Recruitment and Retention of Teachers

Justin Madders Excerpts

Thursday 18th June 2015 Commons Chamber

[Louise Haigh (Sheffield, Heeley) (Lab)]

I thank Mr Speaker for granting this Adjournment debate on a critical issue that is of real and growing concern to my constituents and to people across the country, namely whether we are doing enough to recruit, train and retain the teachers who will inspire the next generation to learn and create things that our parents could not even have imagined. During this short debate, I will set out the background, touch on why the problem is of understandable concern to schools and the teaching profession, and suggest a couple of positive ways forward, which would carry the support of the profession, including head teachers, staff and their trade unions.

Hon. Members on both sides of the House will be aware that figures have demonstrated for some time that there is a problem with teacher recruitment and retention. Only today, Sir Michael Wilshaw said that the main challenge facing the education system was encouraging people to enter it. He said that one of the solutions was raising the status of teachers, and I could not agree more. I will come back to that point shortly. The Association of School and College Leaders has gone further, describing the crisis in recruitment and retention as a “perfect storm” and attributing the significant decline in postgraduate teacher training and the pool of graduates to the hike in tuition fees.

The impact is being felt in my constituency. One of my first meetings as a newly elected MP was with the head teacher of Newfield secondary school, when I was shocked to learn that after placing a national advert for a science teacher, the school had not received a single application. That matters to the pupils of Newfield, because despite the fact that it is an improving school with dedicated and brilliant staff, it took several rounds of recruitment to fill a teaching position. In a subject as important as science—part of the core subject group of science, technology, engineering and maths, which are so vital to our future—pupils in my constituency should not miss out on the continuity of teaching that is essential to success.

The problem is not peculiar to Sheffield. Vacancies in teaching have doubled during the past year, and a survey for schools weekly found that for the upcoming school year, only 83% of secondary places have been filled. Delve deeper and we find an even more troubling pattern. In the subjects that are vital to the jobs of the future—science, technology, engineering and maths, where we need more than 1 million in training just to keep up with demand—the pool of teachers is chronically under-subscribed. Figures taken from the initial teacher training census in physics and maths reveal a 33% under-subscription. For design and technology, the figure rises to a shocking 56%. One of the leading thinkers in the field, Professor John Howson, has said that the Department for Education “almost certainly” will not meet the recruitment target needed to fill places. Such targets are now being missed year in, year out.

[Justin Madders (Ellesmere Port and Neston) (Lab)]

Is my hon. Friend aware that the much vaunted School Direct programme has failed to recruit sufficient numbers of teachers in every single year since its introduction in 2011?

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[Louise Haigh]

My hon. Friend raises an important point, which is further evidence of more failed ideological experiments from the Tories.

[Justin Madders]

My hon. Friend has highlighted some disturbing issues. Has she managed to obtain from the Minister any details on the current performance of the School Direct programme?

[Louise Haigh]

The Government have provided figures on the failings of the Teach First programme, which have revealed that we are losing more recruits from Teach First than we are gaining every year. The Government’s management of the Teach First programme has produced very poor results. Even among Teach First ambassadors, over a third left teaching after two years and nearly half after five years. We are now losing more Teach First graduates from secondary education every year than are joining. The Government’s intention to expand recruitment makes little sense if it leads to an ever-higher turnover.

The problem is not that teachers are failing the system but that the system is failing them. These results are no reflection on their commitment to education but must surely be a reflection of their experience of teaching under this Government. How can we possibly hope to rebalance our economy away from its over-reliance on the City of London and the banking sector and towards manufacturing, high-tech industry, IT and engineering if we cannot even find the teachers to teach maths and science?