Stewart Jackson – 2016 Parliamentary Question to the Department for Education
The below Parliamentary question was asked by Stewart Jackson on 2016-01-19.
To ask the Secretary of State for Education, what steps she is taking to improve teacher recruitment in local education authority areas with poor educational attainment; and if she will make a statement.
Nick Gibb
The Government is committed to achieving educational excellence everywhere so that children in every part of the country, regardless of their background and circumstances, have access to an outstanding education.
High-quality teachers are central to that ambition, and we have recently announced the establishment of a new National Teaching Service (NTS) that will second outstanding teachers and middle leaders into the schools that most need support, particularly in areas of the country that find it hardest to retain and recruit good teachers. Our ambition is that by 2020 there will be 1,500 NTS teachers/middle leaders in underperforming schools in areas of the country facing particular challenges in terms of teacher quality and recruitment. The NTS will begin with a pilot of 100 outstanding teachers and middle leaders in the North West from September 2016. Following the pilot the national programme will be rolled out from September 2017 where it will be extended into other regions.
We are also increasing the number of high-achieving graduates teaching in disadvantaged schools by supporting the geographical expansion of Teach First into every region of England. This gives Teach First the scope to reach 90 per cent of eligible schools by 2016, boosting the Government’s commitment to recruit more top teachers throughout England, including in more rural, coastal and disadvantaged areas. We are continuing to increase the proportion of initial teacher training that is led by schools, and our School Direct programme is giving more head teachers the ability to select, train and employ the teachers they need in their local areas.
The pay reforms that we have introduced since September 2013 give schools greater autonomy and more freedom to decide how much they pay teachers and how quickly pay progresses. Schools may also choose to use their pupil premium funding to attract or retain the best teachers. This increased flexibility gives schools in disadvantaged areas more scope to attract and recruit the high quality teachers that they need to deliver outstanding education in the most challenging circumstances.
