School Teachers’ Review Body: Recommendations

Baroness Smith of Malvern Excerpts

Wednesday 4th June 2025 Lords Chamber

[Baroness Barran (Con)]

My Lords, on 6 February this year, in response to an Oral Question about teacher recruitment, the noble Baroness the Minister stated:

“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”.—[Official Report, 6/2/25; col. 797.]


However, according to the Institute for Fiscal Studies, the recent pay award has left a £400 million funding gap that schools will need to fill, which equates to the salaries of about 6,000 teachers. A recent survey from the National Association of Head Teachers showed that 46% of heads said that they would have to cut either teaching hours or the number of teachers, and 80% said that they would cut teaching assistants or their hours. I wonder whether the Minister could update the House on what the Government’s revised forecast is for the number of additional teachers they will recruit—that is, net of those redundancies and retirements—over the course of the Parliament. My maths suggests that it will be close to zero.

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

My Lords, on 22 May we were able to announce that this Government will fulfil the recommendations of the School Teachers’ Review Body and award a 4% pay increase to our teachers. Alongside that, we were able to announce an additional £615 million to fund that pay increase. That, alongside last year’s acceptance of the STRB’s recommendations, means that, while this Government have been in office, teachers have received a pay increase of nearly 10%. That is a fundamentally important contribution to retaining teachers in our classrooms and recruiting new teachers to be able to meet our 6,500 extra specialist teachers during this Parliament.

Noble Lords opposite, while asking legitimate questions, might like to reflect on the fact that, when we arrived in government, we found on the desks of the DfE the STRB’s recommendations from last year that their Government had run away from implementing. Since this Government have been in office, given the action we have taken not only on pay but on other provisions, we have seen an increase of 2,000 students starting teacher training. We estimate that the actions we have taken will ensure that an additional 2,500 teachers will be retained in the workforce over and above what would have happened had the previous Government continued their action towards teachers.

[Lord Storey (LD)]

My Lords, on these Benches we welcome the Government’s acceptance in full of the School Teachers’ Review Body and the additional resources provided. However, there is a financial impact on schools having to implement the pay rises from their existing budgets. Given that half the schools are already considering staff cuts, and 45% of secondary head teachers are using pupil premium funding to fill budget gaps, can the Minister clarify the efficiencies the Government believe are still available to be found within existing school budgets?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right that we have inherited a situation where school budgets are stretched. That is why we have already made available an additional £2.3 billion for the core schools budget in the October 2024 Budget, of which £1 billion was for high needs. We have also made available, on top of that, £930 million to support schools with the cost of the national insurance contributions increase in March 2025. There is also, as I have already said, £615 million for the 2025 pay awards. That means that, while this Government have been in power, we have seen the core schools budget increase from £61.6 billion to £65.3 billion.

There will be productivity challenges for schools and the Government have been clear that, as with other parts of the public sector, we will look to support schools in finding 1% of efficiencies to contribute to the ability to pay the pay award. That is alongside considerable funding support; considerable additional funding, on top of the efficiencies, to fund the pay award; and work that the department is doing with schools to help them find those efficiencies. That is a responsible way to balance the need for teachers—who are the most important in-school determinant of children’s success—in our classrooms with our responsibility to the taxpayer to ensure that public money is spent as effectively as possible.

[Lord Hampton (CB)]

My Lords, as a working teacher, I say thanks very much for the 10%—it is very gratefully received. It occurred to me a few days ago that the Government seem to presume that nowadays everybody leaves university, trains to be a teacher and stays a teacher for the rest of their lives. That is just not happening. The way working patterns are now, people change professions after 10 years. Is that built into the model of recruiting now—that people last only, say, 10 years and move on, and that we can get people who have been in other jobs and recruit them into this very fine profession?

[Baroness Smith of Malvern (Lab)]

The noble Lord raises an interesting point. There are of course people who enter the teaching profession, teach for 10 years, and then leave to become Members of Parliament and Ministers. I am probably too old now to ever countenance going back into the classroom, but the noble Lord makes an important point about how we attract people into the profession at a later age.

That requires, for example, some of the flexibilities we have introduced through the postgraduate apprenticeship route into teaching. It also means that you have to make teaching an attractive profession for people to enter at any age and, importantly, to stay in. That is why we are—through the targeted retention incentives, the bursaries we are offering for specialist subjects, the action we are taking on supporting teachers on the considerable workload they face and the action we are taking to ensure that technology can support teachers in doing the face-to-face work in the classroom that makes all the difference—helping to recruit teachers at the beginning of their careers and teachers who are perhaps coming from other areas and, most importantly, to retain the excellent teachers that we have.

[Lord Pannick (CB)]

Will the Minister say something about where the 1% efficiency savings in schools might be found?

[Baroness Smith of Malvern (Lab)]

Yes, they might be found by, for example, schools being able to take the opportunity of the national energy contract that the DfE has entered into. We have already seen that schools that take part in that save considerable amounts of money. They might be found in other ways by thinking about the procurement that schools are doing. To emphasise the point I made earlier, we are not asking schools to do this alone, not least given the enormous pressures that we know there are on head teachers; we are standing alongside schools to support them with a wide range of advice and practical things, such as the energy contract, to be able to achieve this.

It is not unreasonable, at a time when we are asking organisations across the public sector to find efficiencies, that a small part of the contribution to the teachers’ pay award should come from efficiency. On top of that, of course, is the considerable investment of £615 million that this Government are making in teachers through the teachers’ pay award.

[The Earl of Clancarty (CB)]

My Lords, the Minister mentioned bursaries, but art and design and music lag a long way behind science subjects. Do the Government have any intention of increasing those? Science subjects get a considerably higher amount of bursaries than art and design and music do.

[Baroness Smith of Malvern (Lab)]

This pay award means that all teachers will now be receiving about a 10% increase, which this Government have been able to deliver. When we are then thinking about specific bursaries and retention incentives, we need to think about those areas where there have been particular difficulties with recruitment as well as those areas that are particularly important for delivering on the Government’s growth objectives. That has been the thinking behind where those additional incentives have gone. However, I reiterate that the basic pay for teachers now means that median or average pay for a teacher is now over £50,000, which strikes me as being the sort of amount of money that we should be willing to provide for those people who are making such a fundamental—the most important—difference in school to our children’s futures.