School Workforce Reform Financial Planning and Planning Preparation and Assessment (PPA) © 2004...

School Workforce Reform

Financial Planning and Planning Preparation and

Assessment (PPA)

© 2004 National Remodelling Team

Release 3.0

– 2 –


The objectives of today are to

• 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 bebetter

equipped to implement

the legislation

when it comes into

force in September

2005

Financial Planning for Workforce Reform and PPA in particular

– 3 –


Detailed Agenda

9.30am

10.40am

12.30pm

• Objectives, agenda and introductions

Break

• Developing PPA strategies

Lunch

• What we have to implement – the regulations

• The Challenge – Group discussion on the creation of PPA strategies

• Remodelling

3.30pm • Close

• The Challenge – Group discussion on the application of the regulations

• Planning your implementation timetable

• Financial Planning

• Communicating to your school team

10.00am

11.00am

11.30am

12.10am

2.15pm

1.15pm

2.45pm

3.10pm

9.40am • Educational context and the remodelling agenda

3.20pm • LEA support

2.00pm • Using a planning toolkit

– 4 –


Introductions

Introductions

– 5 –


Schools need to lead reform to achieve high equity and high excellence

NationalPrescription

Schools leading reform

Dependency

InterdependencyInterdependency

– 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 –


Remodelling builds the capacity needed in schools to increase professionalism and raise standards

Capacity buildingthrough remodelling

Professional focus on teaching and learning

Standards

Planning and preparation

Lesson observation and reflective practice

Personalised Learning

Assessment for Learning

ICT in the classroom

CPD for support support staff

Performance management and feedback

Pupils’ exam results

Improved attendance and behaviour

Staff recruitment, retention and morale

Improved motivation, pupils and staff

School is more popular

NationalAgreement

A wider culture change

Stakeholder expectations being met better

Every child matters

– 9 –


Financial Planning

Value for money

Maximise teaching and

learning

Timetabling additional resource

Maximising existing teaching resources

Financial Planning

Any budgetary implications must feed into a school’s financial planning

– 10 –


Schools are already experiencing significant benefits from guaranteed PPA time

“Pupils are experiencing a

greater diversity of

teaching and learning”

“Our curriculum has been enriched

by outside specialists”

“With PPA time I will get

a life next year”

”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”

“I know I have taught better and got very

good SATs and GCSE results as a result of PPA

time”

* Source: PPA pilot schools and remodelling schools

– 11 –


What do the regulations say about PPA?

Who

What

When

How

All teachers with timetabled teaching commitments

From 1 September 2005

Minimum 10% timetabled teaching time

Minimum 30 minute blocks in timetabled teaching time

– 12 –


Who is entitled to PPA time?

Floating teacher

TA/HLTA

Non-QTS instructor

Part-time music

teacher

Head

Who

NQT

Teacher

– 13 –



Floating teacher

Part-time music

teacher

Teacher

“… 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

Only for teaching commitments that are timetabled (ie not for cover)

Depends on their contract – if LEA or agency

employed, PPA time is not the school’s responsibility

No contractual entitlement, though it is good practice to give them PPA time

Providing they are being employed as a teacher

Minimum of 10% PPA time

Minimum of 10% of teaching time

Min. of 10% in addition to 10% NQT induction time

Non-QTS instructor

Head

TA/HLTA

NQT

– 14 –


PPA time is a minimum of 10% of each teacher’s timetabled teaching time

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

What

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

Minimum

“Any teacher in receipt of more than this amount of time … should not have his/ her existing allocation reduced to 10%.”


What

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

Timetabled Teaching

Time

“Only teaching time within a teacher’s 1,265 contracted hours count for these purposes, not other forms of pupil contact…”


What

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

30 minute blocks

“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.”


How

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

Timetabled Teaching

Time

“[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 …”


How

PPA time cannot be allocated during assembly, break, lunch or after school lessons

– 19 –


When can guaranteed PPA time be allocated?

Session

Assembly and

RegistrationLessons Break LunchLessons Lessons

Timetabled Teaching Time

An example of a school day

School

PPA time can only be allocated during timetabled teaching time

Can’t use for PPA

– 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

Being taught the curriculum

• Classes, taken by others to give teachers PPA time, must implement the school’s curriculum

• 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

– 21 –


PPA — whose time is it anyway?

• Planning

• Preparation

• Assessment

• Not cover

• Additionally, it is for the teacher to determine how the time is used– activities, including

collaboration, cannot be mandated

“the time must not be encroached upon, including by

any obligation to cover for absent colleagues.”


“it is for the teacher to determinethe 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.”


– 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

• 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*

Current timetabled

teaching time

Non-contact time availableLess =

• 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

Discard

Possible Actions

Move

Reallocate

Non-teaching uses of timetabled time

Clerical or administrative tasks

Leadership and management activities

Other eg external meetings, pastoral,

organisational tasks, etcDiscard Move Reallocate

Planning and lesson preparation tasks Ringfence

Move activities from timetabled teaching time

Reallocate tasks to other people

Discard tasks

Ensure that time is ringfenced as PPA time and protected

Some leadership and management activities will need to take place during timetabled teaching time

– 26 –


Examples of PPA time created and not created

• Providing the tasks took place during the timetabled teaching day

• Providing the tasks were not already PPA-related tasks

DISCARD

REALLOCATE

MOVE

Creates PPA timeDoes not create

PPA time

• 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

Examples

Move leadership time, external meetings, mentoring NQTs, etcto outside of timetabled teaching day

Administrative tasks taken on by admin staff; some pastoral responsibilities could be taken on by others

Reduce school tours for prospective parents from fortnightly to monthly

– 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

Member of Leadership

Team

• Could take larger group if beneficial for curriculum implementation

• Could be supported by HLTA/TA or specialist

• Timetabled delivery of specified work

• Teacher released from cover or other tasks

• The Deputy Head takes a whole year group for a lesson that includes external speakers


Other Teacher

• Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA or specialist

• Teacher released from cover or other tasks

• Part-time• Floating• External• Shared with other school(s)

• Three small primaries co-employ a teacher to take six hrs lessons/week at each school

ActivityOptions

Specialiststaff

• Could be supported by other TA or specialist

Variations

• Works with one or more class teachers and takes some classes

TA/HLTA

Employment type

• Full-time/Part-time• Shared with other school(s)

• TA/HLTA, in conjunction with a teacher, prepares curriculum content to be delivered by the TA/HLTA

Example

• Could take larger group if beneficial for curriculum implementation.

• Could be supported by HLTA/TA

• Full-time/Part-time • Floating• Internal/External• Shared with other school(s)

• Instructing/ coaching for specialist activities eg sports, music, art, drama

• A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities

– 29 –


Likely financial implications of these options

DescriptionOptions Financial Implications

• Instructing/coaching for specialist enrichment activities eg sports,music, art, drama


Specialiststaff

Teacher

Member of Leadership

Team

• Works with one or more class teachers and takes some classesTA/HLTA


• HLTA

• Teacher• Teacher’s PPA time• Backfill of staff to do displaced tasks (not if tasks dropped)

• Member of leadership team• Their PPA time• Backfill of staff to do displaced tasks (not if tasks dropped)

• Specialist staff• Backfill of replacement staff if moved from other class

– 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

“This time must appear on the teacher’s timetable.”

STPCD 2003 Section 4.93

“It should take place during the school timetable.”

STPCD 2003 Section 4.88

“Accountability for the overall learning outcomes of a particular pupil will rest with that pupil’s qualified classroom/ subject teacher.”

Section 133 Regulations

“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

– 31 –


What is “specified work”?

What

• 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

Planning

Reporting

Assessing

Delivering

– 32 –


Who can undertake “specified work”?

Who

Qualified Teachers

Teachers without QTS

Support staff

• 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

• Providing that they are registered with the General Teaching Council

– 33 –


Support staff can undertake “specified work” subject to three 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

Support staff

In order to assist and support the

teacher

They must be directed and

supervised by a teacher

To the headteacher’s

satisfactionConditions

– 34 –


Applying the legislation is another thing . . .

PPA Challenge discussion

– 35 –


Develop: Planning your timetable of actions

1 Sept ‘05

• 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

Summer Term 1st half

Spring term 2nd half

Spring term 1st half

Autumn term

etc.

- Milestone event - activities

Summer Term 2nd half

Workstream

– 36 –


Gain a full understandingof the legislation

Brief and engage all staff and Governors (Head’s Presentation Pack)

If you do not have aSchool Change Teamform a PPA team

Calculate PPA required in Sept 2005 (PPA Toolkit Software)

Identify non-contact time and activities within it

Assess level ofImplementationof Phases 1/2 (24 taskscover leadership andmanagement time, work life balance etc) and the wider remodellingagenda

Undertake skills audit ofpeople within the schooland within localcommunity

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) andconsider curriculum enhancement opportunities

Evaluate options in termsof cost and otherimplications

Agree with Governors andstaff on the process andstrategies the school willtake

Agree actions andtimescale for the school totake (Calendar)

Check salaries, insurancesetc with appropriatebody/LEA

Build cost implications into budget plans

Mobilise

Getting Started

Discover

Assessing CurrentSituation

Deepen

Considering Options

Develop

Decisions and ActionPlanning

Deliver

Make it happen

Plan new teaching timetable taking account of changes and timetabled PPA time

Produce job description forany new or changes toexisting posts

Recruit for new postsensuring usual goodpractice is followed

Agree induction process

Communicate changes anddevelopments to parents

Making it happen in your school

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

Records the current situation in your school in relation to

PPA teacher by teacher

Records how you reorganise work to

release PPA time

Records any additional resources you have

decided to obtain

Confirms that all teachers are in receipt of their

minimum PPA time

Provides a financial summary

of your decisions

– 43 –


Any budgetary implications must feed into a school’s financial planning

Value for money

Maximise teaching and

learning

Timetabling additional resource

Maximising existing teaching resources

Financial Planning

– 44 –


Financial planning

Best interests of pupils

PPA and broader

workforce reform

financial considerations

School Budget

05/06 06/07 07/08

Expenditure ? ? ?

Income ? ? ?

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

– 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/

– 47 –


– 48 –


– 49 –


Zooming in …

Income per pupil

Expenditure on teachers

per pupil

Premises costs as % of total expenditure

Expenditure on education support staff

per pupil

– 50 –


DfES Financial management Standard and Toolkit

www.teachernet.gov.uk/schoolfinance

What should we be doing?

Good practice

What are we doing?

Self-assessmenttool

Where can we find help with

…?

Resources

How can we evidence our

good practice?

External assessment tool

How might we improve?

Toolkit

– 51 –


FMiS income and expenditure checklist

* Note: There is a checklist for primary, secondary and special schools.

– 52 –


Themes/opportunities for evaluating and reviewing expenditure

Staff expenditure• Review of staffing particularly with movement of staff• Collaboration with other schools for joint appointments, purchasing and tenders• Staff sharing – eg employing a lecturer from the local FE college on a

part-time basis• Review of management points• Flexibility to move staff around given spare capacity across school and staffs’

second subject if applicable (secondary schools)• Review of cost centres not contributing to teaching and learning• Use of support staff • Use of ICT to automate tasks• Use of 6th formers, gap students, Year 11 and ICT technicians for admin tasks

Other• Abandonment of tasks and abandonment of purchases of goods/services• Considering better value alternative providers

– 53 –


Online delivery — home page

http://www.ncsl.org.uk/fmis

Phase III of the National Agreement

Guaranteed PPA Time

Headteacher’s Presentation PackRelease 2

– 55 –


What is remodelling?

Remodelling is a structured change process which empowers schools to tackle

their key issues in a way that reflects their individual circumstances

– 56 –


Further resources to support remodelling schools are available at www.remodelling.org

– 57 –


LEA resources to support schools

Schools

LEA Remodelling

Adviser[Name]

Resources

People:

Remodelling tranches – (details)

Financial Planning training – (details)

(HR contact)(School Improvement)(Remodelling consultants)etc

LEA Finance Officer[Name]

Remodelling Consultants

– 58 –


Summary of the day

– 7 –

Schools need to lead reform to achieve high equity and high excellence

NationalPrescription

Schools leading reform

Dependency

InterdependencyInterdependency

– 16 –

What do the regulations say about PPA?

Who

What

When

How


From 1 September 2005

Minimum 10% timetabled teaching time

Minimum 30 minutes in timetabled teaching time

We have looked at the cultural shift in education

We have examined the PPA regulations and how they are applied

We have considered the two key stages to consider to implement PPA time

And we have begun to experience the remodelling process and tools for PPA

And we have shared with you materials, resources and info to support your financial planning

– 73 –

Financial planning

Best interests of pupils

PPA and broader

Workforce reform

financial consideratio

ns

Budget

2005/ 6

Expenditure X

Income Y

?

I nformation, tools and support available for financial planning

•Financial benchmarking

•DfES Financial Management Standard and Supporting Tool Kit

•FMiS Income and expenditure checklist

•FMiS website including tools and techniques

•FMiS e-learning provision on website

•LEA support and training

•Professional Association and Union training and consultancy

•Peer support

– 59 –


Today we set out to

• 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

Better equip you

to implement

the legislation

when it comes into

force in September

2005

Financial Planning for Workforce Reform and PPA in particular

School Workforce Reform Financial Planning and Planning Preparation and Assessment (PPA) © 2004...

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Transcript of School Workforce Reform Financial Planning and Planning Preparation and Assessment (PPA) © 2004...