6 Concluding remarks
122. This inquiry brought us into contact not just
with a range of vital stakeholders across education, but with
a significant number of teachers and learners from a range of
schools and training backgrounds. Throughout our inquiry, we have
been struck by the incredible passion, expertise and skill of
the vast majority of teachers, and by the commitment with which
they tackle a vital and often challenging role in society.
123. We know that the Government agrees with us,
and were delighted to hear the Schools Minister reiterate, in
his evidence to us, his belief in the "very highly professional
and competent teaching profession that we have in this country",
and our good fortune in that.[217]
During our inquiry, however, we were concerned to note that many
teachers would not recommend the profession to their own students.
We also note Sir Peter Lampl's admission that, when he was in
business finance and not involved with education, he "had
a pretty negative view of teachers, as a lot of people in that
world do".[218]
We agree with Sir Peter that, above and beyond improvements which
need to be made, most teachers are in fact "public servants
doing a great job",[219]
and we urge the Government
to consider how best it might continue to engage non-education
sectors with the fantastic and inspiring work which goes on in
many classrooms around the country. We
similarly urge the Government to continue championing the work
done by teachers up and down the country—not least through
shadowing some of them, which the Secretary of State has committed
to doing[220]—and
to sell the many benefits and rewards of the profession to the
brightest and best candidates.
124. Our inquiry made clear that, whilst the majority
of teachers are strong, the comparative impact on society of the
best and worst teachers is dramatic. Indeed, it is not an exaggeration
to state with confidence that raising the quality of teaching
yet higher will have profound consequences for pupils' attainment
and progress, and subsequently for their adult lives and the contributions
they make to society. There is, therefore, a moral imperative
to improve teaching even further, and to ensure that there is
no place for bad teachers in our system (particularly considering
their disproportionate impact on students who are already from
disadvantaged backgrounds).
217 Q 758 (Nick Gibb MP) Back
218
Q 139 Back
219
Idem. Back
220
See Q 158, evidence before the Education Committee, 31 January
2012 Back
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