However, it should be remembered that the overwhelming majority of teachers are still carrying out a job or vocation they are should be proud of, working in good schools that nurture and value their staff.
The figures will also include those teachers who have retired, including early retirements brought about for the reasons identified below.
“Half the teaching staff have left and been replaced. The headteachers continue in part-time acting capacities. One of them is also headteacher of a school in London, and one is an educational consultant”.
Kent Primary Academy, OFSTED 2014.
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“Since the inspection the previous headteacher has left. A new executive headteacher was put in place. Two heads of school were also appointed. There have been a large number of changes to the staff since the inspection. Fifteen members of staff have left the academy, including four out of the six newly qualified teachers who started at the beginning of the academic year. Fifteen new members of staff have joined”.
Kent Primary Academy, OFSTED 2014
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One of the consequences of this loss of teachers, especially in primary schools, is the number of temporary teachers of varying quality needed to plug gaps. Each year I talk to a large number of primary school families, mainly those looking for school appeals; but others looking for a change of school often for this precise reason. In both cases, I am horrified by the experiences of some who will talk about up to ten different supply and temporary teachers for their child in the school year. There are also those who experience the rapid procession of temporary headteachers, after the permanent head has left the school. Sometimes this happens because the headteacher was removed because of low standards, but temporary cover does not improve matters.
I also talk with parents who have done their research to choose their primary school, and have chosen one with a good headteacher and good record. Then the headteacher leaves, staff don’t like the change of regime, there is a large turnover and the whole school changes in character. Unfortunately, this happens too often, there is no way of predicting it and you will find a number of the more extreme examples on my website www.kentadvice.co.uk.
In secondary schools, the use of temporary or supply staff can destroy a student’s chances of success in an important qualification if they are not carefully selected, or good teachers are simply not available. Vocational subjects are being run down as government targets focus relentlessly on academic subjects, leading to possible redundancy for those teachers whose speciality no longer fits.
“Since the last monitoring inspection six of the seven teachers are new. Currently one teacher is on sick leave and the class is being taught by a supply teacher. Further changes will take place at the end of term. The previous executive headteacher, head of school and pastoral support worker left at the end of the academic year. In September a new executive headteacher was appointed to lead the school for three days a week for one year”.
Kent Primary School, OFSTED 2014
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“The school has suffered from high staff turnover over a protracted period of time. At the start of this academic year approximately half of the teaching staff are new and of these, half are newly qualified teachers”.
Kent Primary School, OFSTED 2014
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The person most at risk is the headteacher, once in a secure position, but now extremely vulnerable to losing their post. KCC has seen its Primary Key Stage 2 performance improve rapidly over the past three years, the County Council itself under government pressure to improve standards, coinciding with a purge of headteachers deemed not up to the job. There is a similar purge in Medway, but without the results to justify it. Good news for Kent schools in terms of performance, but at what cost, not taking into account what has happened to those heads dumped often after a previously successful career.
"The current acting headteacher took on this role in January 2014. Her previous role of deputy headteacher has been taken up, in an acting capacity, by the assistant headteacher. There has also been a high number of staff changes in recent time. This has involved both teachers and support staff".
Medway Primary School, OFSTED 2014
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Training
The third issue is lack of proper training, with some newly qualified teachers being thrown in at the deep end, because there is lack of time, resources or will to offer proper support. This then becomes sink or swim and I am sure contributes heavily to the four in ten who leave in that first year. Schools are increasingly under financial pressure in spite of propaganda to the converse, and some, especially some academy groups, put pressure on older teachers to go or go early, and replace them with much cheaper staff at the beginning of their career. Again, it is easier to winnow these newly qualified teachers out by a process that becomes almost one of attrition. As with other issues, I strongly believe that the majority of schools provide good practice and offer a favourable environment in which to develop new teachers. One key ongoing training issue is that of Special Education Needs, as the range of SEN challenges a teacher has to cope with in their classroom expands. One wonders how many have been taught to manage children with autism or ADHD, to give two examples of the many that may have to be faced in a single class, but still be expected to deliver.
"There has been a large number of new staff joining the academy this year, following a re-structuring in the summer".
Kent Secondary Academy OFSTED 2014
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What can we do about the situation as individuals? Quite simply, next time someone rubbishes the teaching profession in your hearing stand up to them and tell them how important and valued state school teachers are. Next time you meet a teacher, tell them the same. It could catch on!