A recent Schools Week article has revealed a significant issue within the UK education system: schools are paying almost a 100% mark-up to supply agencies for teachers, compared to what supply teachers themselves are actually earning. This finding, based on a Department for Education (DfE) study, exposes substantial financial pressure on schools and increasing dissatisfaction among supply teachers.
According to the report, schools are being charged an average of £218 per day for supply teachers in primary schools, £291 for secondary schools, and £270 for special schools. However, supply teachers report earning significantly less than this—around £136 in primary schools, £150 in secondary schools, and £144 in special schools. These figures, reported by Schools Week, highlight the disparity between what schools pay and what supply teachers receive, showcasing how supply agencies are profiting at the expense of both schools and teachers.
The DfE report highlights a growing dissatisfaction among supply teachers regarding their pay and working conditions. Many feel that they are not being fai
rly compensated for their work, which has led to increasing numbers of supply teachers considering leaving the profession. This dissatisfaction not only impacts individual teachers but also places further strain on a school system already grappling with staff shortages.
For supply teachers, it's not just about the pay—the inconsistent terms and conditions often leave them feeling unsupported. These challenges make it harder for schools to attract and retain quality supply teachers, who are crucial to maintaining classroom stability.
The Schools Week article also points to increasing calls for greater regulation within the supply teaching market. Both schools and teachers are seeking more oversight and transparency in how agencies charge for supply services. Many believe that regulation is essential to ensuring fairer pay, better working conditions, and improved value for money for schools.
The government’s Crown Commercial Service (CCS) Supply Teacher and Temporary Staff (CCS STaTS) framework was introduced to promote transparen
cy and parity in the supply market. However, uptake has been low, and the framework has had little impact on reducing the inflated fees schools pay for supply teachers .
Since the Covid-19 pandemic, the demand for supply teachers has risen dramatically. Schools are reporting higher staff absences due to both physical illness and mental health issues, which has led to a sharp increase in the use of supply teachers. According to the DfE report, nearly 60% of schools have experienced an increase in demand for supply teachers over recent years.
In addition to short-term absences, long-term staff shortages have further increased schools' reliance on supply teachers. Recruitment and retention challenges have left many schools struggling to fill permanent positions, making supply teachers an essential part of maintaining classroom coverage.
The report also notes a rising demand for supply teachers who are qualified to work with pupils with Special Educational Needs and Disabilities (SEN
D). This demand is driven both by the increasing number of pupils with SEND and by the high turnover of permanent staff in these roles. Schools are often left scrambling to find qualified supply teachers who can meet these specific needs at short notice.
For supply teachers, working with SEND pupils offers both challenges and rewards, but it requires specific skills and experience. Schools are finding it increasingly difficult to source supply teachers with the right qualifications, further complicating an already stressed supply teaching market.
Many teachers choose supply work for the flexibility it offers, with around half of surveyed supply teachers citing work-life balance as their primary motivation. For some, supply teaching presents a less stressful alternative to permanent roles, while others are drawn to the opportunity to work part-time.
However, while flexibility is a key benefit, fair pay and decent working conditio
ns remain essential for keeping supply teachers engaged in the profession. Although many supply teachers enjoy the freedom of choosing their own schedules, the lack of fair pay and secure conditions is pushing some to consider leaving supply work altogether.
At Elevate, we understand the challenges faced by both schools and supply teachers. As an online platform, we cut out the middleman, meaning no agency fees, which significantly reduces costs for schools. This allows schools to access high-quality educators at a more affordable rate, helping them manage budgets more effectively.
We also believe in empowering educators, which is why we give supply teachers the ability to set their own rates of pay. This ensures they receive fair compensation and have greater control over their earnings. By providing transparency and flexibility, Elevate is creating a more balanced and sustainable supply teaching system that benefits both schools and educators alike.
