Introduction
The survey
Nature of work
Access to work
Availability of work
Experiences of supply teachers when undertaking work in schools during the academic 2022/23 year
Experiences with schools, staff, parents and pupils when undertaking assignments
Provision of key information when undertaking assignments
Access to facilities and amenities in schools when undertaking assignments
Issues and concerns, including health and safety, for supply teachers during the academic year 2022/23
Rates of pay for supply teachers during the academic year 2022/23
Financial situation during the academic year 2022/23
Pensions
Training and behaviour management support
Conclusion

 

Introduction

Supply teachers are integral to the education system.

Without supply teachers, many pupils would be denied the opportunity to be taught by qualified and dedicated teachers who ensure that schools can continue to provide the education to which children and young people are entitled. Supply teachers make a vital contribution to securing high educational standards for all children and young people.

Despite this, the experiences of many supply teachers suggest that developments such as deregulation have had a detrimental impact upon the deployment of supply teachers and their pay and working conditions, particularly when considered against teachers with a permanent contract of employment.

The NASUWT’s annual survey of supply teachers in England aims to examine the changing experiences of supply teachers, including issues and trends.

The 2023 survey was undertaken between July and September.

A total of 697 supply teachers responded to the survey.

This Report provides the findings from the 2023 survey of supply teachers and highlights the experiences of supply teachers during the academic year 2022/23.

The survey

Nature of work

Supply teachers were asked why they carried out supply teaching work

The top five reasons cited by supply teachers were:

I needed to improve my wellbeing. The hours worked were unsustainable.

When asked what other advantages and disadvantages were associated with being a supply teacher, just over a third (34%) cited the lack of financial and job security, just under a quarter (24%) noted the work/life balance, 12% noted the ability to see how different schools work, just under one in ten (8%) noted the fact that there were no meetings to attend, one in 20 (5%) noted the fact that there was no planning and just under one in 20 (5%) noted the fact that they could go on cheaper holidays.

Supply teachers were asked about the ability to secure work teaching during the academic year 2022/23. Three-quarters (75%) reported that they had no problems securing work, whereas just over a fifth (21%) reported that they had some problems securing work. Just 3% of supply teachers reported that they had significant problems getting supply work and 1% stated that they could not secure any supply work.

Need to register with more agencies, but some agencies are better than others when it comes to getting work.

There are not enough teachers. If I could have cloned myself, I could have worked three times over.

Access to work

During the academic year 2022/23, just under a fifth of supply teachers (19%) reported that they were working for one school, one in ten (10%) reported that they were working for two schools and one in ten (10%) reported that they were working for three schools. 8% reported that they were working for four schools and well over one in ten (14%) reported that they were working for five schools. Two-fifths of supply teachers (40%) reported that they were working for more than five schools.

Of those supply teachers who reported that they were able to secure work during the academic year 2022/23, over four-fifths of supply teachers (82%) said that they had secured work through a supply agency, whilst 16% reported that they had secured work directly as a supply teacher by a school. A further 2% stated that they had secured work via a local authority supply pool.

For those supply teachers working through an agency during the academic year 2022/23, just under three-fifths (58%) stated that they were signed up to one agency to secure work, a quarter (25%) reported that they were signed up to two agencies, just over one in ten (11%) reported that they were signed up to three agencies and 3% reported that they had signed up to four agencies. Three per cent reported that they were signed up to five agencies.

For those supply teachers working through a local authority during the academic year 2022/23, three-quarters (75%) reported that they were signed up to one local authority, just under one-fifth (20%) reported that they were signed up to two local authorities and just 3% reported that they were signed up to three local authorities. Two per cent of supply teachers stated that they were signed up to five local authorities.

For those supply teachers working directly for a school during the academic year 2022/23, just under two thirds (65%) stated that they were employed by one school, 16% stated that they were employed by two schools, one in 20 (5%) stated that they were employed by three schools and 3% stated that they were employed by four schools. Just over one in ten (11%) stated that they were employed by five schools.

Very difficult to get schools to agree to pay directly.

The only way you seem to be able to secure work is through supply agencies.

Seventeen per cent of supply teachers stated that this was more than during the previous academic year, whereas 12% reported that this was less and 71% stated that it had stayed the same.

My regular agency couldn’t find me work in the first two weeks of the academic year, so I signed up with a second one. Luckily, things picked up.

I wanted to find more schools in my local area, so I’ve joined more agencies to increase my chances of this.

Have chosen to be on long-term supply at one school.

Just under a third of supply teachers (31%) reported travelling between 0-10 miles for an assignment, just over a third (35%) reported travelling between 11-20 miles, just under a quarter (23%) reported travelling between 21-30 miles, 6% reported travelling between 31-40 miles for an assignment and 2% of supply teachers reported travelling between 41-50 miles. One per cent of supply teachers reported travelling between 51-60 miles for an assignment, 1% reported travelling between 61-70 miles and a further 1% reported travelling between 71-80 miles during the academic year 2022/23.

Sixteen per cent of supply teachers reported that they had to travel further than in previous years in order to secure work.

Three-fifths of supply teachers (60%) stated that the cost-of-living crisis had a detrimental impact on how far they were willing to travel to undertake an assignment.

Availability of work

Supply teachers were asked where they were able to obtain work during the academic year 2022/23.

Forty-five per cent who responded to the survey stated that they were able to secure work in primary schools, 30% stated that they were able to secure work in secondary schools and just under one in ten (8%) reported that they were able to secure work in a special school/pupil referral unit (PRU). Seventeen per cent of supply teachers stated that their work was in ‘other’ settings (e.g. further education college).

For those supply teachers who reported that they were able to secure work during the academic year 2022/23, well in excess of two-fifths (47%) reported that the majority of their supply teaching was ad hoc or daily work, 7% said that this was weekly assignments and just under one in 20 (4%) stated that this was monthly assignments. Just over one in ten supply teachers (12%) reported that the majority of their work was termly assignments and 30% stated that the majority of their teaching was on longer term assignments in excess of a term.

When supply teachers were asked how many days on average they were able to obtain work during the academic year 2022/23, 8% said they obtained work one day a week, just under one-fifth (18%) two days a week and just over a quarter (26%) three days a week. Sixteen per cent of supply teachers in the survey said they were able to obtain work four days a week and just under a third (32%) stated that they were able to obtain work five days a week. However, just under four-fifths (78%) said that they wanted to work between three to five days a week.

Fifteen per cent of supply teachers stated that the amount of supply work had decreased during the academic year 2022/23 compared to the previous academic year, whereas just over a quarter of supply teachers (27%) stated that the amount of supply work had increased. Just under three-fifths of respondents (58%) stated that the amount of supply work they were able to secure had stayed the same.

Experiences of supply teachers when undertaking work in schools during the 2022/23 academic year

Supply teachers were asked about their experiences when working during the academic year 2022/23.

Despite it being a legal requirement since April 2020, just over a third of supply teachers (35%) who obtained work through a new supply agency reported that they had been provided with a KID, detailing how they would be paid and associated deductions, as well as other key details and well in excess of two-fifths (46%) stated that they did not know whether or not they had been provided with a KID by the agency.

Very little positive communication throughout, especially regarding payment amount deductions and payment terms.

I have been with the agencies for more than a year. I’m not sure what the KID is.

I have been requested to sign a document before starting with a new agency to state that I will complete free trial days for temp to perm contracts.

Just over two-fifths of supply teachers (41%) reported that an agency had suddenly and unexpectedly terminated a booking in the last 12 months. Of those, 23% stated that this had occurred once by one agency and 2% stated that this had occurred once by multiple agencies. However, 13% reported that this had occurred more than once by one agency and just under one in 20 (3%) reported that this had occurred more than once, through multiple agencies.

One agency seemed to book me in advance for a specific assignment (stating school/year group), but nearer the time they would regularly say that the school had cancelled and usually offer me an alternative assignment instead. It happened so often that I wondered if it was a ploy to book me so I didn’t accept work with anyone else.

Experiences with schools, staff, parents and pupils when undertaking assignments

Just over three-fifths of supply teachers (62%) reported that they are always made to feel welcome by the school and just over a third (34%) stated that they are often made to feel welcome by the school. However, 3% said that they are rarely made to feel welcome by the school and 1% reported that they are never made to feel welcome by the school.

When asked how welcome they are made to feel by the teaching staff in schools, just over a quarter of supply teachers (26%) reported that they are always made to feel welcome and well in excess of half (56%) reported that they are often made to feel welcome by the teaching staff in schools. However, 15% of supply teachers stated that they are rarely made to feel welcome by the teaching staff in schools and 3% reported that they are never made to feel welcome by the teaching staff in schools.

When asked how welcome they are made to feel by the support assistants in schools, 36% of supply teachers reported that they are always made to feel welcome and just under two-fifths (38%) reported that they are often made to feel welcome by the support assistants in schools. However, just over a fifth of supply teachers (21%) stated that they are rarely made to feel welcome by support assistants in schools and one in 20 (5%) stated that they are never made to be feel welcome by support assistants in schools.

When asked how welcome they are made to feel by the administrative staff in schools, just under half of supply teachers (48%) reported that they are always made to feel welcome and just over a third (34%) reported that they are often made to feel welcome by the administrative staff in schools. However, 13% reported that they are rarely made to feel welcome by the administrative staff in schools and just under one in 20 (5%) reported that they are never made to feel welcome by administrative staff in schools.

When asked how welcome they are made to feel by the pupils in schools, a fifth of supply teachers (20%) reported that they are always made to feel welcome and 28% reported that they are often made to feel welcome by pupils in schools. However, just under two-fifths of supply teachers (38%) reported that they are rarely made to feel welcome by the pupils and 14% stated that they are never made to feel welcome by the pupils.

In respect of being made to feel welcome by the parents, 4% of supply teachers stated that they are always made to feel welcome and one in ten (10%) stated that they are often made to feel welcome by the parents. However, just under two-fifths (39%) stated that they are rarely made to feel welcome by the parents and just under half (47%) stated that they are never made to feel welcome by the parents.

A quarter of supply teachers (25%) reported that they had experienced physical abuse or violence from pupils when undertaking an assignment and over three-fifths (62%) stated that they had experienced verbal abuse or violence from pupils when undertaking an assignment.

Just over nine out of ten supply teachers (92%) indicated that they had reported the incident/s to someone in the school; however, of those who did report the incident, 13% stated that no action was taken against the pupil and just under two-fifths (38%) stated that they didn’t know or were not informed whether or not any action was taken.

Myself and another excellent supply teacher were verbally abused in a high-risk situation. We reported it. She was reprimanded for doing so and we were not invited back to the school.

Provision of key information when undertaking assignments

Supply teachers who were able to secure work were asked about the provision of key information when undertaking supply teaching during the 2022/23 academic year.

Over half of supply teachers (53%) stated that they were not given the school’s overall risk assessment and over one in ten (12%) stated that they were not sure.

Just over a third of supply teachers (34%) stated that they were not given the arrangements in place for supply teachers to report safely to the workplace and just under three-fifths (57%) stated that they were not given the details of any procedures and protective measures in regards to Covid-19, including any financial support available.

Over half of supply teachers (53%) stated that they were not provided with the details regarding access to and availability of hand sanitiser and just under three-fifths of supply teachers reported that they were not provided with the details in place to ensure classrooms and work areas were well ventilated.

Eighteen per cent stated that they were not provided with the details of any designated contact(s) for any questions, problems or emergencies and one in ten (10%) reported that they were not given the details of who and where to report to each day, including details of the signing in process.

Just over a third of supply teachers (34%) reported that they were not provided with the details of how to raise any concerns about health and safety and just under a third (32%) reported that they were not provided with the details of how to call for assistance, including first aid. Furthermore, just over three-fifths of supply teachers (61%) reported that they were not provided with the details of the nearest first aid room or appropriate area.

In regards to the school’s fire evacuation plans, including routes and procedures, over a third of supply teachers (35%) reported that this was not provided to them when undertaking assignments in schools during the 2022/23 academic year.

Some details are given by some schools, but this is not always consistent.

A third of respondents (33%) stated that they had not been given a tour of the school site, including identifying where they would be teaching when undertaking assignments in schools.

In respect to the timetable, including breaks and lunch periods, as well as expectations on staff during such times, a fifth of supply teachers (20%) reported that information regarding this had not been provided to them when undertaking assignments in schools.

Just over a quarter of respondents (26%) reported that they had not been provided with the details of the registration process and expectations for the appropriate movement of pupils around the school site between lessons, at breaks, at lunchtimes and at the end of the school day when undertaking assignments during the 2022/23 academic year.

In regards to teaching, 31% of supply teachers reported that they were not provided with details of how to access relevant information on schemes of work for the subjects they were expected to teach and 28% reported that they had not been provided with access to relevant teaching materials.

I was shown most of these things when I was on a long-term placement, but much less likely to receive this on a daily basis.

In addition, 16% of supply teachers stated that they were not provided with the details regarding access to computers, with log-in details and what to do at the end of the school day and well over half (53%) reported that they were not provided with the details of any resources they might reasonably be expected to provide to students, such as pens.

Two-fifths of respondents (40%) stated that they were not provided with a list of the pupils in the class(es) they would be teaching, including details of any medical conditions, behavioural issues or special educational needs and disabilities (SEND) and just under three-fifths of supply teachers (57%) stated that they had not been provided with the details of any pupils known to be potentially violent and how this should be managed.

Furthermore, just over a third of supply teachers (34%) reported that they had not been provided with the behaviour management policy when undertaking assignments in schools, including who to contact.

Two-fifths of supply teachers (40%) reported that they had not been provided with the details of any events, meetings or specific activities taking place and well over half of supply teachers (53%) stated that they had not been provided with the arrangements for school transport, as appropriate, when undertaking assignments during the 2022/23 academic year.

Unfortunately, not all schools provide all information and can get cross with you if you ask too many questions. Some staff are quite rude; others do not even acknowledge you or deem it necessary to talk to you.

Access to facilities and amenities in schools when undertaking assignments

When asked about their most recent assignment, 29% of supply teachers stated that they do not always have access to staff rooms where they were available, just under three-fifths (58%) stated that they do not always have access to staff food and drink facilities and 16% said that they do not always have access to toilet/washroom facilities. Just under half of supply teachers (48%) reported that they do not always have access to car parking.

When asked about the assignments undertaken during the academic year 2022/23, well in excess of half of supply teachers (54%) reported that they had access to a designated contact person all of the time, whereas 28% reported having access to a designated contact person some of the time. Just under a fifth of supply teachers (18%) reported that they did not have access to a designated contact person.

Issues and concerns, including health and safety, for supply teachers during the academic year 2022/23

Well over a fifth of supply teachers (23%) stated that they do not feel that any issues and concerns they have raised are taken seriously and over a fifth (22%) stated that they didn’t know.

Just over a third of supply teachers (35%) who secured work during the academic year 2022/23 stated that they were concerned about their health and safety when in schools and one in ten (10%) stated that they may have been penalised or had work cancelled for disclosing personal information about their health and safety (e.g. pregnant, greater vulnerability to Covid-19).

I have had concerns over being blamed for incidents of children being violent purely because I am physically disabled.

I was told it may be best if I don’t reveal my disability.

Rates of pay for supply teachers during the academic year 2022/23

Supply teachers were asked about the rates of pay they were able to secure for assignments undertaken during the academic year 2022/23.

Seventeen per cent of supply teachers stated that they were paid between £51 and £119 per day for assignments, just under half (49%) stated that they were paid between £120 and £149 per day for assignments and just over a quarter (27%) stated that they were paid at between £151 and £199 a day for assignments. Seven per cent said that they were paid at over £200 per day for assignments.

Paid to scale with TPS as I worked directly with the school.

Despite the teacher pay scale rise, I haven’t been offered one by either agency.

My pay rate has never increased in over ten years.

During 2022/23, [my] rate increased due to scarcity of staff, plus my personal experience in schools where I had worked in previously.

Well in excess of half of supply teachers (55%) indicated that the rates of pay received during the academic year 2022/23 were the same as those they were able to earn in the previous academic year, whereas just 16% reported that the rates of pay received were less than those they were able to earn in the previous academic year. Twenty-nine per cent said that the rates of pay received had increased compared to those they were able to earn in the previous academic year.

I don’t know about the previous academic year, but when I worked as a supply teacher in 2007, I was making £170 per day because I was paid to scale. My pay in 15 years has gone down quite significantly.

I do not know quite why, but I earned more than double than the previous year.

When asked if the agency/agencies where they undertook work during the academic year 2022/23 operated a ceiling in respect of their remuneration, well in excess of half of supply teachers (54%) reported that the agency/agencies did.

£120/£125 flat rate for daily supply, regardless of experience.

39% of supply teachers stated that they had been able to negotiate or secure an increase in their daily rate with an agency/agencies during the 2022/23 academic year.

Asking for extra money when travelling to further schools.

16% of supply teachers stated that they were able to secure more money when working through a local authority or directly with a school in comparison to supply work through an agency.

I get paid to scale (£180) – approximately a third more than the agency.

Just under one in ten supply teachers (8%) stated that they were able to secure work through the National Tutoring Programme (NTP) during the academic year 2022/23.

Of those who secured work through the NTP, just over a third of supply teachers (34%) reported receiving rates of pay which were more than they normally received as a supply teacher, whilst a fifth (40%) reported receiving rates which were less than they normally received as a supply teacher.

When I did look into it, they were asking the same of a permanent teacher but paying less.

I have done it in the past. I wouldn’t do it again because of the poor pay.

Financial situation during the academic year 2022/23

Supply teachers were asked about their financial situation during the academic year 2022/23.

Well over a quarter of supply teachers (28%) reported that they had sourced work elsewhere other than teaching during the academic year 2022/23. Of those, just over four-fifths (81%) stated that the work sourced elsewhere other than teaching failed to provide the same level of financial income that they would have obtained had they been able to secure work teaching.

Just over one in ten supply teachers (12%) reported having to claim some form of state benefit during the academic year 2022/23 (e.g. Universal Credit) and well in excess of two-fifths of respondents (46%) stated that they had experienced financial hardship as a supply teacher over the same period.

Forty-six per cent stated that they had experienced financial hardship as a supply teacher.

For the first time in my life I had to borrow off my parents, which at the age of 57 is pretty bloody embarrassing. I’ve never missed a mortgage payment ever, but I would have done had it not been for my mother lending me the money to do so.

Fifteen per cent of supply teachers reported that they were required to self-isolate during the academic year 2022/23. Of those, over half (53%) reported that their employer did not make them aware of whether they were eligible for Statutory Sick Pay (SSP) and over two-fifths of supply teachers (42%) reported that they did not know.

Pensions

Whilst the legislation prevents supply teachers working for a supply agency from paying into the Teachers’ Pension Scheme (TPS), just over three-quarters (76%) stated that they are still members of the TPS. Of these, well over a quarter (28%) reported that they were active members, two-fifths (40%) reported that they were deferred members and just under a third (32%) reported that they were drawing a pension.

Of those supply teachers who indicated that they were not members of the TPS, just over a quarter (26%) reported that they did not have any alternative pension scheme provision and just under one in ten (9%) reported that they were unsure.

The pension offered by agencies is nowhere near as good as TPS. Another way I am negatively impacted by being supply.

I think it is unjust that I am not able to be a member of the TPS when I teach as a supply teacher.

Training and behaviour management support

Well over two-fifths of supply teachers (45%) stated that they had not been given access to continuing professional development (CPD) opportunities in the last 12 months.

For those supply teachers who had access to CPD, the primary sources of training were obtained via a supply agency (59%), the schools at which they worked (36%), funded personally (18%) or from their trade union (13%).

Well over two-fifths of supply teachers (45%) stated that they had not been given access to CPD.

In regards to participating in in-service training (INSET) days provided by schools during the 2022/23 academic year, just 12% of supply teachers reported that they were asked to participate in all the INSET days in schools where they undertook assignments, whereas just under one in 20 (4%) reported that the majority of schools asked them to participate in INSET days and 13% stated that a few schools asked them to participate in INSET days.

Most schools don’t want to pay for supply on INSET.

Just over a third of supply teachers (34%) reported that they did not feel they were treated with respect and dignity.

I think there is less respect for your professionalism as a supply teacher.

Supply teachers are regarded as second-class citizens in the education world. We are denied the same rights with regards to pay, pensions and benefits as other qualified teachers. Denied access to the TPS, although we are the ‘bloodline’ to schools being able to function on a day-to-day basis. We are not the beneficiaries of any pay deals.

Based on their experiences as a supply teacher during the academic year 2022/23, just under two-fifths of supply teachers (36%) reported that they were looking for work outside of teaching.

I will have to think about leaving teaching as the work is scarce and I do not like the added stress of worrying if there is going to be enough work to pay the bills.

Exhausted, disillusioned. Passionate about teaching students, but there is a loss of trust in unprofessional agencies and the constant need to ‘barter’ my skills and knowledge at a much lower rate of pay.

I have witnessed a massive decline in financial benefits of supply teaching and am considering leaving the profession after 20 years due to the lack of security and poor pay and working conditions.

Conclusion

The 2022/23 survey of supply teachers emphasises the ever increasing importance of the role that supply teachers have played in schools and colleges during the 2022/23 academic year.

However, the survey suggests that the experiences of supply teachers throughout the 2022/23 academic year have been varied. For an increasing proportion of supply teachers, the opportunities for work has increased, including more regular daily assignments, as well as the opportunity for longer work in excess of a term, whereas others have been forced to travel further in order to secure work, despite the ongoing cost-of-living crisis.

Despite an increase in the level of payment received for daily assignments, for many supply teachers who are subject to the vagaries of intermittent and insecure employment, the cost-of-living crisis is ever more prescient.

Given the vagaries of intermittent and insecure employment, a number of supply teachers have had to make tough decisions about their expenditure, including cutting back on their expenditure on food and making use of food banks.

Of even greater concern is the fact that some supply teachers have been forced to rely on the generosity of family and friends to make ends meet.

Furthermore, the 2022/23 survey indicates that many agencies and schools are still routinely failing to provide key information to hard-working and dedicated supply teachers, including in regards to the pupils they are expected to teach, as well as critical health and safety information to enable them to discharge their duties safely as a supply teacher when undertaking an assignment.

There are concerns that these disparities in treatment are impacting disproportionately on women, Black and minority ethnic (BME) groups and disabled teachers, who are more likely to be employed as supply teachers.

In this context, the results from the 2022/23 survey substantiate the pressing need for a better deal for supply teachers which recognises and values the important and significant contribution they make to the education system in England.

The full survey report can be downloaded on the right/below.

Introduction
The survey
Nature of work
Access to work
Availability of work
Working for a school during the academic year 2023/24
Experiences with schools, staff, parents and pupils when undertaking assignments
Provision of key information when undertaking assignments
Access to facilities and amenities in schools when undertaking assignments
Issues and concerns, including health and safety, for supply teachers during the academic year 2023/24
Rates of pay for substitute teachers during the academic year 2023/24
Financial situation during the academic year 2023/24
Training and behaviour management support
Conclusion

 

Introduction

Supply teachers are integral to the education system. Without supply teachers, many pupils would be denied the opportunity to be taught by qualified and dedicated teachers who ensure that schools can continue to provide the education to which children and young people are entitled.

Supply teachers make a vital contribution to securing high educational standards for all children and young people.

NASUWT’s annual survey of supply teachers in Northern Ireland aims to examine the changing experiences of supply teachers, including issues and trends.

The 2023/24 survey was undertaken between July and August.

A total of 84 supply teachers responded to the survey.

The survey

Nature of work

Supply teachers were asked why they carried out supply teaching work. The top five reasons cited by supply teachers were:

Cannot get a permanent job.

When asked what other advantages/disadvantages were associated with being a supply teacher, two-fifths (40%) cited the lack of job security and 15% noted the ability to see how different schools work. Just under one in ten (8%) noted the fact that there was no marking and a further 8% noted the fact that there was no holiday or sick pay.

Supply teachers were asked about their ability to secure work teaching during the academic year 2023/24. Seventy-one per cent reported that they had no problems securing work, whereas a quarter (25%) reported that they had some problems securing work. Just under one in 20 supply teachers (4%) reported that they had significant problems getting supply work.

Bookings often amended/cancelled with little notice.

New NISTR platfrom causing problems.

Access to work

During the academic year 2023/24, just over two-fifths of supply teachers (43%) reported that they were working for one school, 16% reported that they were working for two schools and under one in ten (7%) reported that they were working for three schools. Just over one in 20 supply teachers (6%) reported that they were working for four schools and just under one in ten (7%) reported that they were working for five schools. Just over a fifth of supply teachers (21%) reported that they were working for more than five schools.

When asked if this was more or less than the number of schools they had worked for during the previous academic year, just under a quarter of supply teachers (24%) stated that it was more, just over a fifth (22%) stated that it was less and well over half (54%) stated that it had stayed the same.

Just under a third of supply teachers (32%) reported travelling between 0-10 miles for an assignment, just over a third (34%) reported travelling between 11-20 miles, just over a fifth (21%) reported travelling between 21-30 miles, just under one in ten (9%) reported travelling between 31-40 miles for an assignment and just under one in 20 (4%) reported travelling between 41-50 miles. Just under a fifth of supply teachers (18%) reported that they had to travel further than in previous years in order to secure work.

Just over half of supply teachers (52%) stated that the cost-of-living crisis had a detrimental impact on how far they were willing to travel to undertake an assignment.

With the short-term notices in NISTR, I had to be on my phone constantly to even be in with a chance of getting work which was difficult when teaching and very disheartening when I am not successful or don’t even get a response.

Availability of work

Supply teachers were asked where they were able to obtain work during the academic year 2023/24.

Well over two-fifths of supply teachers (44%) who responded to the survey stated that they were able to secure work in primary schools, well over half (55%) stated that they were able to secure work in secondary schools and just over one in ten (11%) reported that they were able to secure work in special schools/pupil referral units.

For those supply teachers who reported that they were able to secure work during the academic year 2023/24, just over a third (34%) reported that the majority of their supply teaching was short-term supply (e.g. ad hoc for two days or fewer), just over one in ten (11%) said that this was weekly assignments and one in 20 (5%) stated that this was monthly assignments. Just over one in ten supply teachers (11%) reported that the majority of their work was termly assignments and just under two-fifths (39%) stated that the majority of their teaching was on longer term assignments in excess of a term.

When supply teachers were asked how many days on average they were able to obtain work during the academic year 2023/24, just over one in ten (12%) said they secured work one day a week, 14% two days a week and just over a fifth (21%) three days a week.

Just over one in ten supply teachers (12%) said they were able to secure work for four days a week. Just over two-fifths of supply teachers (41%) stated that they were able to secure work five days a week. However, just over four-fifths (82%) said that they wanted to work between three to five days a week.

Seventeen per cent of supply teachers stated that the amount of supply work had decreased during 2023/24 when compared to the previous academic year, whereas 18% of supply teachers stated that the amount of supply work had increased. Just under two-thirds of respondents (65%) stated that the amount of supply work they were able to secure had stayed the same.

I have consistently been booked for sub work every week.

Budget cuts means that, being an experienced teacher on UPS3, you are expensive and don’t get booked. Principals have actually said this to me.

Working for a school during the academic year 2023/24

Supply teachers were asked about their experiences working for a school during the academic year 2023/24.

Experiences with schools, staff, parents and pupils when undertaking assignments

Just under three-fifths of supply teachers (59%) reported that they are always made to feel welcome by the school and just over a third (34%) stated that they are often made to feel welcome by the school. However, 7% stated that they are rarely made to feel welcome by the school.

When asked how welcome they are made to feel by the teaching staff in schools, just under two-fifths of supply teachers (38%) reported that they are always made to feel welcome and well in excess of half (57%) reported that they are often made to feel welcome by the teaching staff in schools. However, one in 20 supply teachers (5%) stated that they are rarely made to feel welcome by the teaching staff in schools.

When asked how welcome they are made to feel by the support assistants in schools, well in excess of two-fifths of supply teachers (45%) reported that they are always made to feel welcome and just over a fifth (22%) reported that they are often made to feel welcome by the support assistants in schools. However, a third of supply teachers (33%) stated that they are rarely made to feel welcome by support assistants in schools.

When asked how welcome they are made to feel by the administrative staff in schools, just over two-thirds of supply teachers (67%) reported that they are always made to feel welcome and just over one in ten (11%) reported that they are often made to feel welcome by the administrative staff in schools. However, just over a fifth (22%) reported that they are rarely made to feel welcome by the administrative staff in schools.

When asked how welcome they are made to feel by the pupils in schools, a quarter of supply teachers (25%) reported that they are always made to feel welcome and just over two-fifths (42%) reported that they are often made to feel welcome by pupils in schools. However, just under one in ten supply teachers (8%) reported that they are rarely made to feel welcome by the pupils and a quarter (25%) stated that they are never made to feel welcome by the pupils.

However, in respect of being made to feel welcome by the parents, three-fifths of supply teachers (60%) stated that they are rarely made to feel welcome and two-fifths (40%) reported that they are never made to feel welcome.

Just under a fifth of supply teachers (19%) reported that they had experienced physical abuse or violence from pupils when undertaking an assignment and well in excess of two-fifths (46%) stated that they had experienced verbal abuse or violence from pupils when undertaking an assignment during the 2023/24 academic year.

Just under nine out of ten supply teachers (88%) indicated that they had reported the incident/s to someone in the school; however, of those who did report the incident, just over a fifth (21%) stated that no action was taken against the pupil and a further 21% stated that they didn’t know or were not informed whether or not any action was taken.

A child with issues coming into school kicked and punched me.

Continually [swearing]. With no support from staff at the school. Even had a member of SLT say to a pupil in front of me ‘don’t worry, he is on supply and won’t be in tomorrow.'

Provision of key information when undertaking assignments

Of those supply teachers able to secure work during the 2023/24 academic year, just under half (48%) stated that they were not given the school’s overall risk assessment and just under a quarter (23%) stated that they were not sure.

Just under a third of supply teachers (32%) stated that they were not given the arrangements in place for supply teachers to report safely to the workplace and three-fifths (60%) stated that they were not given the details of any procedures and protective measures in regards to Covid-19, including any financial support available.

Just under two-fifths of supply teachers (38%) stated that they were not provided with the details regarding access to, and availability of, hand sanitiser and two-fifths (40%) reported that they were not provided with the details in place to ensure classrooms and work areas were well ventilated.

Well in excess of one in ten supply teachers (14%) stated that they were not provided with the details of any designated contact(s) for any questions, problems or emergencies and just over one in ten (11%) reported that they were not given the details of who and where to report to each day, including details of the signing in process.

Twenty-nine per cent of supply teachers reported that they were not provided with the details of how to raise any concerns about health and safety, and just over a quarter (27%) reported that they were not provided with the details of how to call for assistance, including first aid. Furthermore, 47% of supply teachers reported that they were not provided with the details of the nearest first aid room or appropriate area.

In regards to the school’s fire evacuation plans, including routes and procedures, just under a third of supply teachers (31%) reported that this was not provided to them when undertaking assignments in schools during the 2023/24 academic year.

Twenty-nine per cent stated that they had not been given a tour of the school site, including identifying where they would be teaching when undertaking assignments in schools.

In respect to the timetable, including breaks and lunch periods, as well as expectations on staff during such times, just over one in ten supply teachers (12%) reported that information regarding this had not been provided to them when undertaking assignments in schools.

A fifth of respondents (20%) reported that they had not been provided with the details of the registration process and expectations for the appropriate movement of pupils around the school site between lessons, at breaks, at lunchtimes and at the end of the school day when undertaking assignments during the 2023/24 academic year.

In regards to teaching, 36% of supply teachers reported that they were not provided with details of how to access relevant information on schemes of work for the subjects they were expected to teach and just under a third (32%) reported that they had not been provided with access to relevant teaching materials.

I feel I have been supplied with adequate information from schools on arrival as a sub.

In addition, just under one in ten supply teachers (9%) stated that they were not provided with the details regarding access to computers, with log-in details and what to do at the end of the school day and over two-fifths (42%) reported that they were not provided with the details of any resources they might reasonably be expected to provide to students, such as pens.

Just under a quarter of respondents (24%) stated that they were not provided with a list of the pupils in the class(es) they would be teaching, including details of any medical conditions, behavioural issues or special educational needs and disabilities (SEND) and half of supply teachers (50%) stated that they had not been provided with the details of any pupils known to be potentially violent, and how this should be managed.

Furthermore, just over a quarter of supply teachers (27%) reported that they had not been provided with the behaviour management policy when undertaking assignments in schools, including who to contact.

A third of supply teachers (32%) reported that they had not been provided with the details of any events, meetings or specific activities taking place and 37% of supply teachers stated that they had not been provided with the arrangements for school transport, as appropriate, when undertaking assignments during the 2023/24 academic year.

Very little given. A folder with scrappy bits of paper in. Log-ins that often didn’t work. No seating plans showing children with behaviour issues and SEN. No time to digest anything. Just sent to the first room and hope for the best.

Access to facilities and amenities in schools when undertaking assignments

When asked about their most recent assignment, 15% of supply teachers stated that they do not always have access to staff rooms where they are available, just under half (48%) stated that they do not always have access to staff food and drink facilities and just under one in ten (9%) said that they do not always have access to toilet/washroom facilities. Fifteen per cent reported that they do not always have access to car parking.
 

Forty-eight per cent of supply teachers stated that they do not always have access to staff food and drink facilities when undertaking assignments.

Issues and concerns, including health and safety, for supply teachers during the academic year 2023/24

Just under a fifth of supply teachers (18%) stated that they do not feel that any issues and concerns they have raised are taken seriously and under a quarter (23%) stated that they didn’t know.

A fifth of supply teachers (20%) who secured work during the academic year 2023/24 stated that they were concerned about their health and safety when undertaking supply work in schools and 3% of supply teachers thought that they may have been penalised or had work cancelled for disclosing personal information about their health and safety (e.g. pregnant).

 

Never taken seriously. You are there for a day/week/term and then you are gone. Those in SLT or power know this and pacify parents/pupils first with no regard to you or the fact that they are undermining you.

School I had most work from treated me the same as a permanent staff member.

Rates of pay for substitute teachers during the academic year 2022/23

In respect of rates of pay, supply teachers were asked if they had been paid at the correct point on the teachers’ pay scale for the work they had undertaken during the academic year 2023/24.

Nine out of ten (90%) reported that they had been paid on the correct point on the teachers’ pay scale, but one in ten (10%) stated that this was not the case.

The schools will not pay to scale. MPS6 has been the highest. Should be on UPS3.

Just under a fifth of supply teachers (18%) reported that they have been offered work as a cover supervisor, teaching assistant or similar role and, where they have been offered these roles, just over three-fifths (62%) reported that these were offered at a lower rate of pay than they would have been for teaching.

Financial situation during the academic year 2022/23

Supply teachers were asked about their financial situation during the academic year 2023/24.

Just under a third of supply teachers (32%) reported that they had sourced work elsewhere other than teaching during the academic year. Of those, just over four-fifths (81%) stated that the work sourced elsewhere other than teaching failed to provide the same level of financial income that they would have obtained had they been able to obtain work teaching.

Just under one in ten supply teachers (9%) reported having to claim some form of state benefit during the academic year (e.g. Universal Credit) and over two-fifths of respondents (43%) stated that they had experienced financial hardship as a supply teacher over the same period.

I am the only wage earner for the household. It’s hard to get temporary work over Easter/summer. Three kids in primary school to care for. As soon as the money comes in, it’s accounted for in bills, groceries and credit cards.

Using credit card to pay for basics, food, heating, gas and electric.

Forty-three per cent of supply teachers stated that they had experienced financial hardship.

Over three-quarters of supply teachers (76%) who responded stated that undertaking supply work and the inability to secure a permanent post, had affected their ability to make significant life decisions.

I was very lucky to have lived with family during this time, especially during the two months I received no pay.

Training and behaviour management support

Just under half of supply teachers (49%) stated that they had not been given access to continuing professional development (CPD) in the last 12 months.

For those supply teachers who accessed CPD, just under two-fifths (39%) stated that this had been provided by the education authority, just under two-thirds (64%) stated that this had been provided by schools, 14% stated that this had been provided by their trade union and just over one in 20 (6%) reported that it had been provided by a subject specialist organisations exam board.
 

Just under half of supply teachers (49%) stated that they had not been given access to CPD.

In regards to participating in in-service training (INSET) days provided by schools during the 2023/24 academic year, 29% of supply teachers reported that they were asked to participate in all the INSET days in schools where they undertook assignments, whereas just over one in 20 (7%) reported that the majority of schools asked them to participate in INSET days and just under a fifth (18%) stated that a few schools asked them to participate in INSET days.

Well over two-fifths of supply teachers (46%) reported that they were not asked to participate in any INSET days provided by the schools where they undertook assignments.
 

Fifteen per cent of supply teachers reported that they do not feel they are treated with respect and dignity.

Not always. Some staff and pupils are really lovely and respectful. Others are not and have a terrible attitude towards supply teachers.

I am actively looking for a job that provides similar or better pay and benefits.

It has been a tough year for supply teachers.

Conclusion

The survey of supply teachers emphasises the crucial role that supply teachers have played in schools in Northern Ireland during the 2023/24 academic year.

However, the survey suggests that the experiences of supply teachers throughout the 2023/24 academic year have been varied. For some supply teachers, the opportunities for work have increased, whereas others have found that they have been forced to travel further in order to secure work, despite the ongoing cost-of-living crisis.

Given the vagaries of intermittent and insecure employment, a number of supply teachers have had to make tough decisions about their expenditure, including cutting back on their expenditure on essential items such as food and heating. Some supply teachers have even been forced into mortgage/rent arrears.

In addition, some supply teachers have been forced to claim Universal Credit and there are those who have had to rely on the generosity of family and friends to make ends meet.

Furthermore, the 2023/24 survey indicates that many schools are still routinely failing to provide key information to qualified and dedicated supply teachers, including in regards to the pupils they are expected to teach, as well as critical health and safety information to enable them to discharge their duties safely.

There are concerns that these disparities in treatment are impacting disproportionately on women, Black and minority ethnic (BME) groups and disabled teachers, who are more likely to be employed as supply teachers.

In this context, the results from the 2023/24 survey substantiate the pressing need for a better deal for supply teachers which recognises and values the important and significant contribution they make to the education system in Northern Ireland.

The full survey report can be downloaded on the right/below.

Introduction
The survey
Nature of work
Access to work
Availability of work
Working for a school during the academic year 2023/24
Experiences with schools, staff, parents and pupils when undertaking assignments
Provision of key information when undertaking assignments
Access to facilities and amenities in schools when undertaking assignments
Health and safety issues for supply teachers during the academic year 2023/24
Financial situation during the academic year 2023/24
Training and behaviour management support
Ways in which the Scottish Government could best support supply teachers
Conclusion

Introduction

Supply teachers are integral to the education system. Without supply teachers, many pupils would be denied the opportunity to be taught by qualified and dedicated teachers who ensure that schools can continue to provide the education to which children and young people are entitled.

Supply teachers make a vital contribution to securing high educational standards for all children and young people.

NASUWT’s annual survey of supply teachers in Scotland aims to examine the changing experiences of supply teachers, including issues and trends.

The 2023/24 survey was undertaken between June and August.

This report provides the main findings from the survey of supply teachers and highlights the experiences of supply teachers during the 2023/24 academic year.

The survey

Nature of work

Supply teachers were asked why they carried out supply teaching work. The top five reasons cited by supply teachers were:

• 42% stated that they were undertaking ad hoc supply work whilst seeking a permanent position;

• 39% stated that they wanted greater flexibility over the work they do;

• 4% stated that they want more freedom and autonomy;

• 4% stated that they were concerned about the workload in schools; and

• 4% stated that they felt demoralised in their previous job.

Forced onto supply list due to lack of jobs.

When asked what other advantages/disadvantages were associated with being a supply teacher, over half of supply teachers (53%) cited the freedom to move on if they did not enjoy a school, just over one in ten (12%) cited lack of job security/support, another 12% cited no planning, a further 12% cited no marking and just over one in 20 (6%) cited the lack of collegiality.

Supply teachers were asked about the ability to secure work teaching during the academic year 2023/24. Just two-fifths (41%) reported that they had no problems securing work, whereas a third (33%) reported that they had some problems securing work. However, a fifth of supply teachers (20%) reported that they had significant problems getting supply work and just over one in 20 reported that they had not been able to secure any supply work.

South Lanarkshire have only offered me two days’ supply work throughout the whole year. I had to get alternative full-time employment to support my family.

Access to work

During the academic year 2023/24, over three-quarters of supply teachers (78%) reported that they were working for one local authority, 17% reported that they were working for two local authorities and 4% reported that they were working for three local authorities.

When asked if this was more or less than the number of local authorities they had worked for during the previous academic year, just under one in 20 supply teachers (4%) stated that it was more, just under one in ten (9%) stated that it was less and just under nine out of ten (87%) stated that it had stayed the same.

Twenty-nine per cent of supply teachers believed that the use of online booking platforms, such as Teacher Booker, by some Scottish Councils had a detrimental impact on their ability to secure work.

It allows schools to pick their cover, rather than previously it be allocated by HR and the same people get all the work.

Literally scrabbling around for work. It is so demeaning that the first one to click the button gets the work.

Teacher Booker can easily be manipulated to accept any job. For example, someone beat me to a position by 0.9 seconds and I was standing next to the Business Manager as they clicked the button to send it. Also, the system makes it difficult to accept jobs while we are working.

Thirty per cent of supply teachers reported travelling between 0-10 miles for an assignment, just over a third (34%) reported travelling between 11-20 miles, just under one in ten (9%) reported travelling between 21-30 miles, another 9% reported travelling between 31-40 miles for an assignment, just over one in 20 (7%) reported travelling between 41-50 miles and just under one in ten (9%) reported travelling between 51-60 miles. Two per cent of supply teachers reported travelling over 100 miles to undertake an assignment during the academic year 2023/24.

Just over a fifth of supply teachers (22%) reported that they had to travel further than in previous years in order to secure work.

Well in excess of half of supply teachers (55%) stated that the cost-of-living crisis had a detrimental impact on how far they were willing to travel to undertake an assignment.

Availability of work

Supply teachers were asked where they were able to obtain work during the academic year 2023/24.

Two-fifths of supply teachers (40%) who responded to the survey stated that they were able to secure work in primary schools, well in excess of half (57%) stated that they were able to secure work in secondary schools and one in ten (10%) reported that they were able to secure work in special schools/pupil referral units.

For those supply teachers who reported that they were able to secure work during the academic year 2023/24, just over a fifth (22%) reported that the majority of their supply teaching was short-term supply (e.g. ad hoc for two days or fewer) and over well in excess of three-quarters (78%) stated that the majority of their supply teaching was on longer term assignments (e.g. placements in excess of two days).

Of those supply teachers on a long-term assignment, a quarter (25%) said that this was weekly supply work and 14% stated that this was monthly supply work. Just under a third of supply teachers (30%) reported that the majority of their work was termly supply work and 31% stated that the majority of their supply teaching was on longer term assignments in excess of a term.

When supply teachers were asked how many days on average they were able to obtain work during the academic year 2023/24, 14% said they secured work one day a week, over a fifth (23%) two days a week and 14% three days a week. Just over one in ten supply teachers (12%) said they were able to secure work for four days a week and well in excess of a third (37%) stated that they were able to secure work five days a week.

Whilst the work I am getting is sustained periods of time, the gaps between the work requiring alternative income streams have increased.

However, over two-fifths (43%) said that they would like to work either four or five days a week.

Just over two-fifths of supply teachers (41%) stated that the amount of supply work had decreased during 2023/24 when compared to the previous academic year, whereas just over one in 20 (7%) stated that the amount of supply work had increased. Just over half of respondents (52%) stated that the amount of supply work they were able to secure had stayed the same.

Working for a school during the academic year 2023/24

Supply teachers were asked about their experiences working for a school during the academic year 2023/24.

Experiences with schools, staff, parents and pupils when undertaking assignments

Just under three-fifths of supply teachers (59%) reported that they are always made to feel welcome by the school and over a quarter (28%) reported that they are often made to feel welcome by the school. However, one in ten supply teachers (9%) reported that they are rarely made to feel welcome by the school and 3% stated that they are never made to feel welcome by the school.

When asked how welcome they are made to feel by the teaching staff in schools, well over two-fifths of supply teachers (46%) reported that they are always made to feel welcome and just over two-fifths (42%) reported that they are often made to feel welcome by the teaching staff in schools. However, over one in ten (12%) reported that they are rarely made to feel welcome by the teaching staff in schools.

When asked how welcome they are made to feel by the support assistants in schools, a third of supply teachers (33%) reported that they are always made to feel welcome and well over half (56%) reported that they are often made to feel welcome by the support assistants in schools. However, just over one in ten (11%) reported that they are rarely made to feel welcome by the support assistants in schools.

When asked how welcome they are made to feel by the administrative staff in schools, a third of supply teachers (33%) reported that they are always made to feel welcome and half (50%) reported that they are often made to feel welcome by the administrative staff in schools. However, 17% reported that they are never made to feel welcome by the administrative staff in schools. When asked how welcome they are made to feel by the pupils in schools, just 12% of supply teachers reported that they are always made to feel welcome and just under two-fifths (38%) reported that they are often made to feel welcome by the pupils in schools. However, well in excess of two-fifths of supply teachers (44%) reported that they are rarely made to feel welcome by the pupils and just over one in 20 (6%) stated that they are never made to feel welcome by the pupils.

In respect of being made to feel welcome by the parents, a third of supply teachers (33%) stated that they are rarely made to feel welcome, whereas just over two-thirds (67%) stated that they are never made to feel welcome by the parents.

Provision of key information when undertaking assignments

Of those supply teachers able to secure work during the 2023/24 academic year, just over two-thirds (68%) stated that they were not given the school’s overall risk assessment and 11% stated that they were not sure.

Two-thirds of supply teachers (66%) stated that they were not given the arrangements in place for supply teachers to report safely to the workplace and just under three-quarters (74%) stated that they were not given the details of any procedures and protective measures in regards to Covid-19, including any financial support available.

Anytime I have not been shown a list of pupil information for pupils with special needs, allergies or behavioural plans, I have asked for them.

Over half of supply teachers (53%) stated that they were not provided with the details regarding access to and availability of hand sanitiser and 47% ofsupply teachers reported that they were not provided with the details in place to ensure classrooms and work areas were well ventilated.

In excess of a third (37%) stated that they were not provided with the details of any designated contact(s) for any questions, problems or emergencies and just over a quarter of supply teachers (26%) reported that they were not given the details of who and where to report to each day, including details of the signing in process.

Well over half of supply teachers (55%) reported that they were not provided with the details of how to raise any concerns about health and safety and just under two-fifths (39%) reported that they were not provided with the details of how to call for assistance, including first aid. Furthermore, just under three-fifths of supply teachers (58%) reported that they were not provided with the details of the nearest first aid room or appropriate area.

In regards to the school’s fire evacuation plans, including routes and procedures, well over two-fifths of supply teachers (45%) reported that this was not provided to them when undertaking assignments in schools during the 2023/24 academic year.

Well over two-fifths of respondents (45%) stated that they had not been given a tour of the school site, including identifying where they would be teaching when undertaking assignments in schools.

In respect to the timetable, including breaks and lunch periods, as well as expectations on staff during such times, just over a fifth of supply teachers (22%) reported that information regarding this had not been provided to them when undertaking assignments in schools.

Thirty per cent of respondents reported that they had not been provided with the details of the registration process and expectations for the appropriate movement of pupils around the school site between lessons, at breaks, at lunchtimes and at the end of the school day when undertaking assignments during the 2023/24 academic year.

In regards to teaching, over half of supply teachers (53%) reported that they were not provided with details of how to access relevant information on schemes of work for the subjects they were expected to teach and well over two-fifths (46%) reported that they had not been provided with access to relevant teaching materials. In addition, well over a third of supply teachers (37%) stated that they were not provided with the details regarding access to computers, with log-in details and what to do at the end of the school day and just under three-fifths (58%) reported that they were not provided with the details of any resources they might reasonably be expected to provide to students, such as pens.

Over half of respondents (53%) stated that they were not provided with a list of the pupils in the class(es) they would be teaching, including details of any additional information, such as those with medical conditions or additional support needs (ASN) and over three-fifths of supply teachers (63%) stated that they had not been provided with the details of any pupils known to be potentially violent and how this should be managed. Furthermore, over two-fifths of supply teachers (43%) reported that they had not been provided with the behaviour management policy when undertaking assignments in schools, including who to contact.

Over two-fifths of supply teachers (43%) reported that they had not been provided with the details of any events, meetings or specific activities taking place and well over half (57%) stated that they had not been provided with the arrangements for school transport, as appropriate, when undertaking assignments during the 2023/24 academic year.

Access to facilities and amenities in schools when undertaking assignments

When asked about their most recent assignment, just over a fifth of supply teachers (21%) stated that they do not always have access to staff rooms where they are available, just under two-fifths (39%) stated that they do not always have access to staff food and drink facilities and just 3% said that they do not always have access to toilet/washroom facilities. Twenty-nine per cent reported that they do not always have access to car parking.

Just under two-fifths of respondents (39%) stated that they do not always have access to staff food and drink facilities when undertaking assignments.

Health and safety issues for supply teachers during the academic year 2023/24

Just under two-fifths of supply teachers (39%) who secured work during the academic year 2023/24 stated that they were concerned about their health and safety when undertaking supply work in schools and 8% thought that they may have been penalised or had work cancelled for disclosing personal information about their health and safety (e.g. pregnant).

At one school, I feared for my physical safety. I had violent boys in a P5/6 class who had explosive tempers, would verbally swear at me and start to punch and kick.

I think I had a long-term supply contract cancelled because I disclosed I was neurodivergent. Before that, they told me the job was mine.

Financial situation during the academic year 2023/24

Supply teachers were asked about their financial situation during the academic year 2023/24.

Just over a quarter (27%) reported that they had sourced work elsewhere other than teaching during the academic year. Of those, just over three-quarters (77%) stated that the work sourced elsewhere other than teaching failed to provide the same level of financial income that they would have obtained had they been able to obtain work teaching.

Just over a quarter of supply teachers (27%) reported having to claim some form of state benefit during the academic year (e.g. Universal Credit) and almost half of respondents (49%) stated that they had experienced financial hardship as a supply teacher over the same period.

I borrow from family.

I cannot apply for a mortgage and cannot have a holiday in the summer because I am unemployed and not paid over the summer. I will struggle to pay all my bills, rent and food.

Due to spasmodic nature work, I am living in my parents’ spare room after 20 years, which curtails my options in many regards. I’m claiming Universal Credit and my credit score has tanked. All of these crush any of the significant life decisions I would otherwise take.

Almost half of respondents (49%) stated that they had experienced financial hardship as a supply teacher.

Eighty-one per cent of supply teachers who responded stated that undertaking supply work and the inability to secure a permanent post, had affected their ability to make significant life decisions.

Training and behaviour management support

Well over half of supply teachers (56%) stated that they had not been given access to career-long professional learning (CLPL) in the last 12 months.

For those supply teachers who accessed CLPL, just under a quarter (24%) stated that this had been provided by local authorities, over a third (35%) stated that this had been provided by schools, 14% stated that this had been provided by their trade union, 3% stated that this had been provided by a subject specialist organisation and just under two-thirds (65%) reported that it had been self-directed CLPL.

Sixty-nine per cent of supply teachers stated that they had not been provided with an annual Professional Review and Development (PRD) meeting.

Of those supply teachers eligible to complete their professional update in the academic year 2023/24, just over half (52%) were successful, whereas just under a quarter (24%) of those who were eligible reported that they were successful, although there were difficulties in getting their professional update signed off. Just under a quarter of eligible supply teachers (24%) reported that they were unsuccessful and there were difficulties in the process.

Assignment cut short when a teacher returned early. My experience is that schools do not freely get involved with CPD of supply teachers.

In regards to participating in in-service training (INSET) days provided by schools during the 2023/24 academic year, just under a third of supply teachers (32%) reported that they were asked to participate in INSET days in all the schools where they undertook assignments, whereas 13% reported that a few of the schools asked them to participate in INSET days and wellover half (55%) reported that they were not asked to participate in any INSET provided by the schools where they undertook assignments in.

Well over a third of supply teachers (37%) reported that they do not feel they are treated with respect and dignity.

In most schools, staff rarely talk to supply teachers.

I don’t think supply teachers are treated with the respect we deserve. Lack of jobs, council trying to break our service, PRD geared towards permanent teachers, being put into classes with no information about any of the pupils we teach (i.e. ASD or behaviour issues). Other teachers’ attitudes at times are derogatory and they look down on supply teachers.

Ways in which the Scottish Government could best support supply teachers

The current situation for supply teachers is shocking. We were led to believe by the Government that there was a shortage of teachers; spent years retraining to then be kicked to the kerb after probation with zero job prospects.

It has really impacted my mental health and I am thinking about leaving my career.

I won the teaching student of the year two years ago and now can’t even get a day’s supply. It is horrendous. I had no idea getting into teaching would only lead to unemployment and benefits. If I’d have known this, I NEVER would have entered the profession.

Just under three-fifths of supply teachers (58%) who responded stated that, based on their experiences during the 2023/24 academic year, they were currently looking for work outside of teaching.

Conclusion

The survey of supply teachers emphasises the crucial role that supply teachers have played in schools in Scotland during the 2023/24 academic year.

However, the survey suggests that the experiences of supply teachers throughout, the 2023/24 academic year have been varied. For some supply teachers, the opportunities for work has increased, whereas others have found that they have been forced to travel further in order to secure work, despite the ongoing cost-of-living crisis.

Given the vagaries of intermittent and insecure employment, a number of supply teachers have had to make tough decisions about their expenditure, including cutting back on their expenditure on essential items, such as food and heating. Some supply teachers have even been forced into mortgage/ rent arrears, as well as rely on food banks.

In addition, some supply teachers have been forced to claim Universal Credit and there are those who have had to rely on the generosity of family and friends to make ends meet.

Furthermore, the 2023/24 survey indicates that there has been an increase on the number of supply teachers reporting that schools are routinely failing to provide key information when undertaking assignments, including in regards to the pupils they are expected to teach, as well as critical health and safety information to enable them to safely discharge their duties.

There are concerns that these disparities in treatment are impacting disproportionately on women, Black and minority ethnic (BME) groups and disabled teachers, who are more likely to be employed as supply teachers.

In this context, the results from the 2023/24 survey substantiate the pressing need for a better deal for supply teachers which recognises and values the important and significant contribution that they make to the Scottish education system.

The full survey report can be downloaded on the right/below.

Introduction
The survey
Nature of work
Access to work
Availability of work
Working for an agency and/or an umbrella company during the academic year 2021/22
Working for a local authority during the academic year 2021/22
Working directly for a school during the academic year 2020/22
Experiences of supply teachers when undertaking work in schools during the 2021/22 academic year
Health and safety issues for supply teachers during the academic year 2021/22
Rates of pay for supply teachers who were not paid in line with the NPS during the academic year 2021/22
Financial situation during the academic year 2021/22
Training and behaviour management support
Conclusion

Introduction

Supply teachers are integral to the education system, a fact that has been brought into sharp focus as schools have continued to deal with the fallout from the Covid-19 pandemic during 2021/22. Without supply teachers, many pupils would be denied the opportunity to be taught by qualified and dedicated teachers who ensure that schools can continue to provide the education to which children and young people are entitled. Supply teachers make a vital contribution to securing high educational standards for all children and young people.

Despite this, the experiences of many supply teachers suggest that developments such as deregulation have had a detrimental impact upon the deployment of supply teachers and their pay and working conditions, particularly when considered alongside teachers with a contract of employment at a school/college.

The NASUWT’s annual survey of supply teachers in Wales aims to examine the changing experiences of supply teachers, including issues and trends.

The 2022 survey was undertaken between July and August.

A total of 66 supply teachers responded to the survey.

This Report provides the findings from the 2022 survey of supply teachers and highlights the experiences of supply teachers during the academic year 2021/22.

The survey

Nature of work

Supply teachers were asked about their ability to secure work teaching during the academic year 2021/22. Just under nine out of ten (89%) reported that they had no problem securing work, whereas 11% reported that they had problems securing work. Of those who reported problems securing work, 2% stated that they had significant problems securing work.

I worked nearly every day during the last academic year.

The normal shortage at the end of the academic year was not evident this year.

Access to work

During the academic year 2021/22, just over one in ten of supply teachers (12%) reported that they were working for one school, 14% reported that they were working for two schools, 16% reported that they were working for three schools, 14% reported that they were working for four schools, and just under one in ten (9%) reported that they were working for five schools. Well over a third of supply teachers (35%) reported that they were working for more than five schools.

Of those supply teachers who reported that they were able to secure work during the academic year 2021/22, well over nine out of ten supply teachers (94%) said that they had secured work through a supply agency, whilst 17% reported that they had secured work directly as a supply teacher by a school, and just over one in twenty (6%) stated that they had secured work via a local authority supply pool.

Availability of work

Supply teachers were asked where they were able to obtain work during the academic year 2021/22.

Well over two fifths of supply teachers (45%) who responded to the survey stated that their supply work took place in primary schools. Well over two fifths (45%) stated that their work was in secondary schools. One in ten supply teachers (10%) reported that their supply work took place in a special school/pupil referral unit (PRU).

For those supply teachers who reported that they were able to secure work during the academic year 2021/22, well over two fifths (43%) reported that the majority of their supply teaching was ad hoc/daily work, just over one in ten (12%) said that this was weekly assignments, and 3% stated that this was monthly assignments. Just over one in ten of supply teachers (12%) reported that the majority of their work was termly assignments, and 30% stated that the majority of their teaching was on longer term assignments in excess of a term.

When supply teachers were asked how many days on average they were able to obtain work during the academic year 2021/22, just over one in 6% said they obtained work one day a week, just under one in ten (9%) two days a week, and 15% three days a week. Fifteen per cent of supply teachers in the survey said they were able to obtain work for four days a week, and well over half (54%) stated that they were able to obtain work five days a week.

Just 3% of supply teachers stated that the amount of supply work had decreased during the academic year 2021/22, compared to the previous academic year. Over half (52%) stated that the amount of supply work had increased, and well over two fifths (45%) of respondents stated that the opportunities had stayed the same.

Just over a quarter of supply teachers (26%) reported that they had to travel further than in previous years in order to secure work.
 

None of the supply teachers who had attained work through the Recruit, Recover and Raise Standards (RRRS) were kept on in their role during the 2021/22 academic year.

I was able to work on all the days I was available.

Post-pandemic, I am getting messages for jobs all the time. I keep getting told there is a shortage of qualified supply staff.

Working for an agency and/or an umbrella company during the academic year 2021/22

Supply teachers were asked about their experiences working through an agency and/or umbrella company during the academic year 2021/22.

For those supply teachers working through an agency during the academic year 2021/22, well over half of respondents (54%) stated that they were signed up to one agency to secure work, one fifth (20%) reported that they were signed up to two agencies, 15% reported that they were signed up to three agencies, one in 20 (5%) reported that they had signed up to four agencies, and 2% reported that they were signed up to five agencies. Just under one in 20 (4%) reported that they were signed up with more than five agencies.

A quarter of supply teachers (25%) stated that this was more agencies than they were signed up to during the previous academic year, 12% reported that this was less, and well over three fifths (64%) stated that it had stayed the same. Just under a third of those who responded (32%) stated that this was the direct result of the way in which they were treated by the agency/agencies during the Covid-19 pandemic.

Worked with one agency then joined another which increased supply work.

Previous agency were recommending practices that I felt uncomfortable with during the pandemic.

The agencies and the schools are not great, sometimes cancelling jobs on the way to the school.

Working for a local authority during the academic year 2021/22

Supply teachers were asked about their experiences working through a local authority during the academic year 2021/22.

For those supply teachers working for a local authority during the academic year 2021/22, just under half (48%) reported that they were working for one local authority, over a quarter (28%) stated that they were working for two local authorities, just under one in ten (8%) reported working for three local authorities, and just under one in 20 (4%) reported working for four local authorities. Twelve per cent of supply teachers reported working for more than five local authorities.

Under two fifths of supply teachers (37%) stated that this was more local authorities than they were signed up to during the previous academic year, 4% reported that this was less, and just under three fifths (59%) stated that it had stayed the same. Just under one in 20 of those who responded (4%) stated that this was the direct result of the way in which they were treated by the local authority/authorities during the Covid-19 pandemic.

Working directly for a school during the academic year 2020/21 and the subsequent lockdown from January 2021

Supply teachers were asked about their experiences working directly for a school during the academic year 2021/22.

For those supply teachers working for directly for a school during the academic year 2021/22, over two fifths (42%) stated that they were working directly for one school, just over one fifth (21%) reported working directly for two schools, and one in twenty (5%) were working directly for four schools. Just under a third of respondents (32%) stated that they were working directly for more than five schools.

Twenty-eight per cent of supply teachers stated that this was more schools than they were signed up to during the previous academic year, 5% reported that this was less, and just over two thirds (67%) stated that it had stayed the same. Just over one in 20 of those who responded (6%) stated that this was the direct result of the way in which they were treated by the local authority/authorities during the Covid-19 pandemic.

Experiences of supply teachers when undertaking work in schools during the 2020/21 academic year

Just over three fifths (62%) of supply teachers reported that they are always made to feel welcome by the school, and just a third (33%) stated that they are often made to feel welcome by the school. However, one in 20 (5%) said that they are rarely made to feel welcome by the school.

When asked how welcome they are made to feel by the staff in schools, just over a third of supply teachers (35%) reported that they are always made to feel welcome, and well over half (53%) reported that they are often made to feel welcome by the staff in schools. However, just under one in ten (9%) reported that they are rarely made to feel welcome by the staff in schools, and 3% reported that they are never made to feel welcome by the staff in schools.

When asked how welcome they are made to feel by the pupils in schools, a quarter of supply teachers (25%) reported that they are always made to feel welcome, and just over a third (35%) reported that they are often made to feel welcome by the pupils in schools. However, over a third (35%) reported that they are rarely made to feel welcome by the pupils, and one in 20 (5%) stated that they are never made to feel welcome by the pupils.

In respect of being made to feel welcome by the parents, over one in 20 supply teachers (7%) stated that they are often made to feel welcome. However, half (50%) stated that they they are rarely made to feel welcome by the parents, and over two fifths (43%) stated that they are never made to feel welcome by the parents.

Supply teachers who were able to secure work during the 2021/22 academic year were asked about the provision of key information by the agency and/or the school when undertaking an assignment.

Just over one in ten supply teachers (12%) stated that they were given the school’s overall risk assessment by the agency, compared to over two fifths of supply teachers (43%) who stated that they were given the information by the school. Thirty-seven per cent stated that they were not given the information, and just under one in ten (8%) stated that they were not sure.

Just over one in 20 supply teachers (7%) stated that they were given the procedures and protective measures for staff to follow to reduce the risk of transmission of Covid-19 by the agency. This compares to three fifths of supply teachers (60%) who stated that they were provided with the information by the school. A quarter of supply teachers (25%) stated that they were not provided with the information, and just under one in ten (8%) stated that they were not sure.

Just over one in ten supply teachers (12%) stated that they were given the arrangements in place for supply teachers to report safely to the workplace by the agency, compared to 37% who stated that they were provided with the information by the school. Just under two fifths of supply teachers (39%) stated that they were not provided with the information, and just over one in ten (12%) stated that they were not sure.

One in ten supply teachers (10%) stated that they were given the details of the procedures and arrangements to ensure there was adequate time for supply teachers to be made aware of, and understand, the systems in place in the school, including in respect of Covid-19 by the agency. This compares to 45% of supply teachers who stated that they were provided with the information by the school. Just under a third of supply teachers (31%) stated that they were not provided with the information, and well over one in ten (14%) stated that they were not sure.

Just 13% of supply teachers stated that they were provided with the details of any designated contact(s) for any questions, problems or emergencies (Covid specific or otherwise) by the agency. This compares to half of supply teachers (50%) who stated that they were provided with the information by the school. Twenty-nine per cent of supply teachers stated that they were not provided with the information, and just under one in ten (8%) stated that they were not sure.

Just under one in ten supply teachers (8%) stated that they were provided with the details of the arrangements to maintain social distancing and minimise contact, as well as how pupils are expected to be managed to ensure social distancing by the agency, compared to just over two thirds of supply teachers (67%) who stated that they were provided with the information by the school. A fifth of supply teachers (20%) stated that they were not provided with the information, and one in 20 supply teachers (5%) stated that they were not sure.

Just over a fifth of supply teachers (22%) stated that the agency did provide them with the details of the steps and procedures in place for twice-weekly asymptomatic testing of all staff, including for supply teachers. This compares to over two fifths of supply teachers (41%) who stated that they were made aware of the details by the school. A third of supply teachers (33%) stated that they were not provided with the information, and just under one in 20 (4%) stated they were not sure.

Just 6% of supply teachers stated that they were provided with the details of the contact person for obtaining the relevant NHS Test and Trace notification from the school, should they have needed to apply for the Self-isolation Support Scheme Payment, by the agency. This compares to just over two fifths of supply teachers (41%) who stated that they were provided with the information by the school. Almost half of supply teachers (49%) stated that they were not provided with the information, and 4% stated that they were not sure.

I felt that information on procedures relating to Covid should have been better communicated more strongly to me from my agency before I went to the school.

When asked about the assignments undertaken during the academic year 2021/22, just under half of supply teachers (48%) reported that they had access to a designated contact person all of the time, whereas 23% reported having access to a designated contact person some of the time. Thirteen per cent of supply teachers reported that they did not have access to a designated contact person, and 16% reported that they did not know.

Some schools didn’t even have a map of the building.

Health and safety issues for supply teachers during the academic year 2021/22

Just under half of supply teachers (48%) who secured work during the academic year 2021/22 stated that they were concerned about their health and safety when in schools, and just under one in ten (8%) stated that they may have been penalised or had work cancelled for disclosing personal information about their health and safety.

Often schools will just not rebook a supply teacher who raised health and safety issues.

If you don’t work, you don’t get paid, so you manage the risks.

Almost four fifths of supply teachers (78%) at greater vulnerability to Covid-19 reported that their employer did not complete an individual risk assessment with them before undertaking an assignment.

Rates of pay for supply teachers who were not paid in line with the NPS during the academic year 2021/22

In respect of rates of pay, supply teachers who were able to secure work through an agency/agencies on the National Procurement Service (NPS) were asked if they had been paid in line with at least the equivalent rate of M1 (£141.71 for the academic year 2021/22). Just under nine out of ten supply teachers (89%) reported that they had been paid in line with at least the equivalent rate of M1, whereas 7% of supply teachers (24%) stated that this was not the case.

Daily rate with Excell Supply is £126.45.

For those supply teachers who were not paid in line with the arrangements set by the NPS for the academic year 2021/22, over one in ten (13%) stated that they were paid between £51 and £119 per day for assignments, just under two fifths (38%) stated that they were paid at between £120 and £149 a day, and well over two fifths (44%) stated that they were paid at between £150 and £199 a day for assignments. Over one in 20 (6%) stated that they were paid at less than £50 per day for assignments.

Twenty-five per cent of supply teachers stated that they were ableto secure more money when working through a local authority or directly with a school in comparison to supply work through an agency.

Around £60 a day more (before deductions).

£53.03 per day more working through the County Council.

Just over half of supply teachers (52%) indicated that the rates of pay received during the academic year 2021/22 were the same as those they were able to earn in the previous academic year, whereas just under one in ten (9%) reported that the rates of pay received were less than those they were able to earn in the previous academic year. Just under two fifths (39%) said that the rates of pay received had increased, compared to those they were able to earn in the previous academic year.

When asked if the agency/agencies where they undertook work during the academic year 2021/22 operated a ceiling in respect of their remuneration, just over a fifth of supply teachers (22%) reported that the agency/agencies did.

Of those who responded, three fifths (60%) stated that the ceiling was up to £149 per day and two fifths (40%) stated that the ceiling was up to £199 per day.

Just 13% of supply teachers stated that they were able to secure work through the National Tutoring Programme (NTP) during the academic year 2021/22.

Financial situation during the academic year 2021/22

Supply teachers were asked about their financial situation during the academic year 2021/22.

A fifth of supply teachers (20%) reported having to claim some form of state benefit during the academic year 2021/22 (e.g. Universal Credit), and just under half of respondents (49%) stated that they had experienced financial hardship as a supply teacher over the same period. Of those, just under two fifths (39%) reported that this was a result of the situation in regards to Covid-19.

I had Covid three times and was unable to work, and could only manage part-time work for a few months when recovering.

Forty-nine per cent stated that they had experienced financial hardship as a supply teacher.

Well over half of supply teachers (54%) reported that they were required to self-isolate during the academic year 2021/22. Of those, just under three fifths (58%) reported that their employer did not make them aware of whether they were eligible for Statutory Sick Pay (SSP), and a fifth of supply teachers (20%) reported that they did not know.

Over a third of supply teachers (35%) who were required to self-isolate reported that they were not eligible for any financial support (e.g. Self-isolation Support Scheme), and just under two fifths (39%) reported that they did not know.

Training and behaviour management support

Just under a third (31%) of supply teachers stated that they had not been given access to continuing professional development (CPD) opportunities in the last 12 months.

For those supply teachers who had access to CPD, the primary sources of training were obtained via a supply agency (58%), the schools at which they worked (38%), from their trade union (20%) or funded personally (20%).

We are treated like we are not good enough and that, even with many years’ experience, we are like newly qualified and have no clue of any school-related issues.

Supply teachers in general are looked down upon.

Based on their experiences as a supply teacher during the academic year 2021/22, over two fifths of supply teachers (42%) reported that they were looking for work outside of teaching.

Overall, I have found my role is getting more challenging and difficult to deal with and am looking for roles outside of the education sector.

Conclusion

The 2021/22 survey of supply teachers further reinforces the vital role that supply teachers have played as schools and colleges have continued to emerge from the worst excesses of the Covid-19 pandemic.

However, the survey suggests that the experiences of supply teachers throughout the pandemic and the academic year 2021/22 have been varied. For a proportion of supply teachers, the opportunities for work has increased, including longer work in excess of a term, whereas others have seen their opportunities for work decrease, some to the extent that there has been an increase in those supply teachers having to seek work elsewhere.

The situation for supply teachers has been compounded by the cost-of-living crisis and levels of inflation the likes of which have not been seen for decades. Despite an increase in the level of payment received for daily assignments, for many supply teachers who are subject to the vagaries of intermittent and insecure employment, the cost-of-living crisis is ever more prescient.

The lack of financial support, including for periods of Covid-related self-isolation, coupled with the rise in National Insurance from April 2022, has placed more supply teachers in a precarious financial situation where they have had to make tough decisions about their expenditure, including a significant increase in those supply teachers who are cutting back on their expenditure on food or who have increased their overdraft in order to make ends meet.

Given that the overwhelming majority of supply teachers are female, there are concerns that these disparities in treatment are impacting disproportionately on women, as well as Black and disabled teachers, who are more likely to be employed as supply teachers.

Furthermore, the continued failure of some agencies and schools to address and provide the most basic health and safety information is having a detrimental impact on hard-working and dedicated supply teachers when undertaking an assignment.

In this context, the results from the 2022 Survey substantiate the pressing need for a better deal for teachers which seeks to addresses the concerns of hard-working and dedicated supply teachers.

The full survey report can be downloaded on the right/below.