Introduction
LGA consultation on teachers' pay
Academy trust results
Consultation conducted online with one response allowed per organisation
Deadline: 9am on 12 June 2025.
Total number of responses taken into consideration: 94
Questions 1 asked respondents for their organisation and email addresses.
Q2. How manageable will the proposed pay award be?
Q2. Noting the government’s current position with regards to school funding for 2025/26, how manageable will the proposed pay award be? Please select the statement that best reflects the majority of your school’s positions.
| Number | Per cent | |
| Major adjustments required | 43 | 46% |
| Minor adjustments required | 44 | 47% |
| No adjustments required | 6 | 6% |
| Don't know | 1 | 1% |
Q3. and Q4. Select up to three adjustments which the majority of your schools are most likely to have to implement as a result of the proposed pay award
Q3. Thinking of the adjustments required, from the list below, please select up to three adjustments which the majority of your schools are most likely to have to implement as a result of the proposed pay award?
| Number | Per cent | |
|---|---|---|
| Reduction of non-teaching staff (pupil-facing) | 54 | 62% |
| Reduction of non-teaching staff (non-pupil facing) | 45 | 52% |
| Restructuring of roles within schools | 32 | 37% |
| Reduction of teaching staff | 32 | 37% |
| Reduction of curriculum offer | 23 | 26% |
| Reduction in enrichment activities | 22 | 25% |
| Reduction in spend on capital projects | 21 | 24% |
| Reduction in out-of-hour services | 1 | 1% |
| Other | 6 | 7% |
| Don't know | 2 | 2% |
Q4. Of the adjustments you have selected, please rank which of the adjustments the majority of your schools are most likely to have to implement as a result of the proposed pay award. Please drag each adjustment in order, with the first adjustment being the one most likely to be implemented as a result of the proposed pay award, the second option being the second most likely adjustment to be implemented and so on.
Results are displayed in the table under Q3
Q.5 What is the estimated affordability gap for 2025/26?
Q5. In relation to the budget of the majority of your schools, what, if anything, is the estimated affordability gap for 2025/26, when taking into account the total funding for this period (including the additional £615m provided to schools by the Department for Education)?
| Number | Per cent | |
|---|---|---|
| 5.00% or more | 4 | 4% |
| 4.00 to 4.99% | 1 | 1% |
| 3.00 to 3.99% | 3 | 3% |
| 2.00 to 2.99% | 23 | 24% |
| 1.00 to 1.99% | 21 | 22% |
| Up to 0.99% | 8 | 9% |
| No affordability gap | 16 | 17% |
| Don't know | 18 | 19% |
Q6. To what extent is financial challenge felt amongst the following types of educational providers?
Q6. To what extent, if at all, is financial challenge felt amongst the following types of educational providers?
| To a great extent %(nos) | To a moderate extent %(nos) | To a small extent %(nos) | Not at all %(nos) | N/A %(nos) | Don't know %(nos) | |
|---|---|---|---|---|---|---|
| Primary schools | 72% (62) | 16% (14) | 5% (4) | 0% (0) | 2% (2) | 5% (4) |
| Middle academies | 6% (4) | 9% (6) | 0% (0) | 0% (0) | 78% (50) | 6% (4) |
| Secondary academies | 42% (36) | 31% (27) | 12% (10) | 0% (0) | 15% (13) | 0% (0) |
| 16 to 19 academies | 23% (16) | 17% (12) | 6% (4) | 0% (0) | 53% (37) | 1% (1) |
| Special academies | 15% (11) | 6% (4) | 3% (2) | 1% (1) | 69% (49) | 6% (4) |
| Alternative provision academies | 15% (10) | 4% (3) | 0% (0) | 0% (0) | 72% (48) | 9% (6) |
Q7. To what extent does geographical location exacerbate financial challenges for the following?
Q7. Thinking about school location, to what extent, if at all, does geographical location exacerbate financial challenges for the following?
Table 5
| To a great extent %(nos) | To a moderate extent %(nos) | To a small extent %(nos) | Not at all %(nos) | N/A %(nos) | Don't know %(nos) | |
|---|---|---|---|---|---|---|
| Coastal | 18% (12) | 12% (8) | 2% (1) | 3% (2) | 56% (37) | 9% (6) |
| Rural | 34% (26) | 22% (17) | 4% (3) | 0% (0) | 28% (21) | 12% (9) |
| Inner City | 28% (23) | 20% (16) | 9% (7) | 5% (4) | 32% (26) | 6% (5) |
Q8. and Q9. To what extent will the proposed pay award improve teacher recruitment in your schools?
Q8. To what extent, if at all, will the proposed pay award improve teacher recruitment in your schools?
| Number | Per cent | |
|---|---|---|
| To a great extent | 1 | 1% |
| To a moderate extent | 6 | 6% |
| To a small extent | 33 | 35% |
| Not at all | 43 | 46% |
| Don't know | 11 | 12% |
Q9. Please provide any comments behind the reasons for your response provided above – comments have been collated and will be used to inform the final report.
Q10. & Q11. To what extent will the proposed pay award improve teacher retention in your schools?
Q10. To what extent, if at all, will the proposed pay award improve teacher retention in your schools?
| Number | Per cent | |
|---|---|---|
| To a great extent | 2 | 2% |
| To a moderate extent | 12 | 13% |
| To a small extent | 38 | 40% |
| Not at all | 33 | 35% |
| Don’t know | 9 | 10% |
Q11. Please provide any comments behind the reasons for your response provided above – comments have been collated and will be used to inform the final report.
Q12. Q12. STPCD requirement that relevant bodies determine the value of any existing or new TLR1 and TLR2 based on the proportion of the TLR of the teacher is undertaking
Q12. From 1st September 2026, it will become an STPCD requirement that relevant bodies determine the value of any existing or new TLR1 and TLR2 based on the proportion of the TLR of the teacher is undertaking i.e. the proportion of the full-time equivalent duty. To what extent, if at all, is this likely to cause significant issues in your schools?
| Number | Per cent | |
|---|---|---|
| To a great extent | 11 | 12% |
| To a moderate extent | 30 | 32% |
| To a small extent | 24 | 26% |
| Not at all | 18 | 19% |
| Don't know | 11 | 12% |
Q13. Which issue do you foresee becoming a challenge as a result of the draft wording? Please select up to three issues.
Q13. Which issue do you foresee becoming a challenge as a result of the draft wording?
Please select up to three issues.
| Number | Per cent | |
|---|---|---|
| Perceived fairness from other employees | 41 | 63% |
| Financial challenges/affordability pressures | 33 | 51% |
| Not being able to pro rata the specific responsibility for operational reasons | 29 | 45% |
| Additional workload/bureaucracy to calculate proportionality | 22 | 34% |
| Negative impact of employee relations | 17 | 26% |
| Equal pay challenges | 16 | 25% |
| Reduction in number of TLRs due to affordability | 12 | 18% |
| Claims for backdated compensation | 10 | 15% |
| Managing appeals | 2 | 3% |
| Other | 0 | 0% |
| Don't know | 1 | 2% |
Q14. To what extent, if at all, do you think your academy trust schools are constrained by the current STPCD statutory requirements compared to academies who have the option to not follow the STPCD?
Q14. To what extent, if at all, do you think your academy trust schools are constrained by the current STPCD statutory requirements compared to academies who have the option to not follow the STPCD?
| Number | Per cent | |
|---|---|---|
| To a great extent | 5 | 5% |
| To a moderate extent | 16 | 17% |
| To a small extent | 33 | 35% |
| Not at all confident | 35 | 37% |
| Don't know | 5 | 5% |
Q15. Which changes would you consider most important to prioritise for inclusion in a future STRB remit?
Q15. Which changes would you consider most important to prioritise for inclusion in a future STRB remit?
Please select up to three issues.
| Number | Per cent | |
|---|---|---|
| UPR assessment and progression criteria | 25 | 46% |
| Review of 1265 hours | 24 | 44% |
| Pay safeguarding | 21 | 39% |
| UPR voluntary move to MPR | 17 | 31% |
| Review of 195 days | 10 | 19% |
| Minimum teacher and leadership Pay levels |
8 | 15% |
| Review of five inset days | 7 | 13% |
| Ability to pay HTs a retention payment | 3 | 6% |
| Making advisory pay point compulsory | 1 | 2% |
| Other | 6 | 11% |
| Don't know | 8 | 15% |
Q16.& Q17. Which of the following, if any, do the schools in your area identify as barriers to offering increased flexible working practices to teachers and school leaders?
Q16. Which of the following, if any, do the schools in your area identify as barriers to offering increased flexible working practices to teachers and school leaders?
Please select up to three options which you would most likely identify as barriers.
| Number | Per cent | |
|---|---|---|
| Timetable constraints | 68 | 72% |
| Teaching staff capacity | 60 | 64% |
| Lack of funding | 49 | 52% |
| Inability to meet pupil needs | 40 | 43% |
| Lack of equality i.e. perceived fairness | 22 | 23% |
| Negative parental attitudes/expectations | 8 | 9% |
| Negative media attention | 1 | 1% |
| Negative wider community attitudes/expectations | 0 | 0% |
| Other | 6 | 6% |
| None of the above | 1 | 1% |
| Don't know | 2 | 2% |
Q17. Of the barriers you have selected, please rank which of the barriers you believe most prevent flexible working practices for teachers and school leaders. Please drag each barrier in order of importance, with the first option being the one most likely to prevent flexible working practices for teachers and school leaders, the second option being the second likely to prevent flexible working practices for teachers and school leaders, and so on. Results are displayed in the table under Q16.
Q18. When thinking about the Education Wellbeing Charter, what proportion of your local schools, at the current time, are signed up to it?
Q18. When thinking about the Education Wellbeing Charter, what proportion of your local schools, at the current time, are signed up to it?
| Number | Per cent | |
|---|---|---|
| All schools signed up | 20 | 21% |
| More than half of schools are signed up | 3 | 3% |
| Less than half of schools are signed up | 9 | 10% |
| No schools signed up | 24 | 26% |
| Don't know | 38 | 40% |
Q19. Which of the following initiatives do you think the majority of your schools would sign up to enhance diversity amongst schoolteachers and school leaders?
Q19. Which of the following initiatives, if any, do you think the majority of your schools would sign up to enhance diversity amongst schoolteachers and school leaders (for example to increase representation from minority ethnic and other groups)?
Please select up to two initiatives.
| Number | Per cent | |
|---|---|---|
| Partnerships with universities to create diverse teacher pipelines | 46 | 49% |
| Targeted recruitment programmes | 31 | 33% |
| Professional development focused on diversity and inclusion | 29 | 31% |
| Mentorship opportunities for underrepresented staff | 29 | 31% |
| National training program on good recruitment practice model | 26 | 28% |
| Other | 0 | 0% |
| None of the above | 4 | 4% |
| Don't know | 4 | 4% |
Q20. & 21. Which of the following are likely to be implementation barriers for the majority of your schools if future consideration was given to increasing Planning, Preparation and Assessment (PPA) time with future STRB remits?
Q20. Which of the following, if any, are likely to be implementation barriers for the majority of your schools if future consideration was given to increasing Planning, Preparation and Assessment (PPA) time with future STRB remits/ Please select up to three barriers.
| Number | Per cent | |
|---|---|---|
| Difficulty funding additional teaching staff | 88 | 94% |
| Timetabling and scheduling challenges | 49 | 52% |
| Concerns about continuity of teaching with increased staff rotation | 34 | 36% |
| Difficulty recruiting qualified teachers to cover additional PPA time | 33 | 35% |
| Estimated value for money compared to targeted funding on other priorities to increase recruitment and retention of teachers and school leaders | 22 | 23% |
| Lack of qualified subject specialists to cover PPA time | 20 | 21% |
| Difficulty recruiting support staff to cover additional PPA time | 19 | 20% |
| Other | 5 | 5% |
| None of the above | 0 | 0% |
| Don't know | 0 | 0% |
Q21. Please provide any further comments or suggestions on the topics covered by this survey – no comments were received.