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  1. 1. Survey dated December 2007 School Workforce Survey The TDA provides a grant to the LA to support the recruitment, retention and professional development of the school workforce. The School Workforce Development Team based at Hertfordshire Development Centre seeks to give a good service to schools in these areas working closely with the HR Advisory Team and other advisers within School Standards and Effectiveness. In order to ensure that our services meet the needs of schools and to review the effectiveness of our work we requested that all schools completed this survey. The survey was published on the grid and promoted via the schools’ bulletin at the end of December 2007 and beginning of January 2008 to encourage response. It was designed to take only a short time (10 minutes) and did not require reference to any other information but to collect approximations and feelings about a range of workforce issues. There was the opportunity to add text in some areas, so these comments have been added to the report. At the end, the survey requested feedback as to how the services of the school workforce development team are perceived in a number of key areas, and this is presented in bar graph form after each section. For some schools, this will not be applicable as they do not buy in to the service – eg, library, Well-Being programme, Teachinherts Supply Service run by E-teach. As this is the first survey, we do not have any data to compare this with, but if this becomes an annual survey, we are creating the benchmark here. In the narrative, we have rounded percentages to the nearest whole number. Thank you to all school representatives who completed the survey. 118 schools answered the survey. From 535 schools in Hertfordshire, this represents a 22% response rate and the phases were represented fairly proportionately: Phase No % of total no in phase Primary (including nursery) 92 22% Secondary (including 3 middle) 16 20% Special 4 16% (Not specified) 6 Total Responses 118 22% Support Staff With support staff now comprising approximately 50% of the workforce in Hertfordshire schools, the types of staff employed and variety of roles were considered. Learning Support Staff: The majority of schools (98%) reported employing TAs, 55% employ nursery nurses and 35% HLTAs. 21 schools (18%) reported having cover supervisors and of these over half employed more than one. 8 schools (7%) have a learning mentor. Page 1 of 14 Alison Parkes School Workforce Development Team
  2. 2. Survey dated December 2007 Pupil Support As expected, the majority employ mid-day supervisors (and this was flagged up as a problem area for recruitment later in the survey) 8% did not answer this category, 8% employ learning/behaviour mentors and small numbers have a nurse, careers advisor and play workers. Administrative Support There is a wide range of admininstrative support roles in schools – 86% of responding schools have a secretary/PA, 25% have a bursar, 30% have finance officers or assistants, 26% have a Business or Office Manager and 73% have administrative assistants. Percentages quoted here are proportions of the total response of 330. See narrative for percentages per school Specialist and technical staff 21% of responding schools did not answer this question. The role that most responding schools employ is ICT Technician at 58%. 20% employ a librarian, 19% a network manager, 15% have science technicians and the same percentage have CDT or food technicians, with 14% having sports coaches. Percentages quoted here are proportions of the total response of 330. See narrative for percentages per school Page 2 of 14 Alison Parkes School Workforce Development Team
  3. 3. Survey dated December 2007 Site Staff 90% of schools have a premises manager or caretaker, and 70% employ cleaning staff. PERFORMANCE MANAGEMENT AND CPD FOR SUPPORT STAFF Performance Management for Support Staff 46% of responding schools carry out PM for ALL support staff, 47% for SOME and only 5% for NONE. It is heartening to learn that more schools are undertaking Performance Management for their Support Staff than not. This could be due to the fact that it is now mandatory for schools to have PM for their Teachers in place and may be more familiar with the process enabling them to accommodate all school workforce. Performance Management resources and guidelines are available on the grid for schools to adapt and use for their own school’s requirements. Comments: “I lead a nursery school, day-care and children's centre lead agency. We have staff from a variety of training backgrounds and experiences to form a multi-disciplinary team. I apply the PM procedures across the Centre, but need to train up senior leaders to carry out PMD themselves. We have 40 staff and many are accessing a variety of training courses. Please don't forget these new Centres when you look at the PMD strategy / CCs.” CPD for support staff Support staff have accessed a range of training in the last 12 months including: NVQs 28 HLTA 20 TA Induction course 17 STA/Foundation degree 13 Level 2 qualifications in Literacy and Numeracy 5 Support Work in Schools Level (SWiS) 1 Other 9 Page 3 of 14 Alison Parkes School Workforce Development Team
  4. 4. Survey dated December 2007 Schools were only given the opportunity to select one type of training here, so the pie chart shows the training that is predominant in the responding schools Page 4 of 14 Alison Parkes School Workforce Development Team
  5. 5. Survey dated December 2007 Teaching Assistants Q: In which of the following areas do you feel TAs in your school are having the greatest impact on pupils? There were 3 main areas that Teaching Assistants were felt to have the greatest impact. The most significant areas were Special Educational Needs (30%), Improving Standards (28%) with Emotional Wellbeing (22%) being close behind. There was also an impact on behavioural management and ICT. Comments: “More training needed for TAs in ELS, ALS, Springboard. Newer TAs did not have the training which was available when it was first introduced. TAs could be given training on Professionalism and what is expected. They tend to clock watch and their newly elevated positions give them a sense of power but not professional responsibility. They can be the most difficult section of staff.” “All our TAs are given the opportunity to work with a whole class to cover teacher's PPA time. They have internal and external training to facilitate this. The class teacher plans the sessions (normally half a day) and it is delivered by the TA who is always supported by a second TA in the classroom. The 'lead' TA is paid on the unqualified teacher scale for this aspect of their job. Obviously not all TAs wish to do this, this type of cover is only used up until the end of Year 3 or for emergency situations.” HLTAs Of those schools that were employing HLTAs, they were asked what proportion of their time was spent working with Individuals, small groups and whole classes without a teacher present. As only a small percentage of those schools responding employ HLTAs, the results are largely unanswered (green bar), but you can see from the attached graphs, that HLTAs are being utilised for individual work, small group and whole class responsibility (without a teacher present. HLTAs working with: Individuals small groups whole classes Page 5 of 14 Alison Parkes School Workforce Development Team
  6. 6. Survey dated December 2007 They were also asked what impact the achievement of HLTA status has had on the individuals concerned and on the school as a whole. Impact on the HLTA Impact on the School The impact on the individual is encouraging, perhaps due to increased knowledge and understanding leading to a more confident and reflective practitioner. The impact on the school is less so, but this may be down to whether the school is using the HLTA effectively. They may still be working as a TA in the same role as before gaining the status - the percentages of HLTAs working with individuals, small groups and whole classes would suggest this. How well supported are you by the SWD Team for CPD for Support Staff? (including TAs and NVQ programme) 56% responded that they were supported very well or well, 29% Ok and 5% poorly Page 6 of 14 Alison Parkes School Workforce Development Team
  7. 7. Survey dated December 2007 Performance Management, Professional Standards and CPD for Teachers How well supported are by the SWD Team for Performance Management? 43% responded very well or well, 36% OK and 5% poorly. The survey invited response about the ways in which schools’ Continuing Professional Development policies and procedures consider the following: • 69% responded that their CPD policies and procedures consider: “What constitutes effective CPD” • 65% felt that their policies addressed: “School self-evaluation of CPD and its impact on pupils’ learning • 93% of schools responded that their Governors have ratified a Performance Management Policy and Classroom Observation protocol. • 96% of schools responded that their teachers’ planning statements met the requirement of the 2006 regulations. • 86% of schools held planning meetings for every teacher by 31st October 2007, but 9% did not. • 80% of schools are making use of the Professional Standards to guide and inform teacher’s professional development and career choices, 14% responded that they were not. • Less than a quarter of CPD leaders participate in a local network/cluster. • 39% of schools would welcome further advice or support from the SWD team on teachers’ Performance Management, Professional Standards or CPD, but 58% responded that they did not need further information or support. Page 7 of 14 Alison Parkes School Workforce Development Team
  8. 8. Survey dated December 2007 Comments: “We are a very small rural village school - I would like more advice on Performance Management and part time staff/supply staff - how much realistically is expected.” “Achieving the balance between individual needs and school needs”. “Teachers applying for threshold” “Evaluation of CPD and how to measure its impact” “New CPD policy would be useful” “The day training session was very helpful last year. I would be interested in a session to share good practice focussing on the use of the Professional Standards” “I think the LA is doing enough in this area.” “I would be interested to hear what you can offer in the form of 'clinics' for queries and individual teacher support.” How well supported are you by the SWD Team for CPD for Teaching Staff? 61% of responding schools felt that they were supported very well or well, 21% Ok and 3% poorly. Leadership Strategy The awareness of schools to the potential demographic problem for leadership recruitment which is facing schools nationwide in the next few years is apparent. 47% of the schools that responded have succession planning and/or developing leaders on their current or next school plan. 14 schools reported that they have interesting or innovative leadership initiatives to share via an advisory visit or telephone call – we will be publishing some of these as case studies of good practice on the leadership section of the grid in due course. Leadership amongst support staff • 29% of responding schools reported that they have a TA with management responsibility for other TAs, but less than 50% of them had received training for this responsibility. • 24% of schools have a member of their support staff on their Senior Leadership or Management Team. Page 8 of 14 Alison Parkes School Workforce Development Team
  9. 9. Survey dated December 2007 Leadership development programmes Staff have participated in the following leadership programmes in the past year. Name of Programme Number Leading from the Middle (ELC) 20 Leadership Pathways (EMLC) 18 Head for the Future (NCSL) – replaces LPSH 10 NPQH (NCSL) 10 HertsCam – teacher led learning 4 Comments: “Leading from the middle can only currently be accessed by pairs of teachers from a school. This is really difficult to achieve in a one-form entry school and so holds back the ability for teachers to progress if others aren't ready at the same time.” NQT INDUCTION PROGRAMME How well served are you by the SWD Team for NQT Induction? Page 9 of 14 Alison Parkes School Workforce Development Team
  10. 10. Survey dated December 2007 Recruitment and Retention Schools responded that in their opinion, recruitment in the past year has been: Better 20% About the same 60% Worse 18% Areas of concern: Schools were asked about particular categories or subjects that are causing concern for recruitment and retention. The main recurring job titles or subject areas were: Leadership: Primary: Deputy Heads Middle: subject leaders and KS3 specialists Comments: “Headship. We only had a few applicants; none were appointed so the head stayed on with new working conditions” “Schools that are good at developing their staff are losing them to leadership posts in other schools” “Very hard to recruit a new DHT. Advertised twice, about to do so again. Quality is poor - response low.” Teaching: Secondary: Maths, English, ICT, Science, Music, D&T, MFL Comment: “Maths and Science have been difficult to attract the calibre required in the past” “Maths, Sciences, English, ICT, in fact most areas. Very few applicants, including senior management posts. The situation is getting worse and we are spending more and more valuable time and resources on advertising.” Primary: Part-time teachers, experienced upper KS2, maternity cover Comment: Difficult to recruit “experienced teachers for upper KS2to fill temporary posts.” “The quality of candidate applications is getting worse, with applicants writing blanket applications to individual schools without having visited.” “Quality of staff on offer at Primary level, exacerbated by the fact that down the road they can get London weighting” Support Staff: Mid-day supervisors (many reported difficulties in recruiting and retaining) Nursery nurses Finance staff Special school residential staff Comments: Recurring comment is that with extended hours, it is difficult to recruit support staff to work beyond 3pm as they are picking up children from other schools. “Mid-day supervisors are very difficult to recruit, probably due to the hours of work falling in the middle of the day.” “The 6.5 hour nursery nurse contract is no longer relevant for Centres like ours. We need staff to work between 8am and 6pm and a 6.5 hour shift is not helpful. This has implications on budget, recruitment and retention. The private company that runs the daycare as an integral part to our Centre / Nursery school can not afford to keep staff on the same terms and conditions as the HCC Page 10 of 14 Alison Parkes School Workforce Development Team
  11. 11. Survey dated December 2007 nursery staff so even though the staff have the same staff room and roles, they have different contracts. This obviously impacts staff well being.” “Caretakers!!!!! No applicants through Teachinherts. Had to advertise in local press -very expensive!” Q: How well served are you by the SWD Team for Recruitment and Retention? 26% reported being served well or very well, 40% OK and 9% poorly. The team needs to consider how well it promotes the services and achievements of the Recruitment and Retention team. The website scored highly in terms of service and this is an integral part of the work of the team, particularly in terms of its promotion to student teachers at university recruitment fairs, GTP candidates from Teaching Taster Courses and the workforce in general via the events that the team runs such as the Teachinherts Live event and support staff open days to raise awareness of the variety of roles in schools today. online recruitment website Use of the website to advertise vacancies 96% of responding schools are advertising Teaching vacancies 70% for Leadership posts 85% for Support Staff vacancies. Schools’ recruitment advertising costs. 42% of schools reported that their advertising costs have decreased in real terms, as result of the use of the website, 47% reported that they have remained the same and 8% reported an increase. 50% of schools responding search for candidates on the online database on the website 57% have appointed from the website in the last 12 months How well served are you by the website? 65% reported being served very well or well, 23% OK and 3% poorly Page 11 of 14 Alison Parkes School Workforce Development Team
  12. 12. Survey dated December 2007 Supply Teachers 47% of respondent schools are employing fewer supply teachers than in previous years and 77% expect this number to say the same next year, with 6% expecting it to rise and 14% think that it will decrease in 2008-9. How well supported are you by the Teachinherts supply service (run by Eteach)? 26% of responding schools felt that they were supported very well or well, 30% OK and 6% poorly. However 40% either did not reply or felt it was not applicable so presumably are not using the service. Comments: “Applications from supply teachers who have not attended any recent training on curriculum. Agencies should be under an obligation to make sure that supply teachers maintain training either via LEA or through a school” Page 12 of 14 Alison Parkes School Workforce Development Team
  13. 13. Survey dated December 2007 Well-Being Schools were asked to respond as to the action that is being taken or planned to meet the HSE legal requirements to carry out a suitable risk assessment for work related stress. Name of Programme Yes No Intend To Number % Number % Number % Hertfordshire Well-Being Programme 27 22.88 64 54.24 22 18.64 HSE Stress Management 9 97.63 72 61.02 26 22.03 questionnaire Schools also responded to show other ways that the school demonstrates its statutory duty of care for staff: Name of Programme Yes No Intend To Number % Number % Number % Investors in People 44 37.29 45 38.14 7 5.83 Healthy Schools programme 89 75.42 10 8.47 12 10.17 Carewell (subscription to the HCC 11 9.32 75 63.56 2 1.69 counselling scheme) Comments: “Risk assessment is being considered. Would like more advice and information on how LA and DCSF intend to manage the stress they impose on teachers and other school staff.” “Writing a Stress Policy” “Counsellor in to support staff. Identifying areas of need.” “Being discussed by Heath and Safety Committee to work on developing a policy.” “Have completed first part of course (Well-Being), but it is too expensive! We are working on things ourselves eg. we have staff yoga.” “Stress levels of staff are monitored throughout the year. we employ various strategies to reduce stress. Recent teacher union directives have been unhelpful in managing the increasing demands on staff. No one appears to be taking the welfare, stress levels or workload issues of Headteachers seriously, least of all the Headteacher unions.” How well served are you by the SWD Team for Well-Being? 16% responded very well or well, 17% OK and 6% poorly, but for more than 54% this was not applicable as they were not using the Well-Being programme. Page 13 of 14 Alison Parkes School Workforce Development Team
  14. 14. Survey dated December 2007 HUMAN RESOURCES Has your school implemented any of the following changes to how your staff is managed? Yes More information required Number %age Number %age Extended working days? 9 7.09% 16 12.60% Teaching outside term 6 4.88% 14 11.38% time? Remote working? 17 13.60% 16 12.80% Annualised hours 3 2.40% 18 14.40% contracts? Contracts that can be 21 16.28% 26 20.16% varied? Has your school implemented (or published a plan to implement) its revised staffing structure by December 2008? Yes 61 51.69% No 51 43.22% Comment: (recurring) “Revised Staffing Structure Dec 2008. Have I missed something here, what do we have to do and why?” LIBRARY/RESOURCES How well served are you by the SWD Team for Library/Resources? 36% of responding schools felt that they were very well or well served by the library, 22% OK and 6% poorly. However 31% do not subscribe to the service. Comment: “We would love to buy into the Herts Library Resources, but it is just too expensive for a very small school. About 2 years age the Library services asked what help I would need, I stated that the cost was too high, but have nothing since.” (It may be that this school is referring to the Schools Library Service) Page 14 of 14 Alison Parkes School Workforce Development Team