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

2. © 2004 National Remodelling Team – 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 be better equipped to implement the legislation when it comes into force in September 2005 Financial Planning for Workforce Reform and PPA in particular

3. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 4 – Introductions

5. © 2004 National Remodelling Team – 5 – Schools need to lead reform to achieve high equity and high excellence National Prescription Schools leading reform Dependency Interdependency

6. © 2004 National Remodelling Team – 6 – Journey to the educational environment 2010 * Source: NRT remodelling early adopter workshops

7. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 8 – Remodelling builds the capacity needed in schools to increase professionalism and raise standards Capacity building through 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 National Agreement A wider culture change Stakeholder expectations being met better Every child matters

9. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 12 – Who is entitled to PPA time? Floating teacher TA/HLTA Non-QTS instructor Part-time music teacher Head Who NQT Teacher

13. © 2004 National Remodelling Team – 13 – All teachers with timetabled teaching commitments 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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%.” STPCD 2003. Section 4.90 What Schools are also entitled to give teachers more than 10% PPA time if they deem it appropriate

16. © 2004 National Remodelling Team – 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…” STPCD 2003. Section 4.88 What Time spent in assembly, lunch, break, out of school or pastoral activities do not incur PPA time

17. © 2004 National Remodelling Team – 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.” STPCD 2003. Section 4.88 How The total PPA time can be given over a week, fortnight or timetable cycle

18. © 2004 National Remodelling Team – 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 …” STPCD 2003. Section 4.88 How PPA time cannot be allocated during assembly, break, lunch or after school lessons

19. © 2004 National Remodelling Team – 19 – When can guaranteed PPA time be allocated? Session Assembly and Registration LessonsBreakLunchLessons TimetabledTeachingTime An example of a school day School PPA time can only be allocated during timetabled teaching time Can’tusefor PPA

20. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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.” STPCD 2003. Section 4.89 “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. © 2004 National Remodelling Team – 22 – Applying the legislation is another thing... PPA Challenge

23. © 2004 National Remodelling Team – 23 – Developing PPA strategies First Stage : Maximising the existing teaching resource Second Stage : Timetabling additional resources

24. © 2004 National Remodelling Team – 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 available Less= 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. © 2004 National Remodelling Team – 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, etc DiscardMoveReallocate 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. © 2004 National Remodelling Team – 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 time Does 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, etc to 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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 Timetabled delivery of specified work 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 Specialist staff 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. © 2004 National Remodelling Team – 29 – Likely financial implications of these options DescriptionOptionsFinancial Implications Instructing/coaching for specialist enrichment activities eg sports, music, art, drama Timetabled delivery of specified work Specialist staff Teacher Member of Leadership Team Works with one or more class teachers and takes some classes TA/HLTA Timetabled delivery of specified work 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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 satisfaction Conditions

34. © 2004 National Remodelling Team – 34 – Applying the legislation is another thing... PPA Challenge discussion

35. © 2004 National Remodelling Team – 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 1 st half Spring term 2 nd half Spring term 1 st half Autumn term etc. - Milestone event- activities Summer Term 2 nd half Workstream

36. © 2004 National Remodelling Team – 36 – 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 Mobilise Getting Started Discover Assessing Current Situation Deepen Considering Options Develop Decisions and Action Planning Deliver Make it happen 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 Making it happen in your school Some of the activities you may consider

37. © 2004 National Remodelling Team – 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 to PPA 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 summary of your decisions

43. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 46 – http://www.teachernet.gov.uk/management/tools/schoolfinance/

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49. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 50 – DfES Financial management Standard and Toolkit www.teachernet.gov.uk/schoolfinance What should we be doing? Good practice What are we doing? Self-assessment tool Where can we find help with …? Resources How can we evidence our good practice? External assessment tool How might we improve? Toolkit

51. © 2004 National Remodelling Team – 51 – FMiS income and expenditure checklist * Note: There is a checklist for primary, secondary and special schools.

52. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 53 – Online delivery — home page http://www.ncsl.org.uk/fmis

54. Phase III of the National Agreement Guaranteed PPA Time Headteacher’s Presentation Pack Release 2

55. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 56 – Further resources to support remodelling schools are available at www.remodelling.org

57. © 2004 National Remodelling Team – 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. © 2004 National Remodelling Team – 58 – Summary of the day 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

59. © 2004 National Remodelling Team – 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