The gap between the experience levels of teachers working in affluent and disadvantaged schools in England is more than twice the OECD average, a report says, the TES reports.
Figures taken from an OECD Teaching and Learning International Survey (Talis) survey in 2018 show that, in England, 57 per cent of teachers who work in socio-economically advantaged schools have more than 10 years’ teaching experience. Meanwhile, experienced teachers in disadvantaged schools represent 50 per cent of the workforce.
Overall, 55 per cent of England’s teachers have more than 10 years’ experience – one of the very lowest proportions in the whole of the OECD.
The report found that the proportion of experienced teachers was not statistically different between private and state schools or between those in urban or rural areas in England.
James Zuccollo, director for school workforce at the Education Policy Institute (EPI), said that attracting high-quality teachers to poorer schools should be a priority.
He said: “The quality of teaching is the most important element of children’s schooling, and it is essential to ensure that all children have access to great teachers,” he said.
“Given that countries with a more even distribution of quality teachers tend to perform better in international PISA [(Programme for International Student Assessment)] tests, it is imperative that the government continues to focus on policies that incentivise effective teachers into areas with low pupil outcomes.
“Ensuring that challenging schools have the tools to attract and retain great teachers and the resources to support them, must remain a top priority.”
Andreas Schleicher, director for education and skills at the OECD, said: “The findings of this report suggest that effective teachers do not necessarily work in the schools that need them most and that this can give rise to socio-economic inequalities in student performance.
“This calls for policies aimed at ensuring a more equitable allocation of teachers.”