The majority of teachers responding to a government survey have had to lead lessons outside of their subject specialism this year, and most found the experience stressful and that it caused increased workload.
These findings are revealed in the latest set of School and College Panels published by the Department for Education (DfE) this week.
Responses from questions asked in January and March also shed light on how the cost-of-living crisis is impacting schools and on how aware teachers are of key government education reforms.
The panels have been running since 2021 to help inform DfE policymaking.
Here are the key findings from the January and March reports.
1. Majority of teachers had taught outside their specialism
Six in 10 teachers responding had taught outside of their specialism in the past 12 months, with 37 per cent doing so every or most weeks.
Of these, 60 per cent had to teach a subject that was not closely related to their subject specialism. Almost half (46 per cent) had received training or support to help them teach outside of their specialism, and almost all who had (94 per cent) found this helpful.
The survey showed that attitudes towards teaching outside of subject specialisms were typically negative. More than three-quarters (78 per cent) agreed that it increased their workload, 68 per cent reported that it was stressful and 65 per cent had felt unprepared.
On a more positive note, more than a third (38 per cent) said they enjoyed the variety and around one in five (19 per cent) felt teaching outside of their specialism would help their career prospects
2. Cost-of-living crisis led to cuts
The report gives a detailed insight into how schools responded to rising costs.
Around nine in 10 schools responding to the survey (88 per cent) had taken action or planned action as a result of recent inflation and the rise in the cost of living.
This was most often turning the heating down or off (60 per cent) and cutting back on the use of course materials (58 per cent).
When comparing responses from different phases, primary schools were more likely to have turned the heating down or off, cut back on the use of course materials and reduced non-teaching staff numbers.
The report said secondary schools were more likely to have reduced teaching staff numbers, increased class sizes and reduced the quality or increased the price of school meals.
3. Mainstream schools needing AP support
Around eight in 10 secondary schools (79 per cent) reported they had pupils who needed outreach support from alternative provision.
The responses show that 61 per cent respondents said their schools had pupils receiving outreach support. Just over one in 10 said that this support was received by all pupils who need it. However, the vast majority (87 per cent) of schools requiring outreach support had at least one pupil who needed outreach support but was not receiving it.
4. Some primary teachers lack confidence around pupils with communication needs
Almost two-thirds (64 per cent) of primary teachers felt confident supporting children with speech, language and communication needs (SLCN) but just over a third (35 per cent) of primary teachers reported that they were not confident.
A slightly higher proportion (76 per cent) of primary teachers were confident understanding when to refer a child with SLCN to specialist services. But a quarter (23 per cent) of primary teachers were still not confident in this respect.
5. Just half of teachers aware of DfE SEND plans
The majority of school leaders (86 per cent) were aware of the government’s SEND (special educational needs and disabilities) and Alternative Provision Improvement Plan, but just over half (51 per cent) of teachers said they knew about the reform programme.
Having some knowledge of the plan was also higher among leaders, with 69 per cent saying they know at least a little about it compared to 28 per cent of teachers saying they know at least a little.
This question was asked in a March survey. The government’s SEND and AP Improvement Plan was launched that month. It followed on from the SEND Review and includes a number of plans, including creating new national standards in SEND and moving to a digitised system for education, health and care plans (EHCPs).
6. NIoT a household name?
The survey carried out in January showed that just less than a quarter (24 per cent) of school leaders and teachers had heard of the National Institute of Teaching (NIoT).
The report said that among this group, knowledge levels varied.
One per cent of respondents reported that they knew a lot about the NIoT, eight per cent reported they knew a little, while one in six (16 per cent) had only heard the name.
The £121 million government institute, which was founded last year, was established by the government to lead on teacher training and development.
