Ofqual warns schools about the risk of cyber attack
Ofqual has issued a reminder to school leaders highlighting the importance of cybersecurity, following a poll that shows 34% of schools and colleges in England experienced a cyber incident during the last academic year. The north west was hit hardest, making up 40% of those targeted. Yet, in spite of the growing threat of cyber attacks, a third of secondary school teachers reported that they had not received cyber security training in the last academic year.
The poll was carried out by Teacher Tapp, surveying over 5,000 teachers across England. Results show that the most common form of cyber security attack against schools was a phishing attack, accounting for 23% of all incidents. 20% schools could not recover immediately, whilst 9% reported that the attack was critically damaging.
This follows a report from the National Cyber Security Centre (NCSC) published last year, which warned that schools are at particular risk from cyber criminals and must demonstrate vigilance, following findings in the Cyber Security Schools Audit 2022. Ofqual’s Executive Director of General Qualifications, Amanda Swann, echoes these warnings, suggesting that schools may risk ‘losing a whole class or year group’s coursework because of weak cyber security.’ She therefore urges schools and colleges to visit the NCSC resource guide to learn how to defend against cyber attacks.
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More than a third of teachers and leaders consider leaving education
Last year, the Department for Education (DfE) carried out a survey on the Working lives of teachers and leaders, drawing responses from more than 10,000 school staff and 442 people who had left the profession. After a summary of findings was published in March earlier this year, the full report has now been released.
In 2023, full-time school leaders reported working 58.2 hours a week, rising from 57.5 in 2022. Similarly, teachers’ working hours rose from 51.9 to 52.4 a week. Classroom teachers and middle leaders reported that they spent too much time on tasks other than teaching, particularly administrative work (75%), following up on behaviour incidents (57%), and recording, inputting, monitoring or analysing data (56%).
In total, 88% of respondents reported that they experienced stress at work and 73% reported their job did not leave them enough time for their personal lives. Over one-third indicated they were considering leaving the profession within the next 12 months for reasons other than retirement, an increase from 25% in 2022. High workload was the most commonly cited reason for considering leaving the profession at 94%, followed by stress or poor wellbeing at 84%.
The survey shows that 46% of teachers and leaders have flexible working arrangements in place, rising from 40% in 2022, suggesting that this could be a potential solution to the teacher recruitment and retention crisis. However, attitudes towards flexible working have also declined, with 56% reporting that flexible working is not compatible with a career in teaching.
Pepe Di’lasio, general secretary of the Association for School and College Leaders (ASCL), says the numbers of teachers and leaders who are considering leaving the profession is ‘deeply worrying and this survey reveals that workload is a relevant factor in almost every case.’ He urges the government to continue building on the work of the Workload Reduction Taskforce to effectively address this crisis.
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Three-quarters of school leaders struggle to recruit teaching assistants
Research by the Department for Education (DfE) reveals that 75% of school leaders find it fairly or extremely difficult to recruit teaching assistants. This was even higher for leaders in secondary schools at 82%. Largely, this was due to the quality of applicants, with 89% of leaders reporting that they struggled to recruit TAs with the desired level of skills.
Specifically, 81% found it difficult to recruit TAs with specialist SEND skills. School leaders indicate that an insufficient number of places in special or alternative provision has led to an increase in pupils with SEND entering mainstream settings. As a result, the roles and responsibilities of TAs have increased significantly in recent years, including whole class, one-to-one, and small group support delivered to pupils with identified needs. Indeed, 53% of secondary leaders and 51% of special school leaders sought to increase TA numbers in the next academic year, with 93% explaining ‘the main reason to do so was the increase in the number of pupils with SEND.’
However, primary school leaders report that financial pressures are increasingly restricting the number of TAs they can appoint, with a third seeking to reduce the number despite their significance in the classroom. School leaders also note they would not be able to pay TAs ‘at a rate that is more commensurate with their role and responsibilities’ due to budget pressures. Of more than 2,700 TAs surveyed, 75% felt satisfied in their role, largely due to the direct impact they were able to have on pupils. Yet, 27% were considering leaving their role, citing pay (60%) and a lack of progression opportunities (40%) as their greatest causes for dissatisfaction.
★ Our SEND specialists can offer training and in-school support to ensure the needs of your learners are consistently met and any challenges are collaboratively resolved. Contact us to learn more.
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