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Title page

Contents

Executive Summary 8

Tutoring 8

Teacher workload and recruitment across different subjects 8

Improving writing standards in primary schools 9

Musical instruments and equipment 9

Diversity 10

National Professional Qualifications (NPQ) 10

Support for learners with SEND/LDD 10

Cost of living 10

Introduction 12

Methodology 12

Weighting 13

School-level weighting 13

Individual-level weighting 13

Panel A/B weighting approach 13

Interpreting the findings 14

Glossary 15

Tutoring 16

Usage and planned usage of NTP routes 16

Teacher workload and recruitment across different subjects 20

Number of GCSE classes taught by teachers 20

Size of GCSE classes 21

Average number of hours spent teaching GCSE subjects 22

Recruitment of teachers 23

Improving writing standards in primary schools 26

Confidence of teacher workforce in teaching writing 26

Targets related to writing in school improvement plan 26

Initiatives to improve writing 27

Musical instruments and equipment 32

Musical instruments for use outside the classroom 32

Musical instruments for use inside the classroom 35

Music technology/equipment 37

Diversity 41

Serious youth violence 43

Whether currently dealing with knife crime related safeguarding issues 43

Number of incidents 45

Weapon possession 46

National Professional Qualifications (NPQs) 48

Awareness of NPQs 48

Sources of awareness 48

Applying for an NPQ 49

Helpful information about NPQs 50

The NPQ Targeted Support Fund (TSF) 52

Provision of enrichment activities and school-aged childcare 54

Activities/childcare that will be offered 54

Responsibility for provision 54

Government support for childcare 55

Support for learners with Special Educational Needs and Disabilities (SEND) 57

School confidence in supporting learners with SEND/LDD 57

Teacher confidence in supporting pupils with SEND/LDD 61

Cost of living 64

Parents and pupils asking for advice on welfare or financial support 64

Pupils arriving to school hungry 64

Impact of cost of living on pupils' school experience 66

Impact of cost of living on pupils' choice of post-16 destination 68

Main challenges to the school / teachers and pupils over the coming months 69

School leaders' view 69

School teachers' view 71

Challenges facing schools 76

Main challenges facing schools 76

Support the Department for Education can provide 78

Wellbeing 80

Life satisfaction 80

Worthwhileness of daily tasks 81

Happiness 82

Anxiety 83

Annex 85

Tables

Table.1. Number of responses by key group 12

Table 2. Topics covered in the September wave, alongside the relevant section in the data tables 85

Table 3. The ONS wellbeing measures and their bandings 85

Figures

Figure 1. Whether currently using or has plans to use NTP route to deliver tutoring 17

Figure 2. 2022-23 term in which NTP tutoring will be delivered 18

Figure 3. Whether planning to deliver a higher, same, or smaller amount of NTP tutoring compared to 2021-22 academic year 19

Figure 4. Median number of different GCSE classes that secondary teachers are teaching in this academic year, by subject 21

Figure 5. Median number of pupils taught, on average, in a single class of each GCSE subject, this academic year 22

Figure 6. Median number of hours per week, on average, that subject teachers will spend teaching each GCSE subject, in this academic year 23

Figure 7. Subjects that secondary schools had found it most difficult to recruit for in the last 6 months 24

Figure 8. How schools had responded to recruitment difficulties, across all subjects where experienced difficulty in the last 6 months 25

Figure 9. Rating of level of confidence of their teacher workforce in teaching writing 26

Figure 10. Whether any targets or actions related to writing specifically mentioned in their school improvement plan 27

Figure 11. The initiatives primary schools have in place (or are planning to put in place) to improve writing outcomes for pupils 28

Figure 12. Which two forms of targeted support that the Department for Education could offer would be most helpful for improving writing outcomes in their school 31

Figure 13. Whether their school offers or loans musical instruments for pupils to use outside the classroom 33

Figure 14. How often schools have sufficient access to a stock of musical instruments to enable pupils' timely access to the instrument of their choice 34

Figure 15. Overall quality of musical instruments that school is able to offer/loan pupils outside of the classroom 35

Figure 16. Whether their school has sufficient stock of musical instruments for classroom/ curriculum use 36

Figure 17. Overall quality of musical instruments that school is able to use in the classroom as part of the curriculum 37

Figure 18. Whether their school provides additional music equipment for pupils with SEND e.g. adaptive instruments or music technology 38

Figure 19. Whether their school offers/loans music technology for pupils to use, as required 39

Figure 20. How often schools have sufficient access to a stock of music technology equipment for classroom/curriculum use 40

Figure 21. Whether school or Trust has adopted any of the following practices to promote awareness of, and encourage diversity in the school workforce generally 42

Figure 22. Proportion of schools who were dealing with knife crime as a safeguarding issue over time 44

Figure 23. Number of individual safeguarding incidents involving knife crime which schools are actively dealing with (incidents per 1000 pupils) 46

Figure 24. Sources where leaders and teachers had heard about NPQs 49

Figure 25. Intention to apply for NPQ in the future 50

Figure 26. Helpful information to aid decision making on whether to undertake an NPQ 51

Figure 27. Reasons why the TSF will make no difference to completing an NPQ 53

Figure 28. Who leaders anticipate will run majority of provision this term 54

Figure 29. Reasons for not accepting government support for childcare 56

Figure 30. Schools' level of agreement that they are able to effectively support pupils with SEND 57

Figure 31. School barriers to meeting the needs of students with SEND/LDD 59

Figure 32. How well schools with insufficient access to specialist services or professionals can access different forms of support for pupils with SEND/LDD 60

Figure 33. Teachers' level of agreement that they feel equipped to effectively support pupils with SEND 62

Figure 34. Barriers to meeting the needs of students with SEND/LDD 63

Figure 35. Whether the number of pupils arriving at school hungry has increased, decreased or stayed the same in the last six months (Schools) 65

Figure 36. In the last six months, has the number of pupils arriving at school hungry increased, decreased or stayed the same (Teachers) 66

Figure 37. Whether schools had seen an increase in the number of pupils who have experienced the following since the start of the academic year 67

Figure 38. Main challenges schools will face due to the rising cost of living in the coming months (leaders) 70

Figure 39. Main challenges teachers and pupils will face due to the rising cost of living in the coming months (teachers) 72

Figure 40. Whether there are any groups of pupils in particular at school whose education is disproportionately affected by increases to the cost of living 74

Figure 41. Satisfaction with their life nowadays (mean score 0-10) 81

Figure 42. Extent to which they feel the things they do in their life are worthwhile (mean score 0-10) 82

Figure 43. How happy they felt yesterday (mean score 0-10) 83

Figure 44. Level of anxiety yesterday (mean score 0-10) 84

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