The report concluded that supply teachers were \u201clargely dissatisfied with their pay, terms and conditions and these are major contributing factors for those who are considering leaving the market\u201d.<\/p>\n\n\n\n
\u201cMost leaders disagree that the system represents good value for money based on their experience of the quality and cost of supply teachers.<\/p>\n\n\n\n
\u201cSchools and supply teachers would welcome regulation of the supply market in order to ensure greater parity in pay, terms and conditions for those working in the sector and to deliver better value for money for schools.\u201d<\/p>\n\n\n\n
Government framework has ‘limited impact’<\/h3>\n\n\n\n The government\u2019s Crown Commercial Service operates a Supply Teacher and Temporary Staff (CCS STaTS) framework.<\/p>\n\n\n\n
The report said this was designed \u201cto ensure greater parity and transparency in rates of pay for supply workers and the costs and charges incurred by education providers.<\/p>\n\n\n\n
However, \u201cto date, this has had limited impact on the market rate for supply teachers, primarily due to the low take-up\u201d. <\/p>\n\n\n\n
The research found some leaders and supply teachers consulted \u201care in support of greater regulation of supply providers to address inequalities in the pay, terms and conditions of employment for supply teachers, as well as the quality of provision\u201d.<\/p>\n\n\n\n
The seven providers consulted were not \u201cagainst greater regulation in principle\u201d.<\/p>\n\n\n\n
\u201cHowever, the private agencies emphasise the impact it could have on their costs and the subsequent implications for schools and the supply workforce.\u201d<\/p>\n\n\n\n
Staff absences drive rise in supply<\/h3>\n\n\n\n A nationally representative survey of schools found leaders reported an \u201cupward trend in the use of supply teachers over recent years, and a significant increase since the Covid-19 pandemic\u201d.<\/p>\n\n\n\n
Demand for supply teachers increased in around three-fifths of schools.<\/p>\n\n\n\n
Key drivers of this change \u201care an increase in the number of staff absences due to sickness (physical illness and mental ill health), an increase in the volume of long-term staff absences, and difficulties recruiting and retaining permanent teaching staff\u201d.<\/p>\n\n\n\n
A \u201cminority of providers report that there has been a steep rise in the demand for supply teachers who have qualifications and\/or experience of working with pupils with SEND, possibly due to higher turnover of staff within these particular roles, but also because the number of pupils with SEND is increasing\u201d.<\/p>\n\n\n\n
The report also looked at motivations for becoming supply teachers, noting that teachers leave permanent positions and enter supply \u201cfor a variety of reasons, both personal and professional\u201d.<\/p>\n\n\n\n
Some believe it will be less stressful than a permanent role. However, \u201ca desire for greater flexibility is the primary motivation for around half of supply teachers and many work part-time\u201d.<\/p>\n\n\n\n
Supply teachers also regard it as a \u201croute to achieving their longer-term goals\u201d.<\/p>\n\n\n\n
\u201cEncouragingly, around half of survey respondents wishing to leave supply want to enter (or re-enter) the permanent workforce.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
Average secondary supply teacher pay is \u00a3150 a day, but schools shell out \u00a3291<\/p>\n","protected":false},"author":70,"featured_media":199711,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[],"post-theme":[],"class_list":["post-214846","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t
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