schools facing challenging circumstances research highlights – becta conference november 6 th 2008

Schools Facing Challenging CircumstancesResearch Highlights – Becta Conference

November 6th 2008

2

Contents

Research Objectives

Research Approach

Context – Highlights from Qualitative phase

Size of Target Market

Reactions to potential initiatives

Conclusions and Recommendations

3

Research Objectives

To explore the ‘push and pull’ factors and all supply issues in schools facing challenging circumstances

To understand the barriers and motivations to teach, and stay teaching, within schools facing challenging circumstances

To test the extent to which incentives can be used to mitigate against supply issues in schools facing challenging circumstances– To identify possible incentives/strategies to take forward to test among teachers before

quantification

To quantify and review the impact of incentives to encourage people to teach, and stay teaching, within schools facing challenging circumstances

Quantitative phase of research concerned with final objective only

4

Contents

Research Objectives

Research Approach





5

Qualitative Sample structure

DEMAND SIDE

Case Studies

(schools)

16

LA Contacts

8

SUPPLY SIDE

Teachers 10

ITT Providers

5

Trainee Teachers

5

Teaching Considerers

8

SUPPLY SIDE

Focus groups

NQTs 2

Trainees 2

Experienced teachers

2

Total 6

Phase 1 Phase 2

6

Quantitative Research Approach

479 interviews in total

Teachers 253 interviews

– Mix of secondary and primary

Heads 154 interviews

– Mix of secondary and primary

Trainees 72 interviews

– Mix of those in schools and at college

Who did we interview?

Telephone interviews

15 minutes in length

Interviewing carried out between 24th June – 1st August 2008

Quotas were set on the following:– Respondent type (Teacher/Head/Trainee)– Secondary vs. Primary– School Type

SFCC Non-SFCC in deprived areas Schools in mixed/affluent areas

How did we do it?

7

Contents

Research Objectives

Research Approach





8

Summary of Qualitative Phases

Strong altruistic motivations for going into teaching High proportion of SLT teachers Mixed views on whether particular personality types are better suited to SFCC Many positive experiences of teaching in SFCC

The ‘buzz’ can be compelling Strong team spirit

Regret that achievements are not adequately recognised

Phase 1

SLT teachers in Phase 1 tended to be more positive/upbeat than other teachers interviewed in either Phase

Altruism tempered by more self-interest: long holidays, job security, ‘decent’ pay Convinced that teachers in SFCC require special talents and skills

Some doubt whether they personally have the requisite skills

Teaching in SFCC viewed as career risk, especially seniors

Why take that risk? Personal very poor experiences of teaching in ‘challenging schools’

Phase 2

9

Improving results Inspirational head & supportive SLT In depth support

– Overall ethos– Practical support on behavioural

issues– Support staff for behavioural, EAL,

SEN, etc Effective CPD programmes Lower staff turnover Teamwork and good morale

Stable/on the up

Two ‘segments’ in SFCCs in terms of impact on recruitment

The status of the SFCC can have a major impact on recruitment

Deteriorating results Ineffective head & dysfunctional SLT Little or no support

– Inconsistent and/or ineffective behavioural policy

– Few support staff (TAs for limited time)

Planning time frequently ‘stolen’ Many supply teachers CPD on paper only High staff turnover Isolation and poor morale

Declining

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Often don’t believe they have a problem

– Similar issues to other schools Tend to have recruitment challenges for certain areas

– 4-5 years experience– Certain subjects– Certain positions (head of maths, etc)

May have to promote/appoint candidates who are not sufficiently experienced

Aware of recruitment problems Recruitment challenges seem to cover most areas

– New teachers/trainees– 4-5 years experience– Subjects– Seniors

Often promote/appoint candidates who are not sufficiently experienced

– Or leave posts empty…

The segments have different problems and needs regarding recruitment

These two broad segments need different levels and types of support from the TDA

Stable/on the up

Declining

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Contents

Research Objectives

Research Approach





12

Likelihood to apply to an SFCC? – Summary

21

42

26

92

Teachers expectingto switch schoolsin next 5 years

Would you apply for a job in an SFCC?

Base: All teachers and heads likely to switch in the next 5 years and all trainees. All teachers n= 253, All Heads n=154, All Trainees n=72

42

33

15

64

Heads expecting toswitch schools in

next 5 years

Would you apply for a job in an SFCC?

29

35

25

101

All trainees

Don'tKnow

Not at alllikely

Not verylikely

Quitelikely

Verylikely

Would you apply for your first job in an SFCC?

Trainee likelihood to apply to a SFCC strongly linked to previous experience 43% of trainees are

Very Likely to apply to an SFCC if worked in one before

Just 4% say the same if not worked in one before

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Contents

Research Objectives

Research Approach





17

Attractiveness of potential initiatives?

28

18

28

23

38

31

46

41

63

61

36

30

60

44

42

34

43

35

33

27

Trainees

Teachers

Trainees

Teachers

Trainees

Teachers

Trainees

Teachers

Trainees

Teachers

Very Attractive Quite Attractive

% Saying each initiative was attractiveIncreased support for teachers, both practical and emotional, from Head and SLT

Enhanced CPD including specific training to help working in SFCCs

A Golden Hello paid if you join an SFCC. Full amount payable upon completion of a set period

Visits to/more info about what it’s like to work in an SFCC

Chance to be fast-tracked and rise to senior positions more quickly than elsewhere

73

56

30

36

18

% Heads saying each initiative would be VERY

EFFECTIVE

Base: All Teachers n= 253; All Trainees n=72

26

17

20

26

26

33

33

34

35

46

46

48

55

58

64

75

Golden Hello - 5k

Leadership qualifications

J ob swaps

Golden Hello - 7k

Well-being package

Discussion groups

Pre-employment placement

Training to be a mentor

Access to trained mentors

Golden Hello - 10k

Practical training

Increased specialist support

Enhanced practical support

Enhanced professional support

Clear behaviour policy

All initiatives - Teachers

% Very interested in each initiative

Support package initiatives

CPD initiatives

Financial packages

Other

Base: All Teachers n= 253

27

19

21

22

31

36

39

43

47

57

58

63

63

65

65

67

78


J ob swaps

Golden Hello - 5k


Compulsory SFCC experience on ITT course

Well-being package

Golden Hello - 7k

Discussion groups




Practical training



Golden Hello - 10k


All initiatives - Trainees

% Very interested in each initiative


CPD initiatives

Financial packages

Other

Base: All Trainees n=72

28

19

24

24

25

35

37

42

43

49

50

52

57

60

66

68

68


J ob swaps

Well-being package


Compulsory SFCC experience on ITT course

Golden Hello - 5k

Discussion groups


Golden Hello - 7k






Practical training

Golden Hello - 10k

All initiatives - Heads

% Think each initiative would be Very Effective


CPD initiatives

Financial packages

Other

Base: All Heads n=154;

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Contents

Research Objectives

Research Approach





30

Conclusions

Around 1 in 10 teachers and 1 in 8 Heads think they are very likely to apply to an SFCC in next 5 years

Propensity to apply to a school facing challenging circumstances strongly linked to previous experience in similar schools/deprived areas– Even more marked among trainees, where previous experience of SFCCs has huge

bearing on likelihood to apply to an SFCC Teachers/trainees are most attracted by promise of increased support when

thinking of applying to an SFCC– Clear that tangible examples of this have most impact

E.g Clear behavioural policy, guaranteed PPA time, TAs to assist in behavioural management and increased specialist support staff

Enhanced CPD also attractive but only if this means tailored practical training Data suggests Golden Hello would need to be around £7,000 over 2 years to

maximise cost benefit Fast-tracking has less appeal, but is strong among new entrants to the

profession and appeals to a certain type of teacher looking for a challenge– Should not be discounted

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Recommendations

Is likely that a mixed approach will need to be taken to attract applicants to SFCCs

Some form of increased support appears to be essential– To be underpinned by practical support as a form of enhanced CPD– Would aid retention as well as attract new entrants

This could be supplemented by a Golden Hello, specifically aimed at newer teachers– Consideration could be given to fast-tracking, but may lack support of school leaders

Care should be taken not to cannibalise within this market, as signs are that interest in SFCC positions could come from those working in other SFCCs– Long term strategy must include giving trainees more exposure to SFCCs as part of

their training

schools facing challenging circumstances research highlights – becta conference november 6 th 2008

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