School workforce in England: methodolgy

• Published: 25 June 2020

Summary

The Statistical Publication: ‘School Workforce in England: November 2019’ provides the latest information at national and local level on the number and characteristics of teachers and other school staff that work in state funded schools in England.

The publication summarises the information that was collected via the November 2019 School Workforce Census – the tenth running of the ‘census’ – and links data from other sources including teachers’ pension administration data and the Database of Qualified Teachers. 

For this publication, the previous fixed-format tables previously published have been replaced by a series of machine-readable files which, in conjunction, with our new online platform, Explore Education Statistics, provide flexible outputs to the users requirements. The contents of the publication are similar to what has been published before and cover the following broad themes: 

 

Teacher numbers, characteristics and deployment.	This publication provides time series of teacher numbers in all state funded schools in England. It provides various breakdowns of these; by post held, school type and phase, gender, age, ethnicity, whether they work full/part-time, have Qualified Teacher Status or not etc.
Teacher turnover and retention.	This publication shows the number of qualified entrants to teaching (and whether they are new teachers or returners), their propensity to stay, and the numbers of qualified teachers leaving the teaching profession (e.g. through retirement or leaving early).
Teacher pay.	This publication shows the salaries received (in £5/10 thousand bands) for all teachers and separately for classroom teachers, leadership group teachers, and head teachers. The statistics also provide an age, gender and school type/phase breakdown. Where appropriate, average mean and median salaries are provided for comparison purposes. A summary time series of mean averages on a comparable basis is also provided.
Statistics on support staff.	Time series data are also published which show the number of teaching assistants and school support staff employed by all state funded schools. This data shows the numbers by post held and has some limited characteristics data e.g. gender and ethnicity.
Teacher qualifications and curriculum taught.	This publication provides information on the highest post-A-level qualification held by teachers (by teacher grade and school type/phase).  Estimates are also provided, based on a large sample of secondary schools, which show the number of teachers by subject, teaching at Key Stage 3-5 and the relevant number of hours taught. The publication also provides estimates of the number/percentage of teachers teaching each subject that have relevant post-A-level qualifications in the subject. Similar data is produced showing the number of hours taught by teachers with relevant post-A-level qualifications in the subject.
Teacher vacancies.	This publication shows the number of advertised teaching posts that were either vacant or temporarily filled at the census date in November (Which is mid term). It provides subject level estimates for these posts for secondary schools only.
Teacher sickness absence.	This publication shows the number of teachers that have taken sickness absence in the previous academic year and the number of days they were absent.
Pupil teacher ratios.	Pupil data from the January 2019 school census is used to produce pupil teacher ratios and pupil adult ratios (teachers and all classroom-based support) for each school type/phase.
Teacher retirements  and teachers out of service	The publication shows the overall number of teachers who have been awarded retirement benefits from the Teachers’ Pensions Scheme after leaving teaching service in England. Also included are estimates of the numbers of teachers with qualified teacher status in England who have left service or who never entered service.

The latest release updates and supersedes the previous statistical release; the full series can be found on gov.uk.

The school workforce census is the main source of information on the numbers, characteristics and deployment of school staff and it is used to inform policy decisions to improve the standard of education in schools. It is also used by other organisations interested in this subject. For example, data on teacher numbers, patterns of working and  the Office of Manpower Economics on behalf of the School Teachers Review Body. See here for further information.

This document aims to provide information on the methodology involved in the production of this data – from collection through to publication – and information relating to the quality of the statistics.

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Data sources

The statistics published in the ‘School Workforce in England’ series of releases are predominantly based on information provided by schools and local authorities as part of the annual School Workforce Census that was introduced in 2010. For this publication most files that previously included pre 2010 figures now start from 2010 to provide a time series that is full comparable. Users requiring pre-2010 figures should refer to previously published series that can be found on gov.uk. Any remaining files that show longer time series e.g. teacher retention, retirements and out of service teachers are constructed from the data sources that existed at the time linked to the school workforce census as appropriate.

Prior to 2010, some school workforce data was provided by local authorities as part of the Form 618g return and some by schools as part of the pupil level School Census. Other teacher data were contained in separate exercises, for example, data on teacher pay was collected separately as part of the administration of the Teachers’ Pension Scheme. Data on the curriculum taught in secondary schools was collected by surveys once every four or five years. The final statistical release that brought together workforce statistics from the various different data collections is published in the gov.uk archives here.

The School Workforce Census was introduced to replace these (and other) collections and designed to ensure data was collected consistently and comprehensively by having all key data items in one single, harmonised exercise. This helped improve the quality and consistency of key school workforce statistics vital for monitoring and evaluating the school workforce; and as a benefit helped reduced the data collection/provision burden on schools.

The census collects information on school staff from all state funded schools in England; including local authority (LA) maintained nursery, primary, secondary and special schools, all academy schools (including free schools, University Technical Colleges, Studio Schools  and CTCs) and Pupil Referral Units (PRU). It also collects information from LAs on their centrally employed teachers and support staff who spend more than half their time in schools. These are shown as a separate category in the tables as we do not know in which type of institution, if any, they work. The census does not collect data from independent schools, non-maintained special schools and other further education colleges (FE). Some former FE funded sixth form colleges which are now classed as academy schools are excluded.

The census collects a broad range of characteristics data, such as gender, age, ethnicity and disability, for all school staff. It also collects contract information such as grade, post or role, qualifications data, pay data and hours worked of those whose individual level data is collected. . The hours worked, together with the full-time weekly hours, are used to calculate whether staff are full or part-time and for part-time staff their full-time equivalence. 

The census collects data at the individual level for all types of staff in schools where they are in regular employment with a contract of 28 days or longer. This includes contracts that were open on the census date and those that were open but ended during the previous academic year. Staff that do not have an open contract recorded on the census date are not included in the in-service figures in the publication, however their information is used in the calculation of teacher sickness absence rates (as these relate to the previous 12 months). Teachers that were employed in schools during the census period that do not have a contract of employment that lasts/will last 28 days or longer are included in an aggregate headcount of occasional teachers. Other support staff are not included except that staff who are employed by a third party agency, irrespective of the length of contract in an aggregate headcount broken down by post type.

In addition, for a sample of secondary schools (including secondary academy schools), the census collects information on the curriculum taught by teachers to pupils in years 7-13. The curriculum data is only collected from secondary schools that use electronic timetabling software that can produce data in the format required. This means that the sample size can change each year, see the section on ‘Teachers’ qualifications and curriculum taught’ for further details.

The census also collects counts of teacher vacancies and school level aggregate counts of occasional teachers and support staff employed through an Agency/third party service provider. Local authorities also supply data on the number of educational psychologists they employ. However this will not show the true number of educational psychologists as local authorities do not include educational psychologists where the service has been outsourced or where this provision is been shared with other local authorities.

Individual sickness absence records are also collected for all teachers in service during the 12 months prior to the census date. These records are linked to contract records to construct the number of incidences of sickness absence and estimate the total number of days lost to teacher sickness absence. These figures are not available for schools that have opened during the year or converted from a local authority school to an academy. 

The data collected as part of the administration of the Teachers’ Pension Scheme (known as the Database of Teacher Records, DTR and pensioner statistics, (Penstats) is used in several places within the publication. These are used to derive statistics on the number of qualified teachers that retire in the latest financial year and the type of retirement. It is also used to derive statistics on the number of qualified teachers that are currently out of service and the number of qualified teachers that have no service history. 

The DTR is linked to the teacher data from the School Workforce Census using the unique Teacher Reference Number. This dataset is then linked to the Database of Qualified Teachers which holds information on the date that teachers gained their Qualified Teacher Status – and allows us to determine whether new entrants to teaching are Newly Qualified Entrants. The combined dataset is then used to construct the qualified teacher retention file. The file shows the number of teachers that qualify in a year and the number that enter service within the next year and then shows the percentage of teachers that remain in service in each year afterwards.

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Data collection, processing and cleaning

This section describes the five stages that the data go through and how the Department supports schools and local authorities in their task of providing high quality data. The first four stages are all internal processes. The census data is not used publicly until the final, fifth stage when it is formally published within the publication.

The school workforce data required from both schools and local authorities is determined in advance of the census in such a way that schools and LAs can engage the suppliers of their management information systems (MIS) with sufficient time to incorporate any new data items (or changes to existing data items) into their local systems. The software suppliers build data extraction routines based on the data requirements set out in the technical specification published by the Department. Typically, a near final version of the technical specification is shared with software suppliers around a year before the next census date. This allows software suppliers the opportunity to see and comment on the data requirement and any changes from the previous year. Their comments and views are taken into account to ensure the Department is asking for data in a way that is straightforward to deliver. A final version of the technical specification is then published for local authorities and software suppliers to see and use. The current technical specification and archived versions are published here.

Stage 1

By census, day schools and local authorities should have ensured their management information systems hold accurate details for all their staff in scope of the census. They would then ensure that the information required by the Department (as set out in the published School Workforce Census data requirement) is extracted and uploaded to the Department’s COLLECT system. Schools and LAs will have had the opportunity to test out the quality of their data and the data extraction routines provided by their software suppliers by using the familiarisation version of the Department’s data collection system, COLLECT. The full list of data items collected by the census can be found in the guides provided to schools and LAs.

Stage 2

Once schools and local authorities have successfully loaded their data onto COLLECT they can review and inspect their data. The COLLECT system has a range of checks that it runs on the data: e.g. simple formatting checks, arithmetic checks and validation rules that specific data items must meet. The checks made within COLLECT are contained within the published guides and specifications.

Software suppliers often build these checks into their data extraction routines and/or management information system (MIS) upgrades. The checks within COLLECT will flag up where the data provided has either failed to meet the standards required (an error) or does not conform to what was expected (a warning). For example, an error would result if no contract information was provided and a warning would result if the date of birth placed the teacher’s age as less than 21 or over 90. The validation checks are reviewed and improved each year, for example, checks to identify schools with very large changes in teacher numbers were introduced.  This gave schools an opportunity to say whether the change was real or to resubmit if there had been a data input error. This process helps identify where schools initial returns need attention. Checks and guidance have been continually updated and improved to help schools provide better quality data on the pay of teachers (especially part-time teachers) and whether the data submitted includes a pay award for the current year.

Schools and local authorities then check their data - especially the errors and warnings - to ensure the data is correct and accurately reflects the staffing levels at their school at the time of the census. Changes and/or corrections to the data provided can be done either on-line in COLLECT or within the local MIS system (preferred). If the changes are done locally then the data has to be resubmitted to the Department. Once schools and local authorities have resolved their errors and warnings they approve their data – which signals to the Department that the data can move to the next stage. The COLLECT system also includes credibility reports which have been developed by the Department to ensure that the overall return looks right and is complete. School’s and local authorities are encouraged to run these reports to ensure that the data being submitted is a true reflection of staffing levels and characteristics.

Stage 3

Once the data has been approved for use by schools and local authorities, the Department runs a further set of checks on the data. These checks look within the data to spot any problem areas, for example, where schools have provided substantial numbers of records that are missing particular data items e.g. staff with no contract information and staff whose pay rate is not credible. The results of these checks are fed back to data providers to amend and improve data quality.

Throughout the first three stages of the collection, the Department operates a helpdesk which staff at schools and local authorities can contact if they are unsure about any aspect of the School Workforce Census. This is the primary route that academy schools use to discuss their queries regarding the data they are submitting. The helpdesk operates throughout the census period, November to December, and the period immediately afterwards when data credibility checking takes place – typically December into January. When this process is completed and both data supplier and the Department are content the Department authorises data for use.

Stage 4

Once all the school and local authority data has been authorised a final database for the year is created which allows the Department’s statisticians to prepare the information that is to be published. At this stage any data that has been provided and deemed to be out of scope is removed from the dataset for example teaching staff on zero hour contracts (likely to be a pool of supply teachers that are regularly used by the school but were not actually in service during the time of the census). Any data that has been received but is not required such as contracts before the date that a school converted to an academy are also removed.

This results in a database containing all contracts for all staff working in all schools for the year. This is added to a database of all contracts in all years This dataset is used to calculate the number of teachers and other school support staff working in each school since the school workforce census began. 

At this point linking of teacher records across the years is added using the individual identification information supplied. This is based on the Teacher Reference Number (TRN) supplemented by NI, names and Date of Birth. In addition all year databases for other also modules of the census, absences, curriculum taught, qualifications and vacancies are produced.  

To support the process of linking teacher data across years it is matched to other administrative data held by the Department. This is to help overcome occasional gaps in the data, for example, where schools have not supplied the TRN for a teacher. The teacher data from the School Workforce Census is matched to the Database of Teacher Records which is data collected as part of the administration of the Teachers’ Pension Scheme. This dataset should have an accurate TRN for all teachers and is used to fill gaps in the School Workforce Census. 

A second match is made to the Database of Qualified Teachers which contains details of the year that teachers finished their teacher training and gained Qualified Teacher Status (QTS). Where teacher records without QTS have been supplied in error then this field can be completed. In addition, the School Workforce Census does not collect the year of qualifying for a teacher, this information is added to the linked teacher dataset so that Newly Qualified Teachers can be identified. – This is important for the analysis of teacher entrants.. 

The all year contract file is then used as the basis of an aggregated teacher level dataset. This selects a main contract for the small percentage of teachers who have more than one open contract on census day e.g. where they have two distinct roles within a school or work in more than one school. The aggregated teacher dataset is the main source of data used for publishing statistics on teacher numbers, teacher characteristics as well as entrants to teaching, teachers leaving state funded schools and teacher retention. 

The linking of teacher data across years allows for the better identification of poor quality or inconsistent school data. The linked dataset has helped with the identification and removal of duplicate teacher contracts - where they were provided by both a school and a local authority. It has also supported the identification of individual teachers working in multiple schools.

Stage 5

The publication “School Workforce in England” is the first part of the dissemination process. The release of the publication signals the availability of the data for use by the Department (e.g. Teacher Supply Modelling) and to the general public (e.g. in reply to Freedom of Information (FoI) requests.) and to independent analysts and researchers – who can request specific information. 

The second main output produced from the latest data is a large set of school level data which is released as part of the Department’s commitment to release the underlying data used to create all national statistics. The Department releases school level school workforce statistics showing teacher and support staff numbers, staff characteristics, teacher pay and sickness absence and the number of vacant posts. The school data also includes school type and phase and various geographical data e.g. the local authority.

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Production of the statistical publication

The data collected in the latest census is used to update the time series data in the publication and to create the latest snapshot data. Although no further data is expected to be received from schools and local authorities, improvements to linked data mean that revisions will be made each year to data previously published. These revisions are generally small.

Each year there are a small number of schools who did not provide a school workforce return or where the return was incomplete and could not be used. In 2019 54 schools, 0.2 percent of the total, did not provide a return. Further schools have sections of their return such as curriculum and sickness absence missing. These missing schools are treated differently as appropriate in the various topics in the publication. Please consult the sections below for a description of the methodology employed to account for them where it is appropriate.

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Updates to previous years data

The information published on teacher, teaching assistant and support staff in previous years are slightly revised each year. This is because the source data is updated with improved information held separately in the Department for Education in the register of qualified teachers. This allows for better identification of teachers between years, improved deduplication and filling in of missing information such as the further identification of teachers holding qualified teacher status.

Updates to the linked teacher dataset have also been used to revise previously published information on entrants and leavers teaching in state funded schools and on the retention of teachers. Updates to the Database of Teacher Records enable better matching to be made and improve the quality of data on new entrants and returners to teaching. It also provides updates on the number of retirements and deaths in service. 

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Symbols used in the data files

: Not available

This information has not been collected or there are no estimates available at this level of aggregation.

N/A:  Not available. This is normally where a statistic cannot be produced. For example where a denominator is not available to produce a percentage. 

c = confidential: 

Where presentation of data would disclose confidential information, for example being able to identify details about a single respondent, this data must be suppressed and given this marker to maintain confidentiality clauses. In the previous standard there was a separate category for suppression. Discussion with ONS Statistical Disclosure Control Unit confirmed that reasons for suppression would either be for confidentiality purposes or low reliability, and these are now separately identified in this list of symbols.

u = low reliability 

This indicates observations/values for which the user should be aware of the low quality, for example where values of statistical significance have been calculated. The use of the 'u' depends on the context, therefore additional information, e.g. explanations about the reliability limits applicable, should be provided in the notes. z = not applicable The 'z' symbol is only to be used when an observation is not applicable (e.g. in tables of employment where people under 16 cannot legally be employed).

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Size of the schools’ workforce

In the publication, the staff full-time equivalent, (FTE) and headcount files focus on the size of the workforce in schools; the number of teachers, teaching assistants, school support staff and other staff e.g. short-term ‘occasional’ teachers. Full-time and part-time school staff are defined by the proportion of the full-time hours they are employed to work. The preferred measure for the total number in schools is the full-time equivalent (FTE). For example, one full-time teacher and one part-time teacher (that works 50% of a standard year) would be classed as 1.2 FTEs. The same applies to other staff.

In 2019, there were 54 schools that did not supply usable data giving a 99.8% return rate. For these schools it is estimated they employed 1,223, full-time equivalent teachers. To produce the estimate a scaling factor is derived. The scaling factor takes into account the total number of schools per phase, the average number of staff (by type) per phase and the number of missing schools by school phase in each local authority area. The scaling factor is then used to gross up the totals based on received data to produce national estimates. 

The staff in service figures in the publication generally show the number of staff who were in service in a state funded school on census day and who had a contract lasting (or will last) longer than 28 days. Teachers in schools on census day with a contract lasting less than 28 days are recorded as ‘occasional’ teachers. Support staff who have a contract of less than 28 days are not counted unless they are employed by a third party provider. For these a count of staff in each role is provided. Occasional teacher and agency support staff counts are included in tables separately and no details of their characteristics, such as age and gender, are available.

Schools and local authorities provide data on each individual in scope of the census. In the vast majority of cases, those teachers in service on census day have one contract and work in one school. As part of the teacher linking and aggregation process, those teachers with more than one open contract on census day (e.g. working part-time in two schools) have their information combined into one record. Combining teacher data in this way simplifies the linking of data across years, which helps identify whether teachers are still in service. 

The information contained in these files, for 2010 onwards, is derived in the following way:

• Teacher data are derived from the aggregated linked teacher dataset which covers teachers in service between 2010 and 2019.
• All support staff data are derived from the multi-year contract dataset.

The staff type descriptions are taken from the information in the post field, for teachers,  and role, for other staff which are supplied with each contract. 

Tables in the publication are often broken down by teacher grade. The term ‘classroom teacher’ includes teachers on the unqualified, main and upper teacher pay ranges and the leading practitioner pay range. Leadership teachers include head, deputy and assistant head teacher pay ranges. Also included are advisory teachers. Head teachers include executive head teachers who are responsible for more than one school.

Each contract record for support staff may have more than one role but in around 2 per cent of cases a secondary role is found. However the first role is that used to categorise the staff member. Teaching assistants are school support staff who have the roles of teaching assistant, Higher level teaching assistant, special needs assistants, minority ethnic support staff and any other staff with support roles in the classroom. Other support staff include school administrative staff such as school secretaries, finance and other business management and clerical staff. The category may include staff who are not teachers but are part of the school leadership team. Technicians include those employed to support science, design and technology, craft and IT technicians . Other support staff will include librarians, nursing, pastoral and other behavioural and liaison staff. Auxiliary staff will include other staff who are essential to the running of the school such as catering, midday supervisors, cleaning and maintenance staff. Staff who do not work outside of the school are excluded from the school workforce census. These might include school crossing patrol and pupil transport staff.

The multiple contract data for teaching assistants and school support staff are not aggregated to a single record and therefore the published figures show the total number of people in each group. Individuals may be counted more than once.

The total number of teachers, teaching assistants and other school support staff are calculated from the data provided to the Department by schools and local authorities. However, in each year there are a small number of schools and local authorities that do not provide a usable census return. To ensure the total number of staff reported in schools is not unduly affected by these missing schools estimates of their impact are made.

The overall staff numbers presented in the school level data file may differ from the figures presented in the national summaries because they have not been adjusted to account for schools that did not make a return or to account for multiple contracts found for the same post or where teachers are in service with more than one employer.

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Characteristics of the school workforce

The staff characteristics file provides deployment and characteristics data for school staff e.g. full/part-time status, age, gender and ethnicity information for teachers (by grade) and support staff (by role) by school phase. Again, the teacher data is derived from the linked  aggregated teacher dataset and the support staff data from the multi-year all contract dataset. In some cases gender is recorded as unknown or not specified. In these the staff member will not be included in the gender breakdown but will appear in the total. Where ethnicity is unavailable these are listed separately.

Some statistics are based on the headcount of staff; rather than the FTE. For the ethnicity breakdown teachers have more than one post in a school, they are counted once under their highest graded post. The post of head teacher is ranked highest and classroom teacher lowest. If the teacher has more than one post at the same grade then only one is counted. There is no natural hierarchy of posts for school support staff and therefore where staff have more than one post they are counted once under each post. Around 10 per cent of support staff have more than one contract. 

The headcount figures provided in the characteristics file and teacher pay file should not be used as a measure of the overall size of the school workforce, the full-time equivalent figures provided  in the workforce FTE and headcount file should be used instead.

Counts or occasional teachers and support staff employed through a third party do not include any staff characteristics so tables providing, age, gender and ethnicity information exclude these staff.

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Teacher disability

Schools are asked to provide information on the number of teachers that record themselves as disabled. However, information on disability was not obtained by schools for 51% of teachers in the November 2019 census. The information provided suggests 0.5 per cent of teachers are disabled, however, this may not truly reflect the real position given the large amount of missing data and therefore a breakdown is not provided in this publication.

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Teacher entrants and leavers

The teacher flow data (new entrants, retention data, and leavers) published has been produced from the linked aggregated teacher dataset (which brings together the teacher data present in each of the completed censuses) to produce a longitudinal teacher dataset. The longitudinal nature of the teacher dataset makes it possible to track teachers over time and identify teachers entering and leaving the profession and those remaining in post. Revision to earlier years figures will arise from improvements in the identification of teachers, for this reason data on prior years included in this publication will not match exactly to previously published figures.  Entrants and leavers figures are full-time equivalents, (FTE) as described in the ‘Size of the school workforce’ section above and therefore part-time teachers are included by the proportion of the full-time rate upon which they are employed. Entrants figures do not include changes to working pattern such as an increase in hours worked. Where percentages are provided they are of the total entrants or leavers in the year.

The statistics published show the time series for the number of qualified entrants to, and the number of qualified leavers from, teaching in state-funded schools in each year. Teachers who were working as unqualified teachers in the state funded sector in England and attain qualified teacher status are classed as entrants.

The total number of qualified teacher entrants includes the following groups which are separately identified: 

• Newly qualified teachers (NQTs) in their first post: these are NQTs who enter state funded schools straight after successfully completing initial teacher training in England. That is they did not have qualified teacher status, (QTS), at the beginning of the year of the census but did have QTS at the date of the census.
• Deferred newly qualified entrants are the similar to NQTs above but started teaching in state funded schools within two years of gaining QTS.
• New to the state funded sector are those who qualified more than 2 years before taking up their first post in a state funded school in England.  These teachers may have previously worked in the independent or further education sector, or outside of England.
• Returners to the state funded sector are those teachers who have had some previous qualified teaching experience in the state funded sector in England. They were not shown as in service in the previous November but had taken up a post in a state funded school at some point between then until the time of the current years census,

Other breakdowns of entrants data by gender, post appointed to, age and working pattern are as supplied in the information provided by the school appointing the new entrant. For the gender and age breakdowns the exclusion of a small number of teachers whose gender, or age, is unspecified or unknown will mean these figures do not quite add to the total provided. The total number of qualified teachers leaving the profession in a year includes the following groups which are separately identified: 

• Qualified teachers retiring; including teachers taking early retirement or who are retiring through ill-health. The figures may include some teachers who have previously retired and have subsequently decided to return to teaching.
• Out of service teachers are other teachers leaving the profession This group will include those leaving the profession entirely but could also include those moving to other UK education sectors and those leaving on career breaks e.g. maternity leave or secondments outside of the school sector. Some of these teachers may re-join a state funded school in England at a later date.
• Teachers who die whilst in service.
• Other breakdowns of wastage data by gender, grade age and average pay are as supplied from the information provided by the school where they worked before leaving. For the gender and age breakdowns the exclusion of a small number of teachers whose gender or age is unspecified or unknown will mean these figures do not quite add to the total provided.

The teacher flow statistics are calculated by comparing individual level teacher data for two consecutive years and checking whether the teacher is still in service. There are three possible outcomes:

• Teachers present in both years are those who have remained in-service (this will include those teachers who have moved between state-funded schools).
• Teachers present in the first year but not the second year are teachers who are no longer working in state-funded schools.
• Teachers present in the second year but who were not present in the first year are teachers who have started working in state-funded schools (which includes new starters and returners).

The teacher entrants rate is then calculated by dividing the number of entrants by the stock of teachers in the year when they are in service. Similarly, the teacher leavers rate (often known as the teacher wastage rate) is calculated by dividing the number of leavers by the stock of teachers in the last year they were in service. 

In 2018, the methodology for identifying entrants and leavers from teaching service changed. Please see the detailed description of this change in the 2018 school workforce statistics methodology for a full description. The methodology changes introduced in 2018 have been continued in this 2019 publication, with a further change being introduced to improve the reliability of the final, 2019, entrants and wastage: The use of pensions service records to fill in any teacher service gaps has been extended to this most recent year where they were previously not available. This is due to improvements in the speed of collection of this alternative source of information. This use of pensions service records has allowed us to identify teachers who remain in service in those schools which did not make a school workforce census return. Because of this methodology change, many teachers from the small number of missing school returns will now be correctly identified as being in-service through the latest pensions data, which will result in a small reduction in the entrants and wastage figures compared to the methodology used in 2018.

The published figures for entrants and leavers are based on full time equivalent teachers (FTE). Where a teacher changes from full time to part time tenure, they will not appear in the entrants or leavers figures. However, the contribution the teacher makes to the FTE number of teachers might change between years. For example, a teacher who works full time will contribute 1 to the FTE teacher figures, if the teacher moves to part time working the contribution they make to the FTE figures will change. A teacher who moves from full time working to working 3 days per week in the following year, will change from 1 to 0.6 FTE. A teacher who leaves a full time post will contribute 1.0 to the FTE leavers figures, if they then return on a part time basis (working 2 days per week) they would contribute 0.4 to the FTE returners figure. 

In 2018, information on the changes to the total FTE made by teachers changing their working pattern was introduced. This is calculated from the aggregated linked teacher dataset described above. The longitudinal nature of the teacher data makes it possible to track teachers over time and to identify where there is a change to their FTE hours between years. If a teacher moves from full time to part time working, or if a part time teacher decreases their hours, this has a negative effect on the overall FTE teacher numbers. If a teacher moves from part time to full time working, or if a part time teacher increases their hours this has a net increase in the overall FTE number of teachers. . Including changes in working pattern and the overall effect this has on FTE teacher numbers allows us to see a bigger picture, and the overall impact of changes in working pattern on overall FTE teacher numbers.

Information is shown for entrants by school type. Figures for primary schools include nursery schools. Secondary figures include all through schools, and figures for special schools and AP include special schools, pupil referral units and other alternative provision academy schools. They do it include figures for non-maintained special schools. When looking at time series data for special schools please note that the census started recording PRU data separately from 2013 rather than as part of the centrally employed returns. Figures for 2013 onwards are included with special schools and figures for entrants in 2013 are higher as a result.

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Teacher retention data

The teacher retention file shows the percentage of qualified teachers that enter service in the academic year after the year of qualifying and the proportion of these that remain in service in each year afterwards. This information is produced from a combined version of the linked school workforce dataset and information held in the Database of Teacher Records, (DTR), which is data available as part of the administration of the Teachers’ Pension Scheme. Up until 2010 the DTR is the sole source.

For example, where a teacher gains QTS in the calendar year 1996 they are counted as in service if they were in teaching service in a state funded school in England by March 1997. The proportion who were still in service in each March after that until March 2010 is also recorded. From 2010 the school workforce census is predominantly used. From this date the proportion who were in service in November is recorded as the equivalent to what was done from the DTR, (where it was recorded in the following March). For example where a teacher gained qualified teacher status in 2010 they are included if they are recorded in service in November 2010. The proportion in service in each subsequent November is then recorded. In this example 2011 would be year 1 and 2012 year 2.

A proportion of teachers will re-enter service or leave each year. They are included in the calculation irrespective of this movement if they are in service in the year in question. Some teachers may have been in a state funded school particularly in the earlier years of the series before 2010 which solely based on the DTR. The DTR is known to exclude some teachers each year in particular those who were employed part-time where the percentage missing is thought to be between 10 and 20 per cent. No overall annual estimates have been included to account for this and the file only includes teachers where an actual record of their being in service is present.

The retention matrix uses new methodology detailed in the 2018 methodology document.  All figures for the years prior to 2019 may not match to previously published data. This is due to revisions made following the receipt of updated information from the Database of Teacher Records, this update improved the matching of school workforce records between years allowing more accurate retention data to be produced.

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Teachers' pay

The statistics on teachers’ salaries have been derived from the all contracts linked teacher contracts dataset. Aggregated linked teacher data has not been used as this combines the information for teachers with multiple contracts to one record of a main contract based on their highest grade. If done this aggregation would have affected the accuracy of the figures published for pay. No estimates have been included for schools who did not submit a school workforce information. The head count number of teachers should not be used in preference to the overall numbers of teachers in service where estimates for missing schools and deduplication is employed to improve accuracy.

As is the case for other tables totals may not be exactly equal to the sum of their component parts because gender or age has not been reported or has been recorded as unspecified.

For information on school teachers’ pay and conditions (STPCD) please refer to the statutory guidance available at gov.uk.

The teacher pay file provides the number of teachers paid by pay band and the mean and median salary in each category.. 

Some teachers pay details are shown as unknown. The salary of teachers employed through a third party on a service level agreement is usually unknown to the local authorities and schools and therefore are not reported. Unknowns also include records where the salary is below the base salary for the grade shown in the STPCD. The salary from the STPCD is for the year before that reported as we know that some salaries have not been updated to take into account the most recent pay award at the time the school workforce census takes place. This is a change in the methodology used in pervious publications and means that some figures for previous years have been revised slightly.   In addition a small number of part-time teachers have full-time equivalent, (FTE), salaries reported for them rather than the required actual salaries. Part-time salaries from schools where this is found to have occurred are also treated as unknown. The overall number of teachers treated as unknown was 17,808, (3.5%) in 2019 up from 15,107 in 2018 (3.0%).

Additional allowances have been included in the gross salary used in the creation of the file.  Each allowance is recorded separately in the census. Where two or more allowances of the same type are noted for a single contract record then the higher amount is taken as the allowance in payment on the census date and included in the gross salary. The only exception is unspecified allowances where the sum of all these is included as representing the amount included in the salary over the course of a year as these are likely to be one-off rather than continuous monthly payments.

Where mean and median salaries have been provided this is based on the gross salaries for the cohort identified for example in that particular phase of education, grade, gender and age group and excluding those teachers where the salary was not recorded or is not credible. They exclude figures based on less than 3 identified salaries for the mean or 25 in the case of medians as recommended in Office of National Statistics, (ONS) guidelines. The mean salary is the sum total of all salaries in the cohort divided by the number of teachers. The median is the mid-point salary in the cohort when the salaries arranged in order from smallest to largest.

When making comparisons of teacher salaries by school phase or type there will be several factors that affect pay to consider. For example, the published data do not take into account factors such as: size of school, location of the school (London has higher pay scales) and the teachers’ experience and the size of school. In addition, in previous years the location of the growing number of academy schools affected the distribution of average pay statistics. Many of the first group of academy schools were in London and the south east where the pay bands are higher and this was inflating the average pay statistics - making comparisons difficult. A change to a larger more geographically spread group of academies and lower numbers of local authority schools will continue to affect this comparison.

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Teachers' qualifications

The publication provides information on teachers’ highest level of post A level qualification. Qualifications information is received for almost all teachers (97 per cent in 2019) and includes teachers of all grades including advisory teachers. 

The subject of a qualification was not received for all the qualifications data submitted and in a small number of other cases the information was incomplete or incorrect. From 2016, all qualifications obtained by teachers have been used, with data collected in previous years being used to fill in any gaps in the current year’s collection. The Database of Qualified Teachers is also used to complete any gaps in teacher qualifications. 

The percentage of teachers holding a particular level of qualification was derived using a baseline of the total teachers for whom qualifications information was provided. Where a teacher was reported as holding more than one post A level qualification for a given subject, the qualification level was determined by the highest level, from degree or higher to other qualification at National Qualifications Framework (NQF) level 4. The published figures do not include qualifications in special education needs provision. Where the qualification was gained outside of the UK the level of qualification is not provided. These are provided separately. 

Qualifications recorded at degree or higher level include Doctorates and other level 8 qualifications, Masters degrees and other level 7 qualifications, first degrees, (excluding BEd which is listed separately), and other graduate equivalents. 

Certificate of education includes the original certification of education required for non-degree holders to attain qualified teacher status. This was discontinued in 1980. The category also includes the current certificate of education at further or higher education level. 

The overall number and percentage of teachers who hold a degree or higher qualification also includes any national qualifications framework degree at level 4 or 5 as well as those recorded at first degree level or higher. These are diplomas of higher and further education, foundation degrees, higher national diplomas, and certificates of higher education. It also includes qualification where the level is unknown.

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Subjects taught and specialist teaching in secondary schools

Curriculum information, (subject taught), was requested from all secondary, middle deemed secondary and all-through schools including relevant academy schools, with timetabling software that interfaces with their Management Information System. Consequently, the number of schools that provide data can change from year to year. Individual schools may not consistently supply data each year, it is possible for a school to update their Management Information System and to either no longer return curriculum data, or to return curriculum data for the first time.  

Curriculum information is based on the sample of teachers in secondary schools where curriculum data was provided. The data have been weighted and grossed so that all totals presented in the table provide a representative, national picture.

The following table shows how the curriculum sample has varied over time between 2011 and 2019. 

Year	The sample size used to construct the headcount of teachers teaching each curriculum subject and the number of hours taught in that subject.
2019	171,250 secondary school teachers – 78% of all secondary school teachers
2018	168,990 secondary school teachers – 77% of all secondary school teachers
2017	166,513 secondary school teachers  – 76% of all secondary school teachers
2016	166,936 secondary school teachers – 76% of all secondary school teachers.
2015	172,495 secondary school teachers – 78% of all secondary school teachers.
2014	176,343 secondary school teachers – 77% of all secondary school teachers.
2013	175,720 secondary school teachers – 77% of all secondary school teachers.
2012	174,837 secondary school teachers – 75% of all secondary school teachers.
2011	178,884 secondary school teachers – 79% of all secondary school teachers.

Teachers are counted once against each subject that they were teaching irrespective of the amount of time spent teaching that subject. A teacher may be therefore be counted against multiple subjects and the sum of subjects teachers will not sum to the total number of secondary teachers elsewhere in the publication. For sciences, modern foreign languages ,design and technology and EBACC, teachers of multiple subjects are counted once under each individual subject within the group but only appear once in the overall, and subject group, totals. For example, a teacher who teaches biology, general science and other science will appear against each of those science subjects but will only appear once in the all sciences total. From 2017, sciences and EBACC figures  also include computer science.

Teachers are counted once against each key stage group they teach. For example a mathematics teacher who teachers all year groups from 7 to 11 would be counted under both KS3 and KS4. Key stage teaching is assumed to follow year groups as follows: year 7 to 9, KS3; Year 10 and 11, KS4; and years 12 and 13; KS5.

Other/Combined technology includes construction and built environment. Religious Education includes philosophy. Other social studies includes law, politics, sociology and psychology. Information and communication technology is abbreviated to ICT and Personal, Social and Health Education and other associated subjects is abbreviated as PSHE.

EBACC subjects are mathematics, English, all sciences, (including computer science), history, geography and all modern languages.

The publication provides information on the percentage of teachers, and of hours taught by teachers, who hold relevant post A level qualifications by the subject taught. This is for teachers with qualified teacher status only. Information relating to the separate qualification and curriculum information also applies to the combined data where appropriate. The file records the highest qualification gained in each subject taught, rather than each qualification. A teacher’s qualification was deemed as ‘relevant’ to the subject taught if the subject of their qualification (reported using both the Joint Academic Coding System (JACS) and newer Higher Education Classification of Subjects (HECoS) codes) appeared in the Department’s subject mapping. The full mapping used is available on the same web page as this statistical publication. Teachers qualified to teach biology, chemistry or physics are also deemed as qualified to teach combined/general science and other science. A teacher qualified to teach design and technology is classed as being qualified to teach all design and technology subjects Where a teacher holds qualifications in more than 1 subject they are included in the relevant qualification for each category. EBACC includes English, mathematics, all sciences, computing, history, geography and all modern languages. Teachers teaching an EBACC subject are included where they have a relevant post A level qualification in the subject they are teaching, however, they may also teach other subjects within EBACC for which they have no relevant post A level qualification.

In previous years the overall sample size for analysis of the combined qualifications and curriculum data for teachers is lower than for curriculum information alone as we need to have both qualifications and curriculum information. However the use of all qualifications data has improved the numbers of teachers for whom qualification data is available. The data are weighted and grossed so that all totals presented in the files provide a representative, national picture.

For qualifications and curriculum information confidence intervals have been calculated around the percentages to show the statistical accuracy of the data, and give a range within which we can be reasonably sure (95 per cent certain) that the true value actually lies.

Where a teacher is recorded as having a PGCE they must also have a first degree recorded as well to be included in the file as their record of qualifications is not complete without both records. The degree held by a teacher may be in a different, but related subject, to their PGCE. 

Investigations have revealed that there is some bias in the sample of the schools providing data with some regions providing a higher percentage of their schools to the sample than others. These differences may be caused by the Management Information System in use in that area,  

The percentages published for qualifications and curriculum combined are the percentages estimated to have the particular qualification as their highest qualification in the subject out of the total number of teachers who teach the subject. This is irrespective of the number of hours the teacher teaches the subject or the level of teaching.  The percentages for the number of hours taught is the percentage of teaching in the subject by teachers with the specified level of qualification in the subject. 

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Teacher vacancies and temporarily filled posts

The vacancies files show the total number of vacancies and temporarily filled posts reported by schools. Schools that did not make a return for the vacancy module are judged to have no vacancies. No estimates were made for schools that did not make a census return for November 2019. The small number of these means this will not have a significant impact.

A teacher vacancy refers to a full-time appointment of at least one term's duration that, on the census date, had been advertised but not filled. Vacancies exclude those filled on a temporary basis unless it is by someone on a contract of less than a term.

A temporarily filled post is one where a permanent vacancy is available but it is being filled by a teacher with a contract of at least a term but less than one year’s duration. This is irrespective of whether the post has been advertised.

The teacher vacancy rate is the number of vacancies expressed as a percentage of full-time qualified teachers in post plus the number of permanent vacancies.  Teachers in post include teachers on leave of absence or secondment.

To calculate the secondary school vacancy rates by subject, the percentage of the secondary school curriculum hours that each subject taught contributes is calculated from the information provided in the curriculum file. The total number of full-time qualified classroom teachers in service plus number of vacant posts is multiplied by this percentage to find the total number of teachers in post teaching each subject.

The subject vacancy file includes the following subject combinations:

• Science includes physics, chemistry, and biology plus other sciences and general science.
• Design and technology includes all design and technology subjects plus construction and the built environment and other technology and crafts.
• Commercial/business studies also includes economics and applied business studies.
• Other main and combined subjects includes citizenship, child development, general studies, health and social care, media studies and other vocational subjects. It also includes specialist teachers for special educational needs, (SEN).

No denominator is available where the subject is unknown so no rates are available.

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Teacher sickness absence

Teacher sickness absence information was received for around 98 per cent of local authority maintained schools. A local authority was deemed to have made a full return where 90 per cent of schools or more had supplied sickness absence information because small schools may not have had any sickness absence to report. 11 local authorities had less than the required 90 per cent return rate and in these cases estimates based on the national rate were added to account for the schools with missing information. Missing sickness absence data for teachers in schools that did not have a usable return was estimated as the average sickness absence days lost per teacher for schools that made a return.

8 per cent of academy schools did not have a complete teacher sickness absence return because they were not open as an academy school for the full academic year. Teacher sickness absence statistics are based on the absences taken by teachers in the 12 months up to the census date. It did not prove possible to accurately estimate the teacher sickness absences missing for these schools. An estimate based on the average sickness days taken for all schools where an absence return was made including local authority schools where information for an academy school was not available. 

Sickness absence is produced from the total days absent, including half days, for each teacher during the academic year previous to the School Workforce Census collection date. All teachers who are in regular service at any time during the year are included in the calculations. Only those absence periods that ended during the academic year are counted so the total may include absence days from the previous academic year but will not include those at the end of the year if the period of absence is ongoing. Absence days are limited to 195 days for each teacher as this is the maximum number of working days in a single academic year. Non-working days are not included in the figures. Days absence that can be recorded for a part-time teacher are limited to those that they are contracted to teach.

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Pupil teacher and pupil adult ratios

The pupil teacher ratio (PTR) and the pupil adult ratio (PAR) are calculated by dividing the total FTE number of pupils on role in schools by the FTE numbers of teachers, (those with QTS for the qualified only PTR) using the November teacher and staffing data from the School Workforce Census and the pupil data collected in the following January School Census. The PAR also includes all support staff excluding administrative, clerical and auxiliary staff. Only those schools that provided both pupil and workforce information are included in the figures. The pupil numbers used in the calculation of the PTR statistics include dual registered pupils. For statistical purpose only pupils who did not attend both morning and afternoon sessions are regarded as part-time (part-time are always 0.5 fte).

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Teacher retirements

Teacher retirements are based on the administrative data for retirements that are maintained by the administrators of the Teachers’ Pensions Scheme, (TPS) on behalf of the Department for Education. The figures published are the number of first awards of pension benefits from the TPS. These benefits may be awarded some time after the teacher has left service and therefore differ from those provided in the wastage figures which only include those teachers who have received a pension award at or before the date they leave service. The number of awards may be revised for each past year as late applications for pension benefits are processed. Some retirements are recorded for England from outside of the state funded sector from Further and Higher education establishments and independent schools who are members of the TPS.

Retirement numbers are broken down by type of retirement. Phased retirements are included in those cases the teacher will have remained in service. Retirements are also broken down by the following:

• Year of retirement is the financial year in which the award was made.
• Age, the age of the teacher at the date of retirement.
• Gender
• Grade, This is the grade of the last post recorded for the teacher and is obtained by linking to the school workforce census. When the last post was before 2010 the grade will be unknown.

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Teachers out of service/Never in service

Information from the Database of Qualified Teachers of those with qualified teacher status QTS has been linked to teacher service records from the Teachers’ Pension Scheme, (TPS), to obtain an estimate of the number of qualified teachers aged below the former normal retirement age of 60 who are no longer in service or have never been in service. These figures also exclude those who have taken pension benefits before the age of 60. The following applies to these figures:

• They are provisional and may be updated once further records are obtained.
• ‘Last service recorded’ means they were in service anywhere in the English state funded service or in ‘other’ service which is any service in any other institution in England or Wales which was part of the TPS. These teachers may be in service elsewhere.
• ‘Never in service’ means they have no service recorded in England and Wales in any institution which is a member of the TPS. These teachers may have service outside of England and Wales or in an institution which is not part of the TPS.
• Age is the teachers current age at the date of the reports, March 2018.
• Numbers for the same year will go down in subsequent reports as either the teachers reach the age of 60 or enter service.
• Number not in service may be overestimated due to the underreporting of part-time teachers in the source data.

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Definitions and general notes

The files in this publication generally show school staff in five groups, teachers, teaching assistants, school support staff, school auxiliary staff and local authority centrally employed staff. The definitions used with the SWF data published in this publication are described here:

Notes for teachers and teaching statistics	Statistics for teachers include all full and part-time, qualified and unqualified, classroom teachers and school leadership group teachers (Head teachers, Deputy and Assistant Head teachers) unless specified within the files. The number and characteristics of Leading Practitioners have been incorporated into the statistics on classroom teachers. Advisory Teachers have been included in teacher totals for 2010 to 2012 to be consistent with 2013 onwards and are included with assistant heads in any categorisation by grade. Teachers in occasional service are those with a contract of less than one month, 28 days for SWF, and are employed on census day. Teachers provided by teacher employment agencies are included in the main count or as in occasional service depending on the length of their contract.
Notes on school support staff	Statistics for teaching assistants include higher level teaching assistants (HLTA), special needs and minority ethnic pupils support staff and other staff with pupil support roles. Statistics for school support staff refer to non-classroom based school staff such as school secretaries and other clerical staff, bursars, technicians and childcare staff (e.g. a school nurse). Statistics for auxiliary staff (roles which were not collected by the Department prior to November 2010) include catering and school maintenance staff. Third party support staff are not directly employed by the school and are in service on the census date. Centrally employed staff are those employed by the local authority and include the following types of employee: peripatetic teachers; home tutors; and teachers who are employed by education authorities to provide education in institutions other than schools (e.g. hospitals, home tuition, assessment centres and pupil referral units).
Notes for teacher sickness absence data	Sickness absence periods, and days taken, include all periods of sickness absence leave taken in the academic year (For example 1 September 2014 to 31 August 2015). They include any that were ongoing on the 1 September and exclude any that were ongoing after the 31 August.
Notes on schools	Middle schools are classed as deemed, i.e. as either primary or secondary and City Technology Colleges and free schools are included with academy schools except where separately identified. All through schools are deemed secondary.

In addition, when reviewing the files, please note the following:

We preserve confidentiality.	The Code of Practice for Official Statistics requires we take reasonable steps to ensure that our published or disseminated statistics protect confidentiality.
Numbers are not rounded	Some figures such as pay or sickness absence may be suppressed at school level or higher levels of aggregation to prevent disclosure of sensitive information about individuals.
We have adopted the following symbols to help with identification.	Symbols are used in the files are based upon general Office of National Statistics guidance which is available at the following link: https://gss.civilservice.gov.uk/wp-content/uploads/2018/03/GSS-Website-Harmonised-Symbols-Supporting-Documentation_Feb-2018-7.pdf

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How the department uses the information

The school workforce census data are used in many ways within the Department for Education and its agencies. The main uses are as follows:

Production of statistical briefing and analysis on various topics such as…	The deployment and qualifications of teachers in schools. Analysis of the percentages of lessons taught by teachers with relevant qualifications. Analysis of teaching vacancies by subject and region. Assessment of the number of teachers without qualified teacher status.
Teacher demand modelling to estimate changes due to various policies or demographic changes.	Demographic pressures and churn in the workforce. Impact of policy development on the workforce e.g. curriculum, qualifications etc. Informs the annual target setting for initial teacher training places via the Teacher Supply Model; helps to ensure a sufficient supply of teachers to schools. Modelling the number of potential school leadership teachers; to help ensure there are enough school leaders in the system.
Analysis of TeacherPay Costs	Provides evidence to support the independent pay review body recommendations. Assess impact of proposals for pay and estimate future costs.
Transparency through publication	Through the publication of the annual Statistical First Releases and school level data and through the Performance Tables. The data is used to reply to a substantial volume of official correspondence, including Parliamentary Questions and Freedom of Information requests.
School Workforce Census data is sometimes shared with external researchers….   …under strict controls.   Some examples have been …	Research into the new institutions that are admitting pupils at age 14, including, but not limited to University Technical Colleges and Studio Schools etc., profiling them in terms location, who works in them and which pupils attend them. The costs and benefits of different teacher training routes in England. Modelling teacher supply and retention over time. Research into differentials in levels of appointment and salary level by demographic sub-groups of the teacher population. Better understanding of the impact of specialist teachers on the uptake of subjects and achievement in subjects.

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Further information

Further information on the school workforce census is made available via the publication and during year. The Department for Education is only responsible for schools in England. 

School, local authority and regional figures.	School level school workforce data is available within the additional tables published alongside this statistical release. The school data contains a range of information for each school following the same themes as set out in this document. It also includes both local authority and regional level summaries.   The total number of teachers in schools will not sum to the LA, region or national total. This is because the LA and region totals include those employed directly by LAs and the national totals include estimates for missing schools.
Want these figures, related to Performance Tables?	8 school level school workforce indicators are included as part of each year’s School Performance Tables. The indicators include FTE and headcount statistics for the number of teachers, teaching assistants and school support staff, the average salary of teachers and the pupil teacher ratio.   School level school workforce data from November 2018 was included in the latest set of tables which were published at the end of 2019. For the latest School Performance Tables visit here.
Want previously published figures?	The publications relating to the years 2010 to 2018 collections can be found on gov.uk and information published prior to 2010 can be found in the National Archives.
Want data for Wales, Scotland or Northern Ireland?	The School Workforce Census only collects information from schools in England. Education in Wales, Scotland and Northern Ireland is a devolved matter for the Welsh, Scottish and Northern Irish Governments. For information for Wales, Scotland and Northern Ireland, contact the departments below or access their statistics at the following links:   Wales: school.stats@wales.gsi.gov.uk or http://wales.gov.uk/statistics-and-research/schools-census/?skip=1&lang=en   Scotland: school.stats@scotland.gsi.gov.uk or http://www.gov.scot/Topics/Statistics/Browse/School-Education   Northern Ireland: statistics@deni.gov.uk or http://www.deni.gov.uk/index/facts-and-figures-new/education-statistics.htm
For related publications see:	Statistics on teacher training and the annual survey of newly qualified teachers can be found on gov.uk.   Further analysis of previous School Workforce Census data can be found here.

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