Schools with a high proportion of pupils who receive Free School
Meals (FSM) have a higher teacher attrition (leaving) rate
compared to schools with a lower proportion. They also have
higher teacher turnover and vacancy rates and spend more money on
supply teachers.
These are just some of the insights highlighted by a new data
dashboard, created by the
National Foundation for Educational Research (NFER) and funded by
the Nuffield Foundation. The dashboard draws on data from the
School Workforce Census as well as other sources of published
data such as school-level expenditure and provider-level Initial
Teacher Training (ITT) data.
For the first time, users can access data on a number of key
workforce indicators to help understand teacher supply challenges
in English primary and secondary schools. Broken down by local
authority, parliamentary constituency, school type and academic
subject, the data offers insights into teacher retention,
recruitment and shortages while comparing regional data with
national averages.
The dashboard also reveals little difference in teacher retention
between schools in Education Investment Areas (EIAs)* and other
areas. The rate of secondary early-career teachers leaving the
state sector in 2020 was 11.5 per cent in EIAs, compared to 12.3
per cent in non-EIAs.
The new interactive tool also shows that children from schools
with a high proportion of FSM pupils are more likely to be taught
maths and science by teachers who do not have a relevant
undergraduate degree.
NFER School Workforce Lead, Jack Worth, said:
“The data dashboard is easy-to-use and easy to access. It will
support local and national decision-makers to take action to
address teacher shortages in areas struggling the most.
“This initiative is part of our continuing commitment to
supporting policy makers in developing robust plans which improve
teacher recruitment and retention.”
Dr Emily Tanner, Education Programme Head, the Nuffield
Foundation, said:
“This innovative dashboard provides key insights into the
teacher workforce, showing how the quality of education that
students receive varies according to where they live and the type
of school they attend. Widening access to this data is an
important step in achieving positive change.”
ENDSNOTES TO EDITORS
*EIAs are areas where ‘educational outcomes are
currently weakest and other local authorities containing existing
place-based interventions’
