Baljinder Kuller considers how independent schools can tackle long-term recruitment and retention issues

We are approaching a critical juncture in education where schools are arguably at a crossroads in terms of talent attraction and retention. Without a greater supply of new teachers, and better retention of existing staff, independent schools will struggle to maintain the high standards of education that they have become known for. But how can we tackle the ongoing skills challenges for these schools in the long term?

The new government’s ambitious plans to recruit 6,500 new teachers made the headlines recently as a potential solution to the skills crisis. However, as most of those operating within the sector recognise, even if these targets are met, the majority of schools will not see a significant impact. Currently, there are around 27,000 schools in the UK (excluding nurseries), of which 2,366 are independent institutions. The existing proposals would therefore mean roughly one in four schools would benefit from a single new staff member. While independent schools have often been perceived as more insulated from these issues, they are now facing their own significant staffing-related pressures.

Additionally, the plans don’t account for those leaving the profession each year. This isn’t a new phenomenon. Over the past decade, recruitment shortfalls, combined with retention issues, have increased the teacher shortfall by around 1,000 teachers a year. Across all levels, Department for Education data suggests that around 40,000 people leave every year, approximately 9% of the total workforce.

This isn’t sustainable, even accounting for potentially smaller intakes in approaching years. The number of children in the UK might be anticipated to fall by around 1.5 million by 2040, but class sizes are expected to peak later this decade. With the gap in supply and demand for teachers growing while classes increase, solutions clearly need to be identified quickly.

Increased recruitment is, of course, needed, but the core issue to tackle first is retention, to ensure future hiring doesn’t go to waste. The proportion of new starters leaving education has significantly increased in recent years, with nearly a third leaving within the first five years of qualifying.

The reasons professionals want to exit the education sector vary and naturally depend on individual circumstances. However, there are some core issues driving many teachers away. Retirement is obviously one, but this, and factors related to pay, are unlikely to be rectified without intervention at a higher level.

One of the driving factors behind these worrying numbers are the major workloads teachers are faced with. Larger class sizes don’t just impact pupils, and along with increased administrative burdens, eat into free time. According to a study of more than 4,300 specialists, just 18% of independent teachers felt that their workload is manageable and the average professional now works around 50 hours a week, 12 more than the OECD average. Many are clearly being pushed to their limits, and with more colleagues looking to leave, the strain is only likely to increase.

Bolstering mental wellbeing for teachers goes beyond tackling the workload issue. We have all seen headlines around the effect of Ofsted inspections, for example, and schools across the board must look to invest in supporting their staff. According to research from the Independent Schools Risk Barometer 2024, many institutions are facing a rise in staff mental health issues. Half of the independent schools surveyed have seen an increase in teacher anxiety (48%) and stress (47%) during the past 12 months. Two in five (40%) have also reported an uptick in teacher depression. Teachers are twice as likely as the general population to suffer from depression and anxiety, and it’s clear that these issues are pushing many people away. Training also needs to adapt to allow for a greater focus on tackling mental health challenges and providing teachers with more practical tools and strategies could ease the transition into their roles and improve retention rates.

Flexible working has gained significant attention in recent years as a potential solution to improving teacher retention, yet few schools have fully embraced or implemented these ideas. By reassessing current staffing structures, schools could introduce four-day work weeks for some teachers, supported by ‘floating’ educators who rotate across year groups to ensure continuity for pupils. However, with predictions of 10,000 fewer pupils enrolling in independent schools, implementing such initiatives may become more challenging in practice, as reduced pupil numbers could affect budgets and limit the flexibility schools can offer. Despite this, creative solutions to balance work and home life remain crucial to reducing staff attrition.

Some rather unusual ideas have also been proposed – like offering longer lie-ins, or a nine-day fortnight – but there are more realistic measures available as well. Salary increases are likely to be off the table for most, particularly with financial challenges growing, as independent schools face National Insurance increases. However, offering a designated retention bonus could help retain more teachers and keep them motivated in their crucial early years.

Professional development is also a core issue. One of the factors driving so many new professionals to leave within their first years in the industry is that a large proportion feel unsupported in their roles. Everyone is working at capacity and inadequate mentorship and a lack of resources make the opportunity to learn from others almost impossible. Equally, development opportunities for education professionals need a wholesale rethink, and must also allow for supply teachers to be included. Particularly when new Department for Education figures show that use of these specialists has increased by 58% since the pandemic.

Getting professionals through their first years in teaching needs to be prioritised, and enhanced induction programmes that pair new teachers with experienced mentors can make the transition smoother. Currently, initial training courses focus primarily on theory, with relatively limited practical experience. More regular check-ins, workshops and training opportunities should all be offered in higher volumes. This not only enables professionals to keep their skills as sharp as possible, but also to keep up to date with new platforms that could support their roles.

Ultimately, a multifaceted approach needs to be taken to tackle the retention issues in education. We must reverse the statistics that show thousands of teachers leave the profession every year, and independent schools are arguably in the best place to lead the charge on this. They are often in a unique position to contribute to innovative policies that prioritise teacher wellbeing and provide greater flexibility around working hours. However, in order to support the education sector as a whole, we cannot lose sight of the fact that effective collaboration between independent schools, the government and state institutions is critical. A united approach is the only way to ensure that the sector can tackle its hiring and retention issues longer-term.

Baljinder Kuller is founder and chief executive of education recruitment firm The Supply Register.

Baljinder Kuller