Impact on pupil achievement
27. An important issue is the extent to which turnover
of teachers affects performance by pupils. Professor Howson pointed
to research he had undertaken for the National College for School
Leadership linking the length of a head teacher's service with
a school's Performance and Assessment [PANDA] grade:
"The analysis revealed a definite association
between the length of service of the head teacher and the PANDA
grade for the school.
In both primary and secondary sectors:
- A* schools had the greatest percentage of heads
that had a length of service of over six years in the same post.
Nationally, this category also had the smallest percentage with
0-3 years of service by a head teacher at the same school.
- E* schools had the smallest percentage of schools
with heads having a length of service of 6+ years in the same
school and the largest percentage of schools where the head teacher
remained in post at the same school between 0-3 years.
- The research confirmed a clear division between
the profiles of the length of service of head teachers in the
two A gradings and the two E gradings. Both A and A* school categories
had more heads with a length of six+ years service at the same
school while both E and E* categories had a greater percentage
than any other category of schools where the head teacher remained
at the same school for 0-3 years.
- There are many factors that may affect the strength
of the association between PANDA ratings and head teacher turnover.
These include both educational changes that have impacted nationally
during the period under review and performance and management
factors more specific to individual schools." [28]
28. The DfES in its memorandum commented on the problems
turnover of teaching staff generally can have for schools:
"Schools which are unable to retain high calibre
teachers find it harder to achieve high standards for their pupils.
Ofsted has commented in recent annual reports on the difficulties
faced by schools in areas of high turnover."[29]
29. Ofsted expanded on that point in its memorandum:
"A significant number of schools going into
special measures experience difficulties in recruiting and retaining
teachers of a high enough calibre…In some of the larger secondary
schools it is common for a number of vacancies to be covered by
supply or temporary staff, including teachers from overseas who
may be unfamiliar with the requirements of the National Curriculum,
and who need additional time to assess what pupils know and to
identify what they should do next."[30]
30. High turnover, and the inability of some schools
to recruit sufficient high calibre teachers, has a knock on effect
on the achievement of pupils in those schools. Turnover within
the profession may not be a significant issue for schools in general;
but for those schools in the most challenging circumstances it
can exacerbate an already difficult situation.
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