Developing the Children's Worksforce

A series of papers accompanied the news release by the DCSF setting out the next steps in terms of workforce development. This builds on a similar paper released earlier about the development of school staff.

Paper 1: next steps for children's workforce
This paper sets out what the DCSF expect the "Expert Group" examine and to report on in autumn 2008.
Key points:
- There is a clear definition of what the children's workforce is: "everyone who works with children and young people and their families, or who is responsible for improving their outcomes." (p.9)
- The following diagram is used (click to enlarge):

- A summary of improvement to teacher development many of which such as making teachers a masters qualification and transition to teaching programme have been announced previously.
- Upskilling the early years and play workforce.
- The "common core" (skills and knowledge used across the children's workforce) will be reviewed.
- A push towards more effective engagement with parents.
- A strategy to improve commissioning at Local Authority level.
- A move towards full integrated working, especially for children requiring additional support and the development of children's trusts.

Paper 2: Leading & Managing Children's Services in England
This looks at the development of strategic leaders of children's services and sets out a framework is set out for leadership and management within the (broad) sector. Alongside guidelines of what the elements of the framework are and how to use it (click to enlarge):

Being the Best for Our Children Today

In March (2008) the DCSF launched their development strategy towards the workforce. Although they promised an action plan later in the year, the main blocks have been outlined:

• The launch of a "Transition to Teaching" programme to ensure more professionals from science, technology, engineering and maths enter teaching. Tailored advice will be given to applicants to assist identify whether skills are transferable and to help with transition into teaching.
• The TDA is continuing research into the barriers of teacher recruitment and retention and following their final report (June 2008) will recommend next steps.
• The National Leaders of Education programme (a scheme intended so that strong schools can support weaker schools) will be extended from 120 schools to 500. This will be linked to the National Challenge scheme to ensure no school is below the 30% GCSE pass rate.
• The Future Leaders programme (a leadership development programme aimed at the schools in challenging areas) will continue.
• The NCSL is to radically review all of their provision for current and aspiring leaders to ensure it is the very best provision.
• Masters in Teaching & Learning (MTL) will focus on teachers who have entered the profession in the last five years initially; experienced teachers will be trained to act as coaches; TDA and ASCL will cooperate to develop this.

School workforce

Research from the TDA found that:

·         There has been a slight decline in the no. of teachers in the past year

·         In the previous four years there has been a 10% increase in the number of secondary teachers despite stable pupil numbers

·         Those teaching ICT and RE are most likely to have no qualification in that subject

·         Support staff have increased by 62% since 2001

·         Teaching assistants are most prevalent in primary schools and PRUs. In secondary schools admin staff are almost as prevalent as TAs.

·         Information re: BME mix

Pupils	Ethnicity	Teachers	Trainee teachers
82%	White	94.6%	83.8%
7.7%	Asian	2.4%	5.0%
3.2%	Mixed	0.7%	1.7%
4.1%	Black	1.7%	3.0%

·         Y&H has the second highest number of primary school teacher vacancies (outside London) (as a % of teachers in post). In secondary schools the picture is not as bad.