School Workforce Reform

School Workforce Reform
Planning Preparation and Assessment (PPA) © National Remodeling Team Key messages Welcome to the Financial Planning and Planning Preparation and Assessment Workshop This workshop has its origins in the PPA pilot in May and June involving 87 schools in 7 LEAs across the country and the Strategic Financial Planning Workshop run in the Spring for about 900 schools in nearly 50 LEAs The purpose of the PPA pilot was to look at the impact of PPA in terms of what strategies schools believed would be possible in their own school context and in terms of the financial implications The feedback from the pilot was very positive in terms of headteachers gaining a deeper understanding of both the legislation and the variety of strategies that could help produce PPA, whilst enriching the curriculum and further enhancing children’s learning. The feedback from the Strategic Financial Planning workshop was also very positive in terms of gaining an improved understanding of financial planning and the tools and ideas that can be used in financial planning One important outcome of the pilot was the crucial feedback to the DfES and WAMG about the financial implications for schools. This was fed directly into the funding provisions for 2005/6 PPA is only one element of a much bigger culture change involving financial planning, workforce reform and remodelling. Never before has the Government invested in supporting a culture change so that all staff can work together with enhanced professional status to increase capacity and to raise standards further. Before I provide the wider educational context of financial planning, workforce reform and remodelling as an introduction to the workshop, I would like to introduce myself and my colleagues, look at the objectives and the agenda for today and then ask you to introduce yourselves. Tip to facilitators Add own personal messages and enthusiasm and tailor this piece to the audience eg the number of delegates who have attended the remodelling tranche events

Welcome Good morning, and on behalf of the NRT a warm welcome to this training event which focuses on School Workforce Reform, with specific reference to Financial Planning and PPA in particular. Let me briefly invite the training team for today’s event to introduce themselves: [The training team should introduce themselves at this point and quickly establish their credibility with the audience. Finish by returning to the lead trainer who then completes the introductions] I can confirm a full agenda which I will step through in just a moment – but first I want to acknowledge that we are combining two events here today Next page

Introductions Tip to facilitators
Now if we could go round the room and do brief introductions (not to take longer than 5 minutes in total) Please could you provide in 30 seconds your: name title name of school Phase briefly where you are in terms of implementing PPA – eg not thought about it, thinking, looking at options, implemented it etc. Tip to facilitators Be strict on time

The objectives of today are to
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 Key messages All the slides are in packs in front of you. There are other documents that we will refer to later on. As mentioned we will cover the wider educational context of workforce reform and remodelling in schools On the face of it the legislation looks straightforward but there are complexities and we will take you through these We will show you what was learned from the pilot, in terms of PPA strategies and ideas about how to provide teachers with the 10% PPA time they are entitled to and ask you for your ideas and hear about what you may already be doing It is important to highlight that we are in no way recommending a particular course of action for your own setting – what we hope to do is to build your confidence and provide support for you to create your own solutions that meet your unique context and situation A lot of the afternoon we will be looking at the materials and the support that is available to help you with the implementation of PPA Also in the afternoon we will spend some time looking at Financial Planning tools and support available to help you optimise your resources We also want to make an explicit invitation to you and your school to engage in the remodelling process (if you are not already engaged). We learnt from schools in the pilot that implementing a PPA policy involved schools in a process of remodelling – examining the roles of staff, the curriculum offer and the budget. We will talk more about remodelling and the National Remodelling team (NRT) later on.

There are a number of significant pressures that are driving change
Government initiatives Pupil assessment Raising standards Tackling workload Technological changes Social changes Responding to curriculum changes Increased need to cater for individual learning styles Effective use of ICT Reducing hours worked Improving work/life balance Freeing teachers to teach Developing the role of support staff School Employment legislation Budget constraints

Opportunity NOT a Threat
THE FUTURE AGENDA Partnerships The Daugherty advice on Assessment County wide changes Children’s Services Continuity and Progression KS2/KS3 Modernizing Pubic Services 14-19 Learning Pathways Development of community focused schools New ESTYN Inspection Framework Opportunity NOT a Threat

Adnoddau Ailfodelu v6.0 – Adran 3 Y Broses Rheoli Newid – Tudalen 11
“I use not only all the brains I have, but all I can borrow” Woodrow Wilson. Adnoddau Ailfodelu v6.0 – Adran 3 Y Broses Rheoli Newid – Tudalen 11

Agenda for today Objectives, agenda and introductions
Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support 10.40am Break 12.30pm Lunch

Ground Rules Parking Lot
Before we start Ground Rules Parking Lot Key messages We have a full day and in order to make the best use of time it would be good to have some simple ground rules and I would like to offer some to you Interactive, Open, Shared learning, OK to get it wrong, Ask questions to get clarity*(list on a flip) Are these OK? Are there any more? (Add any agreed ones to the flip) Parking Lot (A Blank flip chart on wall headed Parking lot) If you ask us a question that we cannot answer we will say so rather than hazard a guess and risk misleading you. In these circumstances we record your question on this board and during the day we will endeavour to obtain the definitive answer for you. If we are not able to answer by the end of day, we will say when and how we will be able to answer the question for you. Tips to facilitators Prepare flips in advance *Useful at this point to re-emphasise that questions should be targeted to ensure the delegates understand the legislation. There is no point in challenging the legislation. The purpose of today is to ensure the delegates are fully conversant with the detail.

TASK Remodelling PPA Working individually grade your understanding of PPA on a scale 1-5. (1 no understanding to 5 complete understanding) Then share that with your colleagues on you table and come to a consensus. Working individually grade your progress on remodelling on a scale 1-5. (1 just starting to 5 completing the process.) Then share that with your colleagues on you table and come to a consensus.

Agenda Educational context and the remodelling agenda
What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message As an introduction to the workshop we would like to set financial planning and PPA clearly in the context of current educational reform. In this section we will provide an overview of the national agreement – Raising standards and tackling workload -, the remodelling agenda and wider school workforce reform.

The National Agreement is a direct response to your needs
Climate of prescription Pricewaterhouse Coopers’ report December 2001 National Agreement signed January 2003 Key messages During the last few years of the era of prescription it was becoming visible to everyone that the profession was facing many issues: Excessive workload Recruitment/retention (new teachers leaving the profession after a few years) Aging profession Little time for planning and preparation Insufficient professionalism The PricewaterhouseCoopers Study looked at these issues on the basis of fieldwork in over 100 schools. It showed that teachers work an average 52-hour week and that many of their tasks were administrative and clerical. About 30% of their time was spent on activities other than teaching. The outcomes of this has been recruitment and retention difficulties . From this research and listening to the profession, the National Agreement was developed which was intended to both raise standards and to tackle teacher workload. The Government agreed the position was serious enough to warrant legislation to ensure the desired changes took place. The NA recognized the importance of support staff: “The contractual changes in the NA will not be delivered unless schools deploy more staff in extended roles, as a means of releasing the extra time for teachers and reducing their workload” .These support staff will have access to expanded roles and improved choices and career opportunities including proper recognition for existing responsibilities”

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 Key messages These are the phases of the National Agreement, as you will be aware The social partnership demonstrated by the DfES, Unions and employers’ organizations all worked together to create and implement the NA is a first. It is unique in education and the public sector). Phases due in Sept 2003 and 2004 should now have been implemented. The National Agreement further states that the clear longer-term objective is that teachers should rarely be asked to cover for absent colleagues, (a support pack for implementing cover is available from Prolog on ). Giving every teacher 10% guaranteed time for planning, preparation and assessment during their teaching time is absolutely critical and needs to be in place by 1 September 2005. The introduction of an entitlement to PPA is an historic change and the biggest challenge and hence the purpose of the workshop. The focus of today is about preparing and supporting you for the implementation of PPA ready for Sept Why so early? The reason for starting now is in order for this to be implemented successfully, and in a way that is sustainable, there is a lot to be done: Engaging and involving staff and Governors; curriculum development and planning; budget planning, recruitment of staff and/or changes to job descriptions for existing staff, adjustments to the timetable; and communication with parents WAMG have produced a WAMG PPA Resource Pack which is in your pack and offers a lot of guidance on implementing guaranteed PPA Other information taken from the National Agreement “To achieve the demands of the next phase in raising standards, teachers will need to take a more differentiated approach to the needs of their pupils. And yet they are already doing too much of their planning, preparation and assessment (PPA) at evenings and weekends, and in isolation from each other. While this cannot be changed overnight, the Agreement marks a turning point in carving out some guaranteed PPA time during the normal school day.” Implementation of the National Agreement is being overseen by WAMG – the Workforce Agreement Monitoring Group – consisting of representatives of all the signatories

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message The purpose of this session is to ensure everyone has an understanding of the regulations which relates to the implementation of PPA. The legal requirements and the framework within which PPA sits is written down in 2 documents - the Section133 Regulations and Guidance and Section 4 guidance from the Teachers Pay and Conditions document. They are surprisingly easy to read. Section 133 is a section of the Education Act The Section 133 regulations clarifies the respective roles of qualified staff and other staff in schools with the aim of preserving the role, status and overall responsibility of qualified teachers in schools. Section 4 gives guidance relating to the changes to the STPCD arising from the National Agreement. The slides that follow contain relevant extracts from the documents. Tip to facilitators Useful to have both documents in your hand to show the audience

What do the regulations say about PPA?
Who All teachers with timetabled teaching commitments Key messages So what is the legal entitlement for teachers? Lets look at four aspects – the who, what, when and how First “Who”. Sounds easy but have we got a clear understanding of “teacher” in the context of the regulations. The what. At face value the 10% point is very clear but we need to be clear on what is meant by timetabled teaching time – does it mean the same for everyone? The when. It has to be implemented by 1 Sept As we mentioned there is a lot to do. This afternoon we will, as a group, consider what needs to be done by when in order to implement PPA by September We will give you some materials and tools to support you and your school. in planning and implementing PPA Finally how? PPA time has to be in useful slots of time that teachers can use to undertake planning preparation or assessment activities outside the classroom. Clearly 5 mins here or 10 mins there is unsatisfactory. A minimum of 30 minutes is deemed as useful and meaningful time for such an important activity Important – legislation can be interpreted in a variety of ways – important that any ideas are legal but is also in the spirit of the legislation. Tips to facilitators Ensure that there are copies of Section 133 regulations and Section 4 guidance for the Teachers Pay and Conditions document. Invite the audience to ask questions for clarification in this section. If people are asking about ways of getting round the legislation remind them about the aims of the NA which was intended to both raise standards and to tackle teacher workload

Who is entitled to PPA time?
Non-QTS instructor Head Floating teacher TA/HLTA Teacher Key message So who on this list does this legislation apply to? Invite the room for yes/no but go into detail on next slide NQT Part-time music teacher Tips to facilitators Avoid long discussion – could say that is an interesting point which we will look at in a moment

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 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 Key messages Teacher: So let’s consider these people - firstly the teacher. All teachers in your school are entitled to 10% PPA time based on the % of time they teach. Floating teacher: They may already be employed in the school to undertake cover – they may also be employed for specific subjects in the school –Are they entitled to PPA time? YES the calculation of their time for PPA is not calculated on their cover time but on the period of time they are timetabled to deliver lessons they have planned The same would apply for a supply teacher appointed directly by the school – for maternity leave cover for example. If they are planning the delivery of lessons and deliver the lessons, they would be entitled to 10% of this time for PPA- but not of any of the cover time they may have been allocated to undertake. If your supply staff are appointed through an agency one would expect that PPA time would already be calculated within your contract with the agency. A part time music teacher for example would be entitled to PPA time – for example if their teaching time is 10 hours a week their PPA would be 10% of these 10 hours. But as per slide it depends on their contract – if LEA or agency employed, then PPA time is not the school’s responsibility Heads would also be entitled to PPA time based on the number of hours they actually teach. You may of course have a number of others in your school eg teachers from overseas who do not have QTS, but are employed by the school under the teachers pay and conditions document. They would also be entitled to PPA. NQT – they already have a 90% teaching commitment. Are they entitled to PPA time? Yes –and this needs to be calculated on the 90% teaching time. Non QTS instructor – If they are appointed as an unqualified teacher (under School Teachers Pay and Conditions Document (STPACD) they are entitled to PPA time TA/HLTA they may be employed to undertake specified work across the school. Contractually they are not entitled to PPA but if they have a full timetable it may be good practice to give them some PPA time. If using specialist staff for example a sports coach or local business people etc they could carry out specified work but would fall under the category of support staff and contractually would not be entitled to 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

Who All teachers with timetabled teaching commitments What Minimum 10% timetabled teaching time We now move onto the “what” – (move onto next slide)

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 Section 4.93 Key messages This is a simple definition – of course in your schools you will have a number of staff with differing timetabled teaching time and their PPA time entitlement will have to be calculated on the % of their teaching time. If a teacher is teaching the maximum number of lessons, they must have their teaching load reduced to allow a minimum of 10% PPA time . If a teacher is teaching the maximum number of lessons, they must have their teaching load reduced by 10%

PPA time is protected by a “no detriment” clause
What Minimum “Any teacher in receipt of more than this amount of time … should not have his/ her existing allocation reduced to 10%.” STPCD Section 4.90 Key messages If is important to consider that the legislation states that 10% is a minimum entitlement (you could indeed give more). The “no detriment clause” states that if a teacher is receiving more than 10% non-contact time that is specifically for PPA, this cannot be reduced eg in order to provide other colleagues with their 10%. The “no-detriment clause” protects the pre-existing dedicated PPA time, not the total non-contact time. So an analysis of non-contact time and its use is important eg PPA, Leadership and management time etc. Other information The “no-detriment” clause goes back to implementation of the National Agreement in September 2003. Schools are also entitled to give teachers more than 10% PPA time if they deem it appropriate

Who All teachers with timetabled teaching commitments What Minimum 10% timetabled teaching time When From 1 September 2005 Key messages There is a lot to be done and put in place before 1 September 2005 as mentioned: This includes: Communicate to staff, governors and parents Consider strategies and agree those to be implemented Timetable changes Budgetary implications Recruitment Changes to contracts – new and where needed existing staff Decisions must be made in the autumn term. This afternoon you will be looking at what needs to be done to implement PPA by 1 September 2005. Whilst a minimum of 10 percent guaranteed PPA time must be in place by 1 Sept 2005 it is good practice for schools to begin phasing in the implementation of their PPA strategies in advance of the deadline.

Who All teachers with timetabled teaching commitments What Minimum 10% timetabled teaching time When From 1 September 2005 Final point………….. How Minimum 30 minute blocks in timetabled teaching time

PPA time must be given in meaningful blocks
How 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 Section 4.88 Key messages I mentioned that before this time needs to be in “meaningful chunks” of no less than 30 mins, but it also needs to given regularly within the school timetable. This may be weekly or fortnightly. A school that has a 7 or 8 day timetable must provide PPA time for a teacher within the actual teaching time within that 7 or 8 day timetable. The total PPA time can be given over a week, fortnight or timetable cycle

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 Key messages Any strategies you identify must NOT allocate PPA time outside of the school timetabled teaching time. PPA time can only be allocated during timetabled teaching time

PPA — whose time is it anyway?
“the time must not be encroached upon, including by any obligation to cover for absent colleagues.” STPCD 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 Section 4.89 Key messages And finally The minimum 10% PPA time is for teachers to organise and plan themselves – it may be for collaborative planning but it is for the teachers themselves to decide on the use and organisation of that time within the parameters of planning, preparation and assessment. Head can’t mandate what is done during PPA but he/she should be interested in the outcomes and impact on standards A teacher on PPA should not be called upon to leave what they are doing to go and supervise/or manage a problem in the classroom. The school’s normal procedure in such circumstances should be followed. PPA time can’t be encroached upon for cover. Cover strategies must be in place to deal with cover for absent colleagues Other information PPA is part of the 1265 hours and heads direct this time. It is up to the head where PPA takes place

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message We are now going to look at how we interpret/apply the legislation. This is a chance to embed your understanding of the legislation and be aware of the intricacies of the legislation.

Applying the legislation is another thing . . .
PPA Challenge Key messages NB Show a flip with Legal, Spirit of the agreement, Practical written out as a list. It is vital that any PPA strategy is not only legal but is also ethical and within the spirit of the National Agreement and is practicable It is worthwhile clarifying with the group what they understand as “in the spirit of the agreement” This activity is an opportunity to apply the regulations you have just heard about and to develop our understanding before moving on. There are 21 scenarios to look through on the next 3 pages. They are not recommended approaches but scenarios that have been put together for the purposes of a discussion. The question for each scenario is: Does this create PPA time under the legislation? Some do, some don’t, and some might but we also need to consider whether they are in the spirit of the legislation and whether they would be practicable in our school for example in terms of people space and funding Work as a table group for the next 30 minutes and reconvene at …. . Tip to facilitators Prepare flip in advance

Does this create PPA time?
1. The school administrator offers to type up departmental notes. This will take her around two hours a week and save an average 24 minutes/teacher/week. The teachers were all previously doing the notes in leadership and management time during timetabled teaching time 2. A Teaching Assistant is timetabled to deliver geography curriculum content to a class while the class teacher has PPA time. The Head is satisfied with the competency of the Teaching Assistant 3. A teacher who usually mentors the school’s NQTs for a half hour in her free 2pm period is directed to move this to 4pm. This gives her an extra 0.5 hours PPA time a week 4. One Teaching Assistant and a parent helper escort children to a swimming class at the local pool. The class teacher who usually does this has PPA time 5. The Head decides to move tours of the school for prospective parents from 9am to 4pm. This gives the Deputy (who takes the tours) an hour a fortnight PPA time 6. The Head takes an (hour-long) assembly and award ceremony for the whole school; parents are invited 7. The Head decides that an hour of the Key Stage 1 leader’s leadership and management time can be moved from 11am to 3.30pm; this creates one hour PPA time NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

Teachers are released from assembly for PPA. In total this amounts to 1 hour 15 minutes each week Lunch is shortened from 75 to 45 minutes and an extra 30 minute period is created/added to the previous session increasing the teaching time in the day to 5.5 hours. The children have additional activities with TAs at various times in the day twice a week for 1.25 hours each session 10. The Head, supported by two TAs, takes a three form year group (80 children) for an hour long session every week on citizenship; this includes external speakers, group discussion and a debate organised by students “for” and “against” various issues 11. Three TAs are employed full-time for a week to undertake external exam invigilation. This creates PPA time 12. The Head decides to make the regular SMT meetings fortnightly instead of weekly. They usually take place at 4pm. This frees the head up for an hour a fortnight PPA time A very talented TA, supported by a pianist, takes a three-form year group (80 children) for one hour a week to prepare them for participation in a choral festival A NQT, who is contracted for 20 hours, has 2 hours NQT time. This counts as their PPA time Lunch is shortened from 75 to 45 minutes and the school day finishes 30 minutes earlier; the teachers use the extra half hour to do PPA NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

16. The school has not completed the implementation of the second phase of the National Agreement and six class teachers have non-contact time during the timetabled day, which they are using as both unguaranteed PPA time and for cover. A cover supervisor is appointed to provide 10 hours a week cover. This provides ten hours guaranteed PPA time 17. A new plan is due to be launched in April/May 2005 that will provide 1 day out of every 10 for PPA activities – the so-called nine-day fortnight. On the 10th day, there will be a curriculum enrichment programme involving arts & crafts/ceramics specialist 18. The school has not completed the implementation of the first phase of the National Agreement; Head finds that five teachers are each spending half an hour a week during the timetabled day on a mix of the 24 tasks. Employing an administrative assistant for 2.5 hours/week would create 2.5 hours PPA time 19. A TA offers to use one of their free (40-minute) periods every week to do research for the teacher whose class they support. This research would normally have been done by the teacher in a free period. This creates 40 minutes PPA time a week for the teacher 20. The caretaker, who is not a qualified instructor, but used to play for the county, takes a football lesson a week in the session after lunch for one class 21. The school timetable is 23.5 hours per week. In this school the KS1 teachers are timetabled for hours per week Tips to facilitators Worth asking at the end if the delegates now feel more confident about the legislation. Plus any other questions NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message We are now going to look at how to develop PPA strategies and consider some ideas from the pilot

Developing your school’s PPA strategies
First Stage : Maximising the existing teaching resource Second Stage : Timetabling additional resources Key messages This stage looks at teachers’ existing non contact time. Teachers in most secondary and some primary and special schools are not timetabled to teach every lesson of every week. Often they have timetabled non contact time. As this non-contact time falls within the timetabled teaching time it can provide an excellent opportunity for schools to provide designated and guaranteed PPA time.

Current timetabled teaching time Non-contact time available
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 Key messages First of all let’s define non-contact time Non-contact time for a full time teacher is the total taught hours in the week, less the teacher’s individual current timetabled teaching time. For part-time teachers the school timetable hours are the contracted hours within the school timetable. Non contact time available is the amount of time we may be able to ringfence for PPA depending on how it is currently used and how it could be used * For part-time teachers their school timetable hours are their contracted hours within the school timetable Tips to facilitators Give an example to illustrate eg Key Stage leaders may be timetabled to do 20 hours teaching - if the school timetable is 23.5 this means there are 3.5 hours of non-contact time from which you may be able to tease some PPA time, but it may not be in half hour blocks

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 Key messages The pilot schools did an audit on non contact time to find out the amount of non-contact time that could be used for guaranteed PPA. Heads might find some is already being used for PPA (possibly not calling it that) and this can be ringfenced as PPA time and protected. Activities carried out during these periods which are not PPA should be evaluated to see if they are a good use of teacher’s time After NA Phase 1 there should be minimal clerical or admin tasks being carried out by teachers. This may be a good opportunity to revisit this and see if there are any such tasks still being done that could be reallocated or even abandoned Leadership and management time should not be reduced – it is also protected by a “no-detriment” clause but it may be possible to move it out of the school’s timetabled teaching time (as along as it is within the 1265 hours). However, some L&M time eg evaluation of teachers must be in timetabled time. Other necessary tasks such as some pastoral tasks, training and coaching could be moved outside the timetabled teaching time, but care must be taken to ensure this does not increase teachers’ workload. In a number of instances teachers are not the only staff members able to carry out the tasks eg pastoral duties, parent liaison. Work with your school to identify how non-contact time is used and any possible actions. The toolkit we will show you this afternoon will help you with this task. It is vital that schools make a thorough assessment of any change to ensure the quality of care and teaching and learning is maintained or enhanced. Schools should also have regard to the overall work life balance of all their staff Discard tasks Move activities from timetabled teaching time Reallocate tasks to other people Tip to facilitators – May want to have a 24 Task poster on wall.

Examples of PPA time created and not created
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 Providing the tasks took place during the timetabled teaching day Providing the tasks were not already PPA-related tasks 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 DISCARD MOVE REALLOCATE Key messages This slides gives practical examples from the pilot schools of what would create PPA time and what wouldn’t. Talk through slide and use the examples from the pilot on the right hand side to deepen the audience’s knowledge. Look at all the jobs in the school done by teachers and ask is it really a teacher’s job? Is a teacher the best person? Could another member of staff to do it just as effectively? This is a key part of remodelling – looking at making the best use of the resources you have Tip to facilitators If there are secondary heads in the audience - one real life example happening in a number of secondary schools is the use of non teachers for Head of Year roles – they should consider who is the best person for each activity Link back to PPA Challenge

Developing your school’s PPA strategies
First Stage : Maximising the existing teaching resource Second Stage : Timetabling additional resources Let’s look at Stage 2 When schools do not have enough non-contact time available in their existing timetables to provide all their teachers with the minimum10 % guaranteed PPA, and/or where they want to enhance their curriculum, the second option is to deploy additional staff to release teachers. These staff, who must be appropriately trained and qualified, can be brought in from outside the school. Schools may also, by providing appropriate training and support, be able to redeploy existing support staff in roles which build on under-utilised skills, for example, foreign language ability or computer expertise. Key to the deployment of additional staff is that the school curriculum is maintained. Schools should look for opportunities to enhance the curriculum by delivering lessons in subject areas that were not previously offered

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 Key messages This stage provides a great opportunity to revisit the curriculum, review all the skills of your staff and to perhaps think broader than your own school. The analysis of present skills and experience of your staff and an analysis of community resources should be done in parallel with an analysis of the curriculum to see what additional resources are available to release PPA time and at the same time enrich the school curriculum. By conducting a review of staff skills and experience, many schools have found that their support staff have qualifications and skills that can be deployed to provide enrichment activities and specified work that enhance the curriculum and increase standards In terms of community resources consider specialist secondary schools, colleges, art, music, drama and sport expertise etc. Tip to facilitators This is an important slide in that it encourages alternative solutions and leads the audience to think creatively in terms of broadening the children’s learning opportunity

PPA time – enhancing learning
Options Activity Employment type Variations Example Specialist staff 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 Key messages The next four slides illustrate the various strategies that a school might use to release teachers for PPA time. But this should not restrict your creativity. These are some possible strategies to promote thinking and creativity and enhance learning that have been identified by pilot schools and others in the remodelling tranches. Headteachers are the guardian of their pupils’ learning and any solution must not lower or affect the standards that have already been achieved within their school. However, the possible advantages of outside help in broadening the curriculum should not be lost. Taking the first one. This slide shows use of specialist staff and the example given is from a small school. Schools can employ specialist staff in different ways – some schools from the pilot and elsewhere have come together to jointly employ such people with tremendous benefit, as ideas and synergies go across schools. Some schools have used larger teaching groups. Much depends on the personality of the person and the support needed for larger groups but it is your school and your decision

Options Activity Employment type Variations Example Specialist staff 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 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 Key messages The evidence from the pilot is that a large number of schools are already employing TAs and Higher Level Teaching Assistant (HLTA) to take classes. Eg specialist music staff – some primary school teachers do not want others to take classes but using specialist music teachers and footballers may be a way of reassuring them and demonstrating the benefits that can accrue from doing so. The HLTA status provides a new and very welcome opportunity to recognise the levels of knowledge, skills and understanding that many school support staff have and the valuable contribution that they make in schools. It gives a wide range of school support staff – for example, technicians, nursery nurses, and other teaching assistants (TAs) – a further option for career progression. See HLTA guidance in your pack. One example from the pilot is that 3 schools in one LEA are going to share an HLTA 6 hours each

Options Activity Employment type Variations Example Specialist staff 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 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 Other Teacher 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 Key messages Some may only want to use teachers to release teachers for PPA but such personnel can be used in different ways. Existing teachers could be released internally or additional teachers could be used and these could be shared with other schools. The bottom example is also from the pilot– three church schools .

Options Activity Employment type Variations Example Specialist staff 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 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 Other Teacher 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 Key messages Using a member of the leadership team is more applicable with secondary schools – a deputy doing administrative work fails to exploit their expertise. Last example in one school the deputy has organised a year long citizenship programme of external speakers for an hour on each Friday, which the deputy leads and is a great success 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

Likely financial implications of these 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) Key messages Note this slide is important as it reminds the headteachers that their actions may have a financial implication and strategies must fit within the school budget. Schools should look to maximise the deployment of their existing resources when planning their PPA strategies. (Go through slide. Point out out that there are no national rates for specialist staff – it will be necessary to negotiate. It will be worth doing an audit of skills within the school. Use of specialists does not always have to be about increased costs. Not all strategies have cost implications. It is possible to free up significant amounts of PPA time through remodelling, by making better use of resources. Two schools in the pilot actually came up with net cost reduction by examining remodelling options,. (Note to trainers these figures were not taken into the Government’s cost model.) Strategies should continue to be evaluated in terms of cost effectiveness over time Tips to facilitators The funding statement and the WAMG response is in the trainer’s pack

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 Key messages Staff other than teachers can take a class if these conditions are met: If they deliver specified work and we look at the definition of this shortly. Remember you as heads are guardians of the curriculum and pupils’ learning – you must satisfy yourself that anyone you employ can deliver to the standards you expect. All classes must have an assigned teacher but they do not have to be physically present. The assigned teacher is responsible for the learning outcomes in that class. If there is a problem in the class the teacher who is doing the PPA cannot be interrupted to deal with the problem. The school’s normal procedures should be followed. The lesson must be within the timetabled teaching time and scheduled. Tips to facilitators Might want to give the LEA position re insurance if any issues

What is “specified work”?
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 Key messages 133 Regulation safeguards standards and preserves the role, status and the overall responsibility of qualified teachers in the school. The Regulations clarify the respective roles of qualified teachers and other staff in schools and specify the circumstances under which certain kinds of staff without qualified teacher status (QTS) – usually support staff – may carry out “specified work” related to teaching and learning, including requirements for appropriate supervision. This list for what constitutes specific work does not include all the duties required of classroom teachers as outlined in STPCD.

Who can undertake “specified work”?
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 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 Key messages Clearly teachers can deliver specified work Teachers without QTS who are paid under STPCD can deliver specified work Support staff who are not paid under STPCD can but there are conditions (see next slide)….

Support staff can undertake “specified work” subject to three conditions
In order to assist and support the teacher They must be directed and supervised by a teacher To the headteacher’s/ Governors’ satisfaction 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”.” Guidance accompanying Section 133 Regulations. Part I.17 Key messages The 133 regulations specify the circumstances under which certain staff without QTS – usually support staff – may carry out specified work. Go through… Supervision of a teacher does not mean that teacher has to be physically present With support staff the head must be happy that the person can deliver the specified work and can control classes. It does come down to the head’s decision. You may want to witness their work with pupils to satisfy yourself that they meet the standards you would expect. Remuneration for support staff delivering specified work should be assessed in relation to new responsibilities and within the whole school pay structure. When determining the appropriate grade, community schools must select a grade from one of those used by the LEA under the terms of the National Joint Council (NJC) for Local Government Services Green Book agreement and guidelines. The appropriate grade should reflect all the demands of the post using the guidance on grading structures published in the NJC guidance "School Support Staff: The Way Forward" Ongoing training opportunities should be considered for support staff who are delivering specified work. This might include dedicated training time, periods of observation, mentoring and monitoring. Support staff delivering specified work should be included in school CPD and encouraged to develop their skills and careers Support staff who undertake specified work, particularly those working to HLTA standards, should have paid time set aside to enable them to plan and prepare for their own role in lessons and liaise with their class teachers. This support planning and preparation time should be within their contracted time but not necessarily within the timetabled teaching day

Case study – small, rural primary
PPA Proposed Strategy The school had good ties with the local sports college where the children had a weekly swimming lesson. Normally teachers accompany the children with the TAs Three of the TAs, together with voluntary parent helpers will take the children to the college for two hours — an hour swimming and an hour of sport. The sports college will provide facilities and tuition free of charge Target Benefits All teachers will receive their PPA time at the same time; opportunity for collaborative lesson preparation This will help prepare the children for the transition to secondary education as the primary is a feeder for the college Key messages Here the strategy is making use of a specialist college as they have community outreach duties and resource to support this. This is where the audit of the community resources will show what resources are available for you to use. With all solutions heateachers must ensure that they have appropriate insurance, have done the necessary up front police checks and have communicated to parents. Tip to facilitators Please use your own local case studies and examples where you can. .

Case study – mid-sized, urban infant and nursery school
PPA Proposed Strategy Existing non-contact time is provided by an HLTA leading circle time/ story sessions Training is to be provided for a further two TAs to enable them to provide cover supervision and thus guarantee the PPA time A music teacher is to be employed for three hours a week to lead singing and music lessons for doubled classes Target Benefits Regular and internal cover provision, preferable to supply Specialist music instruction Key messages Here the school is using a mix of strategies to create PPA time, including an HLTA

Case study – mid-sized, urban primary
PPA Proposed Strategy Enrichment activities on Friday afternoon Three Football Association qualified football coaches Two arts graduates English Cricket Board approved coach Qualified music teacher and volunteer music students from the local university French lessons at the local secondary for 30 Year 6 pupils (tuition is funded by the secondary) Supported by TAs, who would have been with each class anyway Target Benefits Enhanced school curriculum Specialist football, arts, cricket, music and French instruction (plus early introduction to MFL) All teachers receive PPA time at the same time; opportunity for collaborative lesson preparation Education and pastoral benefits to Year 6 pupils moving on to the local secondary Key messages This school is going to use an enrichment afternoon on a Friday. The secondary school is a language school

Case study – mid-sized, inner city secondary
PPA Proposed Strategy School’s PPA strategy involves guaranteeing non-contact time previously used for cover supervision Trained and deployed cover supervisors Deployed TAs to give teachers leadership and management time during registration Guaranteed time 10% as PPA time Target Benefits Increased staff motivation as no longer asked to give up PPA time for cover Improved lesson planning as teachers could count on the time being available Teacher absence reduced Recruitment and retention improved Key message These are just some case studies to give you some ideas but it is your context and your situation is unique, so it will be up to you to determine the best strategies for your school. Appropriate training, for example, in behaviour management, should be provided for support staff to implement any given mix of strategies In addition a regular review process should be in place to regularly evaluate PPA strategies.

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message Now we will go back to the PPA Challenge and look at your answers

Applying the legislation is another thing . . .
PPA Challenge discussion Key messages Before we look in detail at the answers to the challenge we want to make a particular point -the opportunities in each stage will differ school by school, as will the balance between the two stages - and reinforce the message that: there is no one right answer that fits every school and the optimum solution for any one school requires some ‘what if?’ modelling. I want to illustrate this point with a simple diagram . . . [Use flip chart and fat pen to draw a large circle (see below). Divide the circle into two segments to illustrate arbitrarily the balance between opportunities from stage 1 and opportunities from stage 2] Clearly, we could draw the line anywhere across the circle – but what we do know is that, depending on the schools’ circumstances, the optimum balance for one school may differ widely from others. Going back to the Challenge and refer back to go back to legal, ethical, practical FLIP. This dialogue should focus on “Is it legal?” but interesting to have a discussion about the ethical and practical but stress it is up to you as a head in the context of your school to make the decisions on how to create PPA time. You should consider if some ideas are better than others as they will enrich the curriculum as well. Go through Challenge scenarios and elicit answers. . Tip to facilitators Re answers to challenge - Don’t get bogged down with anecdotes and discussion – reinforce the message that it is up to headteachers to decide with help from other senior managers If people are asking about ways of getting round the legislation remind them about the aims of the NA which was intended to both raise standards and to tackle teacher workload Maximising the existing Teaching resource Timetabling additional resources

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message We are now going to have a practical activity where working as table groups you will be preparing a PPA timetable. We will feedback in plenary and then afterwards you will have some time to think about your own individual school PPA plan

Making it happen in your school
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 Mobilise Getting Started 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) Discover Assessing Current Situation 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 Deepen Considering Options 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 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 Tip to facilitators While groups are working facilitators may want to refer them to this slide and/or put it up on the screen while they are working as it could prompt further ideas.

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 Getting started Spring term 1st half Spring term 2nd half Summer Term 1st half Summer Term 2nd half 1 Sept ‘05 Workstream etc. Key messages In your teams, consider the legislative demands, the challenges you identified earlier today, and what needs to be done to address them. Assume that you are planning a calendar of activities to implement PPA from start to finish – i.e. assume that nothing has yet been done at all! If you have already started then remember our ground rule of sharing learning and for the purposes of the exercise imagine you have not done anything yet. Use post-it notes to represent activities along relevant streams of work or teams of people – what ever you find easiest to use. Key milestones such as significant events or products should be shown using a post-it rotated to form a diamond shape. Spend no more than 20 mins. on this. First think about the key milestones and key decisions - particularly the key budget and timetable milestones and work backwards from Sept 05. Then think about the activities needed to reach the milestones/decisions. We will then get feedback from each group on their timetable – after the first group please just feedback any significant differences in your timetable - and what have the group learned from this exercise. For the remaining time please regroup in your individual schools and, using the planning template provided, start to plan your PPA timetable. You could continue after the workshop if you would like to spend more time on this – we will keep the brown papers up on the wall - Milestone event - activities Tip to facilitators Facilitators should prepare a brown paper ‘swim-lane’ plan for each table, and put it on the wall near each table if possible. If not put across the table. Remember to use square post its When taking feedback just ask each group to give the top three highlights from their brown paper in 2 mins. Group sizes of 5- 8 are the most fruitful

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message We are now going to talk you through a toolkit which we would like to offer to you to help you plan. It is in Excel and it is on a CD with your PPA Resource pack so you can use it back in school if you wish From the feedback we have had we are led to believe that this will be of more use to primary schools but it may be useful for secondary schools to use at department level. Once you have used the toolkit you will be in a better position to draw a conclusion. We are not intending to train you in the use of this tool as full instructions are supplied with the software.

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 Delivering PPA requires planning. Depending on the size of your school you may be dealing with lots of data. Having visibility of that data and being able to manipulate it will be useful. Through visibility of the data in relation to PPA you will be able to generate conversations with your staff which will involve them in meeting the challenge of delivering PPA. To help you with this we would like to offer you a computer programme that you may find useful. What we intend to do now is to talk you through it so that you can see what it delivers It has been tested in live school situations and has gone down well but every school is different The data and the strategies we work with here are not important so I beg you not to spend time thinking I wouldn’t do this or that. Your school will be different, your solutions will be different and the data we use here is only to allow the maximum opportunities for the software to show you what it does. IMPORTANT – This is a general management tool. It will show you the big picture in relation to PPA it will not give you the answers and it is not be followed slavishly. Once your data is in the machine it is simply a resource around which you can generate fruitful conversations.

Key messages The first step is where you enter the raw data per teacher. What are the number of hours in the school timetable?* What are their teaching hours (individual)? What PPA have they already got (if any)? The computer will calculate their PPA entitlement that you still need to find as well as their existing non-contact time. Once completed it is recommended that the head uses this discussion document within their team. From these discussions solutions for creating PPA time will emerge. Note to trainers *This will normally be the KS2 timetable in primaries but will be reduced if the teacher is part-time and is only in school for contracted hours The computer will accurately calculate to decimal points. Common sense will be used by heads when establishing the minimum PPA time Records the current situation in your school in relation to PPA teacher by teacher

Records how you reorganise work to release PPA time
Step 2 This is the point at which you record how you have reorganised work in the school to create PPA time This will principally be by reorganising tasks that currently sit within non-contact time Each task is noted with the planned change, as are any resulting costs Records how you reorganise work to release PPA time

Records any additional resources you have
Step 3 Where you need to get in extra resources they are recorded here Records any additional resources you have decided to obtain

Confirms that all teachers
Key messages The summary page enables you to check at any time whether your strategies are addressing the PPA requirements. Confirms that all teachers are in receipt of their minimum PPA time

Provides a financial summary of your decisions
Key messages At any time you can review a financial analysis of the implications of your PPA strategy. It show the recurring cost of the decisions you have made It also allows you to enter any one-off costs involved in implementing your plans eg recruitment Tip to facilitator If asked the annualised costs are calculated as follows: Weekly cost multiplied by 38 (term time only) unless QTS which are multiplied by 52 (average across year)

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message We are now going to walk you through a slide pack that you could use in communicating to your staff, senior leadership team and Governors. You will find this headteacher pack in your pack with notes underneath that you may find helpful. You can always add slides from the main pack if you would like to. You may find the detail at the end of the pack is more useful to show your senior leadership team and Governors but completely up to you. So if you can open your pack now I will walk you through it Please think of some questions that you might be asked by staff or parents or governors and write on a post it as I go through it.

Phase III of the National Agreement
Guaranteed PPA Time Headteacher’s Presentation Pack Tip to Facilitator Works well walking through the hard copy headteacher pack in your hand and talking through the pages. If want to use the screen the slides are a separate pack on your CD. Let them know there are notes in the pack for them to use. Be brief It is a useful summary of the key messages as well. When presenting it would be useful at this point to ask the delegates to identify the target audiences for the presentation . NB You should aim to do 10 minutes and then spend 15 minutes on questions and answers as this has proven to be a very valuable learning exercise Invite the tables to pose a priority question from their post-its. Turn the question back to the other tables and solicit suggested answers from them i.e. how would they deal with this question? Spend 1-2 minutes max. on discussion about the key elements to include in the answer, any caveats to bear in mind, and strive for a quick consensus. Avoid protracted debate about individual perceptions that may not reflect the general view of delegates or their school teams ONLY SPEND 25 MINS ON THIS SESSION. Must end this session at 3.10 pm Release 2

The Headteacher’s Presentation Pack supports communication with stakeholders in PPA
. . . Etc. Finally, we are providing schools with a communications pack – referred to as the Headteacher’s Presentation Pack – intended for use by headteachers who will need to align and engage their staff, governors and parents in the strategies to implement guaranteed PPA time. The Pack is based on the slides that appear in the Workshop. A select number – just a dozen or so key slides – have been extracted from the Workshop materials that would form the basis of an effective presentation to stakeholders. Headteachers could add to or moderate the slides, as appropriate, to suit their particular circumstances. Those slides provided however, do come with presenter’s notes to assist busy headteachers in preparing their presentations.

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message We would like now to spend a bit more time explaining about remodelling and the National Remodelling team

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 Key messages Remodelling invites schools to adopt a structured and proven change process supported by skills and tools training to help whole school teams manage rather than cope with change. The remodelling process provides a process for undertaking workforce reform and wider cultural change in schools. Each school directs the process by agreeing a focus for remodelling appropriate for their own school, and identifying the specific issues and opportunities they want to address. A proven process to engage whole school teams in the opportunity of workforce reform and cultural change will help schools to achieve the benefits beyond their obligation of simply implementing the National Agreement.

Remodelling enables schools to lead the change agenda
Critical elements for success National Agreement A Wider Culture Change Workforce Reform An inclusive School Change Team Follow-up Events to share learning and experiences Attention to the rational, political and emotional aspects of change Fostering informed practice and collaboration between schools Support and challenge to schools Key messages In order for schools to lead change (remember the prescription/schools leading change slide!) then certain key elements for success are important A team that involves the whole school (using representatives from all the different groups) looks at the issues facing the school and identifies the opportunities for workforce reform that will address the issue, increase the capacity, the teamwork and enthusiasm of the school for the benefit of the pupils’ learning Events in the regions where schools come together to share learning Tools and techniques to help with not just the rational part of change but the political and emotional as well Collaboration between schools to share good practice and ideas Support and challenge provided by a “critical friend”. This could be a remodelling consultant trained up by the NRT. These five critical elements make remodelling effective and enable schools to engage in the school reform agenda. Many schools are already tackling PPA through a remodelling approach.

Why remodel? It’s about pupils and staff
“Remodelling has had a significant impact on both staff and pupils. Staff morale is strong” “The remodelling agenda has given us the opportunity to fit the needs of the child to the school” “Remodelling has meant working smarter not harder. It has provided benefits for children and staff and impacted positively on the quality of teaching and learning” “Our KS3 results have risen dramatically. A significant contributor to this has been our unrelenting pursuit of excellence in teaching and learning facilitated by our remodelling” “Teaching and office staff are taking pride in devising new and more efficient ways of working and at the same time the self esteem of teaching assistants is being improved as they embrace greater responsibilities. The whole place is buzzing.” Remodelling has really brought all the staff together as a team – it’s about everybody’s work being valued for what they bring to the children’s education * Source: early adopter headteachers

THE REMODELLING PROCESS
Mobilise Start the process Discover school issues Deepen understanding Develop a plan Deliver results

What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support Key message Finally we would just like to explain the support that we can offer you to help with the implementation of PPA, financial planning and the wider remodelling programme

LEA Model of Change Management for Workforce Remodelling
Director Workforce Remodelling Group Representatives of Trade Unions Teacher Associations, Headteachers and Governors Head of Service Workforce Remodelling Officer Change Management Trainers & Consultants School Change Teams (remodelling)

Capture feedback on today and close
Parking Lot (if any) Points of Clarification Evaluation. First, revisit the parking lot and provide answers to the parked questions if any – or undertake to get an answer and tell them how and by when. Second, invite further questions for clarification on any aspect of the day’s content Third, soliciting feedback on what went well for their perspective and what might be even better if – so that you can refine the delivery of future workshops for the benefit of their colleagues. Ask participants to complete an evaluation form which includes an assessment of the school’s readiness to proceed with the implementation of 10% PPA time for teachers Close the workshop by 3.30 unless by prior arrangement with delegates.

School Workforce Reform

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