As schools strive to provide quality education while managing limited resources, every aspect of expenditure and deployment of those resources needs to be as efficient as possible. Leaders have a duty to ensure school finances are robustly managed, and that leaders’ efforts contribute to achieving optimal student/pupil outcomes.
One key area of concern is staff absenteeism, which can significantly disrupt lesson delivery and educational outcomes. Some absences are thought to be linked to perceived low pay, highlighting the importance of sustainable workforce planning. In some cases, situations arise where normal absence management approaches have not addressed the overall level of absence amongst a particular group. This can be regardless of turnover and different individuals in post when monitored over time. In this instance we focus on classroom support staff.
A recent example found that out of 16 teaching assistants (TAs) employed in a school, on average only 10 were present on any given day. The shortfall in interventions versus those planned and the cost of those paid but not in work are just two issues amongst many. It would usually be our advice that absence management procedures should be your initial consideration before looking at your structure. But where this proves unsuccessful, there are alternative strategies to consider.
What if the structure were amended to move to have 10 higher level teaching assistants (HLTAs) instead? Consider, for example, the potential benefits of prioritising a smaller but more skilled and motivated classroom support workforce over one that is larger and potentially less reliable.
The number of posts that can be difficult to recruit to has gradually increased. No longer does this apply only to teachers and to particular subjects, although the market for those can be challenging at best. Often, when discussing support staff salaries, reference is made to competing with pay offered by supermarkets and coffee shop chains, and this is often mentioned when challenging attendance.
Quality over quantity
One of the primary benefits of a smaller, higher-level workforce is the emphasis on quality over quantity. The role of TAs in education has been widely debated, with studies indicating that while they can support teacher workload reduction (which is thought to aid teacher retention) and improve classroom management, TAs’ impact on student learning depends on how TAs are deployed.
Research from the Education Endowment Foundation suggests that pupils receiving the most TA support in core subjects (English, maths and science) sometimes make the least progress. This holds even after accounting for factors such as special educational needs (SEN), and low prior attainment. More broadly, research consistently shows that the quality of the staff working with pupils/students is one of the most critical factors influencing achievement.
TAs usually work only under the direction of a teacher. HLTAs, however, have more autonomy in their work and may teach independently. This requires them to have a deeper understanding of the curriculum.
Reduced absenteeism and turnover
A smaller, higher-level workforce could also mitigate absenteeism and turnover rates. Lower-paid workforces often experience higher rates of absenteeism due to numerous factors, including financial stress, job dissatisfaction and sometimes a perceived lack of support. In contrast, those who feel well compensated and highly valued are more likely to have higher job satisfaction, motivation and commitment to their roles, leading to a more stable learning environment for pupils.
Enhanced professional development
With fewer staff members to manage, schools, settings and trusts can allocate resources more efficiently, providing personalised training and development programmes that address specific needs and goals. By investing in continuous growth and development of staff, a culture of lifelong learning and improvement can be achieved.
Lower staff numbers also allow for a more strategic use of financial and human resources. Schools can focus on a smaller, higher-skilled workforce, and with that, the administrative tasks and support services required might reduce too, resulting in more efficiencies and productivity across the school.
The role of governance
School governors and trustees play a crucial role in shaping the strategic direction of schools and ensuring accountability for decisions related to staffing and resource allocation. They must balance financial constraints with the need for high-quality teaching and support staff. They can influence recruitment strategies, professional development initiatives, and policies that promote staff retention and wellbeing. Governors may also monitor absenteeism trends and help to make sure that interventions align with school improvement plans. Governors’ strategic oversight ensures that staffing decisions are evidence-based, aligned with budgetary considerations and focused on long-term sustainability.
As schools navigate the challenges of the modern educational landscape, focusing on what is sustainable but also offers the best quality, is worthy of consideration. They should assess their unique needs, the potential benefits of prioritising quality over quantity and make this an approach worthy of consideration.
We understand the complexities and challenges involved in managing school staffing effectively. Our HR services team come with extensive experience of working schools, MATs and various other sectors, and we are here to support you with restructuring and workforce planning.
If you’d like to speak to us about your school’s workforce, email us at hrservices@hfleducation.org or find out more about our HR Services.
