Recent findings reveal a higher rate of teacher turnover in England’s multi-academy trusts compared to local authority schools, raising questions about staff retention and student outcomes.
Recent research conducted by the Education Policy Institute (EPI) has identified a notably higher turnover of secondary-level teachers at multi-academy trusts (MATs) in England compared to schools overseen by local authorities. The study found that large MATs, possessing 10 or more schools, experienced an annual teacher turnover rate of 19.5%, as opposed to the 14.4% reported in local authority schools. Additionally, these larger MATs also recorded higher instances of persistent pupil absences, suspensions, and unexplained departures. Daniel Kebede of the National Education Union highlighted the urgent need to confront this recruitment and retention crisis to potentially improve student attainment and outcomes post-16.
Similarly, concerns regarding pupil exclusion rates from primary schools were addressed by former Ofsted chief, Sir Michael Wilshaw. He noted an alarming increase in the permanent exclusions of five-year-olds, attributing this trend to the increased autonomy granted to MATs over local authorities. This has sparked a debate regarding the need for enhanced monitoring and intervention to avoid undue exclusions that disproportionately affect vulnerable students, particularly those with special educational needs. The Department for Education has responded by proposing a new model for alternative provision schools aimed at better supporting at-risk pupils.
Additionally, in Cardiff, parents in the Butetown neighbourhood are facing significant challenges in securing preferred secondary school placements for their children. In stark contrast to the city’s 88% success rate, only 49% of Butetown children have been allocated places at their preferred school, with up to a fifth missing out on their top three choices. Local councillor Helen Gunter and the community have advocated for a more equitable system to ensure fair educational opportunities for all children across the city.
These developments are indicative of ongoing issues within the education sector in England and Wales, spanning from teacher retention, management autonomy, to equitable access to preferred educational institutions.
