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CHAPTER 7 Final comments 163. Evidence for this report has shown sharply increased levels of concern about teacher vacancies in schools over the last year. After we had finished taking formal evidence this issue was given further prominence in supplementary submissions from the two headteacher associations and other teacher unions; in a number of unsolicited letters from heads and others on behalf of individual schools; and in local and national press reports and speculation. Local examples were quoted of staff shortages, particularly in London and the south east. A special unit set up by the DfEE is advising on how individual problems can be resolved and is monitoring the situation. Focus of our pay recommendations 164. We have made particular recommendations in this report on the minimum starting salaries for qualified new entrants to teaching and on London allowances, the issues of most concern to many consultees. We also propose greater flexibility to enable schools to respond to recruitment and retention problems through the payment of additional allowances. However, these are only part of the overall package of inducements, rewards and flexibilities which is being put in place for teachers in England and Wales, which other recommendations in our report aim to develop further. Overall package of inducements, rewards and flexibilities 165. In England trainee salaries of £6,000 are now paid to eligible graduates on postgraduate initial teacher training courses, and "golden hellos" of a further £4,000 are subsequently payable to secondary shortage subject teachers when they complete their post-qualification induction year and continue to teach their subject in the maintained sector. Similar arrangements apply in Wales. In addition to these inducements, our recommendations will mean that new entrants with a good honours degree will have a minimum initial salary nationally on the main pay scale of £17,001; the increase we propose in London allowances will raise this minimum to £20,001 in inner London and to corresponding figures in the outer and fringe areas. 166. There is considerable flexibility available to schools to enhance these minimum salary levels through the award of recruitment and retention allowances - the first level of these allowances is raised to £942 under the recommendations in this report. There is also scope for double increments to be awarded for excellent performance to accelerate progression on the main pay scale. After seven years or sooner, most teachers will reach the top of that scale, giving a minimum salary under our recommendations of £24,843. This is before any allowances for recruitment and retention purposes, for additional management responsibilities, or for particular work with pupils with special educational needs. 167. Once at the top of the main pay scale, teachers can apply to cross the performance threshold to the new upper pay scale, giving them under the recommended new pay levels an immediate salary increase of £2,076. There will then be scope for their new salary before any allowances to rise to £31,128 subject to their continued contribution. By this stage of their career, the majority of teachers have a management allowance, under our recommendations, of at least £1,539 or in many cases £3,111 or £5,343. 168. Many teachers will realistically aspire to further advancement in the profession. Improved rewards in recognition of high performance are available to heads, deputies and other leadership group teachers. The head of a typical primary school will have an individual salary range on the proposed spine which could reach £45,953, while the head of a large secondary school could have an individual salary range reaching £78,783. 169. We are encouraged by the very high proportion of eligible teachers who have initially applied to cross the threshold: this major exercise was a challenge to school management as well as teachers, to which both responded very positively. We are also encouraged by examples of schools which have already seized the opportunities offered by the new leadership spine, not just to improve the prospects of their heads, deputies and, in larger schools, newly designated assistant heads, but also to review the structure of responsibilities and ways of working of their senior management group. 170. In this report we commend the development of the scope to recognise individual contribution, both within the main pay scale and on the new upper pay scale, and to address local supply problems. Our aim has been to keep structures as simple as possible - but introducing the new flexibilities in ways which teachers will see as fair does present challenges. There is a continuing need for training and ongoing support and for a period of stability to enable what have been major changes to settle in. Most importantly, we emphasise the crucial importance of adequate funding. Funding levels are improving; headroom above the cost of general increases in pay levels will continue to be needed if the new opportunities and flexibilities are to become a reality. 171. Filling specific gaps in teacher supply and improving recruitment to ITT generally are not easy in a continuing buoyant market for able graduates. As the new scope for reward is actually delivered to teachers we believe that perceptions of the attractiveness of the job of a teacher will improve. Equally important will be action along the lines we propose for achieving some easing of workloads. 172. The momentum for steady progress on all these fronts must not be lost. Provided it is sustained, and a continued raising of school and pupil achievement is reflected in an enhanced image of teaching, we are confident of real improvement in the next few years in the stature and attractiveness of the profession. Tony Vineall 18 January 2001
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