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Teacher Recruitment Crisis UK
The current teacher recruitment picture in the UK
Teacher recruitment, staff retention and workload have been in the headlines for many years. According to NFER, 36% of teachers considered leaving the profession in 2023 - an increase of 44% in 2022. They forecast that primary education will under-recruit this year, attracting only 83% of the teachers needed. Around 10% of experienced teachers and 13% of ECTs leave the profession each year.
Workload is regularly cited as a major factor in teachers' burning out and leaving the profession. Data from the Labour Force Survey (LFS) and the Government’s Working Lives of Teachers and Leaders (WLTL) survey shows that teachers’ working hours significantly increased in 2022/23 compared to the previous year. Workload pressures and budget constraints have escalated stress levels, making the working environment tougher for everyone.
While schools may have their hands metaphorically tied in certain areas, there are things they can do to reduce workload and stress. As passionate educators, we’ve drawn on our own experiences and insights from our followers on social media. This information has been used to put together some practical ideas for school leaders.
What makes a school a good place to work?
Retaining staff is vital, and not just because replacing them is difficult. When a staff member leaves, the school loses their experience and knowledge. Whether it is the relationship they have built with the families, how to unjam the photocopier or anything in between, it shouldn’t be underestimated how valuable that experience is. If a school is losing large numbers of staff, it is sensible to hold exit interviews and look critically at what changes can be made to mitigate staff turnover. Remember, exit interviews are designed so an organisation can learn what it can do to improve and retain its talent. They are a time for the school to listen and reflect.
Teaching is often described as a vocation. It is about so much more than attainment levels and paperwork. School staff are in the career for the children. Building relationships with children, families and colleagues is an important part of the work. Schools should make sure their environment fosters supportive relationships. When everyone in the school community feels valued and supported, this should create a safe space to ask for help and learn with each other. Hint: valuing staff doesn’t mean increasing their workload with a shout-out board.
Teachers increasingly say it feels like they work in a business production line. They ask for the nuance and subtlety of working with children to be recognised. Clear boundaries, effective behaviour management and an authoritative discipline style are important, as is understanding the difference between equality and equity. Children thrive on connection, care and attention. It is possible to meet the needs of children and have clear structures and expectations in place.
Trust is a big issue in education. The messages from the government and Ofsted over the past few years haven’t always implied trust in the profession or a desire to work together. School leaders can help build trust by showing a united front with the community. This doesn’t mean pretending mistakes don’t happen. Accountability is important, as is having lines of communication open. Trust your staff to decide how to deliver the learning to their class. Value their opinions. Micro-managed teachers cannot make magic happen in the classroom. When staff can’t take risks, there is no room to adapt to children's energies or needs.
If you look after your staff, they will look after your school. Happy, empowered teachers work at maximum potential.
What can schools with vacancies do to recruit new staff?
Schools should be clear about the job description and ethos of the school. It is in no one's interest for a new recruit to start with a false impression of what they are walking into. Explain the catchment area, and share how lessons are planned, resourced and taught.
If you have a solid base of experienced teachers, then shout about this. Explain the processes you have in place to support new teachers including your CPD provision. Whether a teacher has been teaching for many years, or is just starting their journey, they will need some support as they settle into your school.
If you have flexible working arrangements, include this in your job description. Telling prospective teachers that they can take their PPA time at home, or giving them a day off in the run-up to Christmas, are huge pulls.
Share how your school manages non-contact time and explain who plans that time. If you have organised specialist teachers to cover staff on their PPA time, who plan the subject and write that section of the school report, this is worth shouting about. Make it clear what you do to reduce the unmanageable workloads.
Explain what happens when things go wrong. How will SLT respond if they feel a teacher's lessons aren’t working? What happens when a parent complains? What happens if a teacher reaches out for help? Are there clear, fair policies in place that work for everyone involved?
The children and their families are an integral part of the fabric of your school. Explain how the school builds and maintains relationships with the wider community. Working in a supportive community is bound to be a positive for staff members.
What do ECTs need?
Early career teacher (ECT) is the term used to describe teachers in their first two years of teaching.
ECTs have:
- a mentor during their induction period
- a 10% timetable reduction in their first year of teaching
- a 5% timetable reduction in their second year of teaching
The ECT timetable reductions are in addition to the PPA time.
To pass their induction and continue to work in many schools in England, all ECTs must be able to show they meet the teachers’ standards. The ECT mentor and induction tutor support their development so they can pass the teacher standards.
ECTs can be a great asset to a school, while they may lack classroom experience they can bring fresh ideas to a school and are more likely to ask ‘why?’ which can be a great catalyst for positive change.
What do teachers want from their place of work?
Teachers (just like all members of the school) want:
- to feel valued,
- to be trusted,
- to be supported, and
- to be listened to.
So look at your school and ask yourself honestly, does everyone in the school feel valued, trusted, supported and listened to? If the answer is no, start looking at how you can make your school a better place to be.
When teachers are matched with the right school, teaching is a wonderful fulfilling career.
Discover how schools are using PlanBee to reduce staff workload, plan their curriculum offerings and re-energise their teachers.
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