employment and retention of bame teachers in england

Antonina Tereshchenko

Martin Mills

Alice Bradbury

Employment and retention of BAME teachers in England

2 Contents

3 Introduction

4 Key findings and recommendations

6 Data and methodology

8 Findings

8 StaffdiversitywithinEnglishschools

9 SchoolswhereBAMEteachersareemployed

14 Factorsshapingteachersrsquodecisionstostayorleave

22 Research synergies and implications for future research

23 References and data sources

WearedeeplythankfultoallteacherswhohavetakenpartinthisprojectandsharedtheirrichexperiencesandviewsParticularthankstoourparticipantswhowecannotnameforconfidentialityreasonsforthefeedbackonfindingsandinputintokeymessagesandrecommendations

Weareincrediblygratefultoouracademiccolleagueswhohaveengagedwiththereportandprovidedtheirthoughtful inputpriortopublication

EdwenaWilsonDepartmentofCurriculumPedagogyandAssessmentUCLInstitute ofEducation

AmitPuniDepartmentofEducationKingstonUniversity

WewouldalsoliketoacknowledgethecontributionofManuelaMendozaHorvitz tothedatamanagementandinitialdataanalysis

Contents

Introduction 3

RacialinequalitycontinuestobeaproblemforteachersinEnglandDespiteasmallincreaseintheproportionofBlackAsianandminorityethnic(BAME)1teachersoverthelastdecade(DepartmentforEducation[DfE]2018a)andtheongoingpolicycommitmenttodiversificationoftheteachingworkforce(DfE2018b)agappersistsbetweentheproportionofstudentsandteachersfromminorityethnicgroupsinEnglandFiguresfrom2019showthat856ofallteachersareWhiteBritishbutjust654ofpupilsarecurrentlyfromaWhiteBritishbackgroundincomparison785oftheworkingagepopulationofEnglandwererecordedasWhiteBritishinthe2011census(UKGovernment20192020)Asaresultminorityethnicpupilsdonotseethemselvesrepresentedintheirteachersandallpupilsmissoutonthediversityofexperiencesandunderstandingandpotentiallysociallyjustandrace-consciousteaching(Joseph-Salisbury2020)SomepupilssuchasthosefromTravellerGypsyandRomabackgroundsmayneverbetaughtbyateacherfromthesameethnicgroup

EffortstorecruitnewteachersfromBAMEgroupsareimportantbutthesealonewillnotsolveshortagesNationallyretentionislowerforBAMEteachersthanforWhiteBritishteachers(Allenetal2016DfE2018c)Scholarsandcommentatorsoftenemploylsquoarevolvingdoorrsquometaphortoemphasisetheproblemsofhighturnover(iemovingschools)andhighattrition(ieleavingtheprofession)ofnewteachersbothofwhichareparticularlyprevalentinschoolsindeprivedareas(Allenetal2018)Anapproachfocusedonunderstandingthecausesofminorityteacherstaffingproblemsinrelationtoinstitutionalcharacteristicsandthecultureoftheworkplacehasbeenusefultostudythephenomenon(Ingersolletal2019)OurresearchadoptsthislenstoinvestigatewhereBAMEteacherstendtobeemployedandwhathappenstotheseteachersinschoolsthatcauseslowretentionrates

Theseareimportantquestionstoconsidergiventheevidencethatteachersfromminorityethnicgroupsexperienceuniqueproblemslinkedtoracialinequalityandracismintheircareers(HaqueandElliott2017)Internationalresearchhashighlightedimportantdifferencesinfactorsaffectingtheretentionofteachersofcolour(Achinsteinetal2010Ingersolletal2019)InEnglandsurveyresultsforTeachLondonhighlightsomedifferencesinretentionfactorsbetweenBAMEteachersandnon-BAMELondonteacherswiththeformergroupprioritisingissuesinprofessionallifeandcareerdevelopment(SmalletalforthcomingcitedinMayorofLondonnd)HoweverresearchundertakentodateinthenationalcontextonfactorswhichcauseteacherstoleavetheprofessionlacksinformationaboutBAMEteachers(DfE2018dWorthetal2018)

Thestudyreportedonherehadtwomainobjectives

To investigate patterns of minority ethnic teachersrsquo employment across English schools

To explore the reasons behind low rates of minority teacher retention through the perspectives of teachers from different demographics and professional backgrounds

Thestudyusedthe2018SchoolWorkforceCensusandrelatedadministrativeschoolcensusdatasetstomodelthedistributionofnon-WhiteBritishteachersacrossEnglishschoolsWealsoconducted24narrativeinterviewswithteachersfromdifferentethnicandprofessionalbackgroundsworkinginurbandisadvantagedschoolstoexplorefactorsshapingtheirdecisionstostayinorleaveteachingThisreportpresentsthekeyfindingsoftheresearchitsimplicationsandourrecommendationsOverallourfindingsquestiontheideathattheeducationsystemislsquomakingprogressrsquointermsofraceequalityinthecaseofteachersfromminorityethnicgroups

Introduction 1 WeusetheacronymlsquoBAMErsquowithanawarenessoftheproblematicnatureofthetermanditshomogenisingeffectsWherepossibleweusetheethnicgroupofparticipantsasself-definedandfortheworkforcedataweusethisgovernmenttermtodescribeallnon-WhiteBritishethnicgroups


Findings - Where do BAME teachers teach BAME teachers work within a predominantly white profession even in urban schools serving diverse communities

Atthenationallevelonly16ofschoolsemployover20oftheirteachersfromminorityethnicgroupsThenextmostdiversegroupofaround15ofschoolshavebetween10and20oftheirteachersfromminorityethnicgroups

BAME teachers are concentrated in London schools and in ethnically diverse schools

Onaveragearound35ofteachersinOuterLondonandjustover40ofthose inInnerLondonschoolsarefromaBAMEbackgroundndashamuchgreaterconcentrationthaninanyotherregionAcrossEnglandthereisastrongrelationshipbetweenthepresenceofBAMEteachersandminorityethnicrepresentationamongstnon-teachingstaffwithinschoolsaswellaspupils

BAME teachers tend to work in disadvantaged schools particularly in London

Londonschoolslocatedinthemostdeprivedareasemployahighproportion ofaround45ofBAMEteachers(wheredeprivationisdefinedbytheIncomeDeprivationAffectingChildrenIndex)ElsewherethispatternalsoexistsLondon

schoolswithahighconcentrationofpupilseligibleforfreeschoolmeals(FSM)alsoemploysignificantlymoreteachersfromBAMEgroupsthanschoolswithlownumbersofFSMpupils

BAME teachers are open and motivated to teach in urban diverse schools

BAMEteachersaremotivatedtooptforteachinginurbanschoolsbecausetheyvaluediversityintheworkplaceandrelate topupilsfromnon-dominantethniccommunities

Findings ndash What makes BAME teachers stay in teaching or leave Racism and associated inequalities are at the forefront of BAME teachersrsquo minds in conversations about retention not workload

OurparticipantshighlightedhowbothovertandcovertracismtakesatollonBAMEteachersrsquowellbeingprogressionandjobsatisfactionBAMEteachershadthesamehighlevelsofworkloadasallteachersplusanadditionallsquohiddenworkloadrsquoofcopingwithracism

The ethnic diversity of senior leadership teams in urban schools with high-minority pupil intakes is important for the overall retention of BAME teachers

Alloftheteachersintervieweddisapprovedoftheuniversalwhitenessofseniorleadershipteams(SLT)inotherwisediverseschoolsThisissueplaysaroleinteachersrsquodecisionstomoveschoolsbecauseofaperceivednegativeimpactontheorganisationalculture

The racial literacy of all school leaders and their commitment to equity and social justice are important for creating a supportive organisational culture

InterviewssuggestedthattheSLTplaysthekeyroleincreatingmulticulturalcapitalwithinethnicallydiverseschoolsincludingbymakingaconsciousefforttoincreasetheir

ownracialliteracytoendcolour-blindorstereotypicalapproachestoBAMEstaffdevelopmentParticipantsalsocommentedthatthereisaneedtoacknowledgehowwidersocialinequalitiesaremirroredandreproducedintheschoolpowerhierarchiesandunderpinanddriveBAMEteachersrsquounequalcareerprogression

Stalled opportunities for career progression are the key retention factor for experienced BAME teachers

ExperiencedBAMEteachersinterestedinseniorpromotionsfeltunfairlypassedoverforsuchopportunitiesleavingmanyinpursuitofopportunitiesoutsideofthestateschoolsectorMostintervieweessaidthatthisglassceilingwasnotobvioustothemattheearlystagesoftheircareer

The job satisfaction and retention of BAME teachers are affected by intersections of lsquoracersquo and racism with other aspects of identity such as gender class lighter or darker skin colour and immigrant background

AdditionalandintersectionalaspectsofidentitiesworkincomplexwaysfordifferentteachersincludingthoseteachingdifferentsubjectsorkeystagesbutparticularlyappeartodisadvantageBlackteachers

Key findings and recommendations

Data and methodology 5

RecommendationsTargeted government resources and support are needed to improve BAME teacher retention

AsBAMEteacherstendtoworkinurbanschoolswithhigh-minorityandmoredisadvantagedpupilintakesitiscrucialthatgovernmentresourcesareputintotheirretentionbothinordertomanageteachersupplyintheseschoolsandtoreducethenegativeimpactofhighstaffturnoverontheoutcomesofdisadvantagedchildren

A clear vision for school workforce diversity should be articulated in policy documents on teacher recruitment and retention in England

ItisimpossibletosolveteachershortagesinEnglandwithoutacoordinatedeffortto recruitintoteachingfromallgroupsofthepopulationThecommitmenttodiversityshouldbereflectedinthepolicyinitiativessuchastheteacherretentionandrecruitmentstrategyandtheearlycareerframeworkreforms

Consideration should be given to workplace diversity to enhance student teacher and early career retention

Initialteachertraining(ITT)providersshouldconsiderplacingBAMEtraineesinschoolswithdiversestaffespeciallyamongsttheseniorleadershipteamThisisimportantforbothshortandextendedschoolplacementsondifferentITTprogrammes

Ofsted should be required to evaluate the lsquomixrsquo of diversity among the pupils teachers and senior leaders in a school

Fairrepresentationreflectingtheethnicdiversityofthelocalcommunityshouldbe acorevalueencouragedinstatefundedschools

School leaders in diverse schools should be required to demonstrate the experience training and skills that allow them to develop equitable learning environments that support diverse learners and BAME teachers

Abetterpreparationofschoolleadersand aconsciouseffortbythemtoimprovetheracialliteracyanddiversitywithintheSLT isparamountforafavourableracialclimateforBAMEteacherretention

The ongoing development of BAME teachers should be supported through high-quality mentoring improved working conditions and opportunities for career development

SLTsshouldbemindfulofmentoringBAMEteacherstowardstakingonstereotypicpastoralrolesAnapproachtothementoringandretentionofBAMEteachersbeyondthefirstfewyearsinteachingcouldtaketheformofleadershipprogrammeslsquoLeadFirstrsquoorlsquoLeadLondonrsquomodelledontheexampleofTeachFirstTheseschemesrequiregovernmentfundingandsupport

Challenges related to BAME progression into leadership should to be placed on the policy agenda

HavingmoreBAMEleadersinSLTswillalsohelpoverallBAMEteacherretentionasperourinterviewevidenceandresearchevidencethatracialcongruencebetweenschoolleadersandstaffimprovesBAMEteacherretention

All staff claims of racism (both overt and covert) should be investigated and reported and all leaders should be encouraged to identify practices that have negative effects (unintended or otherwise) on BAME teachers

HavingproceduresinplacewillhelpensurethatschoolstafftakeracismtowardsBAMEteachersseriouslyandthatanyissuesareactedoninatimelyandprofessionalmanner

Teacher education programmes should include racial justice in education as part of the curriculum for prospective teachers

Includingracialjusticeasanimportantelementintheteachereducationcurriculumwilllaythefoundationsofaraciallyliterateteachingworkforce


Ouranalysisusedanadministrativedatasetthe2018SchoolWorkforceCensus(SWC)supplementedwithpupildemographicinformationfromtheSchoolCensus(bothpublishedbytheDepartmentforEducation)toinvestigatepatternsofminorityethnicteachersrsquoemploymentacrossEnglishschools

ThepubliclyavailableSchoolWorkforceCensusdetailsthefollowingschoolcharacteristicsofinterestfortheanalysisinthisreporttheproportionofnon-WhiteBritishclassroomteachersaswellastheproportionofnon-WhiteBritishteachingassistantsnon-teachingsupportstaff(ieschoolsecretariesandotherclericalandchildcarestaff)andauxiliarystaff(iecateringandschoolmaintenancestaff)

ThefollowingschoollevelcensusdatawereusedforexploringtherelationshipbetweenschoolcharacteristicsandthepresenceofBAMEteachers(i)theproportionofpupilsusingEnglishasanadditionallanguage(EAL)andtwopotentialmeasuresofdeprivationincluding(ii)theproportionofpupilseligibleforfreeschoolmeals(FSM)and(iii)theIndexofDeprivationAffectingChildrenIndex(IDACI)whichgivesagoodmeasureofneighbourhooddeprivation

Note on SWC data usedWereportonfindingsfornon-WhiteBritishclassroomteachersasawholeWeacknowledgethelimitationsofthisapproachasthesituationandexperiencesofdifferentethnicgroupswhowillfallwithinthatgroupingwillvaryconsiderablyHoweverwithinthelimitationsofthefundingforthisresearchandtheongoinglockdownitwasnotpossibletoobtainandanalyseteacherleveldataBecauseweusedapubliclyavailabledatasetthereisadegreeofsuppressionFindingsshouldthereforebetreatedwithcautionalthoughtheyrepresentcleartrends

Analysis Atotalof21746schoolswereincludedinthemajorityoftheanalysisndashsomesubsetswereusedforparticularpartsoftheanalysisTheanalysesexcludeschoolsfromtheCityofLondonboroughandIslesofScilly(due tosignificantdatacoverageissues) ForprofilinganordinalcategoricalvariablewascreatedtorepresentschoolsaccordingtotheirproportionofBAMEteachers Thecut-pointforthefivegroupsare0 upto51020andover20

TorevealthemostimportantcharacteristicsthatappearedtodrivethepercentageofBAMEteachersinaschoolamodellingexercisethroughbinarylogisticregressionwasusedThisallowedtheidentificationofasubsetofpredictorsthatwhenconsideredtogetherweremostinfluentialToundertakethisformofmodellingthoseschoolswithnoBAMEteacherswerecomparedtoschoolswithahighproportionofBAMEteachersThemodellingwasundertakenonseveraldifferentsamplestoprovideconfirmationthatanymodelseenwasreplicableacrossalldatarecords

Data and methodologySchool Workforce and School Census Data


11 earlycareerteachers (5yearsorless)

13 experiencedteachers (over5years)

18 femaleteachers

6 maleteachers

9primaryteachers

15

18teachersworkedinLondon

6 workedelsewhereinEngland

AnapproachusingnarrativeinterviewtechniqueswasusedtoillicittheexperiencesofteachersthroughouttheirprofessionalcareersTheirstoriesandreflectionswerecriticaltounderstandingandanalysingteacherretentionDrawingoncriticalracemethodology(SoloacuterzanoandYosso2002)weuseddiscussionoftheteachersrsquodecisionstostayinorleavecertainschoolsorinsomecasestheprofessiontoexploretheimpactofracismandhowlsquoracersquointeractedwithotheraspectsofidentity

Intotal24interviewslastingonaverageonehourwerecarriedoutduringthe2019-20schoolyearAllbuttwooftheinterviewswerewithservingteachersalthoughsomeoftheintervieweesweredoingonlylimitedsupplyteachingatthetime

Ethnicity

Years of service

Gender

School type

Location

14 BlackAfrican orCaribbeanteachers

5 SouthAsianteachers

Of the teachers we interviewedTeacher interviews

WealsodiscussedpotentialsolutionsandideasaroundretentionwitheightteachersfromoursampleduringanonlineworkshopwherewepresentedouroverallfindingsSomeoftherecommendationscomedirectlyfromthatworkshop

3 teachersfromOtherAsiansub-groups

2 MixedWhiteandBlackteachers

secondaryteachers

8 Findings

UsingdatafromtheSchoolWorkforceCensus(SWC)Figure1depictstheproportionofschoolswithBAMEstaffin fourmaincategoriesteachersteachingassistantsnon-classroombasedsupportstaffandauxiliarystaffWefoundthatjustoverhalfofschoolsacrossEnglandemployoneormoreteachersorteachingassistantsfromminorityethnicgroups

Weestablishedthat26ofschoolshavenoBAMEstaffofanykindand46ofschoolshavenoteachersfromminorityethnicgroupsOnlyaround16ofschoolsemployoverafifthoftheirteachersfromminorityethnicbackgroundsThenextmostdiversegroupofaround15ofschoolshavebetween10and20oftheirteachersfromBAMEgroupsOnly18ofschools

haveatleastoneminorityethnicstaffmemberinalljobcategoriesThesedatasuggestthatBAMEteacherspredominantlyworkwithinawhiteprofessionwhichhasimplicationsfortheirretentionandturnover inrelationtotheracialclimateinschoolsdiscussedintheinterviewdatabelow

FindingsStaff diversity within English schools

16 of schools have over

20 BAME teachers

26 of schools have no BAME staff

46 of all schools have no BAME teachers

SchoolswithBAMETeachers

SchoolswithBAMETeachingAssistants

SchoolswithBAMEAuxiliaryStaff

SchoolswithBAMENon-ClassroomSupportStaff

534232

54

Figure1ProportionofschoolswithBAMEstaffindifferentroles

Findings 9

ThechartsinthissectionshowtherelationshipsbetweenthemostinfluentialschoollevelcharacteristicsandtheconcentrationofBAMEteachersThebluebarsinFigures2345and6showtheproportionofschoolsfallingintoeachofthecategoriesTheredlineshowstheaveragepercentageofBAMEteachersfoundinschoolsinthatcategory

The most influential characteristic of schools employing a large proportion of BAME teachers is their London location

TeachersfromminorityethnicgroupsarenotequallydistributedacrossschoolsinEnglandFigure2illustratesthatschoolsinLondonhaveamuchgreaterconcentrationofminorityethnicteachersthananyothergovernmentregionOnaverageover40ofteachersinInnerLondonschoolsandaround35ofteachersinOuterLondonschoolsarenon-WhiteBritishLondonhasaround12ofschoolsbutaccountsfor21ofschoolsinthecountrywithatleastoneBAMEteacherThedatasetsweanalysedindicatethat96ofLondonschoolsemployedatleastonenon-WhiteBritishteachertwicetherateofschoolsoutsideofLondon

Government region

Proportion of schools

Avg BAME teachers

Schools where BAME teachers are employed

(

45

40

35

30

25

20

15

10

5

0

20

18

16

14

12

10

8

6

4

2

0

schools in that region

Average BAME teachers in school

East Midlands

East of England

Inner London

North East

North West

South East

West Midlands

Outer London

South West

Yorkshire and the Humber

Figure2BAMEteacherpresenceinschoolsbyregion2018

10 Findings

Another predictor of schools having a high proportion of BAME teachers is the ethnic diversity of schools

Figures3-5showtrendsbyethnicityofotherschoolstaffTypicallytheconcentrationofBAMEteachersinschoolsincreasesalongwiththeproportionofnon-teachingschoolstafffromBAMEgroups(includingteachingassistantsnon-classroombasedsupportstaffandauxiliarystaff)

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50

schools with that BAME auxiliary staff


Auxiliary staff from BAME groups

50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30

Teaching assistants from BAME groups

schools with that BAME TAs



Avg BAME teachers

Figure3BAMEteacherpresenceinschoolsbyproportionofBAMEteachingassistants2018 Figure4BAMEteacherpresenceinschoolsbyproportionofBAMEauxiliarystaff2018

Findings 11

Figure6showsthattheconcentrationofBAMEteachersincreasesalongwiththeproportionofminorityethnicpupilswhouseEnglishasanadditionallanguage(EAL) Forexampleinschoolscontainingover40ofEALpupilsover30ofteachersareofaBAMEbackgroundOnly25ofBAMEteachersareemployedinschoolswithout anyEALpupils

80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0

schools with that BAME non-classroom support staff


Non-classroom based school staff from BAME groups

0 Up to 10 10-25 Over 25

schools with that EAL


20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers

Figure6BAMEteacherpresencebyproportionofEALpupilsinschools

Figure5BAMEteacherpresenceinschoolsbyproportionofBAMEnon-classroom basedsupportstaff2018

12 Findings

ThereisaverystrongLondoneffectintheoverallfindingsToaddressthiswedisaggregatedanalysisofthespecificrelationshipbetweenthepresenceofBAMEteachersandschoolintakecharacteristicsbetweenLondonschoolsandthoseelsewhereinthecountry

ThegreenandbluebarsinFigures78and9showtheproportionofschoolsfallingintodifferentcategoriesinLondonandacrossEnglandThetealandredlinestracetheproportionofBAMEteachersinthoseschoolsinLondonandacrossEngland

ThenationalpatternseeninFigure6holds inLondonandacrossEngland(seeFigure7)SchoolswitharelativelyhighproportionofminorityethnicteachersalsohavealargeproportionofEALpupilsWithinLondonjustover55ofschoolshavemorethan40ofEALpupilsandwithintheseschoolsaround45ofteacherscomefromaBAMEbackgroundOutsideofLondonthesamepatternexistsbutincomparisonjust7ofschoolswithover40ofEALpupilsemploy22ofBAMEteachers


60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere

London BAME teachers

Elsewhere BAME teachers

EAL pupils

Figure7BAMEteacherpresencebyproportionofEALpupilsinschoolsLondonandelsewhere

Findings 13

There is a relationship between the prevalence of BAME teachers and disadvantage among pupil intake

ThelikelihoodofschoolsemployingBAMEteachersincreasesiftheyarelocatedindeprivedareaswiththeselocationsdeterminedbytheIncomeDeprivationAffectingChildrenIndex(IDACI)Asshown inFigure8thisismorepronouncedinLondonwherein39ofschoolswitha

neighbourhoodIDACIscoreinthehighestbracketaround45ofteachersarefrom aBAMEbackgroundSimilarlymoreminorityethnicteachersworkinthoseLondonschoolsthathaveahigherproportionofpupilseligibleforfreeschoolmeals(FSM)(Figure9)HoweverelsewherethisrelationshipwithFSMismuchlesspronounced

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53

of schools of schoolsAverage BAME teachers in school


The income deprivation affecting children index (IDACI) quintile

50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere



Figure8BAMEteacherpresencebyproportionofschoolsindeprivedareasLondonandelsewhere

Figure9BAMEteacherpresencebyproportionofFSMpupilsinschoolsLondonandelsewhere

ThesefindingsrepresenttoourknowledgethefirstexplorationofwhereBAMEteachersworkandhowthisrelatestoschoolcharacteristicsThisalsoprovidescontextforthequalitativeanalysisofinterviewdatainthefollowingsection

OurqualitativeresearchfoundthatsomeofthefactorsinfluencingBAMEteacherretentionarethesamefactorsinfluencingteachersofmajoritybackgroundinEnglandUnsurprisinglyteacherswerehappiestinthoseschoolswheretheyfeltvaluedrespectedhadautonomyconnectionwithandsupportfromcolleaguesandseniorleadersandclearpathsforcareerprogressionYetasdetailedbelowsomedecisiveretentionfactorsonlyapplytoBAMEteacherswhoworkinurbandiverseordisadvantagedschoolsandthelsquoweightrsquoofdifferentfactorsvaryfordifferentgroupsofteachers

High workload and lsquohidden workloadrsquo factorsWorkloadhasbeenidentifiedasthenumberonefactorintheretentionoftheoverallteacherworkforceinEngland(DfE2018d)AswemightexpectwefoundthatBAMEteachershadthesamehighlevelsofworkloadnotleastbecausethemajorityoftheintervieweesworkedinLondonorotherurbanschoolsindeprivedareaswheretheremaybeadditionaldemandsonteachersrsquotimeAsthisearlycareerteacherinaLondonsecondaryschoolwhowasalsoamiddleleadernoted

hellip we know that our students canrsquot afford tuition or donrsquot have that support at home For them to be able to compete and get the grades 7 to 9 theyrsquore going to have to do more work at home independently or in school I think that does put pressure on teachers to be able to get the results(Kamu Bengali secondary)

HoweverthedataalsorevealedaconundrumnamelythatourconversationswithmostteachersabouttheirjobsatisfactionandretentionwerenotdominatedbyworkloadissuesInsteadtheinterviewsgaveusaclearsenseofhowstructuralinequalitiesblightedthecareers ofourparticipantsndashaswediscussinmoredetailbelowAssuchworkloadwasasecondaryretentionfactorldquoifyoudonrsquothaveinequalityissuesthenyoucanfocusonotherthingsrdquo(KiaraIndianprimary)

Experiencedteachersinoursamplesaidtheyhadlearnttomanagetheirworkloadldquo[I]fyoucangetpastthefirstfourorfiveyearsandyouareabletolookatteachingforwhatitisandcompartmentalisethejobintoawaythatyoucanmakeyourworklifebalanceworkthenitrsquosnotaboutworkloadanymorerdquo(MichelleWhiteandBlackCaribbeansecondary)BesidesasMarkpointedout allteachersirrespectiveofbackground ldquohavegotthesameworkloadrdquoHearguedthatldquothe[retention]issuewouldbeopportunitiesrdquoandadded

I look at the people at my school that have been promoted above me or given opportunities to learn and theyrsquore all White British which I find interesting (Mark Black African primary)

AlongthesamelinesNoordescribedhowdiminishingaspirationstobecomeaschoolleaderdrovehertotakeacareerbreakafter14yearsinteaching

It has nothing to do with workload It has everything to do with me being a person of colour and the issues that mattered to me and the voice that I wanted to have as a leader made people uncomfortable (Noor Pakistani primary)

Gita(Indiansecondary)pointedoutthatherheadofdepartmentgaveherldquoanexcruciatingamountofworkrdquobutemphasisedthatldquotheworkwasnrsquotreallytheissueformeIcoulddotheworkrdquoWhatdroveheroutofseveralschoolswastheldquotoxicitythatwasgearedtowardsmerdquoThistoxicitytooktheformofmicroaggressionstargetedatherethnicidentityhernon-dominantculturalperspectiveandattheSouthAsian studentsinschoolswheresheworked

WeinterpretthesefindingsabouttheburdensomenecessityforteacherstoendureexperiencesofbothovertracismandrepeatedcovertracismsintheformofmicroaggressionsandpositionthemselveswithintherelationsofinjusticesasalsquohiddenworkloadrsquoThefollowingsectionsdetailtheimpactofvariouslsquohiddenworkloadrsquofactorsontheretentionofBAMEteachers

School diversity factors Returningtotheschooldiversitypredictors ofBAMEteacheremploymentidentifiedinquantitativedataanalysiswerecognisethatminorityethnicgroupstendtoresideinhigh-diversityurbanareasinEnglandThismaypartlyexplainwhytheseteachersgravitatetowardsdiverseschoolsintheircommunitiesHoweverourinterviewsindicatedapreferencefordiverseschoolswhereteacherspurposefullysoughtoutsuchschoolsandenjoyedworkingthereasevidencedinwiderliterature(Davidsonetal2005)AnearlycareerBlackmaleteachertoldusldquoIrsquovebasicallysaidtomyfianceacuteIrsquomprobablygoingtomoveoutofLondon[tolive]butIwanttoworkinLondonbecauseofthedemographicsrdquo(Jamessecondary)Referringheretostudentdemographicsthiscommentappearstosupporttheliteratureonthehumanisticinclinationsofminorityethnicteacherstomakeadifferenceinthelivesofyoungpeoplefromlow-incomeandculturallyandlinguisticallynon-dominantcommunities(Achinsteinetal2010)AskedabouttheirreasonsforstayinginotherwiseunsupportiveschoolsanumberofteachersreferredtouniqueandsatisfyingrelationshipswithminorityethnicstudentsldquoIrealisedthatIhadagreatrapportwithstudentsfromethnicminorityespeciallywithBlackstudentsrdquo(SimonBlackAfricansecondary)ldquoIdofeellikeIoweittokidstobeintheroomandhavemyperspectiverdquo(MariamBlackAfricansecondary)

14 Findings

Factors shaping teachersrsquo decisions to stay or leave

Findings 15

StaffdiversitywasevenmoreimportantthanstudentdiversityfortheretentionofBAMEteachersParticipantslinkedmorediverseschoolcontextstoreducedlsquoracialstressrsquo(Hancocketal2020)intheirprofessionalliveswithimplicationsforretentionForexampleinthewordsofoneprimaryteacherhavingevenasmallsupportnetworkofcolleaguesldquothatlooklikemehavingthesameexperiencesasmerdquowaskeyforherdecisiontomovetoaLondonschoolAnotherBlackfemaleprimaryteacheremphasisedthatsheacceptedherpositioninoneparticularschooloutsideoftheareashelivedinldquosimplybecausethatschoolismulti-culturalrdquoThefollowingstatementsfromtheinterviewsarerepresentativeoftheparticipantsrsquoreflectionsontheimportanceofstaffdiversity

I was at school today actually for my first day and you could just see everyone and theyrsquore so friendly and itrsquos like majority Asian Therersquos quite a few Black people and itrsquos like lsquothis is nicersquo (Charlotte Black African primary)

So for me when choosing a school yes it does matter what their culture is and how they view ethnic minorities and if you walk around on interview and donrsquot see that reflected in students or staff then I probably will be less likely to go and work there (Farid Asian secondary)

Itappearedthatthe(under)representation ofminorityethniceducatorsinschoolleadershipteamsisalsoofsignificancetoBAMEteacherretentionForexampleJadeanearlycareerteacher(BlackCaribbeansecondary)wasldquoencouragedrdquotofindthatinherschoolwithamajorityAsianintakeldquooutofaboutfiveorsix[inSLT]twoofthemareAsianrdquoThatwasinstarkcontrastwithherTeachFirstplacementinLondonwhereschoolleaderswereallwhiteAnotherLondonteacherFaridquotedaboveexplainedthathavingonlyldquoonepersonfromanethnicminorityoutofthetwelveorfourteen[ontheleadershipteam]rdquowasatypicalrepresentationacrosssixschoolshehadworkedatinEastLondonDespitelivingandworkinginadiversecommunityFariddidnotseeopportunitiestoattainaleadershippositionandwasclosetogivingupandleavingteaching

ThereweresomeexamplesofschoolleadersincludingWhiteheadteacherscultivatingapositiveracialclimateintheirschoolsthroughproactivelydiversifyingtheirworkforceAnexperiencedteacherNaomidescribedthemostldquorespectfulrdquoandldquocaringrdquoLondonschoolshehadtaughtatintenyearsSpecificallyshenotedhowaWhiteBritishheadteacherrsquoscommitmentandactionsaroundstaffdiversityhelpedretention

So not only Black [teachers] she had Asians she had whites She said she needs to have a mixture so that the children can see representation in different mix [hellip] It did it worked very well And she was very fair We had a very good relationship but then as I said the school deteriorated after she left (Naomi Black Caribbean primary)

AnumberofotherparticipantsbelievedthroughexperiencethatschoolsleadersfromminorityethnicgroupswereabletopromoteanenvironmentinwhichBAMEteachersweremorelikelytoflourish

Olivia is a primary school teacher who is leaving teaching within five years of qualifying She is of Black Caribbean heritage After her PGCE she enjoyed working in a very diverse London school in terms of intake staff and management but she was only able to stay for one year due to problems with her mentor She went on to do some supply work in Bristol but found that lack of school diversity there was a significant issue for her For instance Olivia said she was ldquosent to really insensitive schools as a supply teacherrdquo including ldquowhere the children came and looked at the hallway while I was waiting to sign and show my documents announcing lsquoTherersquos a brown womanrsquordquo Other schools questioned her suitability to work and some turned her away resulting in her moving back to London In her words ldquothe racism for me it was too muchrdquo particularly as she felt she lacked any support network Working in an area without diversity she felt that ldquoIrsquom not going to make it in Bristol Irsquom not going to end up anywhere that I want to be Irsquom not going to be given a chancerdquo However in Oliviarsquos new London two-form entry school with ldquo97 black African and Caribbeanrdquo intake the universal whiteness of six members of the senior leadership team who were also quite young was very striking for her This lack of diversity in school leadership was the key factor in her decision to take a career break in the following year

Case study

16 Findings

Racial literacy of the senior leadership team TherewereindicationsinthedatathatschoolleadersweretakingactionsfordiversifyingtheirteachingworkforceForexampleseveralyoungintervieweesappliedorwereencouragedtoapplyforpostsspecificallyadvertisedforBAMEteachersHowevertheretentionofBAMEteacherswasaffectedbytheinteractionofteachersrsquopreferencefordiverseschoolsandtheabsenceoflsquomulticulturalcapitalrsquo(Achinsteinetal2010)intheschoolswheretheyworkedTheyleaveasexemplifiedbelowbecauseofperceivedlowexpectationsornegativeattitudesaboutminoritystudentslackofsupportforculturallyrelevantandinclusiveteachingcolour-blindapproachestodealingwithstudentsandstaffandlimiteddialogueaboutlsquoracersquoandequity intheschool

BAMEteachersespeciallythoseearlyintheircareersexperienceddistressinrelationtodrawingissuesofracismexperiencedbypupilstotheattentionofSLTsThiswasparticularlythecasewhentheSLTwasdeemedtolackracialliteracyortocondoneanddisplaysuchbehavioursthemselvesOlivia(BlackCaribbeanprimary)spokeabouthowupsettingithadbeenhearingherheadteacherspeakinginaderogatorywayaboutchildrenintheschoolandinawayinwhichthisheadwouldnothavespokenhadshebeeninaldquowhitemiddleclassschoolrdquoCharlotte(BlackAfricanprimary)describedanincidentwhereanotherteachermade

racistassumptionsaboutaBlackpupilandshecouldnotcomplaintotheSLTbecausetheysharedthesameattitudesandldquowouldjustlookatmelikeIrsquomcrazyrdquoAsecondaryteacherJamesspokeofthehiddenracismapparentincertainschoolpoliciesHegavetheexampleofprohibitedhaircutswhichusuallytargetedthestylesfavouredbyBlackstudentsandhowitwaslefttoBlackteacherstodrawattentiontothis

Michelle(WhiteandBlackCaribbeansecondary)explainedhowshehadfeltcompelledtodenouncetheracismsheobservedatoneofherschoolsandhowthisledtohermovingschoolsShegaveanexampleinvolvingtheheadteacherithadbeenarainydayandagroupoftenmainlyBlackboyswhowouldhavenormallybeenoutsideplayingbasketballweresittingaroundalargetabletalkingnoisilyWhenshehadgoneovertothemtheyhadbeendoingtheirmathshomeworkTheheadteacherthenmadeanappearanceandimmediatelyassumedthattheyweremisbehavingMichelleindicatedthathavingtochallengetheSLTinsituationslikethiseventhoughshewasarelativelyseniormemberofstaffwaswearingandthatshewasbeginningtobeseenasaproblemldquoIwasraisingaproblemandthereforeIwastheproblemrdquoSheindicatedthatwhileshefeltcompelledtosaysomethinginsuchcasesitsubsequentlylimitedherchancesofprogressingwithintheschool

ItisironicthatsometeachersfeltinhibitedorattractednegativereactionswhentheyadvocatedforBAMEpupilsgiventhatoneoftheoverridingexpectationsoftheseteacherswasthattheytakeonthepastoralresponsibilitiesforminoritypupils Ourintervieweesoftendescribedhowtheirethnicity(commonlyinintersectionswithgender)affectedtherolestheywereoffered(Callender2020)JohnaBlackmanfoundthatldquoBlackmenasawholeorethnicminoritymenrdquoarestereotypedintoworkingwithlsquodifficultrsquochildrenHewentontosaythatthismeantteachersdidnotgetachancetofocusontheldquoacademicrdquosideastheyweregiventhemoreldquochallengingrdquoclassesForsometeachersthismeantthattheiropportunitiesforpromotionbecamelimitedHoweversomeotherteachersinoursamplewereinterestedinfollowingthepastoralroute InallcasesthereforeseniorleadersshouldbeawareofthesetensionsandmustbeopenandproactiveinhavingconversationswithBAMEteachersabouttheircareeraspirationsandprogression

Theseexamplesofsmallactsofracismconsciouslyorunconsciouslyperpetrated aswellasessentialisingassumptionsaboutBAMEstudentsandteacherssupportaconcernbyparticipantsthatschoolsleaderscannotaddressrace-relatedcomplaintsunlesstheyldquoknowthedifferencebetweennewracismandoldracismrdquo(NoorPakistaniprimary)

Findings 17

HoweverasthetenureofourparticipantsprogressedtheydevelopedaparticularlykeeneyefordiscerningtheplaceofwhiteprivilegeinschoolpowerhierarchiesTeacherswhohadbeenintheprofession forovertenyearshighlightedtheirconcernsaboutbarrierstosecuringrewardsandpromotionswhichtheysaidwerenotobvioustothematthebeginningof theircareer

I never picked up tensions and I felt the same amongst the staff but looking back now I can see the glass ceilings that I didnrsquot see (Fatima Mixed White and Black African secondary)

Therersquos a lot of diversity within the school but the leadership team has not [kept up] which for me again I think if you had this conversation with me five ten years ago I would have been completely oblivious to it (Amal Other Asian secondary)

Finallytheadherencetomeritocraticandcolour-blindpracticesmoreoftenthannotprivilegesWhiteBritishteachersanddisadvantagesBAMEteachersespeciallyintheseniorpromotionsprocessOneteacherwhohadaspiredtobealeaderproblematisedthebeliefexpressedbythemanagementofheracademychaintrustataconferenceforfutureschoolleadersthatldquoyouappointonmeritandmeritalonerdquo

[W]e need to understand that if you are from a different background a BAME background or a minority background you you have certain limitations and certain things that have happened When we level the playing field then everyone has equal access then we can talk about merit (Noor Pakistani primary)

Asoutlinedintheprevioussectionteachershighlightalackofrepresentativeleadershipindiverseschoolsasbeingdetrimentaltotheirjobsatisfaction

Focus on experienced teachersOurinterviewsidentifiedsomedifferencesbetweennewandexperiencedteachersAmongtheearlycareerteachersweinterviewedputtingasideotherissuesdetailedaboveprofessionaldevelopmentwasnamedasanimportantretentionfactorTheysaidforexamplethattheywouldleaveldquoifIdonrsquotfeelsupportedandfeelabletostretchmyselftolearnrdquo(JadeBlackCaribbeansecondary)ldquoif[getting]myheadteacherqualificationisnrsquotsupportedrdquo(JamesBlackAfricansecondary)and ldquoifIamnotteachingsixthformrdquo(MariamBlackAfricansecondary)

Thesefindingsmirrorthenationalsituationwherelackofprofessionaldevelopmentisnamedbydepartedteachersasoneofthekeyretentionfactors(DfE2017d)

18 Findings

NotablyweobservedthatthemajorityofparticipantswhohadbeenintheschoolsystemforanumberofyearsweresuccessfulinobtainingmiddleleadershiprolesForsomeittooklessthanfiveyearstosecuremid-levelappointmentssuchasheadsofyearandpastoralunitssubjectleaderscurriculumcoordinatorsandheadsofdepartmentinsecondaryschoolsHowevertheyoftenfeltstuckinthosepostsThoseteacherswhowereinterestedinfurthercareerprogressionintoseniorleadershiprolesemphasisedthattheirracialisedstatuspreventedthemfromenteringwhattheyperceivedasallwhiteandpredominantlymalesenior leadershipcircles

Itrsquos opportunity to move within the organisations itrsquos become a serious issue all my friends well Black friends at least we all get to assistant head levels and that is it no further not one of us have moved on to either deputy or head Irsquove moved down but this canrsquot be a coincidence (Mark Black African primary)

AsWallace(2020)poignantlydiscussesalthoughtheinclusionofBAMEteachersinentry-andmid-levelleadershiproleslsquomaychangeperceptionsofthepowerofWhitenessinschoolsandtowiderpublics itdoesnotchangetheinstitutionalarrangementsthatpreserveWhiteprivilegersquo(p359)FeelingunfulfilledundervaluedorunderminedintheirefforttoadvancewithinschoolsdespiteobtainingvariousfacilitatingqualificationssomeexperiencedteachersindicatedthattheyhadconsideredorwereconsideringretrainingasschoolinspectorsbecominganeducationalconsultantorasupplyteacherteachingabroadorstudyingforaPhDwithaviewtomovingintotheteachereducationfield

TheconcernsexpressedbyourintervieweesarereflectedinthewiderliteratureandnationalstatisticsIn2018WhiteBritishpeopleaccountedfor929ofheadteachersand897ofdeputyorassistantheadteachersIthasbeendemonstratedintheUSforexamplethattheoddsofminorityteacherturnoveraresmallerwhenthereislsquoracersquoethnicitycongruencebetweenteachersandschoolprincipals(Nguyenetal2020BartanenandGrissom2019)

Kiara is a primary teacher from an Indian background who has been a class-based teacher for 13 years She progressed onto a lsquoTLRrsquo (a teaching and learning responsibility which is an additional payment to reward leadership and management responsibilities) as a curriculum lead and year group leader She stayed for seven years in her current school in the Midlands which had a predominantly disadvantaged pupil intake because of ldquothe pull of the childrenrdquo However she then felt the school did not offer her further opportunities to develop although ldquotherersquos always been a promise of moving up a promise of furthering my careerrdquo Kiara also felt that other colleagues who were ldquomuch less experienced or even giving towards the progress of the schoolrdquo were sent on much more ldquorecognisablerdquo leadership courses and were ldquopromoted because theyrsquore in friendship groupsrdquo leaving her feeling disillusioned She felt that the ldquodangled carrotrdquo of promotion kept her in the school but then she felt stuck financially and professionally because ldquoitrsquos not that easy [to move] once you get to a certain levelrdquo

Case study

Findings 19

Focus on intersectional factors and identities AlthoughtheprimaryfocusofthisstudyishighlightinghowBAMEteachersrsquoexperiencesofretentionaredifferentfromthoseofWhiteBritishteachersafurtheraimwastohighlighthowdifferentgroupsofteachersareintersectionallymarginalisedintheschoolsystemWhilewealludedtoracialisedgenderedexpectationsearlierthissectionprovidesabriefoutlinefocusingonhowparticipantsrsquoexperiencesinschoolswereshapedbycombinationsoflsquoracersquoethnicitywithclassthesubjecttheytaughtskincolourandmigrantbackground andaccent

Therewerecommentsabouthowlsquoracersquoandclassintersectedandhowtheyimpactedonsecuringemploymentandpromotions FaridascienceteachercommentedthatldquotheBritish[class]cultureisstillverystrongespeciallyintheeducationsectorrdquo Hereflectedthathisworking-classbackgroundandlackoflsquoculturalcapitalrsquoputhimatadisadvantageprecludinghimfromfurtheradvancinghiscareer

So maybe when they look at the senior leadership team in education theyrsquore looking for people who speak a certain way Your English might be great but if you donrsquot sound a certain way then they feel like you should not be put in front of people in public in front of parents (Farid Asian secondary)

ForFaridthepressuretoconformtomiddleclassstandardswasanobstacleHoweverforBlackteacherswhoweremiddleclasstheadvantageswerenotalwaysthere AsJadeaBlackCaribbeansecondaryteachersaidldquoItdidnrsquotmatterifIwasmiddleclassifnooneknewwhoIwasIrsquomaBlackwomanrdquoForAlexisaprimaryteacherhermiddle-classupbringingresultedinraisedeyebrowsandremarksbasedonhowldquowellspokenrdquoorldquowell-travelledrdquoshewasbutshestillfelt(andindeedwastold)thatshedid notfit

Theseclassandlsquoracersquointersectionswork incomplexwaysfortheseteachersbutparticularlyappeartodisadvantageBlackteachersAsAlexiscommentedldquoItrsquosadifferentplayingfieldforBlackteachersrdquo

FurtherintersectionaldisadvantagesariseforBlackteacherswhohadmigratedtoEnglandThisteacherexplainshisfrustrationwithlsquoneverbeingenoughrsquodespitehisqualificationsbecauseheisseenasalsquoforeignerrsquoaswellasaBlackmale

Irsquom not sure if itrsquos conscious bias or unconscious bias My accent really throws [people but] I honestly canrsquot be bothered to change thatrsquos hard work and as a foreigner I get it three ways Irsquom Black Irsquom a male Irsquom a foreigner in a primary school which is like this is not going to go down well Initially I thought it was my qualifications maybe I wasnrsquot qualified enough so I did the Masters I thought okay the Masters maybe thatrsquos a leg up no itrsquos not enough I thought Irsquoll do the doctorate well Irsquom not sure thatrsquos going to be enough to be honest I doubt it (Mark Black African primary)

Thisintersectionalmarginalisationpreventsthishighlyexperiencedteacherfrommakinguseofhisadditionalculturalcapitaltosecureaseniorpromotion

20 Findings

TheissueoflsquocolourismrsquowasmentionedbytwoMixedWhiteandBlackteachers Theybothstatedthattheyhaddifferentexperienceswithinschoolsthantheirdarkerskinnedcolleaguesbasedontheimplicationswhichcomewiththeculturalmeaningsattachedtoskincolour OnesecondaryteachercommentedthatshethoughtshewaspromotedatthebeginningofhercareerbecauseldquoIthinkcomplexionwiseIdonrsquotthinkIwasperceivedasathreatrdquo(Fatima)MichelleanSLTmemberinasecondaryschooldescribedanumberofsetbacksinherpursuitofleadershipopportunitiesaswellasherdifficultpositionofhavingtonavigateandaccommodatethewhitefragilityofotherschoolleaders SheexplainedthatshecannotbeldquoallaboutBlacknessrdquoinherpastoralroleHoweversheemphasisedthatherlighterskincolouraffordedheropportunitiesandhelpedtoreduceothersrsquoperceptionofherasthreatening

FinallysomesecondaryteachersfacedassumptionsbasedontheirlsquoracersquoethnicityandthesubjecttheytaughtForexampleGitaasecondaryEnglishteacherthoughtthereweredoubtsabouthersuitabilitytoteachEnglish

The thing is Irsquom walking into a classroom as an English teacher with an Indian identity you know That kind of throws up quite a few problems doesnrsquot it (Gita Indian secondary)

IncontrastKamuamalescienceteacher ofaSouthAsianbackgroundfelthewasrespectedandaccommodatedastheonlyminorityMuslimteacherinhisinitialall-whiteworking-classintakeschoolinEssex HisdegreefromaRussellGroupuniversityTeachFirstplacementandbeingateacher ofashortagesubjectalsocontributedtotheschoolrsquoswelcomingattitudeHisschoolforexamplereshapedhistimetablesothat hecouldhaveFridaysfreeforworship HereceivedarapidpromotionwithteachingandlearningresponsibilitiesinhisfirstyearKamuwentontobecomeascienceleadpractitionerwithintwoyearsoffinishingteachertrainingnotablyinthisinstance inanall-minoritylsquooutstandingrsquoschool inLondon

AssumptionsaboutethnicgroupsandsubjectchoicescouldbebothpositiveandnegativedependentonhowtheylsquofittedrsquowithstereotypesABlackAfricanprimarymiddleleaderwhowascompletingapart-timedoctorateinmathseducationencounteredsurprisedremarksinrelation tochoosingmathseducationashisthesissuchasldquoOhIthoughtyoudidsomethingelsereallyrdquoTeacherswhodidnotmatchthestereotypesfoundcounteringsuchmicroaggressionsanadditionalburden

The accumulative impact of racism Asdetailedthroughoutandinlinewithexistingliteraturesometeachersendedupleavingurbandisadvantagedschoolsdue totheaccumulativeimpactoflsquoracialbattlefatiguersquo(PizarroandKohli2020)Thiscanbedefinedaslsquothepsychologicalemotionalphysiologicalenergyandtime-relatedcostoffightingagainstracismrsquo(Smith2009citedibidp969)Thiswasparticularlynotableininterviewswithseveralsocialjustice-orientedteacherswhohadbeenforsometimeconcernedaboutthefairnessofdecisionsinschoolsForinstanceNoordescribedhowyearsofherefforttotroubletheracialstatusquoinschoolleadershiptookaprofoundtollonhermentalhealthwellbeingandretentionShefelt(andwasindeedadvisedbyacolleaguerunninganinclusionanddiversityprogrammeinthedistrict)thatleavingtheschoolwasherbestoptionasldquosadlythingsarenotgoingtogetanybetterrdquo

Theyrsquore not changing itrsquos absolutely structural racism if you raise anything I decided for me that I was never going to be a leader I couldnrsquot fight it on my own and I had to make a different path (Noor Pakistani primary)

Findings 21

SeveraladditionalteachersalsofeltthatarticulateoutspokenunionisedtopofthepayscaleBAMEteacherswerelsquofearedrsquothemostandsubjectedtocovert(andattimesovert)racismHoweverasarguedelsewhere(BristolandGoings2019)wehaveprovidedevidencethathavingtobealerttoandnavigateracialboundariesintheworkplaceexpendsconsiderablepsychologicalenergyevenonthepartofteacherswhoavoidconfrontationInconclusionAlexisrsquoexperiencecapturestheprecarious positionofminoritisedteachersevenin thecurrentteacherretentioncrisisfaced byEnglishschools

Alexisrsquo ten years in primary teaching highlight the precarity some Black teachers experience in their professional life On the teacher-education course she felt that five minority ethnic students were always an afterthought ldquovery last minuterdquo in terms of arranging placements In hindsight she did not get even a quarter of support and mentoring during her placements compared to what she was giving student teachers as a mentor during her career In her NQT year she got ldquothe most difficult class with high behavioural needs with the high SEND needsrdquo thinking at the time ldquoyou got this class because they know you can handle it because they trust yourdquo Additionally senior leadership was unsympathetic and even antagonistic to the point that her NQT year was terminated early by the NQT manager in her local authority This led to a spell of supply teaching after which she was able to secure a maternity cover post in a private school She taught there for over a year and described staff as ldquolovelyrdquo and parents as ldquosupportiverdquo The ldquoownerrdquo however refused to make her contract permanent It was not unexpected after he was ldquoracist towards me [hellip] towards another Chinese teacher in the meetingrdquo In the next school she was pressured to take on a Year 6 class due to an unfilled vacancy whereas her contractual role was to teach SEND children as part of her National Award SENCo course She had to live with the consequences of refusing to comply for a number of years as the

headteacher kept giving her a damaging reference ldquoI was applying for jobs I was getting interviews but I was then being offered one-year contracts or I was being offered a lower pay scale than I should be gettingrdquo This is in addition to constant racist remarks from other staff and an off-putting advice from one headteacher ldquoto toughen uprdquo in response to her one-off complaint ldquobecause itrsquos difficult to prove itrdquo Her wellbeing was ruined ldquoIf yoursquove gone through a year of racism [hellip] having to put on a fake smile itrsquos very demoralising and very tiringrdquo To break this cycle Alexis made a difficult decision to move abroad to teach in a British international school leaving behind friends and family Having joined a Black teachersrsquo network on her return to London she learnt that other teachers related to her experience of insecurity due to racism

Case study


Research synergies and implications for future researchInternationalresearchliteratureontheretentionofteachersfromminorityethnicgroupshighlightsthepatternofemploymentinurbandiverseschoolslocatedinlow-incomeareas(Ingersolletal2019Ryanetal2009)WehavedescribedabroadlysimilarpatterninEnglandwiththeprevalenceofBAMEteachersinurbanandethnicallydiverseschoolsintermsofstaffandpupilsWealsosawininterviewsthatschooldemographiccharacteristicsmattertominorityteachersbutdiversityofstudentintakealoneisnotenoughtokeeptheminschoolslong-termTherewasaclearperceptionthatdiverseschoolsinurbanareaswithoutdiverseschoolleadershiporwithleadershipthatadherestocolour-blindpoliciescouldbehostilestressfulanddisrespectfulworkplaces(seealsoKohli2018Bristol2018)

InterestinglyunlikeforWhiteBritishteachers(DfE2018d)workloadwasnotattheforefrontofBAMEteachersrsquominds intheconversationsaboutretentionwhilebattlingracialinequalitieswasinitselfalsquohiddenworkloadrsquowhichledtoburnoutturnoverandattrition(seealsoWallace2020 PizarroandKohli2020Hancocketal2020)LackofcareerprogressionhighlightedelsewhereasanobstacleforBAMEemployees(CIPD2017)matteredmostforexperiencedteacherswithafrustratinglackofadvancementbeyondmiddleleadershiprolesemergingasthekeyretentionfactorWesuggestthatthelackofminorityethnicseniorleadersinschoolscreatesaviciouscycleBAMEteachersatvariousstagesoftheircareerleaveurbanschoolswheretheleadershipteamisnotrepresentativeofstudentintakeandstaffdiversityOntheotherhandUSresearchonrelationaldemographyinteacherretentionfindsthatteachersgivehigherratingstoschoolleadershipschoolclimateandtheirownjobsatisfactioninyearsinwhichtheyhadarace-congruentprincipal(BartanenandGrisssom2019)

Forthemostpartresearchhasnotattendedtotheimpact ofnuancedinequalitiesthatmatterintheprofessionallives ofteachersfromdifferentethnicsubgroupsandsubjectbackgroundsOuranalysisinformedbyideasdrawnfromCriticalRaceTheoryshonelightonhowlsquoracersquoandracismintersectwithotherlayersofsocialsubordinationsuchasgenderclassphenotype(sur)nameimmigrantstatusandaccenttoexplainindividualexperiencesandcareerdecisionsofBAMEteachers

WesuggestthatmoreresearchbeconductedontheretentionofBAMEteachersinEnglandwiththefocuson

Investigating the retention of BAME teachers over time and within ethnic subgroups ItisimportanttonotethelackofempiricalresearchusingnationallyrepresentativedataonwhathappenstoBAMEteachersoncetheyareemployedInvestigatingtrajectoriesofindividualteacherstodeterminedriversofminorityteachersleavingtheprofessionandmovingwithinthestatesectorwillcontributetoinformingpoliciesaroundstaffingurbanschoolswithhighqualityteachersandretainingthemSuchanalysiswillalsohelpexploreandpotentiallyraiseequityconcernswithrespecttotherelegationoftheseteacherstoschoolswithlowerlevelsofmultiplecapitalsThetrendsmustbeexaminedwithinspecificethnicsubgroupstoaccountfordifferenthistoriesofdisadvantageintheBAMEpopulation

Investigating successful retention as a situated endeavour CommonretentionpatternsacrossschoolsandacrossminorityethnicsubgroupscanbeinformativebutlocalschoolcontextmattersThereremainsagapinresearchonsuccessfulretentionpracticesofBAMEteachersinspecificschoolsWesuggestthatmuchcouldbelearntfromdocumentinganddisseminatingpracticedeemedtobepromisingandtransferableinretainingBAMEteachersQualitativecasestudyresearchcouldexplorehowthefrequentlymentionedretentionfactorsndashschoolculture orracialclimatediverseorwhiteschoolleadershiprelationshipsamongcolleaguesorthecombinationofthesendashworktogethertoencourageBAMEteacherstostay

References and data sources

References AchinsteinBOgawaRSextonDampFreitasC(2010)Retainingteachersofcolorapressingproblemandapotentialstrategyforldquohard-to-staffrdquoschoolsReview of Educational Research80(1)71-107

AllenRBibbyDParameshwaranMampNyeP(2016) Linking ITT and workforce data initial teacher training performance profiles and School Workforce CensusNCTLDfE

AllenRBurgessSampMayoJ(2018)TheteacherlabourmarketteacherturnoveranddisadvantagedschoolsnewevidenceforEnglandEducation Economics26(1)4-23

BartanenBampGrissomJ(2019)School principal race and the hiring and retention of racially diverse teachers (EdWorkingPaperNo19-59)Retrievedfromhttpedworkingpaperscomai19-59

BristolTJ(2018)Tobealoneorinagroupanexplorationintohowtheschool-basedexperiencesdifferforBlackmaleteachersacrossoneurbanschooldistrictUrban Education 53(3)334ndash354

CallenderC(2020)BlackmaleteacherswhiteeducationspacestroublingschoolpracticesofotheringandsurveillanceBritish Educational Research JournalAdvanceonline

Publicationdoiorg101002berj3614

CIPD(2017)Addressing the barriers to BAME employee career progression to the topLondonCIPDRetrievedfromhttpswwwcipdcoukImagesaddressing-the-barriers-to-BAME-employee-career-progression-to-the-top_tcm18-33336pdf

DavidsonJPowneyJWilsonVHallSampMirzaHS(2005)RaceandsexteachersrsquoviewsonwhogetsaheadinschoolsEuropean Journal of Teacher Education 28(3)311-326

DfE(2018a)School leadership in England 2010 to 2016 characteristics and trendsLondonDfERetrievedfromhttpswwwgovukgovernmentpublicationsschool-leadership-2010-to-2016-characteristics-and-trends

DfE(2018b)Diversity of the teaching workforce statement of intentLondonDfERetrievedfromhttpswwwgovukgovernmentpublicationsdiversity-of-the-teaching-workforcestatement-of-intent

DfE(2018c)Analysis of teacher supply retention and mobilityLondonDfERetrievedfromhttpsassetspublishingservicegovukgovernmentuploadssystem

uploadsattachment_datafile748164Teachers_Analysis_Compendium_4_pdf

DfE(2018d)Factors affecting teacher retention qualitative investigationLondonDfERetrievedfromhttpswwwgovukgovernmentpublicationsfactors-affecting-teacher-retention-qualitative-investigation

HancockSDShowunmiVampLewisC(2020)TeachingwhileBlackandfemalenavigatingmentalcurricularandprofessionalaggressionTheory Into Practice 59(4)409-418

HaqueZampElliottS(2016)Visible and invisible barriers the impact of racism on BME teachersTheRunnymedeTrustandNUT

IngersollRMayHampCollinsG(2019)RecruitmentemploymentretentionandtheminorityteachershortageEducation Policy Analysis Archives 27(37) doiorg1014507epaa273714

Joseph-SalisburyR(2020)Race and racism in English secondary schoolsRunnymeadTrust

KohliR(2018)BehindschooldoorstheimpactofhostileracialclimatesonurbanteachersofcolorUrban Education53(3)307-333

MayorofLondon(nd)Teach London - Promoting teaching as a career within Londonrsquos Black Asian and Minority Ethnic (BAME) communitiesRetrievedfromhttpswwwlondongovuksitesdefaultfilesteach_london_-_attracting_more_bame_teacherspdf

NguyenTDPhamLDCrouchMampSpringerMG(2020)Thecorrelatesofteacherturnoveranupdatedandexpandedmeta-analysisoftheliteratureEducational Research Review31doiorg101016jedurev2020100355

PizarroMampKohliR(2020)ldquoIstoppedsleepingrdquoteachersofcolorandtheimpactofracialbattlefatigueUrban Education55(7)967-991

RyanJPollockKampAntonelliF(2009)TeacherdiversityinCanadaleakypipelinesbottlenecksandglassceilingsCanadian Journal of Education32(3)591-617

SmallITretheweyAMenziesLBowen-VinerKampShawB(forthcoming)Teach London Improving teacher recruitment and retention in LondonLondonLKMco

SoloacuterzanoDampYossoT(2002)Criticalracemethodologycounter-storytellingasananalyticalframeworkforeducationresearchQualitative Inquiry8(1)23-44

WallaceD(2020)ThediversitytrapCriticalexplorationsofblackmaleteachersrsquonegotiationsofleadershipandlearninginLondonstateschoolsRace Ethnicity and Education23(3)345-366

WorthJLynchSHillaryJRennieCampAndradeJ(2018)Teacher workforce dynamics in EnglandSloughNFER

UKGovernment(2020)School Workforce in England Reporting Year 2019 httpsexplore-education-statisticsservicegovukfind-statisticsschool-workforce-in-england

UKGovernment(2020)Schools pupils and their characteristics Academic Year 201920wwwgovukgovernmentcollectionsstatistics-school-and-pupil-numbers

Data sources usedDepartmentforEducationSchool Workforce in England 2018

DepartmentforEducationSchool Census in England 2018-2019

References and data sources 23

TocitethisreportTereshchenkoAMillsMandBradburyA(2020)MakingprogressEmploymentandretentionofBAMEteachersinEnglandLondonUCLInstituteofEducation

ThisresearchwassupportedbytheBALeverhulmeSmallResearchGrantwithfundingfromtheDepartmentforBusinessEnergyampIndustrialStrategy

ThisresearchwashostedbytheCentreforTeachersandTeachingResearch(CTTR)CTTRcreatesworld-leadingresearchfocusedonteachersrsquoworkteachingpracticesandteachereducation

Pleasecontactusat

ioecttruclacuk ioecttr wwwuclacukioe-cttr

2 Contents

3 Introduction



8 Findings

8 StaffdiversitywithinEnglishschools

9 SchoolswhereBAMEteachersareemployed

14 Factorsshapingteachersrsquodecisionstostayorleave


23 References and data sources

WearedeeplythankfultoallteacherswhohavetakenpartinthisprojectandsharedtheirrichexperiencesandviewsParticularthankstoourparticipantswhowecannotnameforconfidentialityreasonsforthefeedbackonfindingsandinputintokeymessagesandrecommendations

Weareincrediblygratefultoouracademiccolleagueswhohaveengagedwiththereportandprovidedtheirthoughtful inputpriortopublication

EdwenaWilsonDepartmentofCurriculumPedagogyandAssessmentUCLInstitute ofEducation

AmitPuniDepartmentofEducationKingstonUniversity

WewouldalsoliketoacknowledgethecontributionofManuelaMendozaHorvitz tothedatamanagementandinitialdataanalysis

Contents

Introduction 3





























































18 femaleteachers

6 maleteachers

9primaryteachers

15





Ethnicity

Years of service

Gender

School type

Location







secondaryteachers

8 Findings






20 BAME teachers







534232

54


Findings 9




Government region


Avg BAME teachers


(

45

40

35

30

25

20

15

10

5

0

20

18

16

14

12

10

8

6

4

2

0



East Midlands

East of England

Inner London

North East

North West

South East

West Midlands

Outer London

South West



10 Findings



70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50




50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30





Avg BAME teachers


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Introduction 3





























































18 femaleteachers

6 maleteachers

9primaryteachers

15





Ethnicity

Years of service

Gender

School type

Location







secondaryteachers

8 Findings






20 BAME teachers







534232

54


Findings 9




Government region


Avg BAME teachers


(

45

40

35

30

25

20

15

10

5

0

20

18

16

14

12

10

8

6

4

2

0



East Midlands

East of England

Inner London

North East

North West

South East

West Midlands

Outer London

South West



10 Findings



70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50




50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30





Avg BAME teachers


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat






















































18 femaleteachers

6 maleteachers

9primaryteachers

15





Ethnicity

Years of service

Gender

School type

Location







secondaryteachers

8 Findings






20 BAME teachers







534232

54


Findings 9




Government region


Avg BAME teachers


(

45

40

35

30

25

20

15

10

5

0

20

18

16

14

12

10

8

6

4

2

0



East Midlands

East of England

Inner London

North East

North West

South East

West Midlands

Outer London

South West



10 Findings



70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50




50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30





Avg BAME teachers


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


8 Findings






20 BAME teachers







534232

54


Findings 9




Government region


Avg BAME teachers


(

45

40

35

30

25

20

15

10

5

0

20

18

16

14

12

10

8

6

4

2

0



East Midlands

East of England

Inner London

North East

North West

South East

West Midlands

Outer London

South West



10 Findings



70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50




50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30





Avg BAME teachers


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 9




Government region


Avg BAME teachers


(

45

40

35

30

25

20

15

10

5

0

20

18

16

14

12

10

8

6

4

2

0



East Midlands

East of England

Inner London

North East

North West

South East

West Midlands

Outer London

South West



10 Findings



70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50




50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30





Avg BAME teachers


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


10 Findings



70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

00 Up to 75 75-15 15-30 30-50 Over 50




50

45

40

35

30

25

20

15

10

5

0

45

40

35

30

25

20

15

10

5

0

0 Up to 5 5-10 10-15 15-30 Over 30





Avg BAME teachers


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 11


80

70

60

50

40

30

20

10

0

45

40

35

30

25

20

15

10

5

0




0 Up to 10 10-25 Over 25



20

18

16

14

12

10

8

6

4

2

0

45

40

35

30

25

20

15

10

5

0

EAL pupils

0 Up to 25 5-10 20-4025-5 10-20 Over 40


Avg BAME teachers



12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


12 Findings





60

50

40

30

20

10

0

50

45

40

35

30

25

20

15

10

5

0

of schools

0 Up to 25 5-10 20-4010-2025-5 Over 40

London

Elsewhere



EAL pupils


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 13




45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

50

45

40

35

30

25

20

15

10

5

0

1 2 4 53




50

45

40

35

30

25

20

15

10

5

00 Up to 10 20-30 30-40 Over 4010-20

FSM pupils

London

Elsewhere

















14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat













14 Findings


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 15









Case study

16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


16 Findings







Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 17









18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


18 Findings






Case study

Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 19









20 Findings








Findings 21




Case study












































Pleasecontactusat


20 Findings








Findings 21




Case study












































Pleasecontactusat


Findings 21




Case study












































Pleasecontactusat













































Pleasecontactusat


employment and retention of bame teachers in england

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