Schools Pay & Reward Strategy Review

2016/2018

The Job Family Framework

Staff Consultation

May 2017

Welcome

• Introductions

• Fire alarms, exits and assembly points

• Break

• Three hour briefings session

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Purpose of the Briefing

1. Provide an update on the schools Pay & Reward Review.

2. Approach to formal consultation on the proposed introduction of job families within schools.

3. To explain your role in the consultation process and how you can feedback the views of your school.

4. To provide information on the new Apprenticeship Scheme and explain the support available to your school to achieve the apprenticeship levy targets.

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Outline of the Three-Hour Session

Part 1:

• Update on schools pay and reward review• Approach to consultation and key dates

Part 2: • Introduction to job families• How to create a new role profile• Guide to mapping existing roles• Completing the job family workforce data spreadsheet• Job titles – proposals to streamline• Addressing anomalies• Available support

Part 3: • Apprenticeship Scheme

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Questions

PART ONE

Update on the schools Pay and Reward Review

&Approach to Consultation

Pay & Reward Review Update (1)

Timelines:

Phase 1 – 2017

In February 2017, the People Performance and Development Committee (PPDC) agreed the business case to proceed with the pay & reward review in schools over two academic years in order to:

• Manage the significant funding challenges arising from the transformation agenda.

• Enable the SCC HR Reward Team to gather pay data in order to analyse the impact of any future pay/ policy changes.

Immediate focus is on the consultation of the proposed implementation of Job Families in maintained schools and gathering workforce data.

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Pay & Reward Review Update (2)

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Timelines:

Phase 2 – 2018

• Focus on Pay and Policies

• Having gathered all the relevant data during 2017, we will be in a position to understand the impact on any areas to be addressed

• We will seek a steer from Members to take this forward.

Approach to consultation

• Where the Council is the employer there is an obligation to consult on proposals to implement job families in schools.

• Academies have asked to be kept informed on the approach the council is following in relation to job families and have therefore been invited to attend these briefing sessions.

• However, the decision to implement job families in Academies will rest with their respective schools CEO’s and Governing Bodies.

• We have been meeting and sharing information and ideas with trade unions, during the development of the job families. We will continue working with the unions throughout the consultation process

• Schools trade union representatives have also been invited to attend these sessions.

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Date Consultation activity

15 May 2017 Start of consultation

May to June Briefing sessions

May to June Individual formal staff consultation session Template outcome letters will be provided

June/July Feedback

30 June 2017End of staff consultation period and deadline for submission of completed job family workforce data spreadsheet

July, August and Sept

Analysis

September Outcome of consultation

Oct – Dec Individual Notification – Template letters will be provided

December Instructions communicated to schools to upload data into schools portal

1 January 2018 Launch of job families

Key Dates

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PART TWO

Introduction to job families

Why focus on job families?

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We listened

• Over the past 12 months, we have had discussions with Head Teachers, Bursars and Trade Unions from which the above issues were highlighted relating to job roles.

• In order to start addressing these issues, job families were developed in the summer of 2016 for employees on Surrey Pay who work for, or are based in schools in the same way that they were done for non-schools colleagues.

School based support roles are out of alignment with non -schools

Job capsules do not always reflect current roles

We need to address anomalies with teaching assistant and classroom

supervision roles and grades

Support staff in schools need clear

and improved career pathways

Job Families (1)

• A job family is a way of grouping together different roles which share a similar purpose and characteristics.

• Each job family consists of a number of levels, each level reflecting different skills, abilities, knowledge and experience required for the role.

• Each of the levels within a job family corresponds to a Surrey Pay grade and has a pay range attached to it.

• The job families have been developed in accordance with the Hay Job Evaluation Methodology.

• See the Business Function example in the handout.

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Operational Services

Leadership

Job Families (2)

BusinessFunctions

Social Wellbeing

Public Engagement

Regulation&

Technical

Personal Care

&Support

1 2 3 4 5 6

Children Learning & Educational

Support

Generic job families

Fornon-school’s based staff

Occupational job families

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• Four schools draft job families have been developed in collaboration with a representative group of Head/Deputy Teachers, Bursars, colleagues from Babcock HR.

• Apprenticeship qualifications are also being developed for schools support staff; more information will be provided during Part 2 of the briefing.

Overview of schools job families

Job Family Description Generic functional areas Examples of roles in this family

Business Functions

Roles within this job family provide support to assigned schools staff support functions i.e business, strategy, performance, development, processes and policy.

Higher levels often combine a professional qualification, specialist skills and management experience.

Business SupportFinance HRCommunications

Clerk to Governors, HR OfficerFinance Manager, Bursar, School Business Manager Receptionist Admin AssistantCurriculum AdministratorDatabase Administrator

Regulation & Technical

Roles within this job family provide services of a technical or specialist operational nature, which also include monitoring and enforcement of prescribed regulatory areas.

ICTNetwork Engineering

ICT Technician, Systems Engineer ICT Network Assistant

Operational Services

Roles within this job family require specialist and vocational expertise. They cover a broad range of work in support of school services and often use specialised equipment and techniques.

Some roles provide these services directly, while others enable or manage service delivery.

'Building maintenanceCaretakingCateringCleaningSubject Technicians eg Science, Performing Arts, Food Technology

Premises Manager, CaretakerGardener CleanerCook, Catering ManagerScience TechnicianSchools Patrol Officer

Children Learning & Education Support

Roles within this job family support teaching and learning activities, which are sometimes delivered through specialist 1-1 or group support. Roles play an important part in enabling children learning and supporting their wellbeing, behaviour and personal development.

They are delivered in children learning and education settings (for example in primary, nursery, children centres, pre-school and after school clubs).

The roles work to Core National Standards for supporting teaching and learning and are required to have regard for and comply with safeguarding policy and procedures.

Higher levels often require a professional qualification, specialist skills and/or management experience.

Education Support Extended Schools SupportWrap Around Care SupportFamily Support

Teaching AssistantChildren Centre Outreach Worker Children’s Centre Manager Pre-school Manager HLTAHome School link worker Midday Supervisor.Special Needs Assistant

Children’s Learning & Education Support job family

In developing this new job family:

• We looked at a range of existing Teaching Assistant, High Level Teaching Assistant and other job profiles in this family.

• The current grade boundaries for Teaching Assistant and HLTA roles span from S3 to S7.

• We noted that for some job profiles the accountabilities and person specifications did not reflect the grade level allocated to these roles.

Your role in consultation:

• Test existing job roles particularly TA’s and HLTA’s against the proposed job family as they will only appear at S3,S4 & S6 in the proposed job family.

• Tell us if you believe the current roles in your schools are aligned at the right grade levels in the job family.

• If not, there may be a need to revisit the grade level for some roles.

• Where anomalies are identified i.e. the roles map to a higher or lower levels, provide supplementary information and updated job profiles so that the roles can be re-evaluated independently.

• Further advice/guidance will be provided 16

Benefits of Job Families (1)

When talking to your staff about the job families, you can highlight these benefits for them…

I understand what grade level my role sits within and am confident that this is consistent

with similar roles across other schools.

I know how to identify the skills and capabilities I need to move into another role within my job

family – or within another job family

I know which job family I belong to and why

I am being paid equitably for like work across all the job families and at the right level for the

work I do

I know how I can use apprenticeship qualifications to achieve my career goals

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Benefits of Job Families (2) • Similar roles: Job Families group together roles with similar characteristics –

giving people an idea of the types of functions covered in each family.

• Identify training: Each Job Family has a detailed role summary document, which will give schools the opportunity to develop their own learning and development offers as well as on the job training.

• Support career development: Schools will be able to design roles that form a clear pathway for staff who want to take on higher responsibilities.

• Simplify Job Profiles: Standard role summaries can now used as a blueprint for schools as a starting point to write new job profiles.

• Simplify Job Evaluation: Job profiles written this way can be easily benchmarked – avoiding delays; saving management, trade union and HR time.

• Improve Standards: Role Summaries are also excellent for use in appraisal and development discussions, help identify common standards across functions in terms of behaviours and objectives.

• Protect Equal Pay: Job families are underpinned by Hay job evaluation.

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Job family in practiceUsing the Role Profile Template

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Role Profiles

The Role profiles templates for each of the four job families and guidance will be published on the schools pay and award webpage and accessed via www.surreycc.gov.uk/schoolsreward.

The password to access the job family documents will be provided to maintained schools.

Subject to the outcome of consultation, the aim is for schools to start using the job family role profile templates for creating roles for support staff from

1 January 2018.

Job family toolkit for Academies

Should you wish to adopt the job families for your Academy you may contact the SCC HR Reward team at scchr.rewardteam@surreycc.gov.uk who will be able to provide more information on how the job family toolkit may be accessed.

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Example of Role Profile Template

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Using the New Role Profile Templates

• Choose the appropriate job family for the role then identify the correct level.

• Create a role profile using the template provided; by selecting the correct code the template will automatically populate with generic information from the job family at that grade level.

• There is scope on the role profile to add local context (e.g. purpose of the role, work context, schools type, systems used, line management responsibility, budget responsibility, other specific qualifications or experience required).

• Babcock HR support will be available to ensure that the role is benchmarked to the correct job family/grade level and advise the manager as appropriate.

• If the newly created role does not fit into any of the job families, it may be ‘unique’ – your Babcock HR Consultant can arrange for the role to be evaluated by a job evaluation panel.

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Illustrating a new role profile in practiceToday: There are possibly currently in existence several job descriptions covering the same roles across all the schools.

• The new role profiles will reduce the need to write so many individual job descriptions.

• All three roles will have the same generic information pre-populated from the job family.

• There is also scope to add own local school information to reflect the particular context/school circumstances.

Anne: HR Administrator

S6 Administrators

Darren: Pastoral Administrator Mary: Teacher Training Administrator

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MappingExisting Roles

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A guide to role mapping

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• As part of formal consultation on the proposed introduction of the job families, line managers will be expected to:

– hold individual/group discussions (as appropriate) with staff

– test the job families by mapping existing roles to the most appropriate job family and grade level and provide feedback

– record the outcome together with any comments/feedback on the proposed families.

• Each role should take approximately 30 minutes to map.

• Guidance notes and Q&As will be available on the schools reward webpage.

• For further help with mapping, contact your Babcock HR Consultants or raise queries via the Babcock helpline at EduHRSupport@babcockinternational.com

Determining the job family and grade that the role maps to

Step 1

Choose the appropriate job family using the descriptions in the schools job families description overview.

Step 2

Select the grade that is the best general fit by looking at the following three main parts of the job family descriptors:

• Role Summary• Representative accountabilities

• Essential education, knowledge, skills & abilities, experience and personal characteristics required to undertake the role effectively

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Case study

Role mapping a role to the appropriate

job family and grade

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BREAK

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Completing the job family workforce data

spreadsheet (JFWDS)

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Possible outcomes of mapping

The majority of roles will map to the current grade, however, there will be some that do not.

There are several possible outcomes when you conduct the mapping exercise in your school:

1. Role maps to existing grade

2. Maps to higher grade level than the current grade

3. Maps to a lower grade level than the current grade

4. Role does not map to a job family or grade i.e. it is ‘unique’.

Please discuss any anomalies you identify with your Babcock HR Consultant before returning the completed job family workforce data spreadsheet.

We will cover to the proposed approaches for dealing with anomalies later in the session.

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Example of the job family workforce data spreadsheet

Categories Reasons

Post titles This will enable streamlining of current titles and analysis of any proposed policy changes in the future.

Contractual car user status

This information is not held centrally, it would be helpful to know which support staff and teachers are contractual car users.

On-Call

We would like to know which support staff are regularly called in or contacted by phone to deal with school issues outside of their normal working hours.

These may include staff who are designated ‘key holders’ or caretakers who increasingly may be living off site.

Staff coded against wage type ‘9999’

We would like to know what positions these staff hold, for their roles to be mapped against the appropriate grade family or grade.

If schools wish to maintain the wage type as ‘999’, please provide an explanation for this in the comments column.

Why additional data is being requested

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Job titles – proposals to streamline

Job titles (1)

There is currently:

• Duplication in job titles spanning several grades eg (Office Assistant, Bursar, School Business Manager).

• Which has created a perception of unfairness / inequity in grade and pay.

Job title

Job title

Job title

Job title

Job title

Job title

Job titleJob title

Job title

Job title

Job title

Job title

Job title

Job title Job title

Job title

Job title

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Job titles (2)

Proposal to streamline job titles across grade levels:

For example, instead of using the same Office Assistant job title across several grades, schools could use the following titles at these grades:

• General Office Assistant (S1/2)

• Administrative Assistant level 1 (S3)

• Administrative Assistant level 2 (S4)

• Senior Administrative Assistant (S5).

We will develop other proposals to streamline titles following analysis of all current job titles recorded by schools on the JFWDS.

Job title

S1/2Role Profile

S4Role Profile

Job title

S3Role Profile

Job title

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S5Role Profile

Job title

Addressing anomalies

Addressing anomalies (1)

1. It is proposed that we apply the following key principles of the pay & reward review to achieve fairness, equity and flexibility in dealing with anomalies.

• The work staff are undertaking is evaluated at the correct grade level.

• There is a consistent approach to pay decisions aligned to Surrey’s pay policy.

• A clear rationale for any pay decisions that fall outside the published policy.

2. The Steering Group welcomes your views on any alternative approach you may wish to put forward.

3. The anomalies will be reviewed by an independent moderation panel consisting of HR and TU reps trained in job evaluation, following which appropriate advice on next steps will be given to the school.

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Addressing anomalies (2)

4. Depending on the circumstances, schools may be asked to provide additional information to support any local decisions on pay which fall outside the published Surrey Pay policy e.g. where a market supplement needs to be applied to the grade.

5. Final decisions regarding potential grade changes will be made by the Head Teacher/Pay committee of the governing body.

6. Schools that do not to take the advice of the local authority and choose instead to apply their own local rationale for differences in local pay decisions may need to justify this decision if there is an equal pay claim.

7. Detailed Q&As will be published on the schools reward webpage giving advice on how to address any anomalies and these will be updated on a weekly basis.

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Scenario 1

Scenario 1:

Role maps to a higher grade on the job family than substantive grade or

employee and manager cannot map role to a grade or job family

• Initial mapping decisions will be reviewed by the central moderation panel.

• School may be asked to provide additional information about the

role/explanation for pay differential.

• Each case will be considered on its own merits.

• The moderation panel will provide advice to the school on options.

• Final decisions rest with Head Teacher/Governors pay committee.39

Scenario 2Scenario 2:

Role maps to lower grade on the job family than the substantive grade

• Initial mapping decisions will be reviewed by the central moderation panel.

• School may be asked to provide additional information e.g. an up to date job

profile. All relevant facts will need to be explored.

• In the event that the moderation panel confirms that a role maps to a lower

grade level, there will need to be a full consultation with the affected

employee, including the right to challenge.

• Protection arrangements to be applied in line with the Managing Changing

Staffing Needs policy.

• Further consideration may be given to offering of a market supplement or

special allowance which maintains the salary at the higher level.

• Final decisions to rest with the Head Teacher/Governors pay committee.

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Scenario 3

Scenario 3:

Staff coded against wage type ‘9999’ grades

• Use the correct surrey pay grade for the work the individual is undertaking.

• Map the role against the right job family.

• Have the job/role profile evaluated where the salary being paid for the role is

higher or lower than the grade to which it maps.

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Available Support

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Available Support

Babcock HR help desk mailbox

Staff should speak to their Bursar or Head Teacher in the first instance or raise a confidential query by email to: EduHRSupport@babcockinternational.com

Babcock Education HR Support

Head Teachers/ School Bursars and School Business Managers can seek advice directly from their Babcock HR Consultant.

If you have any questions about the job families frameworks or role mapping please contact Babcock HR in the first instance.

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Available SupportAccessing documents:

The following documents will be available from the schools reward webpage at www.surreycc.gov.uk/schoolsreward:

1. Approach to Consultation

2. Guidance on mapping existing roles to the proposed job families

3. Supporting staff during consultation on job families - managers’ guidance

4. Questions & Answers (this document will be updated on a regular basis)

5. Template of the Job family workforce data spreadsheet (JFWDS) with guidance on how to complete.

The job family toolkit: Maintained schools only

1. The proposed four job families

2. Schools Job Families Description Overview

3. Job Family role profile templates and guidance

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END of

Job Families Part 1&2

PART THREE

Apprenticeship Scheme

Apprenticeship ReformsSchools Briefing

May 2017

Content

1. Background

2. Policy Changes

3. Parameters of the apprenticeship levy

4. How can your school utilise the apprenticeship levy

5. Next Steps

Background

What is an apprenticeship?

An apprenticeship is a genuine job with an accompanying skills development programme.

Programmes that provide technical knowledge, practical experience and wider skills they need for their immediate job and future career.

Apprenticeships can take form in two ways

1. New Recruits

• Employed on apprentice contract for the duration of their programme

• Aged 16 or over

2. Existing Employees – ‘Sponsored Qualifications’

• Must be relevant to the role they are in

• Remain in current role and pay

• Length of contract must cover the duration of the apprenticeship

Why have apprenticeships changed?

A 2012 review of apprenticeships was undertaken to identify whether apprenticeships delivered the training, qualifications and skills that employers and learners needed.

The resulting report highlighted that a significant number of employers felt current Apprenticeship Frameworks were not fit for industry needs

As a result, the Government formed a strategy to redefine apprenticeships to meet these changing needs.

Policy Changes

General National Apprenticeship Changes

• Employers to be given control over funding for apprenticeship training

• Apprenticeships available for graduates

• Access to apprenticeships open to current employees

• Removal of upper age limit

Central Government want to improve the recognition, quality and quantity of apprenticeships across England so the following changes have now been introduced:

Apprenticeship Levy

• A Levy will be payable by Surrey County Council at 0.5% of total paybill

• Paid via Pay As You Earn (PAYE) alongside Income Tax and National Insurance

• Government will provide a 10% top up to the funding we pay into the levy

• Funding will be paid directly into a digital account which will then be used solely for apprenticeship training

• SCC’s approximate levy spend will be in excess of £2million

• Maintained School’s levy costs will be debited to their budget monthly

• Funds available from May 2017

Public Sector Target

• Central Government have already committed to 3 million apprenticeships by 2020

• All public sector bodies (including maintained schools) with a headcount of 250 or more need to employ 2.3% of their workforce as apprentices each year

• There is an annual duty to report on progress towards achieving the target

New Apprenticeship Standards

• Designed by employers

• Offers more flexibility in delivery

• Must be accompanied by an end-point assessment

• Learners must spend 20% of their time off-the-job training

What does this mean for SCC Maintained Schools?

LEVYSurrey Schools-based

Staff

Annual Levy Expenditure £875,000

Estimated Monthly Digital

Account Credit£72,916.67

• Apprenticeship qualifications – the core training and development offer for existing staff

• A responsibility to integrate apprenticeships when recruiting

• Annual target averaged across 4 years

TARGETSurrey Schools-based

Staff

Staff Numbers

(as at 01/05/17)11,000

2017/18 Target 253

Parameters of the apprenticeship levy

What can the levy funds be used for?

Digital funds and government funding can be used for:

Digital funds and government funding can not be used for

• apprenticeship training and assessment

• against an approved framework or standard

• with an approved training provider and assessment organisation

• up to the funding band*maximum for that apprenticeship

• wages/salary/backfill

• travel and subsistence costs

• managerial costs

• traineeships

• work placement programmes

• the costs of setting up an apprenticeship programme

Funding BandsNumber Band limit

1 £1,500

2 £2,000

3 £2,500

4 £3,000

5 £3,500

6 £4,000

7 £5,000

8 £6,000

9 £9,000

10 £12,000

11 £15,000

12 £18,000

13 £21,000

14 £24,000

15 £27,000

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Apprenticeship Options for Schools

Sector Apprenticeship Title Level

Business and Administration

Business Administration 2

Business Administration 3

Business & Professional Administration 4

Customer Service Practitioner 2

Customer Service 3

Team Leading 2

Team Leader/Supervisor 3

Operational/Department Manager 5

Chartered Manager Degree 6

Associate Project Manager 4

Human Resource Management 5

Recruitment 2

Recruitment 3

Event Assistant 3

Apprenticeship Options for Schools

Childcare & Education

Supporting Teaching & Learning in Schools 2

Supporting Teaching & Learning in Schools 3

Supporting Teaching & Learning in PE 3

Learning & Development 3

Health & Science Laboratory Technician 3

IT & Digital

Data Analyst 4

Digital Marketer 3

Social Media & Digital Marketing 4

Infrastructure Technician 3

Network Engineer 4

Digital and Technology Solutions Professional 6

Sector Apprenticeship Title Level

Apprenticeship Options for Schools

Legal, Finance & Accounting

Accounting 2

Assistant Accountant 3

Professional Accountant 4

Facilities & Catering

Property Maintenance Operative 2

Facilities Management Supervisor 3

Facilities Management 4

Facilities Management 5

Cleaning & Environmental Services 2

Cleaning & Environmental Services 3

Commis Chef 2

Senior Chef - Production Cooking 3

Sector Apprenticeship Title Level

• Education Learning Mentor • Learning & Development Consultant • Learning & Development Practitioner • Business Administrator • Customer Service Specialist • Senior Leader • HR Advisor • HR Consultant / Partner • HR Support • Project Manager Degree

• Policy Officer • Recruitment Resourcer• IT Support • Digital Business Administrator • Digital Business Specialist • IT Solution Technician • Digital and Technology Solution Specialist • Business Analyst • Facilities Manager • Cleaning & Support Services Operative • Senior / Head of Facilities Management

School Business Director

School Business Manager

TeacherTeaching Assistant

Academic Professional

Early Years Educator

Apprenticeship Standards in Development

How can your school utilise the apprenticeship levy?

1. Identify opportunities

New Recruits

• Creating additional apprenticeship posts or filling existing vacant posts.

• Reviewing upcoming vacancies and considering replacing or supporting them with an apprenticeship or apprenticeship qualification.

Training & Development for Existing Staff

• Substituting training in your service with apprenticeship qualifications.

• Supporting or creating trainee schemes with apprenticeship qualifications.

• Promoting apprenticeship qualifications as a viable career development option through 1-1's and appraisals.

2. Choose your training provider

• Training Providers are being sourced via mini-tenders lead by Learning & Development Team

• We will commission for all of the apprenticeship qualifications required for corporate and schools

• We will award multiple training providers per apprenticeship qualifications; to ensure we have a mix of delivery methods that cater to the varying needs of our services

• Schools will have the ability to review the offers from the approved training providers and choose the one that is best suited to them.

• Details of the training providers will be made available within the brochure being published in June

3. Access funds

1. Apprenticeship Coordinator* to make application to withdraw funding from the levy

2. The Schools Apprenticeship Team** will confirm funding is available

3. The Schools Apprenticeship Team will make arrangements with your chosen training provider who will then be in contact with the school to commence the apprenticeship(s)

4. Payments to training provider will then be managed by the Schools Apprenticeship Team once the apprenticeship has commenced

5. Apprenticeship Coordinator to then liaise directly with provider/assessor on training arrangements and learner progress

Next Steps

In development

Online platform offering:

• Application function for funding • Details of training providers and their delivery • Advice & guidance on apprenticeships

Apprenticeship Brochure:

• Detailing apprenticeships available • Information on training providers• Further details on the application process• Key contacts • Advice & Guidance

What’s Next?

MAY

• First apprenticeships starts nationally using the levy

• Engagement with maintained schools to get forecasted apprenticeship starts and named contacts

• Mini-tender process for apprenticeship training providers

JUNE

• Apprenticeship Training Providers awarded contracts

• Brochure published and share with maintained schools that will detail the process for application and training providers to choose from

JULY - AUGUST

Ongoing engagement and support with maintained schools to confirm

apprenticeship starts

SEPTEMBER

First apprenticeship starts using the levy for maintained schools

Actions

• Confirm your apprenticeship coordinator and forecasted apprenticeship start figures

• Review your current vacancies – can the role be an apprentice or have an apprenticeship qualification attached?

• Consider using apprenticeship qualifications as a development opportunity for staff

• Discuss your requirements with the Career Development Team

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Where to go for help

2. Schools/SCC Career Development TeamJoy Hurman & Lien CrossCareer.development@surreycc.gov.uk

1. Government Website• Apprenticeship Reform Guide for Schools• List of Apprenticeship Standards• List of live Apprenticeship Frameworks• Apprenticeship Funding Policy

3. Public WebsiteInformation and updates on the apprenticeship reforms for Surrey Maintained Schools: https://www.surreycc.gov.uk/jobs/stepupsurrey/apprenticeship-reforms-schools-guidance