[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586238-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586238-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-education-workforce-in-england-summary-report-2026","The Education Workforce in England Summary Report 2026","","The Education Workforce in England 2026 Summary Report consolidates findings from four NFER annual reports on early years workers, school support staff, further education teachers, and school teachers, aiming to track progress in meeting workforce supply challenges. It synthesizes evidence from multiple data sources including DfE collections and surveys such as the School Workforce Census, Initial Teacher Training Census, and labour market datasets (ASHE, LFS, APS). It analyses staff shortages, recruitment, retention, pay, working conditions, workloads, and career progression, identifying shared challenges, common causes, and policy actions for greatest impact.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-education-workforce-in-england-summary-report-2026/586238/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-education-workforce-in-england-summary-report-2026/586238.png","ImageObject",300,407,{"name":42,"@type":43},"Taylor Morgan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the 2026 summary report on the education workforce in England?","Question",{"text":63,"@type":64},"It monitors progress toward meeting workforce supply challenges by bringing together evidence across multiple education workforce groups and comparing shared challenges, causes, and potential solutions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which education workforce groups does the report cover?",{"text":68,"@type":64},"It consolidates findings from four reports on early years (EY) workers, school support staff, further education (FE) teachers, and school teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the report analyze pay and working conditions?",{"text":72,"@type":64},"It primarily uses findings from ASHE, the Labour Force Survey (LFS), and the Annual Population Survey (APS), comparing workforce groups to similar workers in other occupations based on qualifications, age, gender, and region.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586238,1792165309,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Education Workforce in England Summary Report 2026  \nJack Worth and Michael Scott  \nPage 2  \nContents  \nIntroduction 3  \nPolicy context 4  \nThe size of the education workforce 8  \nStaff shortages 9  \nWorkforce recruitment 10  \nWorkforce retention 11  \nPay 12  \nTargeted financial incentives 13  \nWorkloads 14  \nCareer progressions 15  \nThe education workforce evidence base 16  \nConclusions and recommendations 18  \nThe Nuffield Foundation is an independent charitable trust with a mission to advance social well-being. It funds and undertakes rigorous research, encourages innovation and supports the use of sound evidence to inform social and economic policy, and improve people’s lives. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. This project has been funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily the [Foundation. Find out more at: nuffieldfoundation.org](Foundation. Find out more at: nuffieldfoundation.org).  \n[Bluesky: @nuffieldfoundation.org](Bluesky: @nuffieldfoundation.org)  \nLinkedIn: Nuffield Foundation  \nAcknowledgements  \nWe are grateful to Sarah Tang Juan Manuel Del Pozo Segura and Lillian Flemons for the analysis and reporting they did for this project and to Jude Hillary for helpful comments on early drafts. Weare also grateful for the helpful contributions to the publication series made by members of the project’s advisory group.  \nSome of this work was undertaken in the Office for National Statistics (ONS) Secure Research Service (SRS) using data from ONS and other owners and does not imply the endorsement of the ONS or other data owners.  \nPage 3  \nIntroduction  \nThe aim of the National Foundation for Educational Research’s (NFER) annual series of reports on the education workforce in England, funded by the Nuffield Foundation, is to monitor progress towards meeting workforce supply challenges.  \nIn 2026, we have published four reports on early years (EY) workers, school support staff, further education (FE) teachers and school teachers. Each report summarises the latest research and key trends in staff numbers, recruitment, retention, shortages, pay and working conditions and points towards policy actions that are likely to have the greatest impact on addressing the challenges.  \nThe Education Workforce in England 2026 Summary Report brings together the findings from all four reports to give an overview of the education workforce we have analysed. It seeks to deepen our understanding of the education workforce in England by identifying shared challenges, pointing to common causes where they exist, and discussing possible solutions. It does this by comparing the evidence we have collected across the four reports. While acknowledging that each workforce group is different and operates within its own unique context, this evidence can help us to understand where progress has been made and why and identify how similar progress might be made for other groups.  \nThroughout this report, we use a wide variety of data sources, including Department for Education (DfE) data on each of the key workforce groups. For school teachers, DfE collects data through the School Workforce Census (SWC) and the Initial Teacher Training (ITT) Census. The SWC also covers school support staff. In addition, DfE maintains the Further Education Workforce Data Collection (FEWDC), which covers FE teachers and goes back to 2021/22 . Finally, DfE’s Survey of Childcare and Early Years Providers (SCEYP) collects data about the EY workforce.  \nTrends in recruitment and retention are driven by changes in the competitiveness of pay and working conditions in education compared to other jobs. We therefore also analyse trends in pay and working conditions, primarily using findings from the Annual Survey of Hours and Earnings (ASHE), the Labour Force Survey (LFS) and Annual Population","cbCaia9hPwHc6JbR","https://ap.wps.com/l/cbCaia9hPwHc6JbR","pdf",3208291,22,"English","# Contents\n## Introduction\n## Policy context\n## The size of the education workforce\n## Staff shortages\n## Workforce recruitment\n## Workforce retention\n## Pay\n## Targeted financial incentives\n## Workloads\n## Career progressions\n## The education workforce evidence base\n## Conclusions and recommendations","[{\"question\":\"What is the purpose of the 2026 summary report on the education workforce in England?\",\"answer\":\"It monitors progress toward meeting workforce supply challenges by bringing together evidence across multiple education workforce groups and comparing shared challenges, causes, and potential solutions.\"},{\"question\":\"Which education workforce groups does the report cover?\",\"answer\":\"It consolidates findings from four reports on early years (EY) workers, school support staff, further education (FE) teachers, and school teachers.\"},{\"question\":\"How does the report analyze pay and working conditions?\",\"answer\":\"It primarily uses findings from ASHE, the Labour Force Survey (LFS), and the Annual Population Survey (APS), comparing workforce groups to similar workers in other occupations based on qualifications, age, gender, and region.\"}]","The Education Workforce in England Summary Report 2026 | PDF",1792057327,55]