Project

Part 1 report

Environment map for Part 1 of the study: April 2008

Summary

Please note that the number of respondents from independent schools was small and information about them need to be treated with caution.

The full time PGCE is the most common source of newly qualified teacher (NQT) applicants, although the undergraduate teaching course is more common in primary schools. The proportions from employment-based routes are similar in primary and secondary schools. Part time PGCEs and supply work are the least common routes. There are some differences in routes taken for schools in deprived areas and regionally. Most NQTs were on ITT programmes immediately before taking up their current posts.

The full time PCGE is the route most preferred by senior leadership team (SLT) respondents overall, although in primary schools they prefer the undergraduate teaching course. The employment-based route is preferred over the part time PGCE. The route that most deters SLT respondents is supply. There are no differences in preferences for schools in deprived areas and few regionally. Independent schools have more NQTs from the full time PGCE and are stronger in their preference for that route.

Written reasons given by SLT members for their preferences relate to their familiarity with the routes, the length of the ITT period, the specialism or breadth of teaching subjects, views of differing commitment from NQTs on different routes, differing foci on education theory/pedagogy/child development and the relevance of ITT experience to the school.

Ratings by SLT respondents of NQTs' qualities were mainly 'adequate' or above, (‘adequate’ was the neutral point in the rating scale). Aspects related to teaching were most highly rated, with the exception of 'pupil assessment/assessment for learning'. The lowest rated aspects were dealing with parents or non-teaching colleagues and administrative work. Mid-rated aspects included 'contribution to the whole school' and 'stamina/resilience'. NQTs self ratings follow a similar pattern, but NQTs rate themselves more highly for all items than do SLT respondents. There are few differences between primary and secondary schools. SLT respondents in independent schools rate NQTs more highly than those in the public sector. Differences in ratings of NQTs in relation to deprivation and also to ethnicity of school pupils seem to be where school populations are most mixed. Most SLT respondents think the quality of NQTs has stayed the same or improved over the last 5 years. There are some differences between types of school and regionally (SLT respondents from the North are less positive; in London they are more so).

Written comments by SLT members suggest that standards of NQTs vary, but they are happy with their own NQTs. Concerns included NQTs: being driven by standards and the National Curriculum and lacking in creativity and flexibility; seeing teaching as a job not a profession; needing considerable support; classroom and behaviour management; dealing with others in the school environment; unawareness of current policies or strategies; having some problems with subject knowledge in shortage subjects.

In primary schools, most recruitment of NQTs in the last five years has been for Key Stage 2, closely followed by Key Stage 1, with less recruitment for Foundation. Most SLT respondents had little or no difficulty in recruiting. Pressure to recruit on a temporary basis has an effect, especially in primary schools.

In secondary schools, common subjects where posts are filled by NQTs are art and design, design and technology, English, history, ICT, maths, PE and general science. The subjects most likely to be filled by somebody not trained in them are physics, citizenship, chemistry, PSHE and Religious Education. SLTs rated physics as most difficult for recruiting NQTs, followed by chemistry. Other difficult subjects are maths, ICT, design and technology and general science. The least difficult subjects are art and design, citizenship, geography, history and PE.

Written comments by SLT respondents indicated issues impacting on the recruitment of NQTs: the timing of the recruitment process; the volume of applicants; relationships with ITT providers; the nature of the school; geographical location; the unhelpfulness of references from ITT providers; the helpfulness of local authority 'pools'. The length of time taken to fill posts seems not to be an issue, even for shortage subjects.

NQT respondents rate geographical location as the most important factor in applying for posts. The reputation of the school, impression gained of it and promotion opportunities are the next most important issues. Least important are factors such as deprivation and ethnicity, league tables and exam results. The pattern is similar for factors affecting whether or not NQTs accept job offers. Here all factors are seen as more important than when applying for jobs apart from geographical location, identically important.

SLT respondents most commonly advertise for posts appropriate for NQTs in local authority web sites or bulletins, followed by the TES and local press. Primary and secondary schools have different practices in placing advertisements, as do independent schools and non-independent schools and there are regional differences. The proportions of NQTs using each source differed from the proportions of SLTs advertising in them. The least important aspect of the selection process for NQTs in attracting them to posts is where the vacancy is advertised. The most important aspects are meeting colleagues, a tour of the school, information provided with the job offer and the interview.

NQTs’ written comments about what helps them in the recruitment and selection process refer to information provided, online processes, local authority ‘pools’ and contact with people in the schools. NQTs have little experience in job applications and are unsure what to look for. Selection processes need to be well organised. Waiting on-site for the decision is unpopular, as is being pressurised for a response. Concerns include the number of applicants, advantages gained by applicants known to the school, schools preferring those trained locally, the lack of experience of NQTs, age and shortages of vacancies.

Most NQT respondents had applied for fewer than 10 jobs and had 1-2 interviews. The estimates from SLT respondents of numbers applying for posts, although higher, are similar. At secondary level, some subjects attract more applications than others.

SLT respondents are generally satisfied with NQT candidates over the last 5 years and most think candidates' quality has stayed the same or improved. Written comments by SLT respondents suggest that ITT is more appropriate for the majority than for schools with particular needs. Ratings of satisfaction with NQT candidates is similar regardless of deprivation in schools, however, SLTs in schools with a more equal mix of ethnicities were more satisfied with candidates than in less mixed schools and their satisfaction had most increased. SLT respondents in London are more satisfied than in the other three regions.

SLT ratings of aspects related to NQTs’ written applications and interviews suggest that NQTs are least effective in addressing the requirements of the job specification, using their experience and showing individuality. Written comments by SLT respondents about written applications referred to poor use of language and style, lack of individuality and not targeting the job. ITT 'coaching' in making applications is seen as leading to uniform applications. Issues at interview include: nervousness; inability to expand on answers or give examples; inappropriate appearance; use of ‘teen speak/ Americanisms’. Popular selection processes include giving a model lesson, being observed during placement, interview with a pupil council/panel, presentation to panel and presentation of a portfolio.

SLT responses indicate the retention of NQTs is not problematic and NQT responses indicate that most intend to stay in teaching. Secondary school SLT respondents see retention as more problematic than those in primary schools, those in independent schools see it as less problematic than those in the non-independent sector, schools in the North are the least likely to perceive problems and those in London the most likely to do so. However, this is all in the context of the majority not perceiving a problem. NQTs are least likely to leave in the NQT year and most likely to do so after two years.

SLT respondents' written comments on what encourages NQT retention referred to schools' selecting the right candidate and providing support, and NQTs having realistic expectations. Influential aspects of the school environment are seen as being those motivating all staff: reasonable demands, good team working, being valued, leadership, a no-blame culture, a disciplined environment, high expectations of pupils and permanent contracts. SLTs consider that if NQTs remain for the first two years they are likely to stay in teaching. Administrative work is seen as stressful and as discouraging retention.

The main reasons why SLT respondents consider that NQTs leave are promotion, end of contract, pupil behaviour, mismatch between skills and job demands and heavy workload. Leaving because of temporary contracts is more common in the North and for promotion in the Midlands and London. Most NQTs who had left since 2002 had gone into other teaching jobs. NQT respondents indicated that where they consider leaving the profession it is mostly because of temporary contracts, heavy workloads and pupil behaviour.

Almost all SLT respondents have a standard induction process in their schools for NQTs, and there are very few differences between schools or regions. Some elements of induction seem standard for all schools, for example 10% release from timetables and having an induction tutor. NQT responses reflect those of SLT members, though far fewer NQTs think they have a written individual programme than SLT respondents indicate. SLT responses indicate that practices in supporting NQTs are a little more variable, but the pattern of provision is similar in primary and secondary schools. NQTs most commonly spend 2-3 hours a week on induction activities, with those in primary schools spending more time than those in secondary schools and those in independent schools spending less than in non-independent schools. NQT responses suggest they consider that they spend less time on induction that SLTs think they do.

Written comments by SLT respondents indicate what they see as important in induction: regular reviews and meetings; good communications; shadowing managers; effective use of non-contact time; networking with other NQTs; opportunities for further training and CPD; opportunities for progression within the school and for taking responsibility. Written comments by NQT respondents indicate the importance of induction in deciding whether to stay in the school. NQTs were sometimes critical of induction, with school support seen as variable. Practices seen as helpful include: good information; support from colleagues; written programmes and records. Training needs include: behaviour management; ICT software; managing workloads; planning and assessment; observing others teach and visiting other schools; access to training courses. Financial issues were not mentioned by the majority. The NQTs would welcome support from ITT providers in the NQT year, including opportunities to network with other NQTs. Experiences of support by local authorities are variable, but some provision was praised. There are concerns about fair assessment of NQTs by schools and local authorities might monitor standards.