FEA recommendations included in DfE Recruitment and Retention Strategy

The strategy is a welcome step and success will come from collaboration beyond government.

The Fair Education Alliance’s recommendations to improve teacher recruitment and retention through measures on accountability, school culture, and teacher career development have been included in the Department for Education’s new Teacher Recruitment and Retention Strategy and Early Career Framework. The strategy was developed in collaboration with FEA members including NAHT, the Chartered College of Teaching, Ambition School Leadership, and Teach First.

The DfE’s strategy, published today, outlines plans to reduce teacher workloads, simplify accountability measures, and provide more support for early stage teachers to make teaching a more attractive career path.

Sam Butters, CEO of Fair Education Alliance, said:

Recruiting and retaining teachers, particularly in disadvantaged communities is one of our three Fair Education Alliance priorities to improve education for disadvantaged young people so we are thrilled to see the Department for Education strategy today. More importantly, the commitment to working in partnership with organisations from the FEA and beyond to make the changes is critical. No government, organisation or even sector can achieve these ambitious changes alone. Previous attempts at this have failed and we are now at crisis point so we need everyone on board and working together, not against each other to finally make the changes needed. Our members look forward to continuing to work with the Department to implement its strategy.

In its report in September last year, the FEA pushed for renewed focus and investment and commitment on leadership, CPD, and wellbeing in schools in order to address the crisis in recruitment and retention, specifically calling for the government to support and empower teachers and leaders to reduce and manage workloads, remove high-stakes accountability measures, and ensure that teaching is a rewarding and attractive career pathway.

The FEA is spreading best practice in training and retention, developing resources with practical advice on how to implement best practice, and signposting organisations that can offer support to schools.

The new strategy was developed in partnership with Ambition School Leadership and the Institute for Teaching, Teach First, the Chartered College of Teaching, and the Teacher Development Trust, all leading members of the FEA’s working group on teacher leadership, CPD, and wellbeing. The working group will continue to collaborate with the DfE as the strategy begins to be rolled out.

Great teaching is one of the most well-evidenced interventions that can be made to improve educational outcomes, but teachers are leaving schools at the same rate they join, whilst pupil numbers are rising significantly. Research by the Nuffield Foundation has found that schools in areas with higher levels of deprivation are more likely to struggle to attract teachers.


Speakers for Schools joins the Fair Education Alliance

Speakers for Schools.jpg

Speakers for Schools is pleased to announce it has joined the Fair Education Alliance, a coalition of over 100 organisations working together to tackle educational inequality.

A UK education charity launched in 2011, Speakers for Schools levels the playing field for state secondary school students by increasing access to inspiring talks and work experience with today’s top figures and leading employers. Through their programme of free school talks, esteemed work experience and linked partner opportunities, Speakers for Schools connects young people with the leaders of today, creating better access to expert resources and opportunities ensuring state educated students feel prepared and confident about their future.

Ashley Hodges, CEO at Speakers for Schools Education, said:

Social mobility can be stinted if state school students don’t have access to the same opportunities as their fee-paying counterparts. Evidence points to state school students having less confidence in their future prospects caused by perceived barriers to success such as a lack of connections and access to work experience. At Speakers for Schools, we believe having access to leading figures and their illustrious organisations disrupts this pattern and gives state school students the opportunity to engage with influential people who can share guidance and expertise on how to reach the top via our engaging school talks and impactful S4SNextGen work experience programme.

Our charity already works with many like-minded organisations to see that state schools are connected with all the support they need, so we look forward to working collaboratively with the Fair Education Alliance to help us all tackle educational inequality, ensuring every young person has an enriched and rounded education.

Sam Butters, CEO of the Fair Education Alliance, said:

Research has shown that from a very young age, social capital matters a great deal in inspiring children to set their aspirations high. When disadvantaged children have the opportunity to meet influential figures and here about their experiences, it can have a transformational effect on their confidence and school performance. Speakers for Schools’ work in providing these opportunities is fantastic, and we are delighted to have them join the Alliance.

Ensuring we have an education system which develops the whole child is a key priority for the Fair Education Alliance, and through our project on rounded education a number of our member organisations, including Speakers for Schools, are seeking to share and embed effective practices  which develop social and emotional skills and wellbeing alongside academic attainment to reach more young people. Independent evaluations have shown that this can decrease behavioural issues and increase prosocial behaviour.

For more information about Speakers for Schools and their work, please visit www.speakers4schools.org

Notes to Editors

About the Fair Education Alliance

Please see our press page.

About Speakers for Schools

For more information about this press release, please get in touch with our team at: team@speakers4schools.org

Speakers for Schools is a UK education charity launched in 2011 to help level the playing field for state secondary schools and their students by increasing access to inspiring talks and engagements with today’s top figures and employers, as often seen in fee-paying schools. Speakers are high-profile leaders and experts donating their time and travel, keeping all engagements free of charge to our schools.

In 2017, the charity launched S4SNextGen, its portal connecting state schools with speakers’ esteemed companies to offer work experience and related placements to those students who need it the most: S4SNextGen.org.

The charity was founded by Robert Peston and has facilitated over 5,500 school talks and 800 placements reaching over 600,000 young people to date. Chaired by Andrew Law with a board of trustees, the charity is funded by the Law Family Charitable Foundation.

Visit www.speakers4schools.org to find out more about how you can get involved today.

Project Access joins the Fair Education Alliance

Project Access.png

Project Access is excited to announced it has joined the Fair Education Alliance, a coalition of over 100 organisations working together to tackle educational inequality.

Project Access was started three years ago by a group of university students who wanted to unleash the full potential of the student community to solve the university access challenge. To do this they started a mentorship programme where currents students help prospective applicants from underrepresented backgrounds achieve a place at selective universities. The organisation is now helping 300 students per year and aims to reach a level where it can provide a comprehensive and scalable scheme that can ensure that all pupils receive the support they need to reach a university that matches their potential. In building it up they are therefore looking to build an infrastructure whereby they can help thousands of students each year, and thereby level the playing field in university admissions.

Anna Gross, a founder of the organisation, said:

Social mobility will not be easily achieved. It needs commitment from all parts of society to be realised. However, the more we are able to think systemically about the issue we are trying to solve as an organisation and do that very well, the more likely we are to get closer to a world where it can be, and where those graduating from selective universities are more representative of society at large. This, in turn, will drive change.

Sam Butters, CEO of the Fair Education Alliance, said:

We are delighted to have Project Access join the Alliance. Our most recent state of the nation report showed that young people from disadvantaged backgrounds are nearly ten times less likely to go to a top university. In a world where a degree is a requirement for a huge range of jobs, poorer children are put at a huge disadvantage for the rest of their lives. Project Access' initiatives level the playing field to help ensure that those children have the support they need and have the same opportunities in life as their wealthier peers. These are the sorts of programmes that we want to see extended all across the country.

If you are interested in learning more about Project Access’s journey, or have input or advice for them along the way, please reach out to anna.gross@projectaccess.org.

Youth Response to the 2018 Report Card

In September 2018 we held our first Fair Education Youth Summit in partnership with Get2Learn, a youth advocacy group that works to get youth voice represented in the development of policy that will affect their future society.

With a commitment to improving the lives of young people, and ensuring the effectiveness of the work undertaken, Get2Learn and the FEA have collaborated to provide an insight into the views and proposals of young people in response to the FEA’s 2018 Report Card. The result of the Fair Education Youth Summit, this response explores two major themes of the report: university admissions, and provision of rounded education.

In this report, Get2Learn outlines what they see as being the cause of inequalities, and put forward key proposals that youth see as being integral to the progression of educational social mobility.

Read more here

FEA Report Card 2018

Over 100 organisations call for a national commitment to reduce educational inequality as report finds poorer students are less than half as likely to pass GCSE English and maths than their wealthier peers.

The Fair Education Alliance, a coalition of over 100 organisations, has today published its fourth annual Report Card, measuring progress towards its five ‘Fair Education Impact Goals’ which aim to narrow the gaps between the most advantaged and least advantaged students at each stage of education including gaps in skills and wellbeing.

Key Messages from the Report

Progress has been too slow and patchy.  Large gaps between the most advantaged and least advantaged students still remain across the country, and some gaps have widened. Small gaps at primary school level grow through to GCSE and university admission, leaving poorer students playing catch up for the rest of their lives.

The report’s findings include:

  • Disadvantaged pupils are more than 8 months behind their peers in reading, writing, and maths by age 11

  • Disadvantaged children are less than half as likely to achieve passes in GCSE English and maths.

  • Children from low-income families continue to be four times as likely to be permanently excluded from school

  • After taking their GCSES, disadvantaged children are six times more likely to be recorded as not in education, employment or training

  • Young people from disadvantaged backgrounds are nearly ten times less likely to go to a top university

The FEA believes improvements can be made and educational inequality reduced, but changes need to be rolled out everywhere to achieve this. There are pockets around the country where the gap is small and closing fast. We need to take proven strategies from these areas and change the system nationwide to ensure the benefits are felt by every child in every school.

The coalition has identified three priorities that can be achieved if measures are rolled out across the whole system to make education fairer for every child:

  1. World-class teachers and leaders, particularly in the most disadvantaged areas

  2. An education system which develops the whole child, promoting emotional and social competencies alongside academic attainment

  3. Joined up support for all post-16 destinations, giving every student a choice about their future

We cannot do this alone – The FEA is committed to working to achieve this vision but we need a shared commitment as a country – from parents, young people, teachers, government, and businesses. Only together can we drive the systemic changes that will make education fair.

Quotes

Sam Butters, CEO of the Fair Education Alliance:

“We have seen progress in pockets across the country but it is not enough - systemic change now needs to be rolled out everywhere. We need to take proven strategies from these areas and change the system nationwide to ensure the benefits are felt by every child in every school. None of us can do this alone, we need a shared commitment as a country – from parents, young people, teachers, government, and businesses. Only together can we drive the systemic changes that will make education fair.”

Sir Richard Lambert, Chair of the Fair Education Alliance:

“These objectives are more important than ever in the current UK context, a period of economic and political uncertainty, and a time when the pressures that drive communities apart can sometimes feel more powerful than those that hold them together. Our evidence points to two firm conclusions. The first is that deprivation is not destiny: there are plenty of examples of communities that have dramatically improved their educational outcomes for young people despite tough economic circumstances. The second is that the economic gains that would arise from eliminating extreme underperformance in schooling would be very significant”

David Soanes, UK Head of Country, UBS:

“As a unique coalition of more than 100 members, combining powerful expertise and experience in addressing educational inequality, the FEA, in the period since the last report card, has brought increased collaboration, focus and momentum to this critical endeavour. We cannot be complacent. Progress is patchy; it needs to be faster and the headwinds are strong.”

Melanie Richards, Deputy Chair, KPMG in the UK:

“It is heartening to see from this report that in some parts of the country progress is being made in reducing the attainment gap. There is still a way to go if we are to level the playing field and remove the inequality that characterises the education and careers landscape in the UK. But this serves to reinforce our belief in the initiatives we are pursuing and gives us further motivation for the future.”

Andrew Ballheimer, Global Managing Partner, Allen & Overy:

“We are delighted to be part of the Alliance. It allows us to make a difference in a more concerted way and offers the chance to learn from others, which we value highly. As this report card makes clear, it is only through joined-up, system-wide action that we will turn the localised successes we have achieved to date into benefits for society as a whole.”

Notes to editors

For media enquiries please contact Joseph Dudley at jdudley@faireducation.org.uk during office hours, and Sam Butters via phone on 0776 682 7319 outside of office hours.

We would be happy to arrange broadcast appearances (Radio/TV) to discuss the report as well as print articles.

A full press kit with background notes and graphics can be found at faireducation.org.uk/press