Workforce Tool. Tool created October 2010 all links to external websites and information cannot be guaranteed after this time.

Transcription

1 Workforce Tool Why would you use it? Do you know if your workforce structure is a good fit for your school? How can you assess your workforce structure and make improvements? How does it work? This tool aims to increase your understanding of your current workforce structure and help you identify the strengths and weaknesses of your structure and the impact on your school. It may also help you understand what you want to achieve from your structure in the future. Tool created all links to external websites and information cannot be guaranteed after this time.

2 Workforce tool How can you assess and develop your workforce structure? Why use this tool? How do other schools do it? How does your school do it? How can you improve it? Key drivers for your school Critiques of workforce structures Key questions and areas to consider Actions and next steps

3 Why use this tool? Get the most from your workforce structure Your employees are the most important resource your school has. How you organise and deploy your employees, along with your ability to recruit and retain the best people, has a significant impact on the success of the school and the achievement and attainment of young people Outcomes for your school Every workforce is different There is no correct way to structure your workforce, every school has different issues and requirements. This tool aims to provide you with the skills and processes to examine your workforce and assess where improvements can be made to best fit your school s priorities. This tool will help you with: Increasing your understanding of the current situation in your school Identifying the strengths and weaknesses of your structure and the impact they have on your school Understanding what you want to achieve from your structure in the future. Creating an action plan for steps to improve Finding useful resources to refer to for more information This tool will not: Tell you how to structure your workforce

4 Why use this tool? There are many internal and external pressures which may prompt you to review your workforce as part of an development plan: Cost pressures money going in and out Pupil number forecasts falling or rising Curriculum changes Falling standards Recruitment/ Retention issues New Head Teacher reviewing structure Other... Your school Any review of an organisation needs to reflect the context both nationally and locally and use the information available to inform the thinking on any proposed changes. Factors you should take into account include: School Teachers Pay and conditions Industrial Relations Local issues (rural/urban location, LA engagement levels etc) Federations/Collaborations/Trusts/Academies National initiatives The wider context Recruitment/retention in the current market

5 Why use this tool? Are you a Primary or Secondary School? Click for Primary Click for Secondary Special school = special workforce structure: We recognise that the individual requirements of a special school are so specific that each will require a completely bespoke approach to workforce structure. The necessary diversity of these structures means that it is not beneficial to try and provide an example structure to critique. However, please take a look through the primary and secondary examples (depending on which you feel most aligned to) for examples of an approach you could apply to your own structure.

6 How do other Primary schools do it? We are commenting on a workforce scenario to highlight pros, cons and areas of interest in the structure, to encourage you to start thinking about your own workforce and how you can critique it to judge the positive and negative features and the VfM impact of the structure. The next pages provide you with an example of a primary school workforce and demonstrates how the workforce can be reviewed. The example will contain the key areas of a workforce which will be common to almost all schools a leadership team, curriculum & teaching staff, support teams and additional needs staff. We have set up a school scenario in this activity for critical examination, however it is not a suggestion of how you should structure your school. Every school will have its own individual requirements to consider when developing a preferred workforce structure.

7 How do other Primary schools do it? Below is an example workforce structure from a Primary school. Click on the buttons on the right to see a critique of each area in detail. This will provide a commentary on the section, highlighting points of interest, areas of good practice and areas for development. Primary School Head 60k Click for Curriculum/ Teaching EMAG teacher 30k Inclusion/Senco Head UPS 1 40k TA TA Deputy Head 50k Administrator /PA 22k Foundation Stage Head UPS 1 42k TA Nurse TA Click for Support staff Click for Additional Needs Click for Leadership YR Teacher 29k Y1 Teacher 29k Y2 Teacher 27k Y3 Teacher 33k Y4 Teacher UPS 2 42k Y5 Teacher UPS 2 42k Y6 Teacher UPS 2 42k TA TA TA TA TA TA HLTA 27k

8 Workforce tool How does your Primary school do it? When reviewing your workforce, it is important that you not only assess and analyse your structure, but that you make best use of the information you gather. There are several steps to follow: Tip Have an up to date graphic version of your workforce structure to hand as it is much easier to assess it from this format. The example you have just seen will give you an idea of how this can be drawn up.

9 Workforce tool How does your Primary school do it? What are the key drivers for your school which have prompted a workforce structure review? Assess what issues are impacting on your workforce these may be internal or external. Creating a table like the one below may help as it allows you to consider where in your workforce the impact of the drivers is felt. For example: The key issues the school wants to address are: How will the change in pupil numbers affect teaching staff? How can the school deal with the cost pressures affecting their support team? Click here for a blank template table to fill out for your school TEMPLATE Tip throughout the process, always refer back to these drivers to make sure that you are really addressing your school s priorities.

10 Workforce tool How does your Primary school do it? Analyse each area of your workforce against your drivers. Have you benchmarked salaries within your local area when recruiting? A simple way of doing this is to brainstorm questions relating to each driver: Look at each driver against each area of your workforce and write down any relevant. themes or questions. Use the examples on this page to give you some ideas of questions and actions you could take. Here are some examples of themes and questions you may ask. Click on each question to see suggested actions to take. Do you know whether future rolls are likely to increase or decrease? Do you know the career aspirations of your teaching staff? Is your leadership team engaged with teaching and learning? Do you know what is preventing standards improving? Do you understand staff turnover levels and the reasons for them? Do you have a plan for how your workforce structure will look in 3 years time?

11 How can you improve it? Primary Cost pressures: Have you benchmarked salaries within your local area when recruiting? Why is this important? To ensure you are paying a competitive rate for each position. What can you do? Ask other Head teachers what they pay. Monitor local adverts and websites. Ask your Local Authority. Ask leavers how much their new job is paying. Ask at interview what their current role is paid. Look on the School s Benchmarking site to see how your total expenditure on staffing compares to other schools.

12 How can you improve it? Primary Leadership: Leadership: Is your leadership team engaged with teaching and learning? Why is this important? So that the leadership team are making decisions based on reality rather than perceptions. What can you do? Find out level of engagement by asking specific questions e.g. about learning in a year group. If low level of engagement, create specific actions to increase the level of engagement (e.g. leadership team taking one class in a year group each week). Assess how you communicate within the leadership team and with other staff are your current methods effective? Use performance management reviews to identify themes which impact on teaching and learning.

13 How can you improve it? Primary Performance: Do you understand staff turnover levels and the reasons for them? Why is this important? To ensure you can retain and develop the good staff you have. To ensure that teachers who are in posts for a long time are high performing. What can you do? Are there poor performing teaching staff who have been in post for a long time? Implement a strict and robust performance management system which monitors capability and keeps standards high. Look into the continuous personal development of your staff to motivate and improve performance. More information is on the TDA site here. Meet with your high performing staff and work together to map out a career path for their future at the school.

14 How can you improve it? Primary Performance: Do you know what is preventing standards improving? Why is this important? Little or no improvement in standards may be attributed to teaching staff, the pupils or a combination. It is important you know how to identify and manage poor performing teachers, and to identify whether a year group needs extra support. What can you do? Are results poor for a particular group of children as they move through the school? This suggests that the group may need extra support from additional Teaching Assistants or specialist teachers. Is progress limited in a particular class? This suggests a teacher capability issue which can then be managed. Have you assessed the skills in your workforce against the skills you require in your school? There may be gaps which need to be filled to improve standards. Refer to your school s self evaluation form for an assessment of the situation.

15 How can you improve it? Primary Performance: Do you know the career aspirations of your teaching staff? Why is this important? To aid succession planning for leadership team. To better manage career development of staff. What can you do? As part of performance management arrangements, ask what role teaching staff would like to be doing in 2 3 years time and how long they want to be in same school. Ensure they know that there is no right or wrong answer. Discuss whether their aspirations are feasible or whether further development is required (even to remain in same role!). Further information on performance management can be found at the TDA s website here.

16 How can you improve it? Primary Strategic Management: Do you know whether future rolls are likely to increase or decrease? Why is this important? To plan workforce structures for different future rolls and their impact on budgets. What can you do? Ask your Local Authority schools planning team for a forecast of future rolls. Carry out your own local research e.g. numbers in local nurseries and other childcare providers, number of siblings.

17 How can you improve it? Primary Strategic Management: Do you have a plan for how your workforce structure will look in 3 years time? Why is this important? To ensure your workforce structure will work for your school in the future. To make sure that you can plan for the succession of staff. What can you do? Use this tool to challenge your current workforce structure and decide which is the best option for you to aspire to in 3 years time. Recruit staff where necessary over time to aid journey to future plan.

18 Workforce How can you tool improve it? Now you have looked at the areas of your workforce in detail, it might be useful to create an action log like the one below to detail the steps you will be taking next with your school. Your actions should be clear and the necessary steps defined. Area Action Owner Deadline E.g. Cost pressures spend on staff E.g. Recruitment issues Benchmark expenditure on staff against similar schools in the area using the Benchmarking website Business manager End of winter term Make sure that you are addressing the key drivers for your school that you identified at the beginning of the process. Your actions need to be prioritised and mapped against the timescales you need them to be completed within.

19 How do other Primary schools do it? EMAG teacher 30k Deputy Head 50k Head 60k Administrator /PA 22k TA Inclusion/Senco TA Foundation Stage Nurse Flexibility Head UPS of the 1 workforce Role and responsibility of the Head Leadership UPS 1 42k team engagement structure: 40k TA Deputy Head: with school: TA Changes in the curriculum may Ensure clarity around the role There s no line management necessitate that the school of the Deputy Head. For responsibilities for the Head structure has to flex to meet example, does their and no clear leadership team changing requirements. How responsibility include structure apart from the Head flexible and adaptable is the safeguarding and links with and Deputy. Foundation Stage YR Teacher Y1 Teacher Y33 Teacher Y3 Teacher Y4 Teacher school? other children s services? Do Head and one teacher from 29k 29k 27k 33k UPS 2 42k they have line management each key stage should attend responsibility for the Inclusion leadership team meetings team? where required or could.be TA TA TA TA part of an extended TAleadership TA team Leadership Alternative structure: Have other staff structures been considered? Implementing a flatter structure would reduce the overall cost of the workforce, and increase the Y5 Teacher Y6 Teacher responsibilities of the teaching UPS 2 42k UPS 2 42k staff. HLTA 27k

20 How do other Primary schools do it? Additional needs F/T EMAG teacher The school receive a grant for a P/T EMAG teacher and fund the extra themselves to provide the role on a F/T basis. Is this the most effective way of providing language support? EMAG teacher 30k Inclusion/Senco Head UPS 1 40k TA TA Deputy Head 50k 2 TA s dedicated specifically for SEN: This school has a high number of children requiring additional support. Having 2 TAs helps to improve learning in the individuals and free up the mainscale teacher for whole class support. The EMAG teacher provides support and training for these Head 60k TAs. Administrator /PA 22k Foundation Stage Head UPS 1 42k Crossover of TA roles: As there are a high number of TAs in the school, it may be a more cost effective option to share one or both of the SEN TAs between year classes and SEN duties, so reducing the overall number of TAs required. TA Nurse TA YR Teacher 29k Y1 Teacher 29k Y2 Teacher 27k Y3 Teacher 33k Y4 Teacher UPS 2 42k Y5 Teacher UPS 2 42k Y6 Teacher UPS 2 42k TA TA TA TA TA TA HLTA 27k

21 How do other Primary schools do it? Curriculum/Teaching No music, PE, or foreign language teacher: Employing a P/T mainscale music and/or PE teacher for 3 days a week will provide the teachers with additional PPA time at 0.5 days per Lack of less experienced teachers: Currently there are a high number of senior teachers employed, which is expensive for the school. Future recruitment moving this role class. This is a way of EMAG should consider Deputy from Head the bringing much teacher the level of 50k leadership team, it needed subject skills 30k teacher required also makes it more into Primary schools. and the potential cost effective. Inclusion/Senco cost to the school. TA Head UPS 1 40k TA No key stage responsibilities for teachers: Assigning key stage responsibilities to teaching staff can help to increase Head 60k the breadth of their role. By Career Role of Nursery Development of Nurse & TA: TAs: Both roles should If managed well, the work together current structure with the teacher could assist with the to help create an career development optimal ratio of of TAs, as there are children to several ways Administrator they support in the can move up /PA 22k nursery class. through the structure (HLTA etc). Foundation Stage Head UPS 1 40k TA Nurse TA Full time TA for each class: Assess if this is a necessary and sustainable arrangement? There may be ways of sharing TAs across classes to maximise effectiveness and efficiency so the school should assess their requirements closely. Role of HLTA: The additional resource of a HLTA in Year 6 should help support the class in the important final year of primary. YR Teacher 29k Y1 Teacher 29k Y2 Teacher 27k Y3 Teacher 33k Y4 Teacher UPS 2 42k Y5 Teacher UPS 2 42k Y6 Teacher UPS 2 42k TA TA TA TA TA TA HLTA 27k

22 How do other Primary schools do it? YR Teacher 29k EMAG teacher 30k Deputy Head 50k Head 60k Administrator /PA 22k No Bursar/Business Manager role: Additional support for Inclusion/Senco Financial management TA for the Administrator: Nursery Head Head UPS 1 school could be managed by a part A P/T Admin support UPS role 1 could 40k be 40k time Bursar. If this TAresource is created to assist the Administrator shared between schools in the local in their role, and also the Bursar in area then the cost to the school is their role at busy periods when shared. By training a Bursar pressures on the Administrator are through the financial management unsustainable. course, Y1 the Teacher Bursar becomes a Y2 more Teacher Y3 Teacher valuable resource 29k to the school. 27k 33k Support staff Site TA manager & cleaning team : Has Nurse the wider workforce been mapped out and assessed to ensure TA that it is effectively meeting the needs of the school? There may be the possibility of sharing resources with other local schools to lower costs. Y4 Teacher UPS 2 42k Y5 Teacher UPS 2 42k TA TA TA TA TA TA Y6 Teacher UPS 2 42k HLTA 27k

23 Workforce tool How else could you do it? Further information In depth tools for workforce structure analysis: Audit Commission: Workforce Planning Questionnaire Audit Commission: Secondary school workforce planning tool Further reading: Audit Commission: Valuable Lessons Economic and efficient classroom deployment Oftsted Report: Workforce reform in schools,has it made a difference?

24 Workforce tool END

25 How do other Secondary schools do it? We are commenting on a workforce scenario to highlight pros, cons and areas of interest in the structure, to encourage you to start thinking about your own workforce and how you can critique it to judge the positive and negative features and the VfM impact of the structure. The next pages provide you with an example of a secondary school workforce and demonstrates how the workforce can be reviewed. The example will contain the key areas of a workforce which will be common to almost all schools a leadership team, curriculum & teaching staff, support teams, pastoral careand additional needs staff. We have set up a school scenario in this activity for critical examination, however it is not a suggestion of how you should structure your school. Every school will have its own individual requirements to consider when developing a preferred workforce structure.

26 How do other Secondary schools do it? Below is an example workforce structure of a Secondary school. Click on the buttons on the right to see a critique of each area in detail. This will provide a commentary on the section, highlighting points of interest, areas of good practice and areas for development. Secondary School Click for Pastoral Care Business Manager x1 Deputy Principal x1 L23 27 Principal L28 43 Deputy Principal x1 L23 27 Click for Additional Needs Click for Leadership Admin staff x4 F/T + x6 P/T Support staff x2 F/T + x7p/t Cleaning team x 18 Premises Officers x4 Assistant Principal x1 L15 19 Head of House x6 TLR band 1 Director of learning Inclusion x1 L10 14 TLRs band 1 x2 Assistant Principal x3 L15 19 Director of learning Subjects x9 L10 14 TLRs band 1 x10 Excellent teacher x1 AST 3 AST 7 Click for Curriculum/ Teaching Click for Support teams Catering Team x10 TLRs band 2 x6 TLRs band 3 x1

27 Workforce tool How does your Secondary school do it? When reviewing your workforce, it is important that you not only assess and analyse your structure, but that you know what to do to make best use of the information you gather. There are several steps to follow: Tip Have an up to date graphic version of your workforce structure to hand as it is much easier to assess it from this format. The example you have just seen will give you an idea of how this can be drawn up.

28 Workforce tool How does your Secondary school do it? What are the key drivers for your school which have prompted a workforce structure review? Assess what issues are impacting on your workforce these may be internal or external. Creating a table like the one below may help as it allows you to consider where in your workforce the impact of the drivers is felt. For example: Here the key issues the school wants to address are: How will the change in pupil numbers affect teaching staff? How can the school deal with the cost pressures affecting their support team? Click here for a blank template table to fill out for your school Tip throughout the process, always refer back to these drivers to make sure that you are really addressing your school s priorities. TEMPLATE

29 How do other Secondary schools do it? Curriculum/ Teaching Traditional faculty structure: 9 faculties make up the traditional model. The school could consider merging faculties to reduce the numbers and cost of the Directors of learning; for example English & Modern Languages into Business Communications, Manager Business Studies and ICT x1 into Technology, Science & Maths combined and Creative Arts and Humanities Admin combined. staff x4 F/T + x6 P/T Structure within merged Directors of learning : faculties: Each Director of Learning has If faculties were merged then a whole school responsibility the internal structure within which broadens their a faculty would change. influence on the school. It Having one head, and then also ensures that the streams for the different Principal Directors are working across subjects would aid succession the whole school, rather than planning, Deputy provide cost just in their silo which Deputy should savings Principal equivalent to 0.5 FTE increase their understanding Principal and x1 aid with recruitment and of whole school issues. x1 retention as the options for career development would be greater. Assistant Principal x1 Assistant Principal x3 Role of the Excellent Teacher: An Excellent teacher has been brought in to improve the standards within a specific subject and also to improve the performance of other teachers. Cost of the Excellent Teacher: Excellent teachers can be quite high cost to a school. The school could consider buying an Excellent teacher in conjunction with another school to share the cost and help each school focus on a subject requiring improvement (i.e. Maths in one, English in another). Support staff x2 F/T + x7p/t Cleaning team x 18 Premises Officers x4 Head of House x6 Director of learning Inclusion x1 TLRs band 1 x2 Director of learning Subjects x9 L10 14 TLRs band 1 x10 Excellent teacher x1 AST 3 AST 7 Catering Team x10 TLRs band 2 x6 TLRs band 3 x1

30 How do other Secondary schools do it? Additional needs Traditional additional needs structure: Director of Inclusion role to organise support for pupils with SEN or EAL requirements. Business Manager x1 Deputy Principal x1 Flexibility of Inclusion team: Inclusion teams frequently have to be flexible to respond to the changing requirements within a school. Has the school researched demographic predictions Principal for the local area to see how they might be affected in the future and how they could adapt to provide Deputy the support needed? Principal x1 EAL support: If the school finds it difficult to recruit for specialist support for their EAL pupils, they could consider using TAs who are second generation immigrants in the local area to provide language assistance. Admin staff x4 F/T + x6 P/T Assistant Principal x1 Assistant Principal x3 Support staff x2 F/T + x7p/t Cleaning team x 18 Head of House x6 Director of learning Inclusion x1 L10 14 Director of learning Subjects x9 Excellent teacher x1 Premises Officers x4 TLRs band 1 x2 TLRs band 1 x8 Catering Team x10 TLRs band 2 x6 TLRs band 3 x1

31 How do other Secondary schools do it? Principal L28 43 Business Manager x1 Deputy Principal x1 L23 27 Deputy Principal x1 L23 27 Leadership Admin staff x4 F/T + x6 P/T Support staff x2 F/T + x7p/t Cleaning team x 18 Expensive leadership team: There are Premises 7 in the leadership Officers team x4and 17 in the extended leadership team, all on the Catering leadership pay spine Team x10 which means the structure is financially very top heavy. Assistant Principal x1 L15 19 Head of House x6 Cross school responsibilities: Extended leadership team has cross school responsibilities which Director of learning Inclusion x1 L10 14 TLRs band 1 x2 ensures that leadership is spread out throughout the school and not only present at the top. Communication: With such a large Assistant Principal x3 L15 19 Director of learning Subjects x9 L10 14 leadership team, has the cost and methods for communicating with the TLRs band 2 team been assessed? Are x6 the most effective methods being used? TLRs band 1 Executive leadership & x8 Extended leadership teams: Extended leadership team can be more involved in the day t o day running of the school, whilst the overall TLRs band 3 school strategy can be x1 managed by the executive team. Excellent teacher x1 Lowering the cost of structure: Merging some of the Director of Learning roles would be an effective way of decreasing the size of the extended leadership team.

32 How do other Secondary schools do it? Pastoral Care House structure: Head of House model, rather than Year Head model, which splits the school into 6 houses across all year groups. Business Manager x1 Deputy Principal x1 Flexibility: If rolls fall, or the number of teachers decreases, the number of houses Principal can be decreased to reflect this. It is a more flexible system than the Year Head model. Deputy Principal x1 Impact on pupils: The house structure allows pupils to socialise across year groups, rather than just within their year or form groups. Admin staff x4 F/T + x6 P/T Assistant Principal x1 Assistant Principal x3 Support staff x2 F/T + x7p/t Cleaning team x 18 Premises Officers x4 Head of House x6 TLR band 1 Director of learning Inclusion x1 TLRs band 1 x2 Director of learning Subjects x9 TLRs band 1 x8 Excellent teacher x1 Catering Team x10 TLRs band 2 x6 TLRs band 3 x1

33 Workforce tool How does your Secondary school do it? Analyse each area of your workforce against your drivers. Do you know how much your curriculum costs per subject? A simple way of doing this is to brainstorm questions relating to each driver: Look at each driver against each area of your workforce and write down any relevant themes or questions Use the examples on this page to give you some ideas of questions and actions you could take Here are some examples of themes and questions you may ask. Click on each question to see suggested actions to take. Are you collaborating effectively with external groups? Are teaching and non teaching staff used appropriately to maximise the benefits to the school and pupils? Is the cost of your exam structure workable and sustainable? Is your data collection and pupil tracking system driving effective pupil progress? Do you know what issues may affect your school in the future? Are you using support staff effectively?

34 How can you improve it? Secondary Cost pressures: Do you know how much your curriculum costs per subject? (Do you know whether your GCSE & A level groups are financially viable?) Why is this important? So that you can assess what are viable and non viable subjects to offer your pupils. So you can use your staff in the most effective ways. What can you do? Review the subjects offered at GCSE and A level and how much value for money they provide. Are classes too small, or oversubscribed? Investigate whether subjects with low take up could be shared with another school, to broaden the options available and lower the cost. Investigate proposed curriculum changes and what impact they may have on your school and workforce. Consider the skills and experience of your staff (where there are strengths and where there are weaknesses) to find skills gaps which need to be addressed. Are you using your teacher's second subjects to best effect? You may already have the skills you require within your current workforce, so check first before considering recruiting new teachers.

35 How can you improve it? Secondary Leadership: Is your data collection and pupil tracking system driving effective pupil progress? Why is this important? So you know where extra support may be required in advance, for both poor performing pupils and high achieving pupils. What can you do? Assess how and when the data is communicated. Assess whether the data is communicated to the right staff members, and whether they understand what they should do with it. Take early action to look at what additional support can be found for the pupils whether it can be provided internally or will have to be sourced externally.

36 How can you improve it? Secondary Leadership: Is the cost of your exam structure workable and sustainable? Why is this important? To ensure that if your school changes to a modular exam structure, your workforce structure can cope What can you do? Decide on your policy regarding re entering pupils for modular exams. What will the impact be on your workforce? Explore whether the impact on budgets will be justified by rising standards. Put in place methods to measure this. Assess the strategy to find out whether it is financially sustainable in the long term. Consider the staff implications for covering the extra number of exams. Consider the impact on existing roles i.e. will training be required for the exam officer? Will the extra work require new staff to be hired? Ensure that your staff are kept informed and involved in any change.

37 How can you improve it? Secondary Performance: Are you using support staff effectively? Why is this important? To ensure that your school is getting the best performance and value from its support staff. What can you do? Assess the physical set up of support staff is a central hub or a more distributed structure best suited to the requirements of your school? Regularly quality reviews to assess whether your schools needs are best met by certain services (cleaning/catering) being contracted out, or directly employed by the school. Ensure that your HR support is proactive rather than reactive, and supports both procedures and implementation. Create a process for reviewing your HR support if not already in place.

38 How can you improve it? Secondary Performance: Are teaching and non teaching staff used appropriately to maximise the benefits to the school and pupils? Why is this important? So your workforce best reflects the needs of your school. What can you do? Review the roles of both your teaching and non teaching staff in teaching and pastoral care scenarios. Look at the pros and cons of each, referring to the impact on pupils, parents, colleagues and resources. Assess the number of teaching hours required at each key stage and whether your current structure meets those demands.

39 How can you improve it? Secondary Strategic Planning: Are you collaborating effectively with external groups? Why is this important? To maximise the benefits your school can achieve from working with others. What can you do? Assess where you can collaborate with other schools to share resources and save money. Look at the issues currently affecting your school this may be on a large scale such as procuring contracts collaboratively, or may just be sharing one specialist teacher between two schools. Explore the benefits of collaborating with F.E colleges and universities mentoring and teachertraining opportunities are 2 options to consider. Review current collaborations you re undertaking what benefits have been proven? Does the relationship need to change?

40 How can you improve it? Secondary Strategic Planning: Do you know what issues may affect your school in the future and how your staffing structure would need to evolve? Why is this important? To ensure your workforce structure will work for your school in the future. What can you do? Consider the known issues for your school high turnover of pupils, rural location makes recruitment difficult, LA reluctant to encourage change... etc. Explore the demographic predictions for your area what issues may affect you in the future? Investigate what changes would be required from your workforce to manage these issues. Use this tool to challenge your current workforce structure and decide which is the best option for you to aspire to. Ensure that you have considered the impact of curriculum changes on your workforce structure Explore existing and developing technologies to investigate whether this would enable you to improve the efficiency of your workforce.

41 How do other Secondary schools do it? Support team Role of the business manager: The BM role should include a focus on getting the most out of your school s resources is time set aside specifically for this? Business Manager x1 Admin staff x4 F/T + x6 P/T Support staff x2 F/T + x7p/t Cleaning team x 18 Premises Officers x4 Catering Team x10 Deputy Principal x1 Assistant Principal x1 Head of House x6 Press Officer: Principal Managing press coverage is a very important role in a school is someone allocated to this task within the admin staff team? Deputy Quantities of P/T & F/T staff: Is the Principal balance of P/T and F/T staff working for the school? Could some tasks be combined into fewer roles x1 to lower the employment costs? Cleaning team: Cleaning the school is significant expenditure. Have you looked at the cost of your employees or contract to ensure that it is providing value for money to the school. A contract manager could be identified within Assistant the admin staff to manage this. Principal x3 Role of HLTAs within the support staff: HLTAs are a valuable resource which can be used to teach key groups in order to raise standards, to cover staff vacancies, to work with specific groups of students Director with of additional needs. Is Director the school of making the most of their HLTAs? learning learning Behavioral Inclusionsupport: If behavioral Subjects issues are managed by support staff then extra time can be allocated x1 to improve understanding of x9 pupil issues and improve the parent/school Excellent relationship. It also reduces the disruption to classes as it allows the teacher to focus on teacher teaching, x1 rather than dealing with individual issues. TLRs band 1 TLRs band 1 x2 x8 Premises Officers: Has the school investigated the different ways to hire premises officers external contracts, internal hiring, or collaborating with other local schools to assess which is the most cost effective for the school? TLRs band 2 x6 TLRs band 3 Catering team: Has the cost of employing an external catering team been assessed against x1 employing them in house?