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| Schools have no funds to train teachers, says study | Schools have no funds to train teachers, says study |
| (about 1 hour later) | |
| There are 20,000 teachers in schools in England without any budget to train them, according to research by the Teacher Development Trust. | There are 20,000 teachers in schools in England without any budget to train them, according to research by the Teacher Development Trust. |
| Teacher quality has often been highlighted as the key to raising school standards and this research warns of a serious gap in funding. | Teacher quality has often been highlighted as the key to raising school standards and this research warns of a serious gap in funding. |
| David Weston, chief executive of the Teacher Development Trust, said the findings were "extremely concerning". | David Weston, chief executive of the Teacher Development Trust, said the findings were "extremely concerning". |
| The Department for Education said such training was "vital for all teachers". | The Department for Education said such training was "vital for all teachers". |
| But it was up to head teachers to "make the right decisions for their staff". | But it was up to head teachers to "make the right decisions for their staff". |
| The study says 600 schools have "wiped out" their budget for professional development. | The study says 600 schools have "wiped out" their budget for professional development. |
| Head teachers have warned about pressures on school funding and the education charity warns that training budgets can be among the first to suffer when there are cuts. | Head teachers have warned about pressures on school funding and the education charity warns that training budgets can be among the first to suffer when there are cuts. |
| "It is shockingly short-sighted for schools to be slashing these budgets at a time when there is more pressure than ever on recruiting and keeping staff," said Mr Weston. | "It is shockingly short-sighted for schools to be slashing these budgets at a time when there is more pressure than ever on recruiting and keeping staff," said Mr Weston. |
| "We work with schools who have invested in this area and seen huge improvements in pupil results and teacher recruitment." | "We work with schools who have invested in this area and seen huge improvements in pupil results and teacher recruitment." |
| 'Pitifully low' | 'Pitifully low' |
| He said that investment in professional training should remain a priority and that pupils deserved to be taught by teachers with up-to-date skills. | He said that investment in professional training should remain a priority and that pupils deserved to be taught by teachers with up-to-date skills. |
| The research found lower-achieving schools were likely to spend less on training than those which were more successful. | The research found lower-achieving schools were likely to spend less on training than those which were more successful. |
| Secondary schools on average spent 0.37% of their budgets on staff training and 0.65% in primary schools. | Secondary schools on average spent 0.37% of their budgets on staff training and 0.65% in primary schools. |
| Funding levels for training were "pitifully low", said Prof Robert Coe, director of the Centre for Evaluation and Monitoring at Durham University. | Funding levels for training were "pitifully low", said Prof Robert Coe, director of the Centre for Evaluation and Monitoring at Durham University. |
| "Research evidence is very clear that investing in high-quality support for teachers' professional learning is not just one of the most effective things schools can do to raise standards, but one of the best-value choices they can make. | "Research evidence is very clear that investing in high-quality support for teachers' professional learning is not just one of the most effective things schools can do to raise standards, but one of the best-value choices they can make. |
| "Cutting spending on CPD, even in a time of tight budgets, would be one of the most counterproductive, short-sighted and evidence-averse things a school could do." | "Cutting spending on CPD, even in a time of tight budgets, would be one of the most counterproductive, short-sighted and evidence-averse things a school could do." |
| The deputy head of Quintin Kynaston school in north London, Ross McGill, said it was wrong for schools to be "squeezed into a corner, forced to make a decision to cut, or have no continuous professional development budget available to their staff". | The deputy head of Quintin Kynaston school in north London, Ross McGill, said it was wrong for schools to be "squeezed into a corner, forced to make a decision to cut, or have no continuous professional development budget available to their staff". |
| He said that the staff development budget was "always the first thing to be cut when unplanned financial circumstances arise throughout the academic year". | He said that the staff development budget was "always the first thing to be cut when unplanned financial circumstances arise throughout the academic year". |
| "With rapid reforms in curriculum, examinations and assessment, every school will need to invest a huge amount of time for all staff to be one step ahead of their students in class," he said. | "With rapid reforms in curriculum, examinations and assessment, every school will need to invest a huge amount of time for all staff to be one step ahead of their students in class," he said. |
| A Department for Education spokesman said: "Continued professional development is vital for all teachers to help improve their knowledge and skills. | A Department for Education spokesman said: "Continued professional development is vital for all teachers to help improve their knowledge and skills. |
| "Thanks to our investment in school funding, which at more than £40bn in 2016-17 is at its highest level on record, we are giving all schools access to the resources they need. | "Thanks to our investment in school funding, which at more than £40bn in 2016-17 is at its highest level on record, we are giving all schools access to the resources they need. |
| "We trust heads to make the right decisions for their staff and use those resources to invest in high quality training and development." | "We trust heads to make the right decisions for their staff and use those resources to invest in high quality training and development." |