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| Version 0 | Version 1 |
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| Call to give schools pay opt-out | Call to give schools pay opt-out |
| (about 6 hours later) | |
| Schools in deprived areas should be able to opt out of national pay deals for teachers so they can attract better staff and pay them more, a report says. | Schools in deprived areas should be able to opt out of national pay deals for teachers so they can attract better staff and pay them more, a report says. |
| The report by think tank Policy Exchange also argues more funds should go to schools in challenging areas. | The report by think tank Policy Exchange also argues more funds should go to schools in challenging areas. |
| It argues that they face higher costs, especially in coping with poor discipline, and the national pay agreement discriminates against them. | It argues that they face higher costs, especially in coping with poor discipline, and the national pay agreement discriminates against them. |
| This is because schools in richer areas offer better work conditions, it says. | This is because schools in richer areas offer better work conditions, it says. |
| The report argues schools in disadvantaged areas should get extra funding by way of a "pupil premium". | The report argues schools in disadvantaged areas should get extra funding by way of a "pupil premium". |
| Attractive packages | Attractive packages |
| This would attach more money to pupils from poorer areas than to those from better off areas. | This would attach more money to pupils from poorer areas than to those from better off areas. |
| Once this money is available to schools in a deprived area, the report argues, they "should be able to opt out of the national pay agreement - levelling the playing field and boosting recruitment". | Once this money is available to schools in a deprived area, the report argues, they "should be able to opt out of the national pay agreement - levelling the playing field and boosting recruitment". |
| Although schools can already offer extra cash to staff through recruitment and retention allowances, Policy Exchange says these either tend to be given to everyone or no one at all. | Although schools can already offer extra cash to staff through recruitment and retention allowances, Policy Exchange says these either tend to be given to everyone or no one at all. |
| Instead a range of competing, alternative pay structures are needed, it argues. | Instead a range of competing, alternative pay structures are needed, it argues. |
| "All schools that employ their own staff should be allowed to opt out of the national pay agreement and use their own model, as academies are already doing," it says. | "All schools that employ their own staff should be allowed to opt out of the national pay agreement and use their own model, as academies are already doing," it says. |
| "Having more money, schools in challenging areas would be able to offer the most attractive packages, which could include incentives like smaller class sizes as well as higher pay." | "Having more money, schools in challenging areas would be able to offer the most attractive packages, which could include incentives like smaller class sizes as well as higher pay." |
| 'Fast-track routes' | 'Fast-track routes' |
| The report also suggested that low salaries and a lack of glamour was putting off good graduates from going into teaching. | The report also suggested that low salaries and a lack of glamour was putting off good graduates from going into teaching. |
| It said four out of 10 would-be teachers who entered post-graduate training courses in 2005-6 had 2.2 degrees or lower. | It said four out of 10 would-be teachers who entered post-graduate training courses in 2005-6 had 2.2 degrees or lower. |
| Many undergraduates viewed social work or nursing as the profession most similar to teaching. | Many undergraduates viewed social work or nursing as the profession most similar to teaching. |
| The report also argued that greater use of fast-track salary bands would attract better quality applicants into teaching. | The report also argued that greater use of fast-track salary bands would attract better quality applicants into teaching. |
| There should also be a fast-track route to advanced skills teacher status, so that teachers do not have to move into leadership roles in order to access higher salaries. | There should also be a fast-track route to advanced skills teacher status, so that teachers do not have to move into leadership roles in order to access higher salaries. |
| The head of education at the National Union of Teachers, John Bangs, said the report took a "reductionist market approach" and completely missed the point of why most teachers went into teaching. | |
| "What teachers in tough schools need is not extra money, but a guarantee that they will be supported and that they won't lose their jobs because the school is threatened with closure or special measures as the result of a failure to meet some government target. | "What teachers in tough schools need is not extra money, but a guarantee that they will be supported and that they won't lose their jobs because the school is threatened with closure or special measures as the result of a failure to meet some government target. |
| "The reality is that teachers will work in tough schools if they are going to be with friends and work as part of a team," he said. | "The reality is that teachers will work in tough schools if they are going to be with friends and work as part of a team," he said. |