As discussed in these pages recently, Forum Strategy’s first autumn #TrustLeaders roundtable focused on accountability reform. Its second, once again chaired by former education secretary Estelle Morris and Forum Strategy’s CEO, Alice Gregson considered recruitment and retention.
The roundtable opened with an analysis of concerning national data: increasing teacher vacancies, under-filled initial teacher training cohorts and rising retention issues. These early remarks importantly included reference to the disproportionately low retention rates among Black, Asian, and minority-ethnic educators.
Discussion also touched on trends showing support staff moving out of the profession, particularly since the cost-of-living crisis has hit. Participants acknowledged that recruitment and retention challenges are not new but have grown more severe, especially in high-need areas and specialised subjects.
Discussions also centred on systemic barriers and how shifting workplace expectations demand a modern approach to career sustainability in both teaching and leadership.
Ultimately, being able to recruit and retain high-quality professionals is one of the main determinants of our ability to deliver the best possible outcomes for children and young people.
Barriers to success
A critical observation was the distinction between recruitment and retention. While recruitment demands a rebranding of teaching in order to capture the highly rewarding and credible career it most certainly is, retention hinges on ensuring and championing workplace culture, support systems and professional growth opportunities.
Our discussions noted that younger professionals no longer see teaching as a ‘job for life’, necessitating a system that accommodates career shifts and enables re-entry.
The increased pressures of accountability, growing responsibilities and workload, alongside supporting students with increasingly complex needs and a lack of evolution in early-career development further strain the workforce.
Workforce culture and psychological safety
Retaining educators requires fostering environments where teachers feel valued and supported. The discussion highlighted the importance of psychological safety, workload management and leadership support in creating a sustainable culture.
Forum Strategy’s recent system leadership paper advocating a “retention promise” was roundly welcomed by participants.
Disparities of need
Retention challenges are particularly pronounced in areas of high deprivation and in high-need schools, where educators face greater difficulties in maintaining student outcomes under constrained resources.
Addressing these disparities demands targeted strategies and funding to attract and retain talent in these areas.
Government direction
Participants expressed mild positivity to recent government announcements, including pay awards and some accountability shifts.
While some proposals were seen as steps in the right direction, there was broad agreement that we need systemic change rather than piecemeal measures.
The group were concerned about the government’s short-term approach, including a limited consultation on Ofsted’s upcoming ‘report card’ proposal, which they fear could exacerbate workforce challenges by adding complexity without addressing root issues.
The withdrawal of the trust capacity fund and other support measures was also seen as a missed opportunity.
Leaders urged policymakers to consider trusts’ role in addressing recruitment and retention and to invest in mechanisms that align with modern workforce needs, such as flexible working policies and secondment opportunities.
Opportunities for progress
Innovations from the trust model
The academy trust model was discussed in detail as a promising one for mitigating recruitment and retention issues. Trusts provide centralised support systems, access to in-house professional development, support networks between leaders and teachers and career mobility across schools, potentially enhancing teachers’ experiences.
Additionally, economies of scale can enable trusts to offer employee benefits such as subsidised childcare and wellbeing programmes.
However, these potential advantages are not yet universally recognised or promoted, calling for increased awareness at governmental level and further promotion of these benefits by trusts themselves.
Learning from other sectors
Insights from industries like healthcare and policing underscored the potential of secondments, sabbaticals, and re-joining routes to keep talent engaged and reduce attrition.
Coaching and mentoring programmes were also highlighted as essential tools for career development, fostering a sense of value and belonging among educators.
Technology and AI
The integration of artificial intelligence and advanced technology could revolutionise education by reducing administrative workloads, enabling flexible teaching models, and providing real-time feedback on workforce experiences.
The group were keen to see an investment in national research and evidence-informed toolkits to help schools and trusts adopt these innovations effectively.
Diversity and inclusion
The sector’s diversity imperative was a recurring theme. Trusts were encouraged to lead the charge in diversifying teaching pipelines and governance structures. Misconceptions around compromising quality for diversity were challenged, with participants advocating for robust recruitment campaigns and inclusive policies.
The way forward
This roundtable reinforced that while the challenges are significant, the solutions are within reach if approached collaboratively. The education sector must embrace a forward-thinking, inclusive vision to attract and retain talent. This vision includes:
- Promoting teaching as a flexible, fulfilling career choice
- Recognising and leveraging the potential of the trust model to amplify support and opportunities
- Implementing evidence-informed technological changes to reduce burdens and enhance teaching roles
- Addressing the challenges of recruiting in schools in challenging circumstances and/or high needs areas with targeted funding and initiatives
- Expanding pathways for diversity and inclusion at all levels.
As the education landscape evolves, proactive strategies and systemic reforms will be crucial to ensuring the sector remains a magnet for passionate, skilled educators.
By investing in teachers’ wellbeing and professional growth, the sector can turn the tide on recruitment and retention, securing a brighter future for educators and learners alike.
Read the full roundtable report here
Fine words indeed. I’m supposing this is the wrong croud to reflect on the severe damage that the academy system itself is responsible for. The unfair financial architechture that draws funds away from the local authority, the lack of oversite, the disgraceful treatment of teachers who end up in these establishments and their subsequent high turn over of staff, the inflated and unchecked pay of board members.
The message needs to be heard loud and clear, the academies experiment IS part of the problem. Many teachers I know now refuse to work in one and for good reason. Teachers see themselves as working for the public good, much like civil servants, and did not enter the profession to make an academy board of directors wealthy. This view that many teachers have has been severely underestimated by those in government it would seem.
The academy experiment needs acknowkedging as a major source of the problems experienced within education and then this ill thought through policy needs reversing over the next 5 -10 years. This just might then provide a window so that as a country we have a fighting chance of regaining full control of our education system and directing it to where it needs to go next.