Gender Pay Gap

St Christopher’s CofE (Primary) Multi Academy Trust (the Trust) is committed to the principle of equal opportunities and equal treatment for all employees.

Employers with more than 250 employees must publish and report specific figures about their gender pay gap. The reportable information is prepared by the Trust’s payroll providers, HROne.

Below are the outcomes of our gender pay gap analysis and the report that is required to be published on the Trust website.

Trust Gender Pay Gap Data for 2022 Reporting Period

This report is based on data as at 31st March 2022. At that time St Christopher’s CofE (Primary) Multi Academy Trust employed 543 staff across 18 academies and a central team who are responsible for educating approximately 3500 pupils.

Reportable information for 2022:

Mean Hourly rate pay gap 22.31%
Median hourly rate pay gap 49.90%


2022 data for gender pay gap reporting across the Trust shows that the gap has increased since last year and is more in line with the data for the 2020 reporting.

In comparison to 2021:

Mean Hourly rate pay gap 17.7% & 20.2% (2020)
Median hourly rate pay gap 40.76% & 47.43% (2020)


The Trust adheres to the Teacher Leadership Pay Scale, Teacher Main Pay Scale and NJC Support Staff Scale Points for all school positions. There are quite considerable challenges in the way the sector’s pay and conditions are negotiated nationally that impact our sector.

The Trust has a female CEO, with 81.25% of Headteachers being female. The Trust also has a higher proportion of female workers in each quartile. Whilst only 10.9% (12% in 2021) of the workforce are male, 54% of these hold positions in the upper quartile which therefore distorts the overall gender pay gap.

Proportionally more men are in teaching and leadership roles across the Trust than in the lower paid support staff roles, when compared to the distribution of women employees.


Upper Quartile

Gender Quartile % Average Pay Mean Gap
Female 80.1%
82.9% (2021)
25.13
25.15 (2021)
4.4%
Male 19.9%
17.1% (2021)
15.72 
14.93 (2021)
4.4%

Upper Middle Quartile

Gender Quartile % Average Pay Mean Gap
Female 88.2%
86.3% (2021)
15.72
14.93 (2021)
- 2.9%
Male 11.8% 
13.7% (2021)
15.72
14.93 (2021)
- 2.9%

Lower Middle Quartile

Gender Quartile % Average Pay Mean Gap
Female 96.2%
93.6% (2021)
10.44
10.00 (2021)
- 1.2%
Male 4.4%
6.4% (2021)
10.31
9.92 (2021)
- 1.2%

Lower Quartile

Gender Quartile % Average Pay Mean Gap
Female 92.1%
90.6% (2021)
9.66
9.24 (2021)
- 0.3%
Male 7.4%
9.4% (2021)

9.63
9.32 (2021)

- 0.3%

 

The above data shows that with the exception of the upper quartile, females average a higher pay than males which is a shift from the previous year where males were higher in 3 of the quartiles.

If we compare like roles within the Trust, and look at senior positions from deputy head teacher upwards, we see that the gap reduces in favour of females:

Senior leadership mean hourly rate pay gap - 1.%
Senior leadership median hourly rate pay gap - 5%

 

In considering the Trust data on gender and pay rates, the Trust noted that the Education Policy Institute reported recently in their Annual 2021/2022 report that teaching is a female dominated occupation, across the Organisation for Economic Co-operation and Development. The data they publish shows that the school workforce is becoming even more female dominated with the proportion of men in primary schools having declined to just 16%, which is similar to our Trust proportions.

They suggest that this decline is likely to be caused by previous public sector pay freezes as evidence from the UK shows that men’s decision to go into teaching tends to be more responsive to wages than women.

This year we also know that the Teacher pay freeze (Sep 2021 to Aug 2022) may impact on future attraction of new Teachers to the profession. The Trust recognises that in education, more females apply to the sector due to attractive working patterns and caring for family. The Trust seeks to maximise opportunities for all employees, regardless of gender, through its recruitment processes and inclusive flexible working policy. It is noted that when we compare like for like roles that the gap diminishes despite the disproportionate male to female ratio. In our position as a multi academy trust, it is acknowledged that under TUPE processes the Trust has no control over existing staffing when schools join the Trust.

The Trust therefore acknowledges that an action plan should be put in place to support monitoring of data, particularly in relation to career progression and development, supporting leaders to recognise unconscious bias and how to overcome this in recruitment and selection processes.