Page 9 - Independent Schools Magazine
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Tony Jackson has been appointed Headmaster of Barnard Castle School, in
County Durham, taking over in September.
Mr Jackson, who succeeds Alan Stevens who is leaving to work in Malaysia, joined Barnard Castle School last year as Second Master from Radley College.
At 37, Mr Jackson will be the youngest head of an English independent school in the Headmasters’ Conference.
The son of a school master who taught in the State sector for
40 years, Mr Jackson attended Bradford Grammar School before studying Politics and History
of the Middle East at Durham University.
He worked in banking in
Sydney for two years and played professional rugby in Spain before returning to the UK to work for Barclays in London.
He did his PGCE teaching quali cation at Oxford University, where he gained
a rugby blue at Twickenham, later joining Radley College as a teacher of History and latterly spending  ve years as a house master.
He is married to Dawn, a Geography teacher, and has three young children, Annabel, Georgina and William.
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The impact of Brexit on teaching
For the past 20 years membership of the EU has been at the forefront of the political debate, whether it be parliamentary sovereignty, open borders or bendy bananas. However one side of this debate that has gathered less attention has been how leaving the EU will affect the teacher shortage. Rob Grays re ects...
With other nations seemingly moving forward with bilateral education investment EU teachers in the UK and vice versa are left in the dark until a decision is made between the two during the divorce-like proceedings.
Here are some numbers that illustrate just how many teachers are currently in limbo
• 5,000 teachers from EU countries quali ed to teach in 2015 a big increase from just over 2,000 in 2010
• 1 in 6 new teachers in England quali ed overseas
• The largest numbers came from Spain, Greece, Poland and Romania
• The number from Greece has shot up more than six fold – from 88 to 572 – since 2010
In my 17 years of experience
of providing quality staff we
are inundated by schools with vacancies they can’t  ll. We
would love to be able to  ll every position but the UK just lacks the necessary number of quali ed teachers... we have had to look further a eld. Australian and Canadian teachers have become almost a regular feature of our UK schools. These overseas teachers are very happy to travel to start and develop their careers and use this opportunity as temporary working holiday. In fact 30% of our London teachers are originally from Canada, Australia, New Zealand, Ireland, Belgium and the Netherlands.
Anyone involved in education knows that there is a chronic teacher shortage, an issue that has been insuf ciently addressed over many years, so much so that a
recent national audit of ce report stated in 2016 that ministers have “no plan to meet the growing teacher shortage” and “assumed that head teachers will deal with gaps,”
Furthermore it also stated:
• The Department has missed its targets for  lling training places over the last 4 years with secondary training places particularly dif cult to  ll
• The Department  nds it dif cult to recruit enough trainees in most secondary subjects
One of the many things this does is put additional demands on teachers, increasing the pressure on them and their stress levels which is leading to increasing numbers of them leaving the profession. This in turn leads
to lower pupil attainment and the increased need to  nd teachers from overseas.
UK government action in recruiting UK teachers may remain stagnant throughout the next few years due to focus on Brexit negotiations. Therefore the UK must remain hiring as heavily from overseas as possible.
Both business and political spheres will remain unsure of the effects of Brexit until the  nal details are hashed out.
The current UK teaching shortage may not be  xed anytime soon due to political emphasis placed on negotiating Brexit and in the short run the status quo will likely carry on. For now UK schools must take advantage of saturated markets abroad. In the long run Brexit may prove advantageous on the proviso that EU national teachers are granted the same rights as before.
Leaving the EU we are no longer beholden to EU’s immigration and working policies. Upon leaving, the
British government should look to establish further inroads and freer movement with Commonwealth countries, thus making it easier
for teachers to move to the UK. Early reports suggest non-EU governments are very willing to discuss formal trade deals with the UK upon our departure from the bloc. This is promising as it will open further markets to help  ll positions in UK schools. We hope a Brexit government moves to make inroads with countries with a hunger for British teachers in the ever growing number of international private schools in Dubai and Singapore, creating an environment conducive to exporting British teachers abroad. This in turn will lead to a global teaching market meeting Britain’s demand for high calibre teachers.
Rob Grays is Managing Director of the Prospero Group Ltd.
Independent Schools Magazine 9

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