I took on my role as headteacher in April 2018 and the five-and-a-bit terms have flown by in a flash.
My school is part of quite a large trust. We are connected to a group of schools that are quite different – in a variety of sectors and geographically diverse. Recently, we found out that, even with all our differences, some things are exactly the same. All the staff in all the schools converged for a day of professional development. More than 1,500 professionals. It was quite a feat to say the least.
The leadership team from my school was asked to lead a number of sessions. Quite the compliment considering that we were graded “inadequate” two years ago. We’ve clearly moved on.
One of these sessions was led by the trust’s CEO and involved a debate on the big questions for schools in 2020:
- Question 1: What are the top three problems in education that the new government should address?
- Question 2: Do you agree with Ofsted’s new focus on curriculum, rather than attainment and progress?
- Question 3: How would you reform teacher pay?
My choices for the first question: Inequality of provision across the country, recruiting and retaining quality teachers, and qualifications.
For question two, I agree that the new Ofsted framework puts learning at heart of inspections. Curriculum, assessment and teaching and learning have now become as one, no longer seen as separate entities but part of one whole, all informing each other.
It follows then that if the curriculum is sound and fit-for-purpose, attainment and progress will happen naturally. Of course while we prize the progression model, attainment still matters. Why? Well, we remain within the context of a high-stakes examination system.
I found the third question interesting because implicit in the wording is the assertion that teacher pay needs reforming. But is the real issue about reforming pay or should the focus be on improving wellbeing in schools?
Education Support’s 2019 Teacher Wellbeing Index reminds us that “good teaching requires the highest levels of physical, social and emotional energy. That is why the mental health and wellbeing of this workforce is so critical; and why the trends we are seeing in the Teacher Wellbeing Index present such a concerning picture.”
We must ensure that the appropriate levels of funding are available to schools so that teachers are able to carry out their duties.
If the answer to the question on teacher pay reform is “yes”, the key issues bring us back to the very first question – inequality and teacher recruitment and retention.
There is more to consider, though: for example, the impact of the pay freeze (where is the incentive to join the profession if teachers do not feel valued and can’t see opportunity for progression?). Development of staff is key and, again, relevant funding is needed.
There is also a significant recruitment gap for headteachers. Why? What is being done to address this and other recruitment gaps? The gender pay gap remains a key issue, too. There is clear evidence that men are paid more than women. This needs to be addressed. I myself have taken three maternity leaves. Has this impacted on my career journey? Perhaps. Has this impacted on my pay in comparison to my male counterparts? That’s a question for someone else to answer...
I myself was interviewed by the Tes for an article back in 2003. It focused on the inner and outer London pay gap. From the perspective of our school, teachers in neighbouring boroughs are paid on the outer London scale on one side and inner London on the other.
The difference is significant. The cost of living for all teachers in these areas remains similar but these contexts are not considered.
My conclusion – the breadth of our role is ever-changing. We are not just educators, we are counsellors, social workers, police officers, parents. Does teacher pay reflect the expansion of our role and expertise needed to facilitate this properly? That is the question to which we need some honest answers.
- The author is a headteacher in her second year of headship at a secondary school in east London.