If you don’t pass the 11+, you probably won’t study Physics as a subject by KS4

Last week the DfE published a whole raft of data about the outcomes for GCSE and other examinations taken at Key Stage 4. Most commentators have looked at outcomes. However, there is also some interesting data in the tables about entries by different types of school and the subjects that their students are entered for at the end of KS4. https://www.gov.uk/government/statistics/gcse-and-equivalent-results-2017-to-2018-provisional (and in particular the subject tables and within that file, tables S8 and S9.)

GCSE entries in selected subjects of pupils at the end of key stage 4 by school admission basis of state-funded mainstream schools (as a percentage of pupils at the end of key stage 4 in each school type) Selective schools Non-selective schools in highly selective areas Other non-selective schools
English, Mathematics & Science 100 98 98
Combined Science   18 80 71
Computer Science   20 12 13
Any Design & Technology   24 17 21
Information Technology     4   6   9
Business Studies   17 12 14
Geography   56 42 43
History   51 43 46
Any Modern Language   89 35 46
Art and Design   22 29 27
Music   11   4   6
Physical Education   16 13 16
Religious Studies   47 35 39

As might be expected, almost all pupils study English, mathematics and some form of science to the end of KS4. The type of science differs between schools, with selective schools highly likely to put the majority of their students in for separate sciences, whereas non-selective schools are much more likely to opt for combined science. Indeed, in Physics, the figures are 82% for pupils in selective schools; 26% for pupils in non-selective systems and just 18% for pupils in nonselective schools in areas with selective schools. Much of this disparity may be due to the lack of teachers of Physics with sufficient subject knowledge to sustain examination groups at KS4. This lack of Physics in non-selective schools no doubt has an impact on ’A’ level numbers and thus university entrants.

There is also a disparity in modern languages between the percentage studying the subject at the end of KS4 in selective schools and non-selective schools. French still remains the most popular language although Spanish is not far behind. The teaching of German at this level now seems largely confined to selective schools in the state sector.

Although non-selective schools produce higher percentages of candidates in art than do selective schools, the same is not the case with music, where selective schools have a higher percentage still taking the subject at the end of KS4. Selective schools also have higher percentages studying business studies and design and technology than non-selective schools.

There must be a suspicion that pupils in selective schools study more subjects than their counterparts in many non-selective schools.

How far it is easier for selective schools to recruit staff in the subjects where training numbers don’t meet DfE projections cannot be determined from these percentages. However, it might be a fair assumption that selective schools may generally find recruitment less of a challenge even in high costs areas. Such schools may also find retention of staff less of an issue.



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 international.teacherrecruitment@education.gov.uk 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.