Maths and physics teachers in the North East and Yorkshire and the Humber regions are to receive an extra £2000 “to encourage and support them during the early years of their classroom careers”.

Those teaching the subjects in all 12 Opportunity Areas will also be eligible for the additional payment, the Department for Education (DfE) has confirmed.

The following have been designated as Opportunity Areas: Blackpool, Bradford, Derby, Doncaster, Fenland and East Cambridgeshire, Hastings, Ipswich, North Yorkshire Coast, Norwich, Oldham, Stoke-on-Trent and West Somerset.

The pilot will test a new way of incentivising maths and physics teachers to remain in the profession during the first five years of their career and is based on evidence from the Gatsby Foundation and Education Policy Institute, which highlighted the potentially significant impact of such retention payments.

“Teaching remains a popular career, but we want to make sure that we can continue to attract and keep the brightest and best graduates, particularly in subjects where specialist knowledge and expertise are vital to the future success of the economy,” Minister for School Standards Nick Gibb explained.

Echoing his remarks, Mike Parker, Director of Schools North East, said that physics and maths are vital disciplines for the vibrant and successful sectors that are driving the economy in his region.

Investing in recruitment and retention of teachers is essential, not only to the future success of pupils in this area, he emphasised, but also to the long-term economic outlook of the North East.

The pilot scheme is being introduced alongside plans set out in the Teacher Recruitment and Retention Strategy to improve incentives on offer to teachers in England by including retention-based payments for those who stay in the profession by staggering additional payments throughout the first years of their career.

Commenting for the Gatsby Foundation, Executive Director Nigel Thomas said that research strongly indicates that financial incentives would be more effective at curbing teacher shortages in maths and science than recruitment measures alone.

Last reviewed 8 July 2019