Schools Facing Challenging Circumstances

1. Schools Facing Challenging Circumstances Research Highlights – Becta Conference November 6th 2008

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3. Quantitative phase of research concerned with final objective only 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

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5. Qualitative Sample structure 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?

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8. SLT teachers in Phase 1 tended to be more positive/upbeat than other teachers interviewed in either Phase Summary of Qualitative Phases Phase 1 Phase 2 • 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 • 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’

9. Two ‘segments’ in SFCCs in terms of impact on recruitment The status of the SFCC can have a major impact on recruitment Stable/on the up Declining • 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 • 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

10. 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 • 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…

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12. Likelihood to apply to an SFCC? – Summary Would you apply for your first job in an SFCC? Would you apply for a job in an SFCC? Would you apply for a 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 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

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14. Attractiveness of potential initiatives? % Saying each initiative was attractive % Heads saying each initiative would be VERY EFFECTIVE Increased support for teachers, both practical and emotional, from Head and SLT 73 56 30 36 18 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 Base: All Teachers n= 253; All Trainees n=72

15. All initiatives - Teachers % Very interested in each initiative Support package initiatives CPD initiatives Financial packages Other Base: All Teachers n= 253

16. All initiatives - Trainees % Very interested in each initiative Support package initiatives CPD initiatives Financial packages Other Base: All Trainees n=72

17. All initiatives - Heads % Think each initiative would be Very Effective Support package initiatives CPD initiatives Financial packages Other Base: All Heads n=154;

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19. 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

20. 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