Why isn't the Government’s School Direct scheme attracting enough schools?

In principle, it's a good idea, but the Government’s School Direct scheme isn’t attracting enough schools. Are we heading for a shortage of teachers?

It’s a good idea in theory: give schools more of a role in teacher training and you’ll get teachers who are school-ready from the first day. But the Government’s School Direct scheme isn’t attracting enough schools.

A report this week by school thinktank Million+ says there could be a shortfall of 3,000 teachers this year and warned that "higher education providers will pull the plug on teacher training altogether." Those fears seem to be backed up by a letter sent out this week from the University of Bath to partner schools, proposing to end its PGCE programme in 2014.

Until now, teachers had two main routes into the profession: through university or through a Graduate Teacher Programme (GTP). The latter has been scrapped in favour of School Direct, which aims to expand the school-based training for those wanting to work at local authority funded schools in England (for academies, independent schools and free schools no teaching qualification is required.)

I should declare an interest at this point and explain that I have recently been squeezed out of the PGCE sausage factory and find myself tumbling towards September with no job but plenty of enthusiasm. What I can say from my experience is that a PGCE gives you a broad set of skills, but each individual school has very narrow demands on what it wants.

It’s understandable that some schools might want candidates more tailored to their needs. Each school is so different in curriculum, approach and ethos – even those who resist academisation, and remain under local authority control – that it’s virtually impossible to find a one-size-fits-all training programme. If you have a PGCE, you have a rough idea how to teach across a range of schools and in a range of styles – but schools have precise needs. So if there are obvious advantages to training teachers in schools, why isn’t it proving more popular?

The DfE’s website flags up School Direct as a path into teaching for "top graduates". You might ask: a "top" graduate in what sense? A graduate from a "top" university? Someone with a first from any university? A graduate in an education-related subject? It isn’t clear, although the aspiration is.

The DfE says “it is right that head teachers are selective and choose only the brightest graduates best suited to their schools,” adding that teaching vacancies are at a low. The question is what happens if those vacancy rates do not remain low.

Some schools have taken it to mean a licence to pluck only the most promising candidates – so much for differentiation, you might think. But you can’t blame schools: why should they pick anyone else? There’s no room for dead weight at institutions that dread the arrival of Ofsted and want teachers producing gold-standard observation-ready outstanding quality lessons from Day One. Why waste time bringing a candidate with potential up to the level of what someone else can achieve straight off the bat?

There’s no reason for that to change, either, as long as the conveyor belt keeps producing an abundance of candidates who are up to the mark. Nice schools in leafy suburbs can cheerfully cherrypick their way through a guaranteed deluge of applications for every job. More challenging urban schools or rural schools find it tougher; look at somewhere like Aberdeenshire and it becomes even more extreme, with the council looking to Ireland and Canada for recruits. So the schools who might benefit most from  School Direct are often those least able to have the infrastructure, time or human resources to make it happen.

But here’s where the system could be trouble. If more universities consider pulling out of offering PGCEs, and there isn’t enough takeup for School Direct, where will the next generation of teachers come from? Who is going to bridge the gap – especially when school places are increasing all the time? Perhaps David Cameron’s beloved ‘nudge theory’ will come into play; perhaps not.

At the heart of the policy is a sensible principle. But a sensible principle doesn’t translate into anything actually happening. If there is to be a shortage of teachers in a year’s time, where will we find them from? 

Why isn't the government's idea of training teachers in schools more popular? Photo: Getty
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The SATs strike: why parents are taking their children out of school to protest against exams

Parents are keeping their children away from school to highlight the dangers of “over testing” young pupils.

My heart is beating fast and I feel sick. I force myself to eat some chocolate because someone said it might help. I take a deep breath and open the door…

The hall is silent except for the occasional cough and the shuffling of chairs. The stench of nervous sweat lingers in the air.

“Turn over your papers, you may begin.”

I look at the clock and I am filled with panic. I feel like I might pass out. I pick up my pen but my palms are so sweaty it is hard to grip it properly. I want to cry. I want to scream, and I really need the toilet.

This was how I felt before every GCSE exam I took. I was 16. This was also how I felt before taking my driving test, aged 22, and my journalism training (NCTJ) exams when I was 24.

Being tested makes most of us feel anxious. After all, we have just one chance to get stuff right. To remember everything we have learned in a short space of time. To recall facts and figures under pressure; to avoid failure.

Even the most academic of adults can find being in an exam situation stressful, so it’s not hard to imagine how a young child about to sit their Year 2 SATs must feel.

Today thousands of parents are keeping their kids off school in protest at these tough new national tests. They are risking fines, prosecution and possible jail time for breach of government rules. By yesterday morning, more than 37,000 people had signed a petition backing the Let Our Kids Be Kids campaign and I was one of them.

I have a daughter in reception class who will be just six years old when she sits her SATs. These little ones are barely out of pull-up pants and now they are expected to take formal exams! What next? Babies taught while they are in the womb? Toddlers sitting spelling tests?

Infants have fragile self-esteem. A blow to their confidence at such an impressionable age can affect them way into adulthood. We need to build them up not tear them down. We need to ensure they enjoy school, not dread it. Anxiety and fear are not conducive to learning. It is like throwing books at their heads as a way of teaching them to read. It will not work. They are not machines. They need to want to learn.

When did we stop treating children like children? Maybe David Cameron would be happier if we just stopped reproducing all together. After all, what use to the economy are these pesky kids with their tiny brains and individual emotional needs? Running around all happy and carefree, selfishly enjoying their childhood without any regard to government statistics or national targets.

Year 2 SATs, along with proposals for a longer school day and calls for baseline reception assessments (thankfully now dropped) are just further proof that the government do not have our children’s best interests at heart. It also shows a distinct lack of common sense. It doesn’t take a PhD in education to comprehend that a child is far more likely to thrive in a calm, supportive and enjoyable environment. Learning should be fun. The value in learning through play seems to be largely underestimated.

The UK already has a far lower school starting age than many other countries, and in my opinion, we are already forcing them into a formal learning environment way too soon.

With mental health illness rates among British children already on the rise, it is about time our kids were put first. The government needs to stop “throwing books at heads” and start listening to teachers and parents about what is best for the children.

Emily-Jane Clark is a freelance journalist, mother-of-two and creator of stolensleep.com, a humorous antithesis to baby advice.