EDUCATION INSIGHTS newsletter

epm.co.uk 01480 431 993 2020 EDUCATION INSIGHTS OCTOBER EDITION 1

INTRODUCTION Introduction Welcome to the first edition of Education Insights, our monthly magazine, brought to you by EPM and Avec Partnership, in collaboration with Southalls and Medigold. Each month Education Insights In this issue, we discuss how to will ensure that you are ready conduct effective performance for the month ahead and will appraisals in your School, whilst look at key topical issues that taking into account the last few Schools, Academies and Trusts months and its impact upon are facing in relation to HR, performance targets, bust your Wellbeing, Safer Recruitment, safer recruitment myths, discuss Governance, Payroll & Pensions, the wearing of face coverings Finance and Health & Safety, in education and how to govern whilst providing you with in unprecedented times, plus monthly special offers on much more. selected services. In partnership with: 2

MEET THE CONTRIBUTORS Reminder The school workforce census takes place each autumn and requires Schools to complete statutory censuses by law. The census date this year is 5 November 2020, with the deadline for submitting your data being 4 December 2020. Reports will be available to EPM customers as soon as possible after census day and no later than 10 working days before the submission deadline. 3

MEET THE CONTRIBUTORS Meet the Contributors Rachel Kershaw, Senior Governance led the conversion process in one stand-alone academy, six Multi- and Academies Partner, Avec Academy Trusts and six academies joining already established Multi-Academy Trusts. Carole is a positive, supportive, enthusiastic Rachel has extensive and diverse knowledge of a wide individual who prides herself in her strong, effective communication range of educational issues with over 20 years’ experience skills. She is very much a ‘people person’ and schools warm to her working in the public sector. In her previous role, Rachel honest, knowledgeable and grounded approach. worked for the Department for Education developing policy, as well as supporting and advising Local Authorities on a Caroline Lee, Senior Health & Safety range of school place planning and education development issues. Consultant/School Lead, Southalls Over the past 13 years Rachel has risen to Head of Service within As an Environmental Health Officer, Caroline started a North East local authority, having lead responsibility for an extensive off her career within a local authority specialising in range of services including Admissions, Transport, Special Educational safety and food hygiene enforcement. Moving to the Needs, School Place Planning, Capital Asset Management, School independent sector, she spent 10 years as a Food Safety Forum, Children’s Safeguarding, Exclusions and in-depth involvement Manager within the school and industry sectors, training colleagues in all general school and pupil support queries. Over the last five on good hygiene, running campaigns to promote a positive safety years Rachel has led the conversion process for over 25 schools, culture in the workplace, influencing board decisions, and helping to supported the development of Multi-Academy Trusts and been provide healthy and nutritious meal service to customers. As a Safety part of the project board for the establishment of a free school. Consultant, Caroline uses her private and public sector experience to help businesses and schools to find achievable and realistic solutions With her comprehensive knowledge of the education system, Rachel to safety concerns. is committed to supporting school leaders to achieve the very best for their establishments. Rachel has developed excellent negotiation Marie Poyner, HR Manager, EPM skills, is a confident keynote speaker or presenter, is diligent, proactive and efficient in all areas of her work. She has excellent Marie is one of our HR Managers and has worked in interpersonal skills, is friendly and approachable, and always willing education for nearly 20 years. She took part in an HR to offer support and advice based on her depth of experience. graduate scheme in local government in 2001 and spent the next 15 years working in HR for two large Local Paula Coxon, Senior Finance Partner, Avec Authorities, with the majority of her focus being on schools. During this time Marie obtained employee relations experience and Paula is one of two Senior Partners leading the Avec specialised in Academy transfers before joining EPM in 2015. finance service. Marie joined EPM in 2015 and has continued to focus upon Paula is a qualified CIPFA accountant with wide ranging employee relations and offer sound and pragmatic advice to the financial and project management experience established education sector. She works with a range of customers, including during a 25-year local authority career and over 8 years at large Multi-Academy Trusts and LA schools. Since joining EPM, Avec. Paula’s background is in public service internal audit where she Marie has specialised in job evaluation and harmonisation projects rose to the position of audit manager and where she led audits with and contributes to our education briefings, advice notes and other a common sense and proportional approach to risk management. informative documents that we produce for the education sector. Paula has an excellent understanding of financial procedures, value for money and control and governance requirements in academies Elaine Hammond, HR Assistant Director, EPM and schools. A Member of the Chartered Institute of Personnel and Paula has provided project management support on over 20 Development, Elaine joined EPM in 2014. She has worked successful academy conversions, supporting schools through in HR for the last 20 years with a focus on supporting and the conversion process and leading on the procurement of new advising those employed in the education sector. Prior services and establishment of new procedures. Paula has worked to EPM, Elaine worked for a Local Authority and Local with a large number of open academies in a variety of support Government Shared Services (LGSS) as an HR Business Partner, where roles. Paula has provided practical advice and guidance on internal she led a business focused HR Team. Elaine has extensive experience control issues, management of procurement projects, option in supporting and advising on complex casework and large-scale appraisal analysis, risk management and fraud investigations. change programmes with target savings in excess of £1 million. On a day-to-day basis, she provides strategic HR solutions to Trusts, Carole Barclay, Senior Finance Partner, Avec Principals and other school leaders. Elaine is particularly skilled in employee relations and consulting on complex matters with trade Carole is one of two senior partners who lead the Avec union representatives. Finance Team. As a qualified accounting technician, Carole spent twenty-one years working in various financial roles with Durham County Council which included seven years as an LA education auditor, regularly leading school financial systems audits. Carole has arranged the procurement of key services for seven academies, provided financial support for seven converter academy trusts and one free school and has successfully 4

MEET THE CONTRIBUTORS Tracy Metcalfe, H&S Senior Partner, Avec Jane oversees all aspects of operational HR within our schools and academies as well as being the HR lead for two growing Tracy is an experienced, enthusiastic and highly motivated Multi-Academy Trusts. Jane has provided support in setting up Health, Safety & Fire professional who is qualified through a free school, subsidiary companies. She has successfully led the NEBOSH level 6 Diploma in health and safety along HR support before, during and after a particularly complex with the NEBOSH Fire Certificate. sponsorship of an open academy trust. Tracy is currently working towards her Chartered status Jane is particularly skilled in finding workable and timely solutions and has over 11 years of demonstrable experience within the public to the most contentious of employment issues and is not risk averse. sector and local authorities. Tracy has a proven record in practicing Her areas of specialism are employment law and employee relations. Occupational Health, Safety and Fire Management and helps She has led on major staffing restructures, complex casework, policy ensure that the highest possible standards are met, using a solution- development and negotiation and consultation with Trade Unions at based approach to all health and safety issues, including facilities both local and regional levels. management, educational visits and curriculum activities. Beth Alberga, Safer Recruitment Manager, EPM Tracy specialises in supporting schools and academies, providing an approach and service bespoke to their individual specific needs. By Beth’s background in safeguarding and safer recruitment carrying out an initial health and safety gap analysis, Tracy will then spans over 10 years. Her education experience includes prepare a bespoke action plan and where necessary can provide a work as a qualified trainer, having completed the Safer full stand-alone health and safety management system, which fulfils Recruitment Consortium training as well as her years all legislative requirements. of service with EPM. With safer recruitment as one of her passions, Beth is part of the South East England Safeguarding Pamela Mee, Senior HR Partner, Avec Network Group which meets quarterly in an effort to keep safeguarding high on everybody’s agenda. She is also part of Pam has a BA honours degree in Human Resource both regional groups and national forums that share practice Management and Fellow within the Chartered Institute and develop policy as part of a DfE working group, formed during of Personnel and Development. Pam has worked in consultation for the KCSIE 2016, 2018 and 2019 documents. Human Resources for 23 years in both public and private sector. Starting her career in a London hospital Ashleigh Van Waterschoot, HR Manager, EPM she has gradually built up a wealth of knowledge and experience across a number of disciplines within the Human Resources field. Ashleigh is one our HR Managers and has been working at EPM since 2018. She has prior experience of working Pam commenced work with Avec in May 2012 and since then in HR for a large Local Authority where she supported has worked on a large number of academy conversions including schools and gained employee relations experience. the formation of a number of Multi-Academy Trusts. During the Ashleigh works with a variety of customers from conversion process, she supported the leadership team in all Maintained Primary Schools to large Multi-Academy Trusts. She elements of the TUPE process including due diligence and staff has experience supporting School and Trust leaders with a range consultation to ensure a smooth transition. of complex casework including disciplinary, capability, grievance, redundancy and whole school restructures, academy conversions Pam is experienced in advising complex Multi-Academy Trusts, and and TUPE. has forged excellent working relationships with senior management teams to ensure that the human resources agenda meets the needs Sally Stainton-Roberts, HR Manager, EPM of individual Schools and Trusts. Sally is one of our HR Managers and has a wealth In the last year Pam has managed a number of complex employee of Human Resources experience spanning 36 years, relation cases which have resulted in successful outcomes as well in which time she has worked for a number of large as undertaking a number of restructuring processes ensuring that organisations including the Fire and Rescue Service the new structures were fit for purpose for the forthcoming academic and a Local Authority. Sally went on to join a national year. Her flexible and approachable nature ensures that her Disability Charity for a further 12 years, specifically focusing on academies are receiving the optimum Human Resource support, Children’s and Adult Services, providing HR support and advice tailored specifically for the needs of each individual academy. to the residential schools and care homes. Sally joined EPM in 2014 and has a particular focus on Equality and Diversity, Jane Warburton, Senior Schools and Health and Wellbeing, as well as providing professional HR and Academies HR Partner, Avec support to the education sector. Since joining EPM, Sally has specialised in complex cases with schools, delivered various Jane is one of the Senior Partners at Avec with specific training sessions, and contributes to our education briefings, responsibility for HR and leads a team of nine highly advice notes and other informative documents that we produce experienced HR professionals. for the education sector. Jane is a fully qualified member of the Chartered Institute of Personnel and Development (MCIPD) and with over 20 years’ experience, 15 of which have been in Education HR, has developed a wealth of knowledge in both strategic and operational HR. 5

CONTENTS 10-14 HR 15-16 Wellbeing 17-18 Safer Recruitment 19 Payroll 20-21 Finance 22 Governance 23-25 Health & Safety 6

Did you miss our live Q&A session? We hosted our first live Q&A session on 23 September and were inundated with interesting and topical questions concerning the education sector right now. Thank you to everybody who attended and for all of your great questions – we hope that you found it useful. If you missed the event, you can catch-up with our recording of the session here. And, as always, please get in contact should you have any more questions or need further support. 7

Key Dates for this Month • Land and buildings collection tool online form available • Academies must publicly consult by 31 January 2021 on proposed changes to admission arrangements for entry in September 2022, or if they have not consulted in the past 7 years • ESFA publishes guidance and workbook for the 2019-20 academies accounts return • DfE issues guidance on the Condition Improvement Fund (CIF) 2021-22 • ESFA publishes the 16 to 19 revenue funding allocation data for 2020 to 2021 payment • Second quarterly pupil premium payment for the 2020-21 financial year • Autumn census date (1 October) • World Teacher’s Day (5 October) • World Mental Health Day (10 October) • STPCD is scheduled to come into effect, with all provision being backdated to 1 September 2020 (W/C 12 October) • Audited financial statements submitted from 15 October • World Food Day (16 October) • World Statistics Day (20 October) • Autumn census return date (28 October) • Deadline for teacher resignations effective at the end of the autumn term (31 October) • Autumn half term (26 – 30 October) • School Teachers Pay & Conditions Document deadline for all teachers to have received a salary assessment form by 31 October 8

Take Advantage of our Managing Performance Support From time to time you will need to deal with issues relating to employee performance and this may be even more prevalent recently due to the impact of the Coronavirus. With normal processes having been put on hold, such as appraisals and capability procedures, you could find yourself needing additional support in these areas. As part of our service, we can undertake activity on behalf of your School or Trust, or, provide advice and guidance to those internal employees who hold the responsibility for conducting these processes. We offer impartial advice, expertise in employment law and tribunals, alongside a seamless delivery. By maintaining an objective perspective throughout, we avoid the risk of bias and create an environment for open discussion – reducing the risk of internal conflict and reassuring employees that they’re being treated fairly. Find out more by contacting [email protected]. 9

HR How to Conduct Effective Appraisals in your School Well-conducted appraisals, also known as Appraisals: Personal Development Reviews (PDR), play a fundamental role in assisting education • Enable employees to understand the School’s leaders to achieve and maintain successful expectations, priorities and realise their potential School or Multi-Academy Trust outcomes and improvements. • Provide an opportunity to increase employee engagement and motivation • Improve School-wide performance and standards Here are five key tips to help you conduct a successful appraisal process in your School or Multi-Academy Trust: 1. Agree a suitable time and location in advance for home learning, which has relied greatly upon the input of the pupil and their parents. Appraisals are important meetings and should be seen as ‘protected time’ where the employee can review feedback on their performance, It is also advisable to organise the meeting in plenty of time and discuss development needs and set new targets. Although Schools are communicate all arrangements with the appraisee, as this gives them busy places, it’s important that the time and date of the appraisal isn’t plenty of preparation time. Documents that need to be completed moved once set (unless it is absolutely essential) as this will reinforce should be easily accessible and relevant previous documents should the credibility and importance of the appraisal to the employee. be provided or easily accessible, e.g. the outcome of their last appraisal. Arrangements should be made to avoid any interruptions to the appraisal Targets for the current academic year should be prepared in advance meeting. It is recommended that you allocate at least an hour to the and should be overseen at a senior management level to ensure that meeting to ensure the appraisal is not rushed, and that the employee they are fair and focus on the necessary outcomes and priorities of the doesn’t come away feeling like you didn’t have time to focus on them. School or Multi-Academy Trust. You should also take small steps to organise the environment where 3. Deliver feedback with clarity, integrity and sensitivity the appraisal meeting will take place. For instance, you may wish to arrange chairs side by side, rather than across a desk, as this may During the meeting, you will formally provide the employee with help foster an environment which feels less confrontational and feedback on their performance throughout the year and set objectives is more conducive to sharing ideas. for the coming year. The employee should be encouraged to participate and contribute to these objectives. 2. Thoroughly prepare The effectiveness of the appraisal process depends on the appraiser’s Prior to appraisal meetings, it’s important to have reviewed previous sensitive and clear delivery of feedback on the performance and appraisal forms and any evidence submitted by the employee behaviour of an employee. There should be no big surprises, as the (sometimes via appraisal software) in relation to their targets and employee should have been prepared to receive any feedback as expected standards. In addition, the recent lockdown period and a result of one-to-one meetings, lesson observations, pupil data reduced re-opening in the summer term, should be taken into account and normal day-to-day management that occurred during the year. when considering the achievement of targets. This means basing the performance on the period that Schools were open for and adjusting, 4. Agree and record any follow-up actions if necessary, for expected trajectory had there been no closures. An appraisal should conclude by summarising what has just been For example, if the objective is ‘Achieving excellence for the discussed. You should agree on actions that need to be taken, identify quality of education’ and is underpinned by criteria such as: who is responsible for what and set any subsequent deadlines. In the event of any disagreement regarding performance against objectives, or • Year 10 pupils to be within grade 1 of expected progress the new objectives set, the areas of disagreement should be documented. for their Year 11 progress It is important also to remember that expanding skills or updating • Year 7-9 pupils are at least on track to achieve their knowledge through training can be difficult for employees with longer end of year target grade tenure, as they may feel that they don’t need any additional training. However, as the education landscape is constantly shifting, all employees The teacher may still be able to show that these were all on track need to review their skills frequently. before lockdown and the partial School closure. They may also be able to demonstrate that the majority of Year 7-9 pupils are still on Follow-up what was discussed and agreed at the meeting, in writing, track, however, there may be some discrepancies due to the need to allow the employee to comment on the outcomes and to have a record for future reference. 10

HR 5. Ensuring moderation and equality Recent Government guidance in light Follow-up what was discussed and agreed at the meeting either in of the pandemic writing or using your appraisal software, so that the employee is able to comment on the outcomes and has a record for future reference. After Government advice relating to appraisals in Schools during the meeting, Implementing your School’s approach to pay recommends the pandemic has been as follows: that the employee is allowed an informal discussion with the appraiser or Headteacher/Principal about the recommended pay outcome linked to 14.3 Should appraisals and performance management processes their appraisal before the recommendation is actioned and sent to the continue for teachers during this period? Pay Committee. Yes, Maintained Schools must continue to adhere to the School In addition, your School or Multi-Academy Trust should have a Teachers Pay and Conditions Document (STPCD), which includes moderation process, whereby the pay recommendations are reviewed the requirement to ensure that all pay progression for teachers before final recommendations are made to the Pay Committee – this is linked to performance management. However, we would expect ensures consistency and fairness across the setting in line with the Public Schools to use their discretion and take pragmatic steps, to adapt Sector Equality Duty. This allows original pay recommendations to be performance management and appraisal arrangements to take amended, where necessary, and where this has changed it should be account of the current circumstances. communicated to the employee. Schools must ensure that teachers are not penalised during the In light of the impact of the Coronavirus, some Schools and Multi- appraisal process or in respect of any subsequent pay progression Academy Trusts are considering automatic pay progression for all decisions as a result of partial School closures, where this has (unless the employee is subject to capability procedures). impacted on the ability of the teacher to meet fully their objectives. Implementing your School’s approach to pay recommends that: Although the STPCD is not a statutory document for Academies, many still adhere to it and have the principles incorporated into Recommendations and decisions on Teachers’ Pay Progression – their pay and appraisal policy. the outcomes should be recorded and reported, taking account the profile/characteristics of those who are granted pay progression 14.4 Should appraisals and performance management processes and those who do not receive pay progression. for support staff continue during this period? Nature and scale of pay progression – in particular where some Appraisals and performance management for support staff should be teachers receive accelerated pay progression, the governance board carried out in accordance with the employee’s contract of employment should look at the profile/characteristics of the teachers concerned and School’s Performance Management Policy. The DfE does not as against other teachers not in receipt of accelerated pay progression. specify pay or terms and conditions of employment for support staff. Personal development reviews In addition, whether the School is an Academy or a Maintained School, they should also ensure that support staff are not penalised during the Our specialist HR team is committed to delivering excellent results and appraisal process. Nor, in respect of any subsequent pay progression driving continuous improvement in the Schools and Multi-Academy Trusts. decisions, as a result of partial School closures, where this has We support education leaders with appraisal and capability procedures impacted on the ability of the employee to meet fully their objectives. in a variety of ways; from providing proactive updates on legislative changes and best practice, support with managing poor performance Objectives should be SMART (Specific – Measurable – Achievable – and conducting appraisals; to providing model letters, policies and Realistic and Time-bound) and therefore, the affects of the pandemic documentation. If you need any support, please get in touch. need to be taken into account during their review. Ashleigh Van Waterschoot, HR Manager, EPM 11 Fancy listening to our complimentary podcast on ‘What makes a good performance support plan in your School’? Just click here.

HR How to Set Targets for Improvement for Teachers Many Schools put underperformance concerns on hold throughout lockdown and during the partial re-opening in the summer term. This is mainly the case for teachers as it wasn’t possible to assess effective teaching and learning during this period. Setting improvement targets for employees is an important part For employees who were part way through a support plan prior to of managing underperformance and reminding them of expected lockdown, we advise that you start the support process again - standards and outcomes, particularly as Schools are now fully re- given the time gap between lockdown and Schools fully re-opening. opened. These targets set a number of objectives for employees to meet and can be used to monitor progress. It’s important for these Marie Poyner, HR Manager, EPM to be realistic, measurable and clear to the employee in question. In instances where it becomes apparent that a teacher is underperforming, this should be managed under your Appraisal Policy. Before meeting with the employee to discuss your concerns, it is necessary to gather the evidence to demonstrate the underperformance. This can be wide ranging, depending on the extent of the areas of concern in their teaching (e.g. pupil data, lesson observations, book scrutiny, lesson plans and parental complaints). In addition, if they hold a Teaching and Learning Responsibility (TLR) it’s important to consider whether the employee is underperforming in this duty as well. Once the evidence has been gathered, it is useful to refer to the Teachers’ Standards and highlight any areas which are not being met. This can help to summarise the key areas where an employee is underperforming, for example, if the issue is with setting low expectations, or the lessons are not being sufficiently structured. At this point, it is helpful to add the information into an informal support plan template, with columns based on the criteria below: Area/s Standard or Training/ Monitoring: Progress Requiring Target to be Support to Method of against Improvement be Provided, Measurement Standard Achieved When and by or Assessment or Target and by Whom Whom The template requires you to add the evidence and areas of underperformance, as well as the relevant teachers’ standard to which they should be working. In addition, it would be worth considering what training/support the employee may need and how you will measure their success. This might involve lesson plans showing differentiation or having fewer observations, which need to be graded as at least good. By doing this preparation before you meet with the employee to discuss your concerns, it enables the meeting to be structured, focused and clear throughout. The informal support plan draft can be discussed at the meeting, giving the employee a chance to suggest any further training and support required or clarify any unclear aspects. Timescales for support should be agreed in line with your appraisal policy and the evidence gathered should be referred to where necessary. The employee should be sent a final version of the support plan so that they are clear of the expectations and arrangements. 12

HR Equality & Diversity Training Ensuring that you comply with the Equality Act 2010 at all times is an integral part of being a responsible employer. This means ensuring that all aspects of recruitment through to dismissal (and beyond) are managed and conducted fairly – particularly when challenges about pay appeals arise. Through our training, you will learn about the different types of discrimination, the protected characteristics to look out for, as well as how to deal with a complaint and the consequences of getting it wrong. To find out more about our half day training contact [email protected]. How to Deploy Support Staff and Accommodate Visiting Specialists Responsibly Whilst restrictions are being tightened, in an effort to combat the rise of Coronavirus cases, Schools are still required to ensure that pupils continue to get the support they need. This is particularly the case when ensuring that appropriate supervision is available for pupils with SEND and could involve deploying teaching assistants or enabling specialist employees, from both within and outside School, to work with pupils in different classes or year groups. Where support staff capacity is available, them. This includes ensuring that safe ratios In any of these cases, you will need to discuss Schools may consider using this to support are met and specific training has been significant changes with your HR advisor catch-up provision or targeted interventions. undertaken for any interventions or care for so that any contractual and procedural Teaching assistants may also be deployed pupils with complex needs. requirements are taken into consideration. to lead groups or cover lessons, under the direction and supervision of a qualified, or The Education Endowment Foundation (EEF) Jane Warburton, Senior Schools nominated, teacher. It is important to ensure has published guidance on making the best and Academies HR Partner, Avec that re-deployments in this instance are not use of teaching assistants to help Primary made at the expense of supporting pupils and Secondary Schools. with SEND. Alongside this, Headteachers should be satisfied that the employee Remember, when deploying support staff has the appropriate skills, expertise and flexibly it is essential for Headteachers to experience to carry out the work – you consider regulated activity. Only those who will also need to ensure that you discuss have the appropriate safeguarding checks and agree any proposed changes to the are allowed to engage in regulated activity employee’s role or responsibilities with – for full guidance, please refer to Part 3 of Keeping Children Safe in Education. 13

HR The Movement of Supply Teachers and Other Temporary or Peripatetic Teachers In instances where Schools engage supply teachers and other supply staff, this can continue during the current period. Even though supply staff and other Points to consider temporary workers are able to move between Schools, school leaders will want to consider • Are your re-deployed staff able to support how to minimise the number of visitors to the SEND pupils effectively? setting, where possible. In order to minimise the numbers of temporary staff entering • Have re-deployed staff undertaken the the School premises, and remain cost- appropriate safeguarding checks to engage effective, Schools could consider using |in regulated activity? longer assignments with supply teachers and agree a minimum number of hours • You will need to discuss any contractual or across the academic year. procedural changes with your HR advisor This advice, for supply teachers, is also • How are you limiting the movement applicable to other temporary staff working of employees between Schools? in Schools. This includes support staff working on a supply basis, peripatetic • Are you able to secure longer assignments teachers (such as sport coaches) and those with any of your supply teachers? delivering before and after School clubs. Pamela Mee, Senior HR Partner, Avec 14

WELLBEING How are you Evaluating the Wellbeing, Personal and Emotional Needs of your Employees? The summer term was a busy one; firstly, adjusting to remote learning, then partial re-openings later in the summer term, followed by preparations for full re-opening in the new academic year. Most, if not all, employees have now returned and adjusted to the new Coronavirus (COVID-19) risk assessment and control measures in place. Although there is now some stability in the workplace, some Schools find themselves having to adjust with local lockdowns, deal with absences of employees and pupils due to symptoms (and in some cases testing positive), as well as instances of remote learning again where a bubble is required to self-isolate. As well as having to adjust and adapt to these in areas of local lockdown, many Schools are being changes, employees may have additional concerns supportive and agreeing a temporary reduction in relating to family members being ill with the virus hours and adjustments to working patterns. or with underlying medical conditions which puts It may be helpful to plan events for employees at them at significant risk in the event they contract School to help maintain morale, for example this COVID-19, not being able to see relatives due could be organising a socially distanced, restricted, to lockdowns, and the possible redundancies of buffet (which encourages individually wrapped family or friends. portions and excludes anything homemade) at the end of half term. Physical activity can Given the above, it’s essential that you undertake also help with maintaining good mental health regular health checks with your employees. It’s and wellbeing, so it might be worth considering incredibly important now, more than ever, to hold workplace competitions (such as the team with regular team meetings to establish how everyone the highest step count over a certain period). is managing and to be aware of employee morale Alternatively, why not ask employees what they (you could include this as an agenda item on team would find fun, interesting and manageable inside meetings). Some Schools also have a ‘no emails after the workplace or within their own time. 6pm or at weekends policy’ to prevent employees By continuing to support your employees feeling pressured to check their emails during throughout this challenging time and conducting these times – this may be something that regular check-ins you’re likely to see improvements you would find helpful to introduce in your in mental health and performance - alongside own setting. the added benefit of creating a supportive School community that you can be proud of. Regular 1-1s with employees are also key. Many Sally Stainton-Roberts, HR Manager, EPM Schools have an ‘open door policy’ and employees with any personal concerns or difficulties should be 15 able to raise these with their line manager. Where you are aware of any employees who are anxious or stressed for whatever reason (e.g. increasing Coronavirus cases in the local area or financial difficulties), counselling support is usually available from your Occupational Health provider or via an Employee Assistance Programme (EAP). Where employees are struggling with childcare, due to grandparents not being able to provide childcare

WELLBEING Are you offering your employees free flu jabs this season? With symptoms of the flu starting to appear as the winter months approach, it’s important to remain vigilant and protect yourself as much as possible. It’s also essential that you’re aware of the differences between symptoms for the flu compared to those for Coronavirus (COVID-19). This will not only bring you peace of mind, but should also aid the testing issue that we’re currently facing - by avoiding unnecessary tests being undertaken. Remember, the flu vaccine itself will not protect against or you may be entitled to the jab this year as a result of the Coronavirus, so you still need to ensure that you’re following the eligibility criteria being widened. This is set to provide a free latest advice and precautions. We would also recommend that, flu jab to those over 50 (from November) or those who make if you’re entitled to a free flu jab this season, you book yourself up part of a household living with a vulnerable person. in for one as soon as possible. It may be a service that your School or Trust provides as part of your benefit package, For specific dates and details about the expansion of the programme, please click here. 16

SAFER RECRUITMENT Promote DBS service Ensuring that your employees are adequately vetted, for safeguarding purposes, needs to be at the forefront of any Schools’ successful function. Whilst understanding statutory guidance can sometimes be challenging, you may require the support of a leading Disclosure and Barring Service. At EPM, we provide DBS customers with a bespoke portal The advice has always been brilliant which gives real-time reports on the status of DBS applications and made very clear, especially and provides comprehensive, flexible, reporting to assist with by the DBS team. Staff are very tracking applications and complying with the Single Central knowledgeable in their area. Record (SCR). Our dedicated team provide unlimited support to help with safeguarding issues and concerns, as well as ensuring that you understand statutory guidance and any requirements. Click here to find out more. Your Safer Recruitment Myths Busted It’s always easy to continue with practices and processes that your School or Trust is used to, but, have you ever considered that these may be incorrect? Sometimes being misinformed and given the wrong advice By following the 3-Step process within the Home Office is unavoidable, particularly when practices are shared guidance, you will also be compliant with the requirements across educational settings. That’s why we wanted to set set out in Keeping Children Safe in Education (KCSIE). the record straight about a couple of Safer Recruitment aspects - teach the right from wrong and bust those Myth: I must have a stand-alone Barred List common myth-conceptions. check, even if I have a DBS check in place Myth: I’m not allowed to keep identity Incorrect – You only need a stand-alone Barred List check documentation as it’s a breach of GDPR if the employee is due to start work before the DBS result has been received. If this is the case, you will also need Incorrect – Clear copies of certain identity documents actually to have undertaken a risk assessment at this stage. need to be taken and kept securely as proof of a person’s right to work. This usually includes their passport and any other If the DBS check has been received and contained a Barred documents, in full, that you have checked. Click here for advice List check, because the employee will be engaged in regulated on retaining evidence and a list of acceptable documents. activity, you don’t need a separate Barred List check. In this instance, you can accept the date of the DBS result as the date As all employers within the UK have a responsibility to prevent that the Barred List check was completed. Remember to use this illegal working, simple right to work checks need to be information to update your Single Central Record accordingly. conducted before employing someone. This is to ensure that the individual isn’t disqualified from carrying out the work, Beth Alberga, Safer Recruitment Manager, EPM due to their immigration status. It’s essential that employers, including their HR employees and those with responsibility for the recruitment and employment of individuals, read An Employer’s Guide to Right to Work Checks. Anyone involved in these processes must understand their duty to carry out right to work checks correctly and ensure compliance with the law. 17

SAFER RECRUITMENT Safer Recruitment Training Having the right practices and procedures in place is vital in ensuring that recruitment processes are conducted in accordance with the principles of safer recruitment and meet the provisions of KCSIE. Why not join our interactive one day session, which is accredited by The Safer Recruitment Consortium and aimed at anyone involved in the recruitment process within your School or Trust. Whilst it’s a requirement to have at least one trained person in any recruitment activity, your designated person will also be provided with an understanding of staff recruitment to help deter or prevent the appointment of unsuitable people – plus, you should also be able to get your head around some of those myths! Do your utmost to implement best practices and reduce the risk of a negative OFSTED rating for your School by learning more 18 about our training.

PAYROLL Teachers’ Pay Update The School Teachers Pay and Conditions Document 2020 was published on 23 September 2020. At that point it was laid before Parliament and is expected to come into effect on 14 October 2020. Whilst some are waiting for this Document to come into effect formally, a number of Schools and Trusts have already implemented their pay award for teachers. What has changed? The School Teacher’s Pay and Conditions 2020 value of £36,961 (England & Wales, excluding London) Document 2020 confirms that; is a 2.75% uplift on the maximum salary level of the MPR in 2019. If you wish to apply the recommended advisory points • The minimum of the main pay range is uplifted by 5.5% and revert to one M6 pay point, you will need to consider the budget implications. Those moving from M6A will incur • The maximum of the main pay range and the minima a higher percentage increase if you assimilate them to the new and maxima of all other pay ranges are uplifted by 2.75% single M6 pay point, along with your existing M6B employees. • The minima and maxima of Teaching and Learning Leadership Points Responsibility allowances and Special Educational Needs allowances for teachers and school leaders are uplifted The STPCD 2015, stated that the highest point on each Leadership by 2.75% group for Headteachers, was not to receive a percentage increase whereas the same point in an overlapping school Governors and Trustees of all Schools and Trusts have the group size received a salary uplift. This created a legacy discretion to apply a different percentage to their pay spines whereby those paid on the top points of any school group and/or specific points within these pay spines, providing the size are receiving a lower salary than others paid on that minimum and maximum value of the pay spine to be applied same point when it is mid-range of the school group. There fall within the published minima and maxima. is nothing stated in the STPCD 2020 to amend this, which means that any existing variance will continue unless you How do I assimilate the pay points? have the discretion to decide otherwise and choose not to. Main Pay Range In the event that you wish to move to the Your pay policy will indicate the date advisory pay points and given that the STPCD does not by which you need to inform your contain guidance on how assimilation onto these should be employees of any increase in spinal managed, Schools, Academies and Trusts will need to consider point following your performance how they intend to move to the published advisory pay points. management processes. This is Consider consultation with the unions and staff as required. usually by 31 October. If you have previously applied the M6B option within your Main Pay Range (MPR) and it was being paid at the maxima value Marie Poyner, HR Manager, EPM as stated within the 2019 STPCD (£35,971 for England & Wales, excluding London), you will note that the new advisory M6 The Gender Pay Gap Report Gender pay reporting legislation requires employers with 250 or more employees to publish statutory calculations every year showing how large the pay gap is between their male and female employees. Employers with less than 250 employees (as at the public sector snapshot date of 31 March) are not required to comply with the regulations, but they should give serious consideration to the benefits of publishing the information. Since its introduction in 2017, EPM has supported its customers by • Report their data to government online using providing a Gender Pay Gap Report on our portal. This included their gender pay gap reporting service providing data for the 2019/20 period when the Government took the decision to suspend enforcement of the reporting The figures must be calculated using a specific reference date - requirements due to the Coronavirus outbreak. You will also this is called the ‘snapshot date’. The snapshot date each year find further guidance about the topic available on our website. is 31 March for public sector organisations. Organisations must publish within a year of the snapshot date, therefore public Employers must both: sector organisations must publish by 30 March each year or any time before the deadline. • Publish their gender pay gap data and a written statement (similar to our template document) In the event it is helpful, you can browse reports by employer, on their public facing website and compare organisations’ data, on the UK government’s website via the following link. 19

FINANCE The Exceptional Costs of the Coronavirus Following the impact of the Coronavirus, your School or Multi-Academy Trust may still be feeling the effects of additional expenses. These are likely to be have been incurred through increased premises and hygiene costs, as well as the need for additional cleaning. Claims from the previous application round, which closed in July, are now being processed and paid by the Education and Skills Funding Agency (ESFA). The ESFA have confirmed that a new claim window will open this term, however, eligibility and deadlines for claims have not yet been communicated. In the meantime, you may find it worthwhile contacting our Finance team at Avec for more details about how they can support your claim. Paula Coxon, Senior Finance Partner, Avec 20

FINANCE Understanding the Academies Financial Handbook 2020 Have you seen a copy of the Academies Financial Handbook 2020 yet? The updated requirements came into effect at the start of September and brought in a number of changes, including the strengthening of both governance and internal scrutiny arrangements. Remember, that as an Academy Trust it is essential that you comply with the Handbook as part of your funding agreement. Some of the changes this year, as part of Points to consider governance, confirm the need for a clerk to be appointed to the board and reiterate • Do you have any extra costs that the importance of keeping your register of require an additional claim to interests up to date. For internal scrutiny the EFSA this academic year? (in relation to financial and non-financial controls) the document confirms that • Have you reviewed your current additional individuals or organisations can practices in relation to the be used for support, by Trusts, where specialist requirements of the Academies non-financial knowledge is needed. Financial Handbook 2020? Other notable changes include the • What are the areas of maintenance of fixed asset registers, termly improvement that require reviews of pupil numbers, the use of ICFP, risk further action? management and internal scrutiny updates, as well as the completion of the School Resource Management self-assessment tool. To access the Handbook and find out more about the changes, including those affecting the executive team, annual accounts and general controls and transparency, please click here. Contact Avec should you need further support – our Finance team work with customers to review all new requirements against current practices and will identify any areas for improvement. Carole Barclay, Senior Finance Partner, Avec 21

GOVERNANCE Governing in Unprecedented Times OFSTED and the National Governors Association (NGA) have recently released a small-scale research project investigating potential governance challenges during the Coronavirus pandemic. From this, they have outlined a series of actions for governors and trustees to take in response to the short and long-term challenges. The Governing in Unprecedented Times research project advises governors/trustees to: • Set up dedicated committees for COVID-19 related issues and delegate decisions to chairs if necessary • Continue to utilise online meetings to ensure governing boards access a ‘larger and more diverse pool from which to recruit governors to fill particular skill gaps’ • Prioritise monitoring pupil outcomes, particularly those who have fallen behind while out of School and who were not previously identified as in need prior to the Coronavirus pandemic • Ensure high-quality remote learning is available and can be accessed by all students If you would like to arrange a training event, delivered to your Trustees or Governors, to explicitly consider the role of governance during these unprecedented times, please contact Rachel Kershaw at Avec for more information. Rachel Kershaw, Senior Governance and Academies Partner, Avec 22

HEALTH & SAFETY The Wearing of Face Coverings in Education The wearing of face coverings as a response to the spread of COVID-19 has been a contentious issue around the world, with some people firmly believing that they should now be worn during all social interactions, and others voicing strong doubts about their effectiveness. At present, the wearing of face coverings UK Government advised that Schools, at If following your review of your COVID-19 within Schools is not mandatory (unless their own discretion, can require that these risk assessment, you still feel that social the School is located within an area of coverings are worn if they do not feel that distancing within your site is not safely local restrictions). The UK Government has social distancing can be safely managed managed, and you have no other alternatives, outlined a series of controls for Schools within indoor communal areas. you should consider the implementation of which are based around two critical face coverings within communal areas. (You approaches; the prevention of transmission children over the age of 12 and over will also need to use face coverings for Years and the response to infection. As part of should wear a mask under the same 7 and above and employees where local each School’s COVID-19 risk assessment, restrictions are in force). there should be measures in place to conditions as adults, in particular ensure that each premises is COVID- where they cannot guarantee at There is still no requirement for children secure, and this includes self-isolation of least 1-metre distance from others attending Primary Schools to wear face symptomatic individuals, facilities to ensure and there is widespread transmission coverings, but you may decide to require good respiratory and hand hygiene, and that teaching staff or visitors should wear outbreak procedures. in the area.” them in communal spaces. You must also be aware that some individuals are exempt from The most challenging part of any COVID-19 The arguable benefits of wearing these wearing face coverings for specific reasons. risk assessment within a School setting has face coverings are that they help to minimise been the management of social distancing transmission of fluids from the nose and With adequate social distancing measures and minimisation of social interactions. The mouth which may contain COVID-19 viral between teacher and pupil in place and use of fixed groups of pupils, also known as particles and they remind the user that we enforceable within classrooms, no person bubbles, has helped to increase capacity are still experiencing a pandemic and help needs to wear face coverings in this within Schools so that a full and varied to heighten awareness. environment. educational experience can be offered to all. It does, however, mean that if one pupil tests However, they should not be brought in Finally, once you have decided to implement positive for Coronavirus, all pupils within as a control measure within Schools to face coverings, you must provide clear the same bubble may have to undergo self- the detriment of other proven control instructions to employees, children and young isolation for 14 days. measures such as effective hand washing, people on how to put on, remove, store and enhanced cleaning techniques and dispose of these coverings, and you must The knock-on effects from excluding large managed social distancing. update your COVID-19 risk assessment. bubbles, which in some cases may be entire year groups, from Schools can be highly Using face coverings in your School Caroline Lee, Senior Health & Safety detrimental to the pupils and to their families. Consultant/School Lead, Southalls Firstly, you should seek to manage social So what is the way forward? distancing and minimise contacts by careful planning of interactions within your School The World Health Organisation issued premises. You should review how effective a statement on 21 August indicating that your measures have been in the first weeks “children over the age of 12 and over should of the return to School; it may be that you wear a mask under the same conditions need to alter timetables, start and end as adults, in particular where they cannot times, and lunch and break arrangements guarantee at least 1-metre distance from following the October half term. Your others and there is widespread transmission COVID-19 risk assessment should be a live in the area.” Following on from this, the document that you review and adapt as circumstances require. 23

HEALTH & SAFETY The ‘Cleaning’ Backlash Since Schools were busy formulating their risk assessments for re-opening during the summer term and closure period you will now have had time to see these in action for a number of weeks. We’re aware that many Schools have been able to review and adjust their risk assessments after seeing what works well in practice and what could work better. It’s important to continue to keep these under review and address any signs of complacency straight away, sharing the risk assessment with employees to allow the opportunity to input and ask questions. Schools have had to put contingency plans in place, should there be further restrictions under the four CONTAIN tiers, and you will have built on previous experience during the lockdown period. In addition, many have already had to use their remote education plans where bubbles are self-isolating. Given the current environment, ‘cleaning’ has become a part of many roles within Schools and we’re aware that this has caused challenges in some cases, particularly with some Secondary teachers who have been expressing their concerns about having to clean the classrooms in which they work. Whilst all instances need to be addressed sensitively, in reality, the requirement is for them to ‘cleanse’ or ‘sanitise’ – to wipe down the desk and chair that they are using in each classroom. Where you are seeing these concerns, it’s helpful to ensure that the message about cleansing/sanitising is clear and specific, so that each employee understands that it is still a minor part of their role. As the majority of employees have now returned it’s clear to see that individual risk assessments have worked well in providing necessary adjustments and reassurances. However, there may be circumstances where this is not the case which we can support you with, predominantly with those individuals who were previously shielding, for example where a GP/Consultant has indicated that a return would be damaging to the employee’s health because of a medical condition. It’s clear that all the hard work put in during the lockdown period and summer term has ensured the smooth re-opening of our Schools. Although the autumn term may see further challenges with employees/pupils isolating or employees being absent from School due to their children isolating as well as local lockdowns and changes to national measures, remember, we are all better placed to deal with these challenges given our experiences this year. Find out what Southalls’ tailor-made Health and Safety software could do for your Multi-Academy Trust, click here. Elaine Hammond, HR Assistant Director, EPM 24

HEALTH & SAFETY Supporting a Safe Return to Schools and Academy Trusts In line with government guidance, it’s essential that school leaders ensure the health and safety of pupils and employees within their educational settings, to reduce the risk of Coronavirus transmission. To ensure effective implementation, HSE are undertaking spot-checks in Schools as they return to full capacity at the start of the autumn term. This check will include a telephone call to review any existing re-opening measures, including details about your risk assessment, and will be followed up by further intervention if required. Our health and safety specialists at Avec are equipped to provide advice and guidance to Schools and Academies, in order to ensure that HSE inspectors will be satisfied that suitable and sufficient COVID-secure measures have been put in place. The support that we provide is practical, pragmatic and cost-effective, meaning that you can be assured of achieving a successful spot- check outcome. We provide proactive, hands-on, support to help you achieve a safe and healthy working environment for your School or Academy. Find out more about the HSE spot-checks here. Tracy Metcalfe, H&S Senior Partner, Avec 25

SERVICES HR Advertising Our Services Legal Services and Support Finance Whatever your challenges, we are here to work alongside your Procurement internal team to support your School’s success. Our accredited and award-winning services enhance your productivity, reduce administration and provide you with the reassurance that you are compliant with the latest legislation. We can tailor our service offering depending on your requirements, incorporating a combination of any of the services below to provide a bespoke service. Therefore, please get in touch with us if you wish to discuss this further. If you are interested in any of our services, or wish to complement your existing provision with us, please get in touch with us on [email protected] or 01480 431 993 and we will be happy to provide you with further information.

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Supporting your school’s success. By acting as an extension to your team, we support your School’s success with our tailored and proactive support. Unrivalled expertise Everything we do is underpinned by our market-leading experience and expertise. Excellent retention rate Our collaborative approach results in long term partnerships. Tailored approach Our advice is tailored to you, and we work tirelessly to get the right result. Editors: Annika Guerge, Natalie Northall 28