Recruitment of Teachers

Baroness Smith of Malvern Excerpts

Thursday 6th February 2025 Lords Chamber

[Baroness Barran]

To ask His Majesty’s Government what steps they are taking to improve recruitment of teachers.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, teachers are the most important factor in a child’s education. We are committed to recruiting an additional 6,500 new expert teachers across our schools, both mainstream and specialist, and our colleges over the course of this Parliament. We have made good progress, implementing the 5.5% pay award and announcing £233 million for trainee bursaries. The best recruitment strategy is a strong retention strategy. We have increased early career retention payments and are reducing teacher workload and improving well-being.

[Baroness Barran (Con)]

I thank the noble Baroness for her reply, but could she be a bit clearer about the Government’s target of 6,500 new teachers? As she rightly pointed out, retention is extremely important. In the last year for which I think there is published data, there were just over 44,000 teachers recruited while just over 43,500 left the profession, leaving 469,000 in the profession—an increase of 27,000 since 2010. Can we be clear about the timing of the Government’s target of 6,500? Is that 6,500 more teachers net by September 2028 compared to September 2024? Will she also confirm whether those teachers will be going into shortage subjects in secondary or across primary, secondary and colleges?

--- Later in debate ---

[Baroness Smith of Malvern (Lab)]

I thank the noble Baroness for her question. The first thing we can be clear about is that this target was neither made nor met by the previous Government. Secondly, we are committed to recruiting an additional 6,500 new expert teachers across our schools, both mainstream and specialist, and our colleges over the course of this Parliament. Thirdly, she is absolutely right that retention is key. This is why the targeted retention incentive, worth up to £6,000 after tax per year for early career teachers, is being provided in key STEM and technical subjects, in disadvantaged schools and all FE colleges.

[Baroness Blower (Lab)]

My Lords, I am sure that my noble friend will agree that the curriculum and assessment review will be a very important factor in recruitment and retention of teachers. Can she update the House on that? Does she agree that there is an earnest hope that the results of the curriculum and assessment review will lead to much greater teacher agency, which will in itself improve retention and probably recruitment?

[Baroness Smith of Malvern (Lab)]

I strongly agree with my noble friend. The curriculum and assessment review is important to ensure that teachers have a curriculum that promotes high standards in reading, writing and maths and is strong and knowledge-rich. It also provides the opportunity for innovation, expertise and, as she said, the agency of teachers to provide the absolutely best, broadest and richest experience for our children. That is a clear objective of the curriculum and assessment review.

[Lord Storey (LD)]

My Lords, the Minister has inherited a situation where we have the highest number of teachers leaving the profession and the fewest people wanting to go into teaching. As she rightly pointed out, we have a shortage of teachers of specialist subjects. Is it not time that we no longer look at sticking-plaster solutions but at the whole picture? If we are to make teaching a profession that people want to go into, we have to deal with workload problems, the salary and some of the problems that teachers face in terms of their role increasingly becoming one of social workers. If we do that, more and more people will want to become teachers.

[Baroness Smith of Malvern (Lab)]

I completely agree with the noble Lord about the challenges, not just that individual teachers have in the classroom, but that we have in attracting people to and keeping them in the profession. He has identified a range of areas that we need to make progress on as a Government and on which we are already taking action. I have mentioned some of the proposals around retention. The noble Lord is right about teacher workload and well-being. Our improved workload and well-being for school staff service, developed alongside school leaders, contains a whole range of resources to enable schools to review and reduce workload and improve staff well-being. On the other pressures that happen outside school but which children bring into school, we will have the opportunity during the forthcoming Children’s Wellbeing and Schools Bill to consider the other initiatives that the Government are taking to support the most vulnerable children, strengthen our children’s social care services and, through a whole range of other provisions, make sure that children are able to arrive at school appropriately supported and ready to learn.

[Baroness Coussins (CB)]

My Lords, two-thirds of modern language teachers are EU nationals. The shortage of qualified MFL teachers is second only to maths. Schools and teacher organisations have told the APPG on Modern Languages, which I co-chair, that the cost of a visa can be prohibitive and the process difficult to navigate. Would the Minister agree to look again at an overhaul of the visa system or a visa waiver, which would provide urgent relief in unblocking the supply chain of language teachers?

[Baroness Smith of Malvern (Lab)]

It is certainly the case that there has been a disappointing failure to address the shortage of modern foreign language teachers. That is why, for example, one of the things that the Government will do is extend bursary and scholarship eligibility to all non-UK-national trainees in languages. That means scholarships and bursaries worth a considerable amount of money. I note the noble Baroness’s point about visa costs. I think what is more important is that it is clear to domestic or international potential modern foreign language teachers that this is a country in which their efforts will be reasonably well rewarded and that they will be provided with all the other support necessary to carry out that important role of language teaching.

[Lord Bassam of Brighton (Lab)]

My Lords—

--- Later in debate ---

[Baroness Fleet (Con)]

My Lords, I do not think that the Minister has fully answered my noble friend’s question. Is it 6,500 more teachers by the end of this Parliament?

[Baroness Smith of Malvern (Lab)]

Yes.

[Lord Bassam of Brighton (Lab)]

My Lords, the House of Lords Select Committee on the future of seaside towns back in 2019 identified a real problem with the retention of teachers in coastal and remote communities. Could the Minister outline the Government’s approach to this issue now?

[Baroness Smith of Malvern (Lab)]

My noble friend is right that there are clearly areas of the country where there are particular challenges, both for children and for the teachers teaching them. Therefore, this impacts on retention. That is why, for example, in terms of the targeted retention incentive, we are focusing it on teachers within the first five years of their career, which is the point at which many teachers decide if they will stay on or not. We are focusing on STEM subjects and on those teachers who come and are willing to stay in those areas and schools that are most disadvantaged. I am sure that some of the schools that my noble friend referenced would come within this category. Therefore, there would be support to retain teachers.

[The Earl of Clancarty (CB)]

My Lords, as the Minister will know, there is a shortage of teachers in the vital subjects of art and design and music. What plans are there to increase the level of the ITT bursary in those subjects, because they certainly lag behind others?

[Baroness Smith of Malvern (Lab)]

I certainly recognise the problem that the noble Earl identifies. I have to admit to not being completely clear about the bursary to which he refers; perhaps I could write to him further about that. All the provisions in terms of honouring the pay award, ensuring reasonable workload, flexible working and the retention payments that I have spoken about are the ways in which we can get people into the classroom and the ways in which we can keep them there.