Tales from a Returnee

In defence of working in the state school system and why I came back to London to teach

Broken, overwhelmed, breaking point…some of the words that pop up when I scroll through social media on the current state of our schools and the lives of the teachers who work in them. It’s safe to say, teaching in a state school in England definitively has a bad rep.

No wonder then that a cursory glance through educational news offers a depressing view of teacher recruitment and retention. In particular, a growing trend appears to be teachers, especially those newly qualified, leaving the UK to teach abroad in international schools, as reported to The Guardian by teacher training colleges.  The notion seems to be, the grass is always greener…

And I get it, I do. I did it. Twice. First to Vietnam, then to Spain. Who wouldn’t want a better wage, a warmer climate, smaller class sizes and a location that can jet you off to a range of desirable holiday destinations in a matter of hours?

However, in January of this year I returned to the UK and this September, I began my 14^th year of teaching in an East London primary school.

So, after two stints teaching internationally, why have I returned to teach in the UK and why would I recommend it to others?

Range of schools: the good, the bad and the ugly

One of the few advantages of returning home unemployed, working supply jobs and looking for a new position was the opportunity it gave me to look around schools. And what I found and would say to any teacher ‘stuck’ in a job they don’t like is there are a host of different schools out there each with their own culture, curriculum, leadership structure, opportunities and ethos and… guess what? If one doesn’t suit you, try another one!

In an international school, you are often stuck with your visa, contract, accommodation and more. You’re tied to that school leaving little room for maneuver.  In England, you have more freedom and more choices to seek out a job and workplace that aligns with what you want and value.

When searching for jobs, I was struck by the different roles and the variety of schools around. I also relished the opportunity that supply teaching offered to try something completely new. I ended up working two terms in a special school for autistic children, a professional experience I will always value and which, I believe has made me a better (mainstream) teacher.

Looking around schools also gives you the opportunity to gauge the wellbeing of teachers (Top tip: ask a few teachers how long they have worked there!) and the relationships between SLT and the rest of the staff. After visiting many schools, when I finally interviewed at the school, I accepted a role at, I was confident that it was a place that aligned with my own values and where I would be happy.

Professional development

While I was lucky in one of the international schools I worked at when it came to professional development and opportunities to progress, it is by no means guaranteed. Some international schools are stagnant when it comes to embracing the latest developments in teaching and learning. Not so in England, where a good school must be up to date with the latest and best developments in educational practice.

It’s a similar story when it comes to appraisals. While a poor appraisal system can be used to implement seemingly unachievable progress targets, an effective one will support you in developing professionally and this is something that can be missing in international schools.

Unions, policies and procedure!

A good international school has robust policies and procedures in place that protect its employees. However, not all international schools do. Not all international schools are good, and what no international school has is union representation. Returning to London at the beginning of the year, I have appreciated the importance of unions, the advice they provide and the support they offer teachers. I attended my first union conference as a supply teacher and gained valuable CPD and advice related to pay and conditions. Now as a mainstream teacher with a newly permanent position, I am grateful to my colleagues who last year went on strike for a better pay deal for all. The protection unions give to the teaching workforce is invaluable and when you teach abroad, you lose this protection.

Children and community

Everywhere I have worked, I have loved the children I have had the privilege to teach and believe that teaching such a broad and diverse range of communities has made me a better teacher. All schools are communities, this is something I love about the job. However, there is something special about working in a local primary school where most of the children walk to school and live in the local area. This is often missed in an international school where the school population is most likely transient, and the children typically travel much further distances to get to school.

Similarly, the children you teach in an international school are often more privileged than the children you teach in the local state school. While all children need a role model, guidance and nurture, supporting the most disadvantaged communities in our society is why I became a teacher in the first place and working back in the state system aligns with that core belief.

Change is in the air: pay and conditions

I say this tentatively…in barely a whisper, but I feel hope, a change in the air… With a new government in power, there have been steps taken to improve the lives of state school teachers with a pay rise, an end to performance-related pay and noises about more flexible working patterns. With this ethos on the agenda, I wonder how long soul-stripping, high-pressured, toxic workplaces really can continue. My feeling is this is a good time to be a teacher in the state school system.

After 13 years I still maintain that this is the most satisfying, challenging and joyous of jobs and encourage anyone feeling otherwise to not give up hope, get out there and try somewhere new. For me, for now, a primary school in East London it is.

The author

Alice Cust-Hughes

Alice has been a primary school teacher since 2011 and has worked both in London and internationally in schools in Vietnam and Spain. She is currently working in a school in East London as a Year 6 teacher and Computing Lead.