The quality of training and continuing professional development (CPD) provided to schools is poorly rated by teachers, a recent survey has revealed.

The survey comes at a time when the Government is giving schools increasing levels of autonomy which demands a high level of investment in staff development. Only 17 per cent of primary and 18 per cent of secondary teachers surveyed stated that the quality of training was always or mostly of good quality.

The findings come from the British Educational Suppliers Association’s (BESA) annual ‘Classroom Learning Resources’ survey’, which takes into account the views of 612 (314 primary and 298 secondary) heads of curriculum, key stage leaders and heads of English, maths and science. The highly anticipated research provides analysis and insight into the issues relating to the provision and use of classroom learning resources in schools.

The first issue investigated was the perceived quality of classroom resources. ‘Quality’ is defined by the surveyed primary teachers as reliable, consistent and durable while secondary teachers view ‘quality’ as offering good design and functionality.

Of the teachers surveyed 57 per cent stated that printed resources, 36 per cent of digital content and 32 per cent of teaching aids, were always good quality. However, only 17.5 per cent of those surveyed felt that the quality of training and CPD available was always of good quality. 20 per cent stated that the quality of CPD and training they had, had been of the lowest quality.

Caroline Wright, director BESA comments; “The findings will be good news to the suppliers of printed material, digital content and teaching aids but suppliers of training and CPD are clearly not meeting the current needs in schools. Recent years have seen unprecedented changes in the needs of teachers and it is vital that training providers appreciate and meet these needs.”

Other findings

Factors affecting product replacement

84 per cent of teachers stated that a lack of budget and the high price of quality alternatives were two of the limiting factors in replacing any lower quality resources with higher quality alternatives. Other factors include the ability to find appropriate quality resources (54 per cent) and a limitation in the number of providers offering quality options (34 per cent).

Measures of value for money

When asked about the measures used to assess value for money 47 per cent of respondents stated customer service, 63 per cent considered innovation and 36 per quoted training.

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About BESA

BESA, the British Educational Suppliers Association, is the trade association representing over 300 educational suppliers in the UK, including manufacturers and distributors of equipment, materials, books, consumables, furniture, technology, ICT hardware and digital-content related services to the education market.

With over 75 years of experience, BESA offers unparalleled support, research, events and advice on both UK and International markets, and the future of the education supplies industry.  BESA is focused on promoting and providing support and advice to their members, the industry and to schools.

BESA has a Code of Practice to which all members must adhere, along with a stringent membership process, both of which assure buyers of a high standard of quality in both product and customer service.

For more information, please visit www.besa.org.uk.

For further press information contact:

Sue Murray
Mango Marketing
T: 01932 829 077
E: sue.murray@mangomarketing.com

For information from BESA contact:

Caroline Wright
BESA
T: 020 7537 4997
E: caroline@besa.org.uk