A report on the deployment of science teachers in state-funded schools in England in 2019, based on analysis of the Schools Workforce Census. This research was commissioned by the Gatsby Charitable Foundation.
The headline findings are summarised below:
- Of those teachers for whom data on degree subject was available, the majority of those teaching science (73%) had a degree in science.
- The balance between the three main science subjects was poor. 26% of those science teachers for whom data on degree subject was available had a degree in biology, 15% chemistry and just 11% physics or engineering.
- Just under a third (31%) of science teachers had at least three years of recent teaching experience and 19% had at least five. This is lower than the levels of recent experience for all teachers (34% and 21%) but similar to English and maths teachers.
- 71% of science teachers were in the same school in 2019 as in the previous year. Again, this is slightly lower than the level for all teachers (73%) but similar to English and maths teachers.
- No one region has a markedly better balance between the three main sciences. The North West had particularly high levels of experience, while the South East had the lowest levels. Retention was particularly low in London. Levels of experience and retention in science were generally similar to those in maths in all regions.
- Schools with a sixth form have a better balance between the three main sciences than those without, as do selective and single sex schools. Those with a sixth form have similar levels of experience and slightly higher retention among science teachers, while selective and single sex schools have markedly higher levels of both. The same was also true for maths teachers.
- Schools with a higher proportion of triple science entries have a higher proportion of teachers with a science degree, and particularly with a physics degree, than those that do not. They also have higher levels of experience and retention, although again this is also the case for maths teachers.
- While we need to be cautious in comparing the results of our 2021/22 survey of independent schools to our analysis of state-funded schools using 2019 SWFC data, it does appear that independent schools have a higher proportion of teachers with degrees in each of the three main sciences and a better balance between the three. Science teachers also appear to have much higher levels of experience and retention in independent schools.
Download the full report here:
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