School Teachers’ Pay and Conditions (England) Order 2021

Lord Coaker Excerpts

Wednesday 1st December 2021 Lords Chamber

[Baroness Blower (Lab)]

My Lords, I fully endorse the remarks of my noble friend Lord Watson of Invergowrie. The figures on teachers’ pay make depressing reading. Since 2010, teachers’ salaries have been in serious decline in real terms—we have heard the figures from the noble Lord, Lord Storey. Teachers on main scale 6, which is where they can get to before going through the threshold, would need an increase of 17% to make up for the loss against inflation since 2010. That is not even to get an increase; it is to make up for the loss since 2010. On the other pay spine, an increase of 21% would be needed, and the same figure holds good for the leadership group of teachers.

The School Teachers’ Review Body notes that teachers’ pay has worsened in the graduate labour market, as we have already heard. Is that not ironic, since, without teachers, there would be no graduates?

But worse, some would say, even than the overall level of remuneration is the lack of any coherence in the pay structure, bringing with it inherent unfairness and injustices. Performance-related pay, which was largely anathema to the profession when it was imposed, has failed on its own terms, with many teachers and school leaders seeing pay progression blocked even when they have met or even exceeded the objectives that have been set for them. This simply cannot be right, and it brings the system categorically into disrepute.

The NEU, the National Education Union—for which I worked in its predecessor form of the National Union of Teachers, the NUT—is very clear in calling for a national pay structure, with appropriate pay levels and pay progression to embed competitive and fair pay with a rate for the job. There are obvious advantages to such a system. It would assist teacher mobility and career development, allowing teachers to move between schools in the full knowledge of what their pay would be. As a young teacher and even a somewhat older teacher, I benefited from the national pay scales. Teachers, I am bound to say, were not well paid, but at least they knew what they could expect to be paid, both when they began teaching and as they progressed through their career.

It seems no coincidence that both teacher recruitment and retention are suffering under the present system of incoherence and pay cuts in real terms. The National Education Union and other unions have called for a fundamental review of issues relating to teachers’ pay. Performance-related pay certainly needs to be reviewed and revised. As my noble friend Lord Watson said, the Welsh Government and an increasing number of multi-academy trusts have already dropped it from any consideration of salaries of teachers whom they employ.

A coherent and fair pay structure would certainly render teaching much more attractive than it is now. While it is not an STRB matter, a root-and-branch reform of Ofsted, whose inspections are leading to an increased exodus from the profession, is also long overdue.

Finally, on timing and consultation for STRB reports in relation to teachers’ pay and conditions, these really should be held in term time. I hope that the Minister will agree, given her and other Ministers’ often repeated respect for and gratitude to our teachers.

[Lord Coaker (Lab)]

My Lords, I support what my noble friends Lady Blower and Lord Watson, and the noble Lord, Lord Storey, have said.

Among the great casualties of the pandemic over the last couple of years have been millions of schoolchildren —the consequences for them have been enormous. I know that we all agree with that; we will have seen it in our own families, among our friends and so on. To be fair about it, the resilience of children, often quite young children, in the face of really quite staggering difficulty and challenge has been amazing, and they deserve credit for that, as do their families. Alongside that, when they have returned to school, sometimes intermittently, the work of teachers and schools to support them has been phenomenal. Clearly, over the next year or two and beyond, the work of teachers and teaching staff, those supporting schools in the area of special needs, and educational psychologists and so on will be phenomenal. They are fundamental to the recovery plan of the Government.

All of us want that recovery plan to work, so I do not want to get into whether it should be this billion or that billion. But one thing that will be central to it is the status and morale of teachers, and how they feel their Government are respecting them and dealing with them.

As my noble friend Lady Blower said, we can argue whether it should be 3% or 4%, but I would have thought that a standstill, in real terms, for all teachers, is the very least that teachers could expect as we, hopefully, come out of the pandemic. As I say, morale is important. It is those indefinable things that make such a difference. What I find incredible is that I think the Minister probably agrees, and the vast majority of the Government probably agree, yet it does not happen. To be fair, when I was a Minister I found a disconnect between the public policy outcome and the desire to deliver certain things. Sometimes it just does not seem to happen.