- About us
- About colleges
-
Corporate services
- Corporate services
- Mental health and wellbeing
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Employment: How we support members
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability, Grievance & Harassment
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Holiday/annual leave related
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Workforce Benchmarking, Surveys & Research
-
Governance
- Governance
- Governance: How we support members
- Governance Timeline
- Representation
- AoC National Chairs' Council
- National Governance Professionals' Group
- Code of Good Governance
- External Board Reviews
- Resources
- Governors Inductions
- Student Governor Inductions
- Student Governor Support Hub
- Guidance
- Hot Topics
- Governance Briefings
- Archive
-
Projects
- Projects
- Get Involved!
- Resources
- Contact the Projects Team
- Apprenticeship Workforce Development (AWD) Programme
- Creating a Greener London – Sustainable Construction Skills
- The 5Rs Approach to GCSE Maths Resits
- Creative Arts in FE 2024 – developing student voice through creativity
- DfE Multiply Capability Support Programme
- Digital Roles Across Non-digital Industries
- GCSE Resits Hub Project
- Pears Foundation Youth Social Action Programme: Phase 2
- T Level and T Level Foundation Year Provider Support Programme
- T Level Professional Development (TLPD) Offer
- The Valuing Enrichment Project
- Film London - Metro London Skills Cluster
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Brexit
- Ofsted Inspection Support
- Recruitment and consultancy
-
Events and training
- Events and training
- Events
- AoC Annual Conference and Exhibition 2024
- T Level and T Level Foundation Year Events
- Events and training: How we support members
- Network Meetings
- Annual Conference and Exhibition 2024 Resources
- Previous Events and Webinars
- In-House Training
- Senior Leadership Development Programme
- Early Career and Experienced Managers' Programme
- Sponsorship and Exhibition Opportunities
- Funding and finance
-
Policy
- Policy
- Meet the Policy Team
- Policy: How we support members
- Policy Areas
- Policy Briefings
- Submissions
- Policy Papers & Reports
- AoC Strategy Groups
-
AoC Reference Groups
- AoC Reference Groups
- 14-16 Reference Group
- 16-18 Reference Group
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- EDI Reference Group
- HE Reference Group
- HR Reference Group
- International Reference Group
- Mental Health Reference Group
- SEND Reference Group
- Sustainability & Climate Change Reference Group
- Technology Reference Group
- WorldSkills Reference Group
- Opportunity England
- Research unit
-
News, campaigns and parliament
- News, campaigns and parliament
- Post-election hub
- General and mayoral election resources
-
Comms advice and resources for colleges
- Comms advice and resources for colleges
- Media relations: 10 ways to build effective relationships with the media
- How to choose a PR agency
- Legal considerations for communications and media work
- How to plan for a new build
- Crisis communications: your go-to guide
- How to handle photo consent for media and marketing
- How to evaluate a PR and media campaign
- How to react to regulation, funding and restructuring issues
- How to react quickly and effectively to the media
- Working with the media: a complete guide
- How to write a compelling case study
- How to write for the web
- Communications, marketing and campaigns community
- AoC Newsroom
- AoC Blogs
- Work in Parliament
- AoC Campaigns
- Briefings
- Communications, media, marketing and research: How we support members
-
Equality, diversity and inclusion
- Equality, diversity and inclusion
- Equality, diversity and inclusion blogs
- AoC’s Equity, Diversity and Inclusion Charter
- AoC’s Equity, Diversity and Inclusion Charter for further education sector organisations
- AoC’s Equity, Diversity and Inclusion Charter signatories
- Diversity in Leadership
- Black FE Leadership Group and AoC partnership agreement
- AoC's Equity Exchange
- Equality, diversity and inclusion: how we support members
- Equality, diversity and inclusion case studies
- ETF Inclusive Leadership Coaching Programme
- Equality, diversity and inclusion briefings
- Home
- News, campaigns and parliament
- AoC Newsroom
- DfE's Teacher Pay Grant decision adds insult to injury
DfE's Teacher Pay Grant decision adds insult to injury
The Department for Education has announced a Teacher Pay Grant that will top up the pay of staff teaching in school sixth forms and 16-to-19 academies while excluding staff teaching comparable courses in sixth form colleges and FE colleges.
Ministers announced their plans for a teachers’ pay grant in July 2018 and set aside £187m in 2018-19 and £321m in 2019-20 to help schools and academies make pay rises of up to 3%.
In late August, Ministers rejected AoC's case for a similar pay grant for colleges.
The latest announcement on the methodology for distributing the Teacher Pay Grant adds insult to injury. The note from DfE makes it clear schools and free-standing 16-19 academies will received rates of about £30 per student this year rising to £50 next year for all their students including sixth form ones. The share of the allocation for sixth forms in schools is worth a total of more than £30 million spread across the two years for a school sixth form teacher and is yet another sign of DfE putting schools first over over institutions. The announcement is particularly bizarre because:
it splits the group of sixth form colleges between those who have converted to become 16-19 academies (who will receive the Teacher Pay Grant) and those that have not (the majority of sixth form colleges). Whether a student takes A-levels in a sixth form college, tertiary college, school sixth form or 16-19 academy is largely a matter of geography. Two years after it took full responsibility for colleges, DfE's reflexs lead it to prioritise one group of institutions over another purely on the basis of legal character.
it puts money into University Technical Colleges, many of which are too small to be viable, while ignoring the needs to the much larger number of students taking technical courses in FE colleges.
One principal has asked AoC whether this decision is legal. As we understand matters, DfE has very wide powers under the 2002 Education Act to make funding decisions no matter how bizarre. The issue here is not for government departments to simply comply with the letter of the law but to do what is just for the young people they are responsible for.