School Workforce Reform

1. School Workforce Reform © 2004 National Remodelling Team Financial Planning and Planning Preparation and Assessment (PPA) Release 3.0

2. The objectives of today are to Financial Planning for Workforce Reform and PPA in particular • Provide the wider educational context for financial planning, workforce reform and remodelling in schools • Broaden your understanding of the legislation and what it means in practice • Offer an insight into a range of strategies for implementing PPA and the benefits of each • Provide materials and an awareness of the support which you can use to help in the implementation of PPA time • Provide information, tools and support for financial planning • Identify the opportunities that remodelling presents to broaden the curriculum, enhance learning and raise standards • Highlight sources of further remodelling support • Help you decide whether you would benefit from more in-depth financial planning and support You will be better equipped to implement the legislation when it comes into force in September 2005

3. Detailed Agenda 9.30am • Objectives, agenda and introductions 9.40am • Educational context and the remodelling agenda • What we have to implement – the regulations 10.00am Break 10.40am 11.00am • The Challenge – Group discussion on the application of the regulations 11.30am • Developing PPA strategies 12.10am • The Challenge – Group discussion on the creation of PPA strategies Lunch 12.30pm • Planning your implementation timetable 1.15pm • Using a planning toolkit 2.00pm 2.15pm • Financial Planning • Communicating to your school team 2.45pm 3.10pm • Remodelling • LEA support 3.20pm • Close 3.30pm

4. Introductions Introductions

5. Dependency National Prescription Schools leading reform Interdependency Schools need to lead reform to achieve high equity and high excellence

6. Journey to the educational environment 2010 * Source: NRT remodelling early adopter workshops

7. The third phase of the National Agreement includes 10% guaranteed PPA time, which is critical • September 2003: • Administrative and clerical work – the “24 tasks” • Work/life balance • Leadership and management time • September 2004: • Limit on cover for absent teachers (initially 38 hours/year) • September 2005: • 10% guaranteed time for Planning, Preparation and Assessment (PPA) • Dedicated headship time • End to routine invigilation of external examinations by teachers Implementation of the National Agreement is being overseen by WAMG – the Workforce Agreement Monitoring Group – consisting of representatives of all the signatories

8. Workforce Reform A wider culture change NationalAgreement Remodelling builds the capacity needed in schools to increase professionalism and raise standards Standards Professional focus on teaching and learning Pupils’ exam results Planning and preparation Improved attendance and behaviour Lesson observation and reflective practice Staff recruitment, retention and morale Capacity building through remodelling Personalised Learning Improved motivation, pupils and staff Assessment for Learning School is more popular ICT in the classroom Stakeholder expectations being met better CPD for support support staff Every child matters Performance management and feedback

9. Financial Planning Any budgetary implications must feed into a school’s financial planning Maximising existing teaching resources Financial Planning Maximise teaching and learning Value for money Timetabling additional resource

10. Schools are already experiencing significant benefits from guaranteed PPA time “Our curriculum has been enriched by outside specialists” “With PPA time I will get a life next year” “Pupils are experiencing a greater diversity of teaching and learning” “I know I have taught better and got very good SATs and GCSE results as a result of PPA time” ”PPA time is seen as a really positive move forwards that will impact the quality of teaching” “If teachers are well motivated with time to plan, this has a positive effect on pupils’ learning and behaviour” “PPA time drastically reduced staff sickness absences” * Source: PPA pilot schools and remodelling schools

11. What do the regulations say about PPA? Who All teachers with timetabled teaching commitments What Minimum 10% timetabled teaching time When From 1 September 2005 How Minimum 30 minute blocks in timetabled teaching time

12. Who is entitled to PPA time? Who Non-QTS instructor Head Floating teacher TA/HLTA Teacher NQT Part-time music teacher

13. All teachers with timetabled teaching commitments “… all teachers at a school (including headteachers) with timetabled teaching commitments, whether employed on permanent, fixed-term, temporary or part-time contracts.” School Teachers’ Pay and Conditions Document 2003. Section 4.85 Non-QTS instructor Floating teacher Head Providing they are being employed as a teacher Only for teaching commitments that are timetabled (ie not for cover) Minimum of 10% of teaching time TA/HLTA Teacher No contractual entitlement, though it is good practice to give them PPA time Minimum of 10% PPA time NQT Part-time music teacher Min. of 10% in addition to 10% NQT induction time Depends on their contract – if LEA or agency employed, PPA time is not the school’s responsibility

14. PPA time is a minimum of 10% of each teacher’s timetabled teaching time What 10% “a teacher who is timetabled to teach 20 hours out of a 25-hour teaching week must receive at least two hours guaranteed PPA time” STPCD 2003. Section 4.93 If a teacher is teaching the maximum number of lessons, they must have their teaching load reduced by 10%

15. PPA time is protected by a “no detriment” clause What “Any teacher in receipt of more than this amount of time … should not have his/ her existing allocation reduced to 10%.” STPCD 2003. Section 4.90 Minimum Schools are also entitled to give teachers more than 10% PPA time if they deem it appropriate

16. PPA time is a percentage of those hours that a teacher spends teaching What “Only teaching time within a teacher’s 1,265 contracted hours count for these purposes, not other forms of pupil contact…” STPCD 2003. Section 4.88 Timetabled Teaching Time Time spent in assembly, lunch, break, out of school or pastoral activities do not incur PPA time

17. PPA time must be given in meaningful blocks How “In order for the time to be put to meaningful use by the teacher, it must be allocated in blocks of no less than 30 minutes.” STPCD 2003. Section 4.88 30 minute blocks The total PPA time can be given over a week, fortnight or timetable cycle

18. PPA time must take place in the school’s timetabled teaching time How “[PPA time] should take place during the school timetable (ie during the time in which pupils are taught at the school) and must not be bolted on before or after pupil sessions …” STPCD 2003. Section 4.88 Timetabled Teaching Time PPA time cannot be allocated during assembly, break, lunch or after school lessons

19. When can guaranteed PPA time be allocated? An example of a school day Assembly and Registration Lessons Break Lessons Lunch Lessons School Session Timetabled Teaching Time Can’t use for PPA PPA time can only be allocated during timetabled teaching time

20. Timetabled teaching time – the detail • Teachers’ PPA time must be scheduled into the school timetabled teaching time • If you create any additional lessons to provide PPA they must be scheduled in to the school timetable Scheduled - PPA time - Any additional lessons • Classes taken by others to give teachers PPA time must involve the education of all children in that class • The pupils do not have to be physically on the school premises eg they could be on an educational visit or being taught off site Compulsory pupil attendance Being taught the curriculum • Classes, taken by others to give teachers PPA time, must implement the school’s curriculum

21. PPA — whose time is it anyway? “the time must not be encroached upon, including by any obligation to cover for absent colleagues.” STPCD 2003. Section 4.89 • Planning • Preparation • Assessment • Not cover • Additionally, it is for the teacher to determine how the time is used • activities, including collaboration, cannot be mandated “it is for the teacher to determine the particular PPA priorities for each block of guaranteed PPA time, although that does not preclude them from choosing to use some of that time to support collaborative activities.” STPCD 2003. Section 4.89

22. Applying the legislation is another thing . . . PPA Challenge

23. Developing PPA strategies • First Stage : Maximising the existing teaching resource • Second Stage : Timetabling additional resources

24. Non-contact time? School timetable Current timetabled teaching time Non-contact time available Less = • This includes all time during which any child is being taught the curriculum • It does not include time when the entire school has a break or non-curriculum activity such as assembly • For full-time teachers the school timetable is the same* • This is each individual teacher’s timetabled teaching time * For part-time teachers their school timetable hours are their contracted hours within the school timetable

25. Audit non-contact time Non-teaching uses of timetabled time Possible Actions Ensure that time is ringfenced as PPA time and protected Planning and lesson preparation tasks Ringfence Clerical or administrative tasks Discard Reallocate Some leadership and management activities will need to take place during timetabled teaching time Leadership and management activities Move Other eg external meetings, pastoral, organisational tasks, etc Discard Move Reallocate Discard tasks Move activities from timetabled teaching time Reallocate tasks to other people

26. Examples of PPA time created and not created Creates PPA time Does not create PPA time Examples DISCARD • Providing the tasks took place during the timetabled teaching day • Providing the tasks were not already PPA-related tasks • If tasks took place during non- timetabled teaching time • eg before school, during registration, assembly, break or lunch, after school • If tasks were PPA related • eg research for lesson materials, setting up classroom Reduce school tours for prospective parents from fortnightly to monthly MOVE Move leadership time, external meetings, mentoring NQTs, etc to outside of timetabled teaching day Administrative tasks taken on by admin staff; some pastoral responsibilities could be taken on by others REALLOCATE

27. How can the second stage bring benefits to your school? Second stage is about considering timetabling possible additional resources to release PPA time • It provides opportunities to carry out: • an analysis of the strengths of your school and the areas you would like to improve in terms of both the curriculum content and your children’s learning • an analysis of all the present skills of your staff • an analysis of community opportunities and resources

28. PPA time – enhancing learning Variations Example Options Activity Employment type • Instructing/ coaching for specialist activities eg sports, music, art, drama • Full-time/Part-time • Floating • Internal/External • Shared with other school(s) • Could take larger group if beneficial for curriculum implementation. • Could be supported by HLTA/TA • A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities Specialist staff TA/HLTA • Works with one or more class teachers and takes some classes • Full-time/Part-time • Shared with other school(s) • Could be supported by other TA or specialist • TA/HLTA, in conjunction with a teacher, prepares curriculum content to be delivered by the TA/HLTA • Timetabled delivery of specified work • Teacher released from cover or other tasks • Part-time • Floating • External • Shared with other school(s) • Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA or specialist • Three small primaries co-employ a teacher to take six hrs lessons/week at each school Other Teacher Member of Leadership Team • Timetabled delivery of specified work • Teacher released from cover or other tasks • Could take larger group if beneficial for curriculum implementation • Could be supported by HLTA/TA or specialist • The Deputy Head takes a whole year group for a lesson that includes external speakers

29. Likely financial implications of these options Options Description Financial Implications Specialist staff • Instructing/coaching for specialist enrichment activities eg sports,music, art, drama • Specialist staff • Backfill of replacement staff if moved from other class TA/HLTA • Works with one or more class teachers and takes some classes • HLTA Teacher • Timetabled delivery of specified work • Teacher • Teacher’s PPA time • Backfill of staff to do displaced tasks (not if tasks dropped) Member of Leadership Team • Timetabled delivery of specified work • Member of leadership team • Their PPA time • Backfill of staff to do displaced tasks (not if tasks dropped)

30. Alternative staff can take the class providing the following conditions are met They deliver specified work The class has an assigned teacher It is within timetabled time It is scheduled into the school timetable + + + • To maintain the quality of teaching and learning they must deliver specified work to a standard that satisfies the Head • If delivering specified work, the class must be assigned a teacher • the teacher does not have to be physically present at the time of the lesson • The lesson must take place within timetabled teaching time • The lesson and alternative member of staff must be scheduled into the school timetable “the headteacher must be satisfied that the support staff member has the skills, expertise and experience required to carry out the specified work” Section 133 Regulations “Accountability for the overall learning outcomes of a particular pupil will rest with that pupil’s qualified classroom/ subject teacher.” Section 133 Regulations “It should take place during the school timetable.” STPCD 2003 Section 4.88 “This time must appear on the teacher’s timetable.” STPCD 2003 Section 4.93

31. What is “specified work”? What Planning Assessing Delivering Reporting • Planning and preparing lessons and courses for pupils • Delivering lessons to pupils. This includes delivery via distance learning or computer aided techniques • Assessing the development, progress and attainment of pupils • Reporting on the development, progress and attainment of pupils Guidance accompanying the Section 133 Regulations. Part I.13

32. Who can undertake “specified work”? Who Qualified Teachers • Providing that they are registered with the General Teaching Council Teachers without QTS • Eg trainee teachers, instructors, and overseas trained teachers • Support staff includes teaching assistants, nursery nurses, librarians and other staff such as technical support staff; also external contributors such as business persons or members of the emergency services • Support staff

33. Support staff In order to assist and support the teacher They must be directed and supervised by a teacher To the headteacher’s satisfaction Support staff can undertake “specified work” subject to three conditions Conditions “Support staff may undertake “specified work” subject to a number of conditions: …in order to assist or support the work of a teacher in the school …subject to the direction and supervision of a teacher …and the headteacher must be satisfied that the support staff member has the skills, expertise and experience to carry out the “specified work”. …it is strongly recommended that the headteacher should have regard to the standards for HLTAs in determining whether staff have the necessary level of skills and expertise”. Guidance accompanying Section 133 Regulations. Part I.17

34. Applying the legislation is another thing . . . PPA Challenge discussion

35. Develop: Planning your timetable of actions • Each team to consider what needs to happen from start to finish to implement guaranteed PPA time • Adopt suitable headings for the major streams of work Spring term 1st half Summer Term 1st half Autumn term Spring term 2nd half Summer Term 2nd half 1 Sept ‘05 Workstream etc. - Milestone event - activities

36. Making it happen in your school Mobilise Discover Deepen Develop Deliver Getting Started Assessing Current Situation Considering Options Decisions and Action Planning Make it happen Gain a full understanding of the legislation Brief and engage all staff and Governors (Head’s Presentation Pack) If you do not have a School Change Team form a PPA team Calculate PPA required in Sept 2005 (PPA Toolkit Software) Identify non-contact time and activities within it Assess level of Implementation of Phases 1/2 (24 tasks cover leadership and management time, work life balance etc) and the wider remodelling agenda Undertake skills audit of people within the school and within local community Undertake an analysis of the curriculum (strengths and challenges) Ascertain what non-contact time could be used for PPA Consider options to release teachers for remaining PPA (based on skill audit) and consider curriculum enhancement opportunities Evaluate options in terms of cost and other implications Agree with Governors and staff on the process and strategies the school will take Agree actions and timescale for the school to take (Calendar) Check salaries, insurances etc with appropriate body/LEA Build cost implications into budget plans Plan new teaching timetable taking account of changes and timetabled PPA time Produce job description for any new or changes to existing posts Recruit for new posts ensuring usual good practice is followed Agree induction process Communicate changes and developments to parents Some of the activities you may consider

37. PPA Toolkit overview — Step by step • This is an electronic or paper based process which will: • provide you with an overview of the PPA currently received for each teacher and that yet to find • record the decisions that are made to ensure they receive the minimum level of PPA • provide you with a financial summary of these decisions

38. Records the current situation in your school in relation toPPA teacher by teacher

39. Records how you reorganise work to release PPA time

40. Records any additional resources you have decided to obtain

41. Confirms that all teachers are in receipt of their minimum PPA time

42. Provides a financial summaryof your decisions

43. Any budgetary implications must feed into a school’s financial planning Maximising existing teaching resources Financial Planning Maximise teaching and learning Value for money Timetabling additional resource

44. Financial planning • Information, tools and support • available for financial planning • Financial benchmarking • DfES Financial Management Standard and Supporting Toolkit • FMiS income and expenditure checklist • FMiS website including tools, techniques and e-learning • FMiS workshops • KPMG consultancy support for selected schools • LEA support and training • Professional Association and Union training and consultancy • Peer support Best interests of pupils School Budget PPA and broader workforce reform financial considerations 05/06 06/07 07/08 Expenditure ? ? ? Income ? ? ?

45. Why benchmark? Financial benchmarking helps schools to: • focus on how best to use resources to allow for enhanced learning for pupils • plan and manage their budgets • identify areas for improvement and set targets for improvement • achieve best value – quality vs cost • improve the effectiveness of spending in order to improve performance • deliver educational services to a defined standard • learn from other schools Benchmarking makes comparisons and raises questions Benchmarking does not provide answers

46. http://www.teachernet.gov.uk/management/tools/schoolfinance/

49. Zooming in … Expenditure on teachers per pupil Income per pupil Expenditure on education support staff per pupil Premises costs as % of total expenditure

50. DfES Financial management Standard and Toolkit How might we improve? Toolkit What should we be doing? Good practice Where can we find help with …? Resources How can we evidence our good practice? External assessment tool What are we doing? Self-assessment tool www.teachernet.gov.uk/schoolfinance