Two fifths (41.7%) of respondents said that leave of absence arrangements for managing absences for reasons other than sickness had been changed around the same time as the introduction of the rarely cover duty. One quarter of respondents did not know whether there had been any changes to leave of absence arrangements prior to or since the introduction of the rarely cover changes. Worryingly, around one third (35.8%) of respondents reported a worsening of leave of absence arrangements as a consequence of their schoolʼs implementation of rarely cover.

The survey also asked respondents to indicate what areas of school life had improved, worsened or not been affected during the first term of implementation of rarely cover - SHOWN AS TABLE


The number of respondents who said opportunities for learning outside the classroom had improved was higher amongst primary school respondents (6.7%) compared with those in secondary schools (1.3%), whilst the proportion of respondents who said that their schools had reduced the opportunities for participating in learning outside the classroom was four times as great amongst respondents in secondary (64.3%) than in primary (16.2%).

Twice as many secondary teacher respondents as primary teacher respondents said that their schools were denying them the opportunity to attend education meetings off school premises, attend medical or hospital appointments and had reduced access to compassionate leave and leave for attendance at trade union meetings.

Supply Teachers

The level of valid responses received from supply teachers was insufficient for the purposes of drawing any firm conclusions. However, a review of the data suggests that there would be some merit in undertaking a detailed national examination of matters of concern to supply teachers, in particular, into the extent, causes and impact of the following perceptions of supply teachers:

The reduction in the availability of work opportunities for experienced supply teachers (including access to securing short, medium and long-term supply work in schools).

Schools paying qualified supply teachers only at support staff pay rates/conditions of service.

Teacher supply agencies paying supply teachers only at support staff pay rates whilst charging schools at a higher QTS rate.

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