a teaching qualification into QTS, were higher in 2015/16 than the previous year, they only totalled 1,652 plus a further 379 that had qualified in the USA and gained QTS under the Gove changes. There may, however, be others teaching on a temporary basis that haven’t bothered to obtain QTS. Overall, 5,032 teachers from overseas were shown as being granted QTS in 2015/16. There isn’t a breakdown by either primary or secondary, or by subject, or where in the country they were teaching. All potentially useful facts to help understand the use of overseas teachers.

Many of these teachers will be subject to visa restrictions once the UK leaves the EU, if free movement of people is restricted. It would have been interesting to have seen the data on tier 2 visas issues by the Home Office as a part of this statistical bulletin. As far as I am aware, the Migration Advisory Committee has yet to rule on the future of teaching and tier 2 visas.

The data issued today in the ITT census will make it more of a challenge to retain either biology or chemistry in the list of eligible subjects, as biology exceeded recruitment targets by 15% and chemistry recruited to 99% of their target. Physics, although more trainees were recruited than last year, remains a challenge with 19% under-recruitment. In mathematics, the target was increased by 500, so although more trainees were recruited there was still a 16% shortfall against target. Whether this is enough to keep the subject as a Tier 2 visa subject depends upon whether the evidence on vacancies and trainee numbers indicate a shortfall in numbers. I guess everyone agrees there are issues to do with quality and there are clearly regional shortfalls. However, the MAC usually only considers the national picture.

As recruitment for 2017 has already started a decision on any changes to visa regulations is really needed quite soon if there is not to be confusion for September 2017. The influx of teachers from overseas is the other side of the coin of teachers from England going to teach elsewhere in the world. On these figures the outflow is likely to be larger than the numbers recruited from overseas.