Mending the education divide: Getting strong teachers to the schools that need them most

Following over a year of unprecedented restrictions and school closures the attainment gap for young people is widening, with socioeconomic background, ethnicity, and differential access to remote learning all playing a role. So how can we ensure that our best teachers are in place to help those students who need them most?

That was the problem we discussed at an event we hosted, along with the Education Policy Institute earlier this month. We invited a panel of education experts to discuss the findings from the Organisation for Economic Co-operation and Development Teaching and Learning International Survey (TALIS). ?This global report shows a disproportionately low distribution of the most effective teachers in schools with students from socio-economically disadvantaged backgrounds. Fortunately, the findings from the UK were less stark than some other countries, but there are still themes that can be addressed to minimise the education divide.

?At the event we asked why teachers continue to be attracted to schools with a good ‘reputation’, and why they believe that teaching in schools that serve more disadvantaged communities is ‘harder work’ and needs more skills.

Of course, the reasons for this are vast and complex, including having more students with greater educational needs and pastoral concerns, and who are learning in a non-native second language. Also, sadly because some are unable to concentrate as they have only eaten one meal that day on their free school meal plan. There is no simple solution to this problem, but it is one that we must continue to address to help close the attainment gap.

Improving digital skills of students was highlighted as a priority area in the TALIS report. Unsurprisingly, having access to teachers with high digital self-efficacy is key. The report found that disadvantaged students have opportunities to learn digital skills that are better or just as good as advantaged students when teachers who are confident about using ICT are distributed more evenly. This is one area we are passionate about, as we understand how digital skills can open up a wide range of career opportunities for students and help to fill skills gaps for employers.

At Capita, we also understand that young people haven’t just missed out on classroom learning, they’ve also missed opportunities to socialise and develop as people, something that’s crucial to their overall wellbeing and future success. That’s why we are thrilled to be delivering the Turing scheme on behalf of the DFE, which offers students life-changing experiences to study or work abroad, supporting an holistic approach to their education recovery.

And of course, we recognise that teachers have gone above and beyond to deliver exceptional learning opportunities to young people across the country, often under immense strain. As a lead provider on the Early Careers Framework, we are poised to support those teachers in their early careers, but we recognise that this is only part of the story and that more must be done to mend the education divide and ensure that we get the best teachers to the students who need them most.

This is an area we plan to continue to focus on, supporting our clients and partners to create better outcomes for all children and young people. For more information on Capita in Education and Learning: https://bit.ly/3JOdFF4

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