How much does a teacher really earn?

WagesThis post follows on from my most popular blog post to date ‘How much does an NQT earn?’ Written just over two years ago, it has had over 18,000 views and it it always looked at daily, even now.

So I’ve decided to do the same post but with an actual wage slip of when I was in the swing of teaching. As with the last post, you have to bare a few things in mind: This wage slip is from two years ago. It was when I was teaching in a mainstream school. I have quite a large student loan and although the dedication looks small on this wage slip, I get over double deducted now and I am outside of London. Also don’t forget that us teachers have had our oh so generous 1% pay increase each year for the past two years.

So here is a complete breakdown from my actual wage slip and gives you an insight into what a teacher earns. I am currently suffering from baby brain so I can’t quite remember what M scale this was from, but I think I had been teaching around 4 years.

Total Pay & Allowances:    £2,161.00

DEDUCTIONS

Employee NIC:     £155.23

Tax Paid:     £302.00

Pension:      £159.91

Student Loan:     £64.00

Total Deductions:    £681.14

TAKE HOME PAY: £1,479.86

As you can see, a lot of your wage you never actually get to ‘feel’. A lot is deducted before it even hits your bank account. However, I may be in the minority but I am actually pleased with my wage. Yes, I definitely think teachers deserve more and when you break down the hourly rate, most teachers are on less than minimum wage. But, now two years on, I am earning more than the figure above (surprisingly, not that much as I get taxed a lot more now and have larger student loan deductions and pension contributions) and I am earning a good wage. A wage that allows me to pay my mortgage, go on holiday, indulge my shoe and clothing shopping habit and generally enjoy myself.

You have to remember that you will start off on quite a basic wage but it soon creeps up and along the way you may be lucky enough to add on a TLR payment, SEN points of get appointed as a member of SLT. Sometimes you need to weigh up the stress/ workload balance though. I was offered a behaviour TLR at the PRU where I work. As is obvious, behaviour isn’t normally a strong point for referral units and the TLR was worth £1,300. The extra workload and pressure just wasn’t worth it for me at this time in my life so I declined. But it just shows that there are ways of boosting your income in education.

My first twinge at missing my old job.

Now I really don’t regret leaving my my old job. I would never, ever return to my NQT post for love nor money. I struggled, but I didn’t hate it. It just wasn’t the place for me. There were too many cliques, I never felt good enough, every lesson observation was ‘just not there yet…’, the work load was unbearable, the hour commute even more so. There was constant changes to marking policies, book scrutinies, unachievable appraisal targets, constant pressure and humongous stress. I didn’t sleep at night properly, I could never relax- always feeling guilt that I should be lesson planning, marking, in putting data etc. Plus, I had the constant challenges of working in a deprived area of Yorkshire with a 92% EAL intake. I felt like I was constantly treading water, using all of my energy just to keep myself my drowning. There was no way that I could have continued like that. At times I felt like I was loosing my sanity.

Fast forward to now: A class of 5 children, an earlier finish time, an exact seven minute drive from my house, lovely colleagues who don’t know the meaning of the word clique, an unnaturally supportive Head, a higher paying salary, more creative control, no traditional assessments, time to do planning each day and genuinely a much more rewarding job.

However, today my old colleagues were told which year group/ class that everyone would be having from September and it was all over Facebook (I still have a love/ hate relationship with the thing). For the first time since I left I felt like I was being excluded from this really cool club. Everyone was commenting on each other’s statuses, saying how excited they were for next year, how they couldn’t wait for September and how ‘amazing’ it was going to be. I realised that I have truly and once and for all left the place where I did my NQT and RQT years and that I was no longer part of ‘The Family’. And I must admit, I felt a little bit sad. I no longer had a right to comment, I didn’t know what the little in jokes were that people were mentioning and if I’m honest, I don’t really know my old colleagues anymore and they don’t know me.

But after a guilt free cup of tea while watching telly, a nice after work stroll with my baby, then playing with him in the garden, plus only writing 6 reports- I realised that yes, I did feel a little twinge of sadness that I was no longer at my old job and that it’s ok, because I did have some good times there. But ‘some good times’ can never compare to my job now, where I have a lot of good times in my school life and many more good times in my home life. Plus my sanity.

I am no longer tread walking. I was doing a nice leisurely breast stroke and it feels so, so good.

I’m now on Twitter!

I’ve just joined the world of Twitter! I must admit, it’s taking me a little bit of time to grasp the whole concept. But it’s great for finding out the latest changes to education and following some really inspiring people.

If you’re on Twitter give me a follow: Ms PupilReferralUnit @teachingtantrum

I’ll follow you back- once I’ve got the hang of the bloody thing!

Small one form entry or large 4 form entry school?

Most people graduating from their PGCE will have already secured employment for September. Others will still be planning on what they want to do next academic year. Supply? Maternity contract? It doesn’t matter, it’s all experience.

I know that with competition so high for jobs, no one can be as choosy as they would like. But one thing that is worth seriously considering when looking at jobs, is the size of the school.

I have worked in both extremes and also in the middle. I have worked at a school that was 3 form entry and moving into a 4 form entry. I have worked at a school that was 1 and a half entry moving into two. And my current job at a pupil referral unit has 5 teachers. We aren’t any entry! What I thought I would love was actually my worse. And what I thought I would hate has been my favourite.

Initially, I thought that I would be more suited to a larger school. A large school does have many positives. I thought that it would be great to work in a large school as there would be more teachers my own age, there would be more people to socialise with and support each other. I liked the idea of having other teachers to share the planning workload and bounce ideas off each other. I thought that they would be a great chance of working with the three classes in my year group and collaborating on things. I also thought that there wouldn’t be as many ‘eyes’ on me and less pressure as there were more teachers to observe and keep an eye on.

Some parts of my time at a large form entry school were great. The staff were mostly my age, we had lots in common, when we were socialising they all wanted to go to the same places I liked, they dressed like me, we could talk about similar interests. The planning was shared out with the other teachers. I certainly did not have as much medium term planning to do as I would have done if I’d been on my own. I made three very good friends, who again were my age, my type of people (and I’ve just been whatsapping before I started writing this post).

However, there were some things that I didn’t like. With large groups, inevitably, cliques form. I was never in the ‘in’ clique, The group of girls who had been there for years and started at the same time. The other teacher in my year group treated myself and my class as competition. She never wanted to do joint assemblies, Christmas songs. Neither would she share resources or lesson plans. She would go to the phase leader, behind my back, about my planning, which always contained something that she thought was an error. I didn’t like the way she did her planning. I couldn’t understand the way she set it out, or the ideas that she had. I felt like I wanted to be more creative but she was a lot older than me and had quite old fashioned views. There was never a strong sense of ‘family’ in the school. It was just too big. We never had whole school assemblies or even got together as a whole school, and so there was always a feeling of separation between KS1 and KS2. There were huge personalities and it was sometimes difficult to be heard in meetings or during the staff room. Moving onto the staff room, it felt very impersonal. It was large and quite spread out, so different groups and key stages were at certain tables. Not everyone used the staff room because the school was so big it took ages to walk over to the other side of school where the staff room was and there wasn’t enough room for everyone anyway. Considering the school was full of lots of people my age, at times I felt very isolated.

Moving on to a smaller school. The first thing that hits me is the sense of solidarity. We are a ‘family’, there is definitely a sense of togetherness. We have daily meetings each morning, we can all fit around a table and air grievances, support each other, communicate. You know what is going on in the school and with the pupils. There are no cliques- the whole teaching staff is a clique. Everyone supports each other. There is no competition because no one is doing the same as you. Everyone is there for the children. There is no time to gossip or get involved in office politics. I mean, who would you gossip about? Yourself? I also like the fact that you know your Head teacher very well and they know you. You have a good relationship with them and they have time for you.

There are some negatives. There might not be anyone that is the same age as you, I am the youngest by far at my current job. You have to do all the paperwork yourself, but I have found that liberating. I have been the most creative that I have ever been- and I love it! There is no where to hide in a small school either.

All in all, surprisingly, I am more happier in my smaller school, than I was in my larger school. I feel more confident, more appreciated, more supported, I know the staff more and I find my job more rewarding.

It’s a lovely change.

My problem with the Year 1 Phonics test.

Now, I’m going to talk about the Year 1 Phonics screening test and why I think it is a load of **** and just another added pressure for us teachers to hit targets that don’t actually mean anything.

I’ve not mentioned about me teaching in Year 1 before, I didn’t want to help give my identity away and I also never felt the need to mention it. Now that I am no longer in my mainstream school I feel like it is time to air my grievances about this new test that was only very recently invented and has just been taken in every school in England.

Let’s get one thing straight. No one cares about the phonics test. It’s really not important in the grand scale of things. A six year old who is unable to read the word Sprock correcty is not going to fail their GCSEs; just like a six year old who can read the word voip without any problems is not automatically going to be a NASA scientist. It’s all irrelevant.

The phonics test measures nothing apart from how well a teacher can ‘teach to test’ and get her class of children (who, by the way, should be learning through play and experiences in year 1) to pass another pointless test.

The test is that pointless that I honestly will not care if my child passes or fails the test, it means that little to me. In my previous school a middle class teacher’s son had failed his phonics test the first time around and had to retake it in year 2. She said ‘how they expect the children of our inner city Yorkshire school, with 90% EAL to pass this phonics test, when my son who speaks English fluently and is at an outstanding little village school still can’t pass it.’ And that is the thing- the phonics test does not matter about ability. It does not prove that a school is a good one just because it has a high phonics test pass rate, just like it does not mean a school or a teacher is ‘inadequate’ if they do not get all of their class to pass the phonics test.

So, in good ol’ fashioned Teacher Tantrums style here are my bullet points on the problems with the Year 1 phonics test.

  • It puts pressure on Year 1 teachers. I was told that I would not make pay progression if my target of a 72% pass rate in phonics was not achieved. The year before (when I had been on maternity leave, may I add) Year 1 achieved 42%. The stress and panic I felt after receiving my targets was unbelievable. Could I possibly achieve 70%? What happened if I didn’t? Should I start doing mock phonics test eight months ahead now? What will I do if I am denied pay progression? I’m not afraid to say that I had a few sleepless nights worrying about this issue.

 

  • You start to ‘teach to test’ from around February. In my school we were told (and knew he just had to, to get the results) that we had to stop teaching all topic work in the afternoons- geography, history, art etc.- to put in extra phonics sessions. Teachers were expected to teach extra phonics during assembly times, breaks, lunch times and for ‘just 10mins’ before the end of the day. It was so soul destroying hearing 5 and 6 year olds groaning when you announced that they were going to be practising their real and nonsense words. They just wanted to play!

 

  • The test itself has many flaws. It is not regulated, so how do you know that stressed, pressurised teachers are not just ticking yes that their children can read certain words correctly, when they haven’t? Who is ever going to check? The test is done in a room with just the teacher and child- teachers could hear the word read incorrectly and help and guide the child into reading it correctly- who would ever know?

 

  • The test seems to try and deliberately confuse and trick children. Some ‘nonsense’ words are extremely close to familiar real words; when I did the phonics test my children kept pronouncing the nonsense word ‘broun’ as ‘brown’. Lots of the children were high ability who could read fluently and were just using their prior knowledge to try and make sense of the words in front of them.

 

  • The test is difficult for EAL children. They are struggling to understand a new language and are just learning how to read real words that they can comprehend- then next minute here comes a bloody ‘alien’ word that they then have to decipher. Try explaining what a zoit is to a six year old kid from Yemen who keeps asking ‘what is zoit?’. #realsituation.

 

  • The test has taken away the fun, enrichment and experiences from year 1. Once Decemeber is out of the way then there is no time for choosing, free play or using the role play corner. Making Easter cards? Are you mad?! That’s 45mins that could be spent going through the jolly phonics songs and playing Obb and Bob for the sixty millionth time.

Myself and my TA worked tirelessly to help my old class have the best chance to pass the phonics test. On finding my new job one of the things I was pleased about was getting out of having to do the phonics test. However, I still wanted my class to do well for my sake. I left at the Easter term with only 5 weeks to go before the children took the phonics test, so I knew that I was still responsible for the children’s results, the teacher who had taken over my job would not be held accountable and my new school would be contacting my Head to enquire if I had met my targets. So I was still worried and thought about my class on June 13th when they took the test.

My former TA texted me at the weekend to tell me the results. My class had got 82% definitely and if the pass rate remained at 33 like like year ten it will be 85%. I was absolutely, genuinely over the moon! But I was even ore over the moon that I will not have to go through all the phonics bull crap next year.

What happens when you get ‘The Call’ from the Big O?

I am finally getting around to writing about my first OFSTED experience. The first and main thing you will be pleased to hear is that it’s actually not that bad. Honestly, it’s really not. And in a weird, strange way, I kind of enjoyed the experience. Don’t get me wrong, I’m pleased we’re only subjected to inspections every three years, but I survived my first OFSTED and it wasn’t too bad.

Our school had been ‘over due’ an inspection for over 12 months, so our school was already in OFSTED mode. We were constantly waiting for ‘The call’. We were having constant reminders and emails and memos where it got to the point where everyone was actually wishing for OFSED as the pressure from waiting was getting too much. ‘When OFSTED come… OFSTED will be looking for…we’ve put this in place for OFSTED….OFSTED will want to see…’ The build up was actually much worse than the actual inspection.

We eventually did get The Call  on a random Tuesday at 12.15pm. I was happily eating my lunch in the staff room and as sod’s law would have it, was talking to a work colleague about how my baby had been up all night and so I would be leaving at 4pm dead on the dot as I was exhausted. Suddenly the door opened. I thought someone had died on the premises as the Head suddenly came into the staff room at 12.45pm with the assistant Head and other SLT members, followed by other members of staff who had eaten their lunch and then left previously. ‘What’s going on?’ I asked. The year 6 teacher next to me whispered that we’d had the call and mouthed the word ‘OFSTED’ and I just remember saying ‘Oh, you’re joking?!’

The Head was very positive, calm and collected and gave a good prep talk. ‘We all knew this was coming…’ She then said that school would be open until 9pm and everyone knew that no one was going home anytime soon after 3.15pm.

There was a buzz around school. Widened eyes, shaking of the heads, stressed out faces, laughing. A text message was sent out immediately to the parents and so they were aware of the situation by the time we let the children go at sometime. Then it was preparation time. Luckily, I knew what I was teaching for maths and I decided to jazz up my literacy lesson. I was fairly certain that I would only be observed in literacy and definitely in my afternoon phonics group as our year 1 phonics results test last year was shocking. I rang my mum and told her that I wouldn’t be coming home to pick up the baby as we had OFSTED the next day. I actually laugh when I think about that now- talk about priorities! I was more concerned about OFSTED than actually seeing my own child. (I’m so glad I’m out of mainstream and can put my family first again). I was also very lucky that I could do that. My mum didn’t even bat an eyelid, she just said good luck and to let her know how it goes. (Thank you mum!).

Anyway, once the children had gone it was a great atmosphere in school. Everyone came together and there was a real Dunkirk spirit about the place. My TA was an absolute star, she stayed until 4.30pm checking the displays and helping tidy up the classroom. She apologised profusely that she had to go, but she too has young children and she had to go and pick them up. I then concentrated on getting everything ready for the lessons the next day so that I could just come in and not worry about anything. I stuck worksheets in every books, made sure the books were in the correct groups for the tables, made sure the were layer out correctly and good to go. A huge tip I would say to anyone who is due and OFSTED, is to keep up to date with your marking- this was the most time consuming thing for me, marking books that I had fallen behind with.

Around 7pm is where I got a little disheartened. It was silly really, but I suddenly felt, dare I say it?, a little lonely. As I had explained in a previous post, my work bffs were not in school; one had left to go to a different school at the end of our NQT year and my other one was luckily for her, on maternity leave. My school is very cliquey and I could hear other staff members making plans to go and get a Nandos take away, others were driving to McDondalds, others were chatting behind closed doors and I just remember looking down the empty corridors and feeling a little lonely. I was starving and had mentioned to a few members of the staff that I would come to get dinner with them, but they had obviously gone without me (cue violin music lol). Anyway, I was looking at the displays when I suddenly heard ‘right, what do we need to do next then?’ My amazing TA was back! She was changed in sports clothes and ready for action. I’m not exaggerating when I say that I nearly cried for joy. She had returned as soon as she had put the children to bed- she’s a star, and I’m pleased that we’re still in touch. It was a great morale boost and I spent the next hour and a half chatting, discussing the plans for tomorrow, going through the lessons.

I eventually left work around 8.40pm, my TA, bless her, was still there fixing up displays. I passed the Head’s office and she was sat at the back of her room eating a McDonald’s with the assistant Head.

I drove home, thankful that I had managed to set up everything for the next day, thankful that I had parents who would look after my baby over night and thankful that I had handed my notice in, as I felt like the pressure was off me.

 

Working in a Pupil Referral Unit

I have made the move from mainstream education into a Pupil Referral Unit and I must say that it has been THE best decision that I have ever made regarding my career. My work/ life balance has improved, I am happier going to work and I enjoy my job immensely.

Saying that though, working in a PRU is not a walk in the park. It is not for the faint hearted, the sensitive, the easily offended and most importantly, easily scared, because it really can be scary at times. You are dealing with children who cannot be taught in a mainstream school- they have been permanently excluded and nearly most of the time, they have been excluded for bad behaviour.

So what can you really expect to encounter on a daily basis in a PRU?

Well the first thing you should expect to experience is bad language. I am told ‘I’m not fu*king doing maths today?’  ‘This work is sh*t.’ ‘ Miss, I’m not fu*king working with that tw*t’. I had never heard such shocking language from school children before, and I’ve worked in some rough places. I could not believe what I was hearing and couldn’t believe how the rest of the teachers didn’t even bat an eye lid. After day three, I wasn’t batting an eye lid either.

You should also expect personal insults. Deep personal insults. When the children get angry, they will say anything in their heightened emotions. You need to have a thick skin- or grow one fast. They will be racist, sexist, homophobic, mention your wife/ husband, kids, dress sense. Anything. During my time at my job I’ve heard, amongst other things, all aimed at the teaching staff, ‘you f*cking immigrant’, ‘you f*cking fat slag’, ‘f*ck off you heroin fa*got’…. and much, much more. The staff have dealt with the personal insults amazingly well, like water off a duck’s back. They remain calm, let the insults wash over them, but at the end of the day after incessant personal insults you can see the strain on their faces. All the staff are definitely ready for half term when it comes.

Expect small class sizes that are treble the work of a class of 30. I have a class of 5 KS2 children but they are more physically and mentally demanding than my class of 30 year 2s. They sometimes need to be restrained by two adults and taken out of the room, they will sometimes rip up the work set in front of them, they will sometimes be the best model students then turn into aggressive monsters the next day. You are on edge when you have a lesson that involves scissors. Cooking lessons are always a nerve wracking experience, especially when the fires are lit on the gas stoves. Break times will always involve arguments, tension and some cases fights. 5 children really is enough for a class in a PRU.

Expect to think on your feet and be more flexible with your creativity. You will spend time creating an exciting lesson only for the children to not understand it at all (a lot of PRU children are behind academically or have an additional SEN need), this will then cause then to ‘kick off’ out of frustration and your entire lesson is useless. You then have to switch up the lesson and think of something there and then that will engage them before any more disruption is caused.

Expect to not have a break or guaranteed PPA time. You are more personally involved in your class so you go out on all play ground duties with them, a morning break is unheard of. They also don’t have assemblies so you don’t even get 10 minutes to yourself in the mornings. You have lunch with them as they need to be supervised. At times you can dismiss the class at hometime and realise that you haven’t actually had 5minutes to yourself- you’ve not even had time to go to the toilet (just the same as mainstream really). You will have a PPA slot but then one of your pupils will have a melt down in the cover lesson and you’ll spend your ppa trying to calm them down.

Expect to not socialise as much with your colleagues. You will have a chat to them in the morning and at the end of the day, but there will be no early morning talks in each other’s classrooms or popping in for a chat at break or saving a seat for your work bff at lunchtimes. There is just no time for that. You are on the ball constantly regarding your children, talking about what you did at the weekend with your workmate is the last thing on your mind when one of your pupils is eyeing the door preparing to do a runner.

Expect your children to run. Run out of the classroom on a daily basis, run out of the school, run away on trips. They will run. And if they can’t run then they will climb. I haven’t worn heels since I started my new job. I wear shoes that I can run in.

Expect to take your work home at times and I don’t mean marking or paperwork. There are always reasons why a child is displaying negative behaviour and not always, but a lot of the times, it is to do with homelife. Most of the children in my care have outside agencies involved with them, be it social services, the police, health care workers. Sometimes you will read harrowing reports from social services regarding the children’s homelife or they will say something that makes your heart bleed. At times you will be thinking about what has happened or is happening to certain children long after they have left your classroom and that can be difficult.

However….. as I have said before, I like to keep my glass half full, so now on to the good bit.

Expect less paperwork. Your classes will range from 2-6 pupils so marking literally takes seconds and can be done during the class times. Planning is also less intense as the school understands how things can change and that the needs of the children come first, not a fancy proforma. I do not envisage taking any marking home for the foreseeable future.

Expect to create a close bond with your class. In mainstream school I just did not have the time to give each child my full attention. I couldn’t ask 30 children how their weekend was and did they enjoy that shopping trip that they mentioned last week. With the children in a PRU you can give them quality time and really get to know them. They will cling on to you and you really can make a difference to their lives.

Expect to have more freedom. The children in a PRU would find it difficult to follow the national curriculum, so this means that you are free to be creative and tailor lessons that are all about their needs and what will excite them the most. I have loved doing my long term plan- I’ve chosen subjects that not only the children want to learn about but I want to teach. We’ve got The Vikings, The Victorians and even the David Wallims books! I’m excited about teaching about. I have also been able to say no maths when the sun is out and instead go outside to look for wildlife or decide to take them out for the morning because someone in class mentioned that they had never been to such a place.

Expect to finish the day earlier. The children in a PRU cannot cope with a ‘normal’ school day. Lessons are 45mins each and they go home at 2.30pm. It has been amazing getting home at a time when I still would have been teaching in mainstream.

Expect less pressure. My management is amazing. They are so supportive. They understand that yes, targets need to be met and children need to make progress but they know that children in a PRU make progress in different ways. There are no monthly book scrutinies, medium term planning feedback, informal lesson observations that were always followed by criticism about what didn’t go well. I am no longer pressurised to teach to test.

All in all, like any job there are pros and cons to working anywhere. I hope this post gives you an honest view of what life could be like in a pupil referral unit. Remember, every place is different and not all PRUs follow the same format, but I think this gives you a little idea of the good points and the bad points.