The Department of Education (DfE) has announced a new pilot scheme to offer flexible working in schools to help boost teacher recruitment and retention. Education Secretary Justine Greening will focus on teachers flexibly and coaching schemes for women working in education.   The announcement was made at the first Flexible Working in Schools Summit, which aims to boost support for flexible working in the teaching profession. It is part of the government’s commitment to by encouraging employers to support alternative ways of working.    

The summit comes days after the Prime Minister called on businesses to improve workplace equality by advertising jobs as flexible unless there are solid business reasons not to. Justine Greening brought together leading figures from the education sector and the world of business at the first Flexible Working in Schools Summit.

Justine Greening who is also Minister for Women and Equalities said a more flexible workplace would help schools “keep their valued teachers” and help teachers stay in the profession as they become parents or near retirement. She also claimed that, as difficulties with inflexible working disproportionately affect women, finding a solution would help to close the gender pay gap. “This is already happening in many other sectors – it’s vital we ensure it is happening in our schools too so we continue to attract the best and brightest into teaching,” she said. “The pledges we have made today show that we are determined to leave no stone unturned to make the best of all of the talent and dedication in the teaching profession.”   The government will be working in partnership with the unions and leading organisations from across the education sector to promote flexible working across the profession. The plans announced at today’s summit include:

• a pilot programme to look at how schools are already bolstering the careers of part-time teachers, so recruiting best practice can be shared;
• a pilot to strengthen the Women Leading in Education coaching offer, so women can continue to get the professional development support they need; and
• update existing guidance on flexible working, to help make it easier for schools to know what works.

 Alongside these announcements, the government will publish a new myth buster to help answer any questions school leaders may have around recruiting for roles with flexible hours. These myths include:

1. The teaching profession simply does not lend itself to flexible working;
2. Flexible working is for other sectors – working at home and staggered hours just can’t happen in teaching;
3. If I advertise a teaching job part-time, I won’t get any applicants;
4. Flexible working is too expensive, especially at a time when school budgets are tight;
5. Children’s learning in primary school benefits from having one consistent class teacher;
6. Splitting classes between teachers leads to worse outcomes for secondary school pupils;
7. Working flexibly does nothing to ease workload – teachers and leaders are paid less but do the same amount of work as their full-time colleagues;
8. Flexible working is impossible to timetable;
9. It is not possible for part-time teachers to have middle or senior leadership positions in schools – leadership roles need a single job holder to be accountable;
10. Part-time teachers and leaders just aren’t as committed

  The timing of the pilot has yet to be confirmed.  

Are you looking to get your first job in the Education industry? Or would you like to progress with your career as a Teaching Assistant? Then read on, this article might just solve your problems.

Although not every school may require qualifications for a teaching assistant, you need to show your commitment to developing knowledge and new skills to impress at the interview. Qualifications would also equip you with confidence and familiarity on school related topics. It will also help you progress further and receive a higher rate of pay. Our training partner offers level 4 (RQF) Teaching Assistant courses and – unlike many other TA qualifications in the market – these are accredited by OFQUAL and will be accepted throughout England. Online learning means that you can study, no matter whether you’re busy working, a parent with their hands full, or have time on your hands. It also saves time and energy as you don’t have to commute to a location, you can do it at home, at a cafe or wherever you like. Advanced technology and online learning is definitely opening new opportunities for anyone with motivation and willingness to develop. 

Earn and study at the same time

TLTP Education will be here to help you find work whilst you are studying so that you can be earning and gaining valuable experience at the same time. We have specialist desks which means our Recruitment Consultants have in-depth knowledge of your job and are able to confidently find you your ideal role whilst providing the right support you need. You will have a dedicated consultant who will guide you through the registration and compliance processes and continue to look for work for you whilst you are studying and even after you have qualified.  

View our latest Teaching Assistant roles and apply today.

If you decided to start your career as a Teaching Assistant or to progress in the Education sector, give Stonebridge Careers Training a call quoting 'TLTP Education' to discuss your situation on: 01202 497 980. You might even qualify for a 19+ Advanced Learning Loan, backed by the government.

Hundreds of teachers, school leaders, support staff, governors and parents have joined forces with union leaders today in Parliament calling for more funding for schools to be released by the chancellor in next month’s budget.

The National Education Union (NEU) organised the event with the support from leadership unions ASCL and the NAHT and support bodies GMB, UNISON and Unite to stop further cuts in schools. Earlier this year Justine Greening announced an additional £1.3 billion of funding which has been welcomed by unions and leaders however this is not enough to cover the shortfall of £2.8 billion of real-term cuts as a result of frozen funds and rising prices schools have faced since 2015.  

The protest is well supported by many of the education unions as well as mainstream political support. Angela Rayner and John McDonnell, the shadow education secretary and shadow chancellor, who will both be among the speakers in Westminster, as will Liberal Democrat leader Sir Vince Cable.  

Commenting on the government’s national funding formula for schools, Geoff Barton, general secretary of ASCL, said: "Slicing up the cake more evenly cannot disguise the fact that the cake is not big enough in the first place.” He added that the overall level of education funding “is a long way short of what is needed.”  

Paul Whiteman, general secretary of the NAHT, described school budgets as being at “breaking point” and said that an extra £2 billion per year was needed “to avoid having to cut staff, cut classes, or limit what they teach.”
Kevin Courtney, joint general secretary of the NEU, said: “This lobby is another indication that the government cannot ignore the message they received loud and clear in the general election that our schools are on their knees financially and the public do not accept this should be the case.” He added: "The chancellor needs to address this in his Budget by giving schools the money needed to ensure our children and young people get the education in the 21st century they both deserve and need."  

Rehana Azam, National Secretary, GMB, said: “School staff are living in fear of the next round of job cuts or the next restructure, and pupils are suffering as a result. GMB is fighting to protect jobs in individual chains and schools but the education system desperately needs a national cash injection. £1.3bn just isn’t enough and no new money has been put into the education budget. It’s time for Theresa May to recognise the valuable work school support staff do every day and cough up and give schools the proper funding they so desperately need.”  

Jon Richards, Head of Education, UNISON, said: “Education budgets have been cut to the bone in recent years, and school support staff have suffered huge job losses. If the Government thinks it can make further cuts to staff and services with no impact on pupils, then it's living in a fantasy world. The only thing that’s going to save schools, and ensure pupils get the decent, well-resourced education they need, is more money. The Chancellor needs to stop snipping away at children's education, and properly invest in their future.”  

Gail Cartmail, Assistant General Secretary of Unite, said: “There's a deafening chorus of concern from politicians, school staff, teachers and parents about the damaging impact this Conservative Government's cuts will have on schools. Every child deserves the best start in life, but it risks being taken away and their education and wellbeing harmed as school staff face ever deeper cuts. Theresa May and her Government need to rethink their cuts agenda which is harming key public services and invest in our schools so that our young people can realise their full potential.”  

Is you school on the list? Find out how much schools in your community stand to lose by visiting the Schools Cuts website – www.schoolcuts.org.uk      

A new teaching apprenticeship scheme has been announced by the government which will allow graduates to be employed as unqualified teachers while they are training

1,000 people are expected to take up the teaching apprenticeship scheme which will launch in September 2018. Applications will open through UCAS on 26^th October.  The scheme will run in parallel with School Direct Salaried (SDS) training that already allows graduates to train while on the job. Apprentices will be paid as unqualified teachers while gaining valuable hands-on experience and have a chance to learn from excellent, experienced teachers during training, as well as the incentive of potential employment as a qualified teacher at the end of the apprenticeship course.    

A similar scheme was piloted last year to tempt successful business professionals into second careers as classroom teachers by Now Teach which has yet to flourish.  

Education Secretary Justine Greening said: “Getting the best people to train as teachers and into our classrooms is a crucial part of giving every child the high-quality education they deserve. This new route will provide another pathway for talented graduates into a profession that will give them the chance to change lives for the better on a daily basis.”  

Schools which are not eligible for the apprenticeship levy will receive government funding to cover 90 per cent of the training costs. Applications will open through UCAS on October 26^th. There is a Teacher Apprenticeship Standard that will set out the entry requirements, including passing the skills test which is the same as other graduate initial teacher training programmes. The duration of the course is 12 months and achieving a QTS (Qualified Teacher Status) will be mandatory to successfully complete the course. There is then an additional assessment within their first three month as a newly qualified teacher (NQT). The first part involves a lesson observation from an independent assessor and a professional discussion between the apprentice, the independent assessor, a representative from the training provider and a representative from the apprentice’s school. To support the discussion candidates will have to bring along a portfolio of work which was completed during their training, however this will not be assessed. At the end of apprentice teachers will receive an apprenticeship certificate. To ensure apprentices are ready to enter the classroom full-time at the end of their apprenticeship, schools have helped set assessment criteria to give them greater oversight of the training of prospective members of staff.  

The development of this apprenticeship is part of the government’s commitment to ensure there are 3 million high quality apprenticeship starts by 2020. As part of the plan to get excellent teachers into the schools that need them most, as well as ease the recruitment crisis, the government is also piloting a new programme to reimburse student loan repayments for teachers in the early years of their careers. Around 800 modern foreign language and 1,700 science teachers a year will be eligible for this pilot scheme.      

New data shows the number of pupils entering the English Baccalaureate (EBacc) has dropped for the first time in five years to 38.1 per cent. Latest figures show a 1.5 per cent decline on last year’s figures, when 39.6 per cent of pupils were entered

The EBacc launched in 2010 by Michael Gove the present education secretary at the time. Its aim was to reverse the “dumbing down” of GCSEs. To achieve the award students must obtain five A*-C or numeric 4-9 grades in Maths, English, Sciences, History and Geography, and a language.    

The number of students receiving the award has also declined by 2.4 per cent against last year resulting in only 21.1 per cent of students achieving the five grades required to pass. The Department for Education (DfE) said it was “disappointed” by the results, whilst a source within the department described them as a “shock”. In its analysis the DfE blamed the decline on a steep fall in the number of students taking modern foreign languages. However the schools minister Nick Gibbs insisted more pupils were taking core academic subjects. “Since 2010, the proportion of pupils taking GCSE science has risen from 63 per cent to 91 per cent, and 21 per cent more students are studying maths at A-level,” he said. He also pointed out the “outstanding” Progress 8 scores of converter academies and free schools, which came joint top of all school types.  

Calls to scrap Progress 8 and EBacc
Many Academics have blamed the trend on British children being raised at time when English is more prevalent internationally, whilst technology and television have made them more reliant on subtitles and Google Translate. Teachers and unions have called for Progress 8 and the EBacc to be scrapped in the wake of the results. Tom Sherrington, an education consultant and ex-head teacher, said schools were avoiding entering pupils for “high-risk” subjects such as modern foreign languages for fear of threatening their Progress 8 score. Progress 8 “overrides all the other measures”, he said.

The EBacc pass rate is almost a “soft measure, an aspirational measure” while the Progress 8 score is higher-stakes. The fact schools were choosing to enter pupils into fewer EBacc subjects demonstrate the “inherent paradox” within the government’s accountability measures, he added. He called for both Progress 8 and the EBacc to be scrapped, and for schools to be inspected on a “case-by-case” basis on their outcomes in all subjects and the depth and breadth of their curriculum. Kevin Courtney, the joint general secretary of the National Education Union, said the drop in entries “confirms the DfE must abandon the delusional expectation that 90 per cent of children will take it” by 2025.    

The Department of Education have confirmed Sir Theodore Agnew will replace Lord Nash as the new education minister. He will take the role unpaid, as did his predecessor.

Sir Theodore is currently chairman of the Inspiration Trust, which sponsors schools in Norfolk and Suffolk and whilst he is education minister he will be moving away from all relevant business interests to avoid a conflict of interest.        

Kevin Courtney, Joint General Secretary of the National Education Union (NEU), the largest education union in the UK, commented on the appointment. “The newly ennobled Theodore Agnew will be dogged by the same issues as his predecessor over the future of this directionless policy. Every week brings news of a new financial scandal or collapse of a previously celebrated academy chain. Meanwhile the unaccountable bureaucracy erected under Lord Nash of Regional Schools Commissioners, is struggling to fulfil its own remit of finding sponsors where they are identified as being needed. “In short, the academies system is descending into chaos, with teachers, parents and pupils paying the price. These fundamental flaws require a radical re-think, not just a new minister who has nothing to offer but more of the same.”  

Mary Bousted, also Joint General Secretary of the NEU teaching union, said: “He has a big job to do. He has to get a grip of standards in multi-academy trusts, sort out the admissions process so schools don’t select their own intake, and stop the misuse of public money through related party transactions, and be on the ball much quicker than his predecessor when it goes belly up, like at Wakefield City Academies Trust. “If he can do all those things, that’s great, but I don’t think he can because the Department for Education does not have the systems or information to do that.”  

Director of the Parents and Teachers for Excellence campaign Mark Lehain, welcomed the appointment. “He’s someone who has literally put his money where his mouth is to improve the life chances of children in his home patch, and generally done so without drawing much attention to his own involvement.”    

More than 4000 head teachers across England are writing to parents warning that the extra £1.3 billion funding Justine Greening has secured is not enough to make a difference to solve the cash problems many state schools are suffering

Schools funding has been protected in real terms for the next two years, alongside a new funding formula for sharing out the money. Earlier this month, Miss Greening told MPs the proposed new formula would ‘represent the biggest improvement in the school funding system for decades’. It aims to end the uneven funding through local authorities that has resulted in some schools – particularly those in inner London – receiving thousands of pounds more per pupil than other areas.  

However, there remains a regional difference meaning schools will continue to face an unfair ‘postcode lottery’ with some being able to afford a class size of 20 but similar schools in other regions forced to have classes of 35 pupils. Jules White, head teacher of Tanbridge House School, in West Sussex who coordinated the letter says his own school budget is £6.7m per year, but an equivalent school in inner London could receive £9.6m. The result is bigger class sizes, staff cuts and fewer support services.  

The letter being sent today (Thursday 28^th September) to parents of children in 17 counties, will say: “Parents and carers need to be clear that schools in very similar socioeconomic areas will continue to have entirely different levels of funding. This often amounts to hundreds of thousands of pounds in the primary sector and even millions of pounds across the secondary sector. Far from being resolved, your child’s education will still be at the behest of a postcode funding lottery.” Simon Murch, a teacher in Sheffield, said most schools still faced real-terms budget cuts and were struggling to keep up with rising costs. “What this means in Sheffield is that lots of schools are looking to restructure and teaching assistant posts are being lost. Some schools are not putting salaries up. There is a lot of scrabbling around trying to find ways of saving money,” Murch said.  

Head teachers have calculated the new proposal amounts to a real-terms cut of 4.6 per cent by 2020 compared with five years earlier. They are encouraging parents to lobby their MPs for improved funding,  

Rob Corbett, the principal of Ifield community college in Crawley, West Sussex, also one of the coordinators to the letter, said he had been forced to make cuts worth £350,000 in recent years, and described the new funding formula as a “political fudge”. “If we do not get substantially increased funding, our ability to support the range of needs of our students becomes significantly reduced,” he said. “Our students take the same GCSEs as others in the country and we are judged by the same Ofsted framework, but we are supposed to do this for far less money per student, which seems wrong to me.”  

Labour’s Angela Rayner, the shadow education secretary, said the letter showed the government was still not giving schools the resources they needed. “There is no new money and every penny has been found by cutting the education budget elsewhere,” she said.  

The Department for Education said the reforms meant "for the first time school funding will be distributed according to a formula based on the individual needs and characteristics of every school in the country. It has been widely welcomed and will put an end to the historic disparities." A spokesman added: "As the independent Institute for Fiscal Studies has confirmed, overall schools funding is being protected at a national level in real terms per pupil over the next two years."    

The schools watchdog is consulting on plans to give some schools subject to ‘short inspections’ more than two years to prepare for a follow-up visit. Ofsted said this gives schools time to “address any weaknesses and seek support from appropriate bodies.”

If the plans go ahead it would give schools that are at the potential risk of declining more time to improve using detailed feedback from a short inspection while keeping their ‘good’ rating. Ofsted currently carries out short inspections of schools which are rated 'good.' When inspectors are uncertain whether a school should retain its 'good' rating, or where it could improve to ‘outstanding’ the current one-day inspection is changed to a full inspection within 48 hours.  

However if there are safeguarding or behaviour concerns inspectors will call for an immediate interview. The same approach will be applied to schools that could improve to ‘outstanding.’ Inspectors will also consider requests for early inspections. Sean Harford, National Director of Education said “Under the new proposals, ‘good’ schools will get detailed feedback on their strengths and weaknesses, and they’ll have more time to improve following a short inspection. In this way, we hope to catch schools before they fall.”

The headteachers’ union, the NAHT, has criticised the proposals, claiming it will “in effect” create an “unofficial additional rating” which will “confuse parents and disrupt school leaders’ efforts to improve their schools”. “For the most part, parents, staff and governors understand the current four ratings,” said Nick Brook, the NAHT’s general secretary. “If, after a one-day visit, inspectors are not able to determine that a school is still ‘good’, they will now mark it out for reinspection.” He said the fact that schools would then potentially not be inspected for up to three years would mean “an unacceptably long delay." "A cloud of uncertainty will linger over the school until Ofsted can arrange a return,” he warned. But the Association of School and College Leaders has welcomed the approach. “It’s our view that there is a potential benefit in introducing an interval between the two inspections,” said ASCL inspections specialist Stephen Rollett. “It would give schools the opportunity to recover from the initial shock of conversion and prepare themselves for the full inspection.” A consultation will run until November 8. If approved, the changes will take effect next spring.  

More information on the proposals can be found here Short inspections of good schools: maintained schools and academies.     

Teaching Assistants play a critical role in helping educate pupils. Managing a class of 30 is a huge task for any Teacher and the responsibility covers a wide scope of activities. This is where the Teaching Assistant (TA) comes in.

Teaching Assistants helps to set up the classroom, mark papers, answer student questions, support students in accomplishing tasks and can even supplement course materials and lessons from time to time. A TA will help to manage student behaviour in a discreet manner without disrupting the whole class and allowing the focus remain on the Teacher to deliver effective teaching. TA’s also go one step further and build happy and valuable relationships with students, parents and other staff members at the school. They play an essential role and often are the unsung heroes!  

Here are our ten reasons why we believe teaching assistants are essential and should always have a place in the classroom.

1. They offer one on one support

Many children are overwhelmed by packed classrooms and are unable to take things in, especially for those beginning primary school it can be quite daunting. Teaching assistants play a pivotal role in important one on one sessions and helping children overcome their anxieties. 

2. They provide access for children

Previously many children with disabilities would not have been able to access education so easily as they can today without the help from specialists. Teaching assistants today are highly trained in supporting with mental and physical disabilities, speech and language issues, behavioural difficulties and a range of other conditions. It’s a tough job however very highly rewarding. 

3. Extra set of eyes

An extra set of eyes is always handy and teachers don’t have eyes in the back of their heads!

4. They help your child find a Eureka breakthrough

Reading a tough word for the first time, reaching the end of a book or finally cracking a Maths problem, that excitement on a child’s face when they explode back into the house with a gold star could be thanks to the TA. 

5. Reduces the pressure off of the teacher

A class full of thirty students all needing help during a difficult lesson is impossible ground to cover for one person. A teaching assistant will help ease the load off of the teacher allowing them to focus on what they do best – teaching. TAs can be utilised in situations for all students to reap the benefit.  

6. Class control

Teaching assistants help to control the classroom by identifying on those difficult students or helping the teacher implement rules and taking the appropriate action where required. 

7. Teaching assistants work together with the teacher to implement strategies

A teacher and their assistant can work together and identify a group of people that need some intervention. Whether it’s a group finding the work difficult and need a helping hand or a group needing a good push because they’re excelling, having someone to take them aside means that there’s less chance of a child being left behind or held back.  

8. They’re friendly and approachable

Teachers have a position of power and authority and even though they can come across assertive they are in fact lovely, down to earth wonderful people. However due to their power they can be harder to approach, and many students find it easier to talks to the teaching assistant instead. 

9. They do a lot behind the scenes

There’s for a teaching assistant. Many arrive very early and / or stay behind after school finishes to help plan lessons, prepare the classroom, monitor and report on progress as well diving into the daily tasks of school life. 

10. They can also team teach

Interactive lessons are always a big hit especially when they are a bit different and are not just the same face lecturing them from the front of the room. Having seen teaching assistants and teachers join forces to deliver fun and exciting presentations, pieces of drama and even singing a song together, makes a difference in .  

For many students the teaching assistant is more than just a face in the class. They are a big part of their life who can have a serious impact on their future.  

3 cheers for Teaching Assistants!

Hip Hip Hooray! Hip Hip Hooray! Hip Hip Hooray!

We are recruiting for some fantastic Teaching Assistant roles n Primary, Secondary and SEN schools. Browse through our current vacancies and apply today.

• Primary Teaching Assistants 
• Secondary Teaching Assistants
• SEN Teaching Assistants
• ALL JOBS

Teachers and nurses have warned of taking industrial strike action unless ministers remove the pay cap across the public sector. The warning comes after the government announced the 1 per cent pay cap will be lifted for police and prison officers. The recommendations for police and prison officers are yet to be published by the pay review body and are waiting a government response, which the Prime Minister Theresa May has said will happen “shortly.” The genuine feel is that ministers will accept the advice given for police and prison officers pay for 2017-2018 by the pay review body, resulting in the first pay rise above 1 per cent for seven years. Unions are pressing for a 5 per cent increase for millions of nurses, teachers, council staff, civil servants and other workers who have had to endure a pay freeze or 1 per cent cap for seven years.  

In July the government announced that teachers would only receive an overall 1 per cent pay rise in 2017-18, although those at the top and bottom of the main pay scale would see their salaries rise by 2 per cent. The NASUWT teachers union said the average pay award for teachers last year was 0.6 per cent. Paul Whiteman, general secretary of the NAHT school leaders' union, said that failing to include teachers in the pay announcement was "short-sighted and wrong," due to ongoing recruitment and retention problems.

A national rally will be held in Westminster in October and the TUC will seek a meeting with the Chancellor. Ministers are expected to accept recommendations for higher pay rises for police and prison officers, but unions warned against “cherry picking” of workers. John McDonnell, shadow chancellor, said: “The next Labour government will lift the public sector pay cap for all public sector workers and we are demanding nothing less than that from this shambolic Government. “The crisis in our public services is a crisis made in Downing Street. The pay review bodies have been operating under the constraint of a Tory 1 per cent cap for seven years. “The pay cap must now be lifted across the whole public sector rather than by playing one group of workers off against another.” National Education Union (formerly the National Union of Teachers and Association of Teachers and Lecturers) concluded the threat of strikes is a possibility.

Kevin Courtney, joint general secretary of the National Education Union, said: "The pay cap needs to be lifted for all public sector workers if we are to protect our public services, which are an essential part of everyone's daily life.” "The cap was not lifted this year for teachers and various other groups, resulting in pay being cut still further in real terms. We know that teacher supply is in crisis and, without sufficient teachers, the education of children will suffer. Giving teachers a fair pay rise is a crucial part of solving that problem."