79% of schools say non-teaching roles increase teaching and learning

Over 50% of schools have created non-teaching roles to re-address the balance of teaching and administrative duties in the last two years, findings from Select Educationís new research suggest. However, in two thirds of schools these roles have represented less than a quarter of the total jobs created, questioning whether they are approaching the DfESí Raising Standards and tackling workload: national agreement (2003) and workforce remodelling effectively,

Striking the appropriate balance of teaching and non-teaching roles, to combat intensive teacher workloads and consequent recruitment and retention issues, is unique to each school but essential to improving the quality of education according to the national agreement.

The research showed that the majority of non-teaching roles created with ëhigh priorityí have been pupil welfare orientated, with cover supervision (45%), behaviour management (41%) and pastoral care (34%) amongst those topping the list. This complements the national agreement as it will see a shift of teachersí clerical responsibilities to trained support staff, freeing time for teachers to concentrate on teaching and learning.

The increase in SEN workers (36%) is also encouraging given the introduction of the Disability Equality Duty last year and the inclusion in policy and practice, which will see an increased focus on SEN teaching across the board.

Peter Flannery, managing director of Select Education reflects on the findings: ì The research recognises the importance and ability of non-teaching staff to support education and the curriculum, by highlighting that the majority of roles needed to support teaching and learning through services such as extended schools programmes are non-teaching. This is clearly the case with 48% of schools saying that the recruitment of additional administration staff would be key in the implementation of extended schools, in comparison to only 18% highlighting the need for supplementary teaching staff.

ìItís a challenge, but the linchpin to schools building the most effective workforce is to identify the most appropriate mix of staff for the individual school - from teachers, examination officers and vocational experts to teaching assistants and business managers. It isnít a ëone size fits allí solution so it needs a strategic approach to support recruitment, retention and succession planning to ensure employees are carrying out the most appropriate tasks for their skill set and qualifications to not only produce and create an effective learning environment but also improve the over-all quality of education.î

The majority (67%) of respondents are in favour of extended schools services, and whilst the focus on recruitment in this area has been limited (23%) so far, 79% of schools recognise that the service will increase teaching and learning, securing its role in education and therefore its place in the context of workforce remodelling.

The research found 50% of schools plan to collaborate with other local schools to provide extended school services, which will minimise the strain on both personnel and physical resources, and will see the sharing of the additional sport coaches (55%) and play leaders (37%) identified as being essential in delivering activities to the wider community.

However, respondents raised concerns over increased managerial issues brought by extended schools services, citing more complex management arrangements (63%) and increased managerial responsibilities (57%) as key concerns. Respondents also felt that due to extended schools activities managers would have to contend with increased pressure from parental expectations (49%) and the need for longer staff working hours (46%).