Agenda Document Pack - Renfrewshire Council Joint Negotiating Committee for Teaching Staff - 03/02/2026
Renfrewshire Council · 3 February 2026
Back to Renfrewshire Council Joint Negotiating Committee for Teaching Staff — 3 February 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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27/01/2026 Notice of Meeting and Agenda Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 03 February 2026 14:00 Corporate Meeting Room 2, Renfrewshire House, Membership Representing Renfrewshire Council Management Councillor E Rodden; Councillor J Paterson; G McLaughlin, Head of Education and Joint Secretary; E Henry, Head of Education; K Henry, Head Teacher, St Andrews Academy; D Rigmand, Head Teacher, Wallace Primary School; N Fitzimmons, Education Manager - Acting (Substitute for A Hall); Y Ward, Education Manager, (all Education and Childrens' Services); and K Clark, Strategic Lead Partner (People), S Fanning, Strategic Lead Partner (Health & Safety) (both Finance and Resources). Representing Renfrewshire Council Teaching Staff M Russell (Joint Secretary), D Tollan, T Millar, Y Murray, C Niven, J Aitken, M McGlynn (all EIS); R Kane(SSTA); S Jakoby (NASUWT) and A Bamford (EIS - Adviser to Teachers' Side). Further Information A copy of the agenda and reports for this meeting will be available for inspection prior to the meeting at the Customer Service Centre, Renfrewshire House, Cotton Street, Paisley and online at http://renfrewshire.cmis.uk.com/renfrewshire/CouncilandBoards.aspx For further information, please email democratic-services@renfrewshire.gov.uk MARK CONAGHAN Head of Corporate Governance Page 1 of 74
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27/01/2026 Items of business Chairperson Consider the appointment of a chairperson for this meeting. Apologies Apologies from members. Declarations of Interest and Transparency Statements Members are asked to declare an interest or make a transparency statement in any item(s) on the agenda and to provide a brief explanation of the nature of the interest or the transparency statement. 1 Minute of Previous Meeting Minute of the previous meeting held on 2 September 2025, as approved by the Joint Secretaries. 5 - 10 2 Matters Arising Matters arising from the Minute of the previous meeting held on 2 September 2025. 3 Action Log Action Log for discussion. 11 - 12 4 Education Standards & Quality Report September 2025 Education Improvement Plan 2025/26 Report by Joint Secretary (Management Side). 13 - 14 5 JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit Report by Joint Secretary (Management Side). 15 - 22 6 Compulsory Transfer Procedures (Promoted Teachers) Interim Version Report by Joint Secretary (Management Side). 23 - 36 7 Updated Professional Review and Development and Professional Update Report by Head of Education. 37 - 52 8 Update to PVG Guidance for Schools Report by Joint Secretary (Management Side). 53 - 56 Page 3 of 74
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27/01/2026 9 Renfrewshire Council / Teacher Booker Supply Booking System Practice Updates: Multiple Jobs in Same School & Use of ‘Dates to be Determined’ Option Report by Joint Secretary (Management Side). 57 - 64 10 Learning Estate Update Presentation by Joint Secretary (Management Side). 11 Local Authority and Pre-Inspection Reviews Report by Joint Secretary (Teachers' Side). 65 - 66 12 Advertisements: Ensuring Opportunities for Flexible Route NQTs Report by Joint Secretary (Teachers' Side). 67 - 68 13 Fair Distribution and Rotation of NCCT Report by Joint Secretary (Teachers' Side). 69 - 70 14 Absence Cover- Application of JNC 11 Report by Joint Secretary (Teachers' Side). 71 - 72 15 Update to JNC 16 Special Leave Policy Report by Joint Secretary (Teachers' Side). 73 - 74 16 Date of Next Meeting Members are asked to note that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff is scheduled to be held at 2.00pm on 31 March 2026. Page 4 of 74
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Minute of Meeting Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 02 September 2025 14:00 Corporate Meeting Room 2, Renfrewshire House, Present Representing Renfrewshire Council Management Councillor Rodden (Joint Chair); G McLaughlin, Head of Education (Strategy & Improvement) and Joint Secretary (Management Side), E Henry, Head of Education, and A Hall and Y Ward, both Education Managers (all Education & Children’s Services); K Henry, Head Teacher, St Andrews Academy; D Rigmand, Head Teacher, Wallace Primary School; and K Clark, Strategic Lead Partner (People) and S Fanning, Strategic Lead Partner (Health & Safety) (both Finance and Resources). Representing Renfrewshire Council Teaching Staff M Russell, Joint Secretary (Teachers’ Side), D Tollan (Joint Chair), T Millar, Y Murray, C Niven, J Aitken and M McGlynn (all EIS); R Kane (SSTA); L Gibson (NASUWT); and A Bamford (EIS - Adviser to Teachers' Side). In Attendance E Currie, Senior Committee Services Officer (Finance & Resources). Apology Councillor Paterson. Declarations of Interest and Transparency Statements There were no declarations of interest or transparency statements intimated prior to the commencement of the meeting. Item 1 Page 5 of 74
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1 Chairperson In accordance with the terms of the local recognition and procedure agreement, which stated that the Chair of the Committee should alternate between the two sides comprising the Renfrewshire Council Joint Negotiating Committee for Teaching Staff, it was agreed that D Tollan would chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). DECIDED: That D Tollan chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). 2 Minute of Previous Meetings There were submitted the Minute of the meeting of this Committee and the Minute of the Annual General meeting of this Committee held on 10 June 2025. DECIDED: That the Minutes be approved. 3 Matters Arising In relation to item 6 – Council Mandatory Training Update – it was noted that this matter would be raised at a meeting with Head Teachers with a view to streamlining mandatory training again; in relation to item 9 – Flexible Working – Amended Guidance – it was noted that HR were preparing the guidance relative to the Council’s Flexible Working Policy; in relation to item 10 – Gaelic Medium Education Provision I Renfrewshire – it was noted that an update would be provided to the Education & Children’s Services Policy Board; in relation to item 12 – Teachers in Early Years Settings – it was noted that the Joint Secretary (Teachers’ Side) had visited an establishment; and in relation to item 13 – Preliminary/Practice Exam Diet – it was noted that the Education Manager was discussing the assessment blocks model with the SQA. DECIDED: That the updates and clarification provided on the matters raised be noted. 4 Action Log - Proposed Approach There was submitted a report by the Joint Secretaries relative to the proposed approach for updating the action log following each meeting of the Committee. A copy of the amended action log had been provided to members prior to the meeting. In relation to the action on Absence Management/Supporting Attendance (Teachers) Policy it was noted that this policy was currently with HR colleagues and would be considered at a meeting of the JNC Sub-group, which would now include membership from all trade unions. DECIDED: (a) That the proposed approach to completion of the action log be agreed; and (b) That, in relation to the action on Absence Management/Supporting Attendance (Teachers) Policy, it was noted that this policy was currently with HR colleagues and Page 6 of 74
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would be considered at a meeting of the JNC Sub-group, which would now include membership from all trade unions. 5 Session 2025-26: Staffing Update There was submitted a report by the Joint Secretary (Management Side) relative to the annual staffing exercise to ensure establishments had the teaching capacity and resource required for effective delivery. The staffing exercise for session 2025/26 was almost concluded and the current allocation of various elements of staffing was detailed in the report. A Hall, Education Manager provided updates and advised that 38 (34.4fte) primary permanent supply teachers appointed in August 2023 had been allocated to longer term placements from August 2025; and that in relation to teachers with entitlement to permanency under the terms of the JNC20 Policy: Scheme for the Appointment of Temporary Teachers to Permanent Posts, 38 (32fte) Primary JNC20 teachers had been allocated on a temporary basis for August 2025, 11 (9.6fte) secondary JNC20 teachers had been matched to school on a permanent basis from August 2025, 6 (5.2fte) had been allocated on a temporary basis from the start of session. It was noted that suitable vacancies, temporary or permanent, had still to be identified for three remaining secondary JNC20 successful applicants and they were being prioritised for temporary supply in line with the JNC20 Policy. DECIDED: That the report and the updates provided be noted. 6 Teacher Booker – Update There was submitted a report by the Joint Secretary (Management Side) providing an update on the Teacher Booker online booking system remuneration issue which had been raised by the Teachers’ Side at a previous meeting of the JNC. It was noted that Management had taken steps to resolve the issue and that supply staff who had suffered financial detriment from April 2025 onwards would be reimbursed. DECIDED: That the intention and resolution of the issue raised be noted. 7 Violence and Aggression Update There was submitted a report by the Joint Secretary (Management Side) relative to data on violent incidents in schools for the period 1 April to 30 June 2025. Following discussion in relation to the reporting of incidents and training around the new policy, it was noted that there was a commitment from the management side to deliver ‘in person’ training to teachers; that the Strategic Lead Partner (Health & Safety) would look at providing more detail on the incidents reported by location/establishment, provide information around supply teacher reporting to members of the Committee and establish if it was possible to add a ‘quick link’ to the reporting system. DECIDED: (a) That the report be noted and that it be noted that this was a retrospective record of reported incidents; and (b) That it be noted that there was a commitment from the management side to deliver Page 7 of 74
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‘in person’ training to teachers and that the Strategic Lead Partner (Health & Safety) would look at providing more detail on the incidents reported by location/establishment, provide information around supply teacher reporting to members of the Committee and establish if it was possible to add a ‘quick link’ to the reporting system. 8 SPPA: Scottish Teachers’ Pension Agency Circular 31 July 2025 There was submitted a report by the Joint Secretary (Management Side) relative to the SPPA Scottish Teachers’ Pension Agency Circular 31 July 2025, a copy of which was appended to the report. The report and circular provided key information relating to the change to the normal minimum pension age which would become effective April 2028. DECIDED: That the contents of the circular, appended to the report, be noted. 9 Learning Estate - Update The Joint Secretary (Management Side) gave a presentation on the Learning Estate Strategy. DECIDED: That the presentation be noted. Sederunt The Joint Secretary (Management Side) left the meeting prior to consideration of the following item of business. 10 Part-time Teachers’ Calendar, Inset Days and NCCT There was submitted a report by the Joint Secretary (Teacher's Side) relative to issues faced by the use of erroneous calendar templates used in some schools to calculate part-time teachers’ pro-rata contractual obligations. The Joint Secretary (Teachers’ Side) had advised Education Managers of the error and the Education Manager confirmed that the template had been amended and that the time owed by teachers had been corrected. DECIDED: (a) That it be noted that the calendar templates had been amended and teachers had been advised accordingly; (b) That it be noted that part-time teachers had not been disadvantaged in respect of in-service days; (c) That it be noted that managers had been advised to refrain from allocating NCCT during inset days; and (d) That it be noted that the Guidance for Schools had been circulated and implemented consistently by all schools. Page 8 of 74
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11 Date of Next Meeting DECIDED: That it be noted that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff would be held at 2.00 pm on 11 November 2025. Page 9 of 74
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OFFICIAL Joint Negotiating Committee for Teachers – Action Log Date of JNC Meeting Report Action to be taken Officer responsible Due date Status (To be actioned and agreed by the two Joint Secretaries at the Pre JNC meeting and updated for inclusion at the next JNC meeting) c/ff 11 June 2024 Item Standard Circular access Investigate how Standard Circulars can be accessed by Joint Secretaries AH/PMcD As soon as possible A solution has been found but is dependent upon timing of migration to the new Council website – AH to advise in due course c/ff 3 September 2024 Item Absence Management / Supporting Attendance (Teachers) Policy Updating of the policy on Absence Management/ Supporting Attendance AH/LS (in the first instance) 11 November 2025 Ongoing c/ff 12 November 2024 Item Managing And Reporting Violence & Aggression Policy Launch That it be noted that the Violence and Aggression Policy be part of the In - Service programme for session 2025- 26 EH 20 October 2025 Completed c/ff 25 March 2025 Item Violence and Aggression incident data That violence and aggression incident data be provided to the JNC at every second meeting. SF 02 September 2025 Currently working on the Q3 stats, SF will share when ready. SF will tie in with EH around the CS figures. Item 3 Page 11 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: 3 February 2026 Report by: Joint Secretary (Management Side) Education Standards & Quality Report September 2025 Education Improvement Plan 2025/26 1. Summary 1.1 Renfrewshire’s annual Education Standards & Quality Report (September 2025) and Education Improvement Plan (2025/26) have been developed through a collaborative and consultative process involving a broad range of stakeholders. 1.2 The report and associated improvement plan are fully aligned with the National Improvement Framework (NIF) for Scottish education. A robust process of self- evaluation, incorporating a wide range of quantitative and qualitative data, alongside feedback from external partners, has informed the evaluation of progress and impact against our improvement priorities for session 2024/25. This evidence base has also been used to identify and shape our strategic priorities for improvement for the 2025/26 session. 1.3 Significant progress was made during the 2024/25 academic session, as detailed in the Standards and Quality Report. The report outlines the extent to which improvement priorities have been met and highlights the positive impact of our work across Renfrewshire’s schools and early years settings. It showcases a broad spectrum of successes and achievements, reflecting the collective efforts of staff, learners, and partners. Importantly, the report reaffirms our unwavering commitment to raising attainment and achievement for all, while promoting equity and providing targeted support for our most vulnerable children, young people, and families. This includes our continued focus on delivering The Promise, demonstrating how policy and practice are being shaped to improve outcomes for Care Experienced children and young people. 1.4 The Education Improvement Plan sets out our strategic direction for improvement, informed by robust evidence on current performance. It identifies where we need to improve and outlines how we intend to achieve this. The plan is structured around six key priority areas: • Reducing child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty. • Placing children and young people’s human rights at the heart of the planning and delivery of services that affect them. • Protecting the most vulnerable members of our communities, including children and young people who are at risk. Item 4 Page 13 of 74
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PUBLIC • Supporting and nurturing our children, families and communities. • Creating the best possible learning estate to allow children and young people to thrive. • Raising attainment and enhancing learning and teaching within an inclusive environment. In addition to these priorities, the plan is underpinned by a set of overarching features of highly effective practice that will continue to evolve in support of our improvement agenda. These include leadership development, data analysis, quality improvement processes, professional learning, partnership working, and the school estate management plan. 1.5 Delivery of the Education Improvement Plan continues to be driven through a portfolio planning approach. Three distinct portfolio plans have been developed by collaborative teams, each led by a Head of Service. These portfolios provide a focused framework for implementation and are detailed within the plan: • Inclusion • Families and Communities • Curriculum, learning, teaching and assessment This approach ensures a coherent and collaborative delivery of improvement activity, aligned to strategic priorities and responsive to the needs of children, young people and families across Renfrewshire. 2. Recommendations 2.1 Members of the Joint Negotiating Committee are asked to note the content of the Education Standards & Quality Report (September 2025) and Education Improvement Plan (2025/26) available here: Education Standards & Quality Report & Education Improvement Plan 2025 3. Background 3.1. The ‘Statutory Guidance: Standards in Scotland etc. Act 2000’ covers a series of local authority planning and reporting duties which took effect from 1 August 2017. 3.2. This places a duty on education authorities to prepare and publish annual plans outlining the steps they intend to take during the planning period. In addition, education authorities are required to prepare and publish an annual report evaluating the progress and impact of the steps taken. 3.3. The guidance states that both the plan and the report must seek to reduce inequalities of outcome experienced by pupils as a result of socio-economic disadvantage, in pursuance of the NIF for Scottish education. 3.4. Copies of the plan and report are required to be submitted to Scottish Government. Page 14 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February 2026 Report by Joint Secretary (Management Side) JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit 1. Purpose of Paper 1.1. This paper provides the Joint Negotiating Board with a summary of the SNCT Agreement JS/25/84 outlining changes to the national Job Sizing Toolkit, the associated timelines, and recommended actions for local implementation. The Board is invited to note the changes and agree the local steps required for implementation. 2. Background 2.1. The SNCT has considered recommendations from the Job Sizing Review Group and agreed a number of changes to the Job Sizing Toolkit. These changes will be incorporated into the SNCT Handbook following national training scheduled for November 2025. 2.2. Local authorities and LNCTs are required to ensure readiness for implementation by the 1 February 2026 review point. 3. Summary of the Agreed National Changes 3.1. Extended Remits in Primary Schools Two issues were addressed: 3.1.1 Increasing duties of Primary Headteachers due to reduced council-level functions. 3.1.2 Extended remits for Principal Teachers in primary schools. SNCT agreement: 3.1.3 LNCTs must ensure remits reflect workload and contain only duties listed in Section 2, Part 2 – Main Duties of the SNCT Handbook. 3.1.4 All promoted posts must be job sized, including all primary PTs. 3.1.5 No generic or blanket job sizing arrangements are permitted. Item 5 Page 15 of 74
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PUBLIC 3.2. Faculties in Secondary Schools Concerns relate to the creation of faculties and large amalgamated departments. SNCT agreement: 3.2.1 Principal Teacher posts cannot exceed 196 job sizing points. 3.2.2 Any post scoring above this must have its remit reviewed and responsibilities reduced. 3.3. Guidance and Pastoral Support Roles Concerns were raised about expanding responsibilities and high caseloads. SNCT agreements: 3.3.1 Guidance/pastoral posts must be equalised within each establishment, reflecting shared team responsibility. 3.3.2 Caseloads should not exceed 200, and the preferred level is 180 or fewer. 3.3.3 The “over 200” option will be removed from the Job Sizing Questionnaire. 3.3.4 Changes applied initially on review (e.g., at vacancy). 3.3.5 LNCTs must ensure all relevant posts are reviewed by 1 June 2027; outstanding reviews must be carried out before the end of the 2026–27 school year for implementation on 1 August 2027. 3.3.6 An addition to Section 2, Part 2 of the SNCT Handbook regarding main duties for these posts will be included later. 3.4. Free Meal Entitlement – Indicator of Deprivation Due to expanded free school meal provision in some authorities, this measure is no longer a reliable indicator of deprivation. SNCT agreement: 3.4.1 The toolkit will replace free school meal eligibility with entitlement to footwear and clothing grants. 3.4.2 This takes effect 1 February 2026, except where early change is required due to local circumstances. 3.4.3 Early adoption requires confirmation from LNCT Joint Secretaries to SNCT Joint Secretaries. 4. Further National Work 4.1. The Job Sizing Review Group is continuing work on additional issues. Outcomes will be communicated by the SNCT when completed. 4.2. National Job Sizing Co-ordinators are currently preparing revised guidance and updated questionnaires. These will be issued as SNCT circulars and added to the Handbook. Page 16 of 74
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PUBLIC 5. National Training Revised national training will begin in November 2025. 5.1. Only individuals who have completed national training can undertake job sizing. 5.2. Retraining will be required every three years. 6. National Job Sizing Co-ordinators Their role includes: 6.1. Supporting the Review Group 6.2. Delivering national training 6.3. Acting as the formal point of contact for unresolved job sizing queries 6.4. Queries must be submitted jointly by local Job Sizing Co-ordinators. Contacts: 6.5. Kenneth McNamara (Management Side) – kenneth.mcnamara@eastayrshire.org.uk 6.6. David Baxter (Teachers’ Side) – dbaxter@eis.org.uk 7. Implications for Local Authority and LNCT Local action will be required to: 7.1 Ensure all promoted posts continue to be job sized, including primary PTs. 7.2 Review remits where posts approach or exceed 196 points (secondary). 7.3 Plan for staged review of guidance/pastoral posts between now and June 2027. 7.4 Prepare for the new deprivation indicator (clothing/footwear grants). 7.5 Confirm attendance at national training once dates are allocated. 7.6 Ensure all Job Sizing Co-ordinators are nationally trained before undertaking reviews post-November 2025. 8. Recommendation to the JNC The Joint Negotiating Board is asked to: 8.1 Note the contents of SNCT Agreement JS/25/84. 8.2 Note the proposal of a local actions protocol to be drafted and trialled for future JNC consideration. 8.3 Instruct HR/education officers to coordinate preparations for February 2026 implementation. Page 17 of 74
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PUBLIC 8.4 Request progress updates from the local Job Sizing Co-ordinators as national guidance is released. Page 18 of 74
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PUBLIC APPENDIX Page 19 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February 2026 Report by Joint Secretary (Management Side) Compulsory Transfer Procedures (Promoted Teachers) Interim Version 1. Purpose of Paper 1.1 This paper provides background information, a summary of the new interim Compulsory Transfer Procedures for Promoted Teachers, and key recommendations for consideration by the Joint Negotiating Committee (JNC). The full interim policy is attached as Appendix 1. 2. Background and Context 2.1 Drivers for the Interim Policy 2.1.1 For several years, Renfrewshire Council had not undertaken a systematic review of primary school roll projections in relation to promoted post entitlements. The recent review, aligned with Standard Circular 66, identified a number of primary schools where current management structures exceed entitlement based on falling school rolls. 2.1.2 This situation has led to the identification of potential surplus promoted staff—specifically Principal Teachers (PTs) and Depute Head Teachers (DHTs)—necessitating the introduction of an interim compulsory transfer policy to manage staffing implications in a fair, transparent, and legally compliant manner. 2.2 Contractual Position of Promoted Staff 2.2.1 While promoted staff are appointed to specific schools, they are contractually employed by Renfrewshire Council and may therefore be required to transfer to meet service needs. Although this liability exists, the Council aims to minimise compulsory transfers wherever possible and ensure appropriate consultation and support for affected staff. Item 6 Page 23 of 74
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PUBLIC 2.3 Consultation and Governance 2.3.1 Final decisions on compulsory transfer will be made by the Head of Education following consultation with individuals and relevant trade union representatives. Staff retain the right to raise concerns through the established Grievance Procedures (JNC15). 3. Summary of the Interim Policy 3.1 Application 3.1.1 The interim policy applies only to compulsory transfers resulting from falling school rolls. Other staffing reorganisations, including school closures or amalgamations, are covered by separate procedures. 3.2 General Principles Key principles include: 3.2.1 Affected staff will be notified at the earliest opportunity once roll projections are confirmed. 3.2.2 Transfers will normally take effect at the start of a new academic session. 3.2.3 Volunteers for transfer will be sought before any compulsory measures are applied. 3.2.4 Where no volunteer emerges, transfer decisions will be based on: Length of service Divergence from entitlement Equalities legislation 3.2.5 Impacted staff will maintain salary and conditions in accordance with the SNCT Handbook, including: 3.2.6 Cash conservation where required 3.2.7 Excess travel allowances 3.2.8 Staff will not normally be subject to compulsory transfer again within two academic years. 3.2.9 A two-year right of return will apply if school rolls subsequently increase and entitlement is restored. 3.2.10 Individual circumstances will be considered through meetings with Children’s Services, HR, and trade union representatives. Page 24 of 74
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PUBLIC 3.3 Arrangements for DHTs 3.3.1 Surplus DHTs will be offered transfer to another DHT post where available. 3.3.2 Where multiple DHTs require redeployment, posts will be allocated based on length of service and entitlement divergence. 3.3.3 Surplus DHTs may elect transfer to a PT post with salary conservation. 3.4 Arrangements for PTs 3.4.1 Surplus PTs will be offered transfer to equivalent PT vacancies. 3.4.2 If no immediate vacancy exists, PTs will remain in post until one arises. 3.4.3 PTs may opt to relinquish their promoted post with activated salary conservation. 3.4.4 Vacancies will not be advertised until all surplus PTs have been offered redeployment. 3.5 Key Considerations The policy is intended to: 3.5.1 Ensure fair and transparent handling of surplus promoted staff. 3.5.2 Provide a clear pathway for redeployment while adhering to SNCT national conditions. 3.5.3 Balance organisational needs with sensitivity to individual circumstances. 3.5.4 Reduce potential disruption to pupils, staff teams, and school improvement activity. 3.5.5 Given the unusual scale of potential surplus management posts, a consistent interim approach is necessary ahead of any longer-term structural review. 4. Recommendations The JNC is invited to: 4.1 Note the rationale and necessity for the interim policy on Compulsory Transfer of Promoted Teachers. 4.2 Endorse the interim procedures as a proportionate, legally compliant, and equitable approach to managing surplus promoted staff arising from falling rolls. Page 25 of 74
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PUBLIC 4.3 Support the implementation timeline, including early notification to affected staff. 4.4 Recommend ongoing joint monitoring of the policy’s impact during the 2025– 2026 and 2026–2027 staffing cycles. 4.5 Agree that a full review of promoted post structures may be required following analysis of longer-term demographic trends. Page 26 of 74
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PUBLIC Appendix 1 Compulsory Transfer Procedures (Promoted Teachers) Interim version Page 27 of 74
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PUBLIC Contents 1. Introduction - specific context 2. Circumstances necessitating Compulsory Transfer 3. General Principles 4. Arrangements to be Applied Page 28 of 74
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PUBLIC 1. Context 1.1 For a number of years, no review or consideration of the implication of changing school roll figures in the management capacity of primary schools was conducted within Renfrewshire, other than when increased roll figures resulted in additional management entitlement. Accordingly, a recent review of the Primary Management capacity in line with Standard Circular 66: Structure of promoted posts in primary schools, which outlines the grades of promoted posts applicable to primary schools and the basis for calculating the establishment of such posts, indicated a number of schools where current promoted posts, Principal Teacher or Depute Head Teachers posts, are in excess of entitlement based on current school rolls. Due to the potential number of promoted staff who consequently may be subject to compulsory transfer, it is proposed that this interim policy, taking cognisance of the need to be sensitive to the position of those impacted, will be applied. 1.2 While Head Teachers, Depute Head Teachers (DHTs) and Principal Teachers (PTs) are appointed to specific posts in specific schools, they are all ultimately appointed to the service of Renfrewshire Council. As such there may be circumstances in which such staff will be liable to compulsory transfer from one educational establishment to another. While all promoted staff have this contractual liability to transfer from one educational establishment to another every effort is made to minimise the number of compulsory transfers. 1.3 Where compulsory transfers are deemed necessary, a number of factors require to be considered, including the needs of the schools involved, the wishes of individual post holders and the views of the Council. In the final instance decisions on transfer will be taken, after consultation, by the Head of Education. Staff who remain aggrieved by such decisions shall have access to the normal Grievance Procedures (JNC15). Page 29 of 74
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PUBLIC 2. Circumstances which may necessitate Compulsory Transfer 2.1 Falling Rolls This interim Policy is intended to deal only with the circumstances of compulsory transfer being necessitated by falling school rolls. Staffing issues in the event of school closures and amalgamations are dealt with in a separate Renfrewshire Council policy. Where the roll of a school (as defined by the projected roll at the time of the staffing exercise each year) falls to a point where the school’s entitlement to promoted posts is reduced, then a surplus or surpluses may be identified and declared and all staff who may potentially be affected will be notified of this position. Notification to staff likely to be affected will occur at the earliest possible opportunity following the annual census data capture date which will confirm accuracy of earlier projected roll figures. There will be no change to the status or salary of identified post holders until the end of the current school year. If that post is vacated within the same establishment during that year the post will be filled on a temporary basis until the staffing exercise is complete in June 2026. 3. General Principles 3.1 Staff will be informed of any transfer prior to the end of the academic session but transfers should only occur at the beginning of the next academic session, subject to workforce changes 3.2 Where there is more than one potential candidate for transfer in any given establishment e.g. DHTs or PTs, it is appropriate to seek volunteers in the first instance. 3.3 Where no volunteer emerges, criteria as outlined in Section 4 will be applied in identifying the appropriate transferee and/or compliance with equalities or other relevant legislation. 3.4 The undernoted will not be regarded as constituting breaks in service and will count as service: periods of parental leave in accordance with the SNCT Handbook, periods of paid and unpaid leave formally agreed under the Teachers’ Sickness Scheme. 3.5 Where the number of promoted staff identified as liable for transfer at any level across the Council – DHT or PT - is greater than the number of emerging suitable promoted post vacancies, promoted staff at that grade whose school rolls are most divergent from entitlement will be considered for transfer in the first instance. Page 30 of 74
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PUBLIC
Promoted staff who are unable to be accommodated in a post at the grade and level
of their existing substantive post will remain in their current school and post until such
time as a suitable promoted vacancy emerges.
3.6 Promoted posts in schools affected by these arrangements are likely to require to
be re-job sized to take account of changes to management responsibilities and whole
school information.
3.7 Should the member of staff accept a post of the same grade which is job-sized at
a scale point less than their existing salary, cash conservation will apply as set out in
1.63-1.65 of the SNCT Handbook {see Appendix)
3.8 A teacher transferred compulsorily or one who volunteers in a school where a
transfer has to be arranged will be entitled to excess travelling following the date of
transfer and in line with SNCT conditions {see Appendix}
3.9 Promoted post holders who decline a transfer to a suitably identified post in
another school will commence a period of cash conservation for a period of 3 years
in line with SNCT terms and conditions and be offered alternative identified vacant
promoted posts during that time.
3.10 promoted teacher transferred compulsorily will not be liable for transfer again
within two academic years.
3.11 Should an unexpected increase in roll occur in the original base school of a
compulsorily transferred teacher result in re-entitlement of a promoted post then the
displaced promoted teacher will have a right of return within a period of two years.
3.12 In line with Equalities Act 2010, all applicants will be afforded equality of
opportunity and will be treated no less favourably than any other person in relation to
any protected characteristics contained within equalities legislation
3.13 The staffing arrangements outlined in this document seek to establish a protocol
for filling posts in the event of a number of promoted staff being identified as surplus
in their current schools. However, individual circumstances will be taken into account
and any individual will be entitled to discuss their position with representatives from
Children’s Services and HR and to be accompanied by appropriate trade union
representatives (or other appropriate staff representative) at any meeting called to
discuss such arrangements.
3.14 Promoted staff impacted will be advised and strongly encouraged to seek
financial and pensions advice and guidance from relevant sources prior to making key
decisions at each point of the process.
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PUBLIC 4. Arrangements To Be Applied 4.2 Depute Head Teachers 4.2.1 Surplus Depute Head Teachers shall be offered the option of a transfer to an equivalent Depute Head Teacher post. If no vacant position exists, the Depute Head Teacher would remain in their current post until a suitable promoted post becomes available. 4.2.2 Where there is more than one Depute Head Teacher requiring to be redeployed, available posts will be offered on the basis of length of service in the promoted post. Thereafter length of service with Renfrewshire Council and compliance with equalities or other relevant legislation; should there be more than one individual of equal status in regard to these aspects, those in schools most divergent from management entitlement will be considered for redeployment first. 4.2.3 Displaced Depute Head Teachers will be given the option of transfer to the post of Principal Teacher (within or outwith their current school) with conservation of salary in terms of the SNCT Handbook. 4.3 Principal Teachers 4.3.1 Displaced Principal Teachers shall be offered the option of a transfer to an appropriate Principal Teacher post where a vacancy exists. Where an appropriate Principal Teacher post is not immediately available those identified as surplus would be offered a transfer to a similar post with Renfrewshire Council when such a vacancy arises. 4.3.2 Displaced Principal Teachers shall be offered the option to demit their promoted post with conservation of salary in terms of the SNCT Handbook. 4.3.3 Vacant posts will not be released for recruitment until after all displaced Principal Teachers included in the identified surplus promoted staffing exercise have been given one offer of redeployment. Available posts will be offered on the basis of length of service, compliance with equalities or other relevant legislation; should there be more than one individual of equal status in regard to these aspects, those in schools most divergent from management entitlement will be considered for redeployed first. Page 32 of 74
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PUBLIC Appendix re Travel 1.0 Allowances for Compulsorily Transferred Promoted Teachers 1.1 The following arrangements shall apply to those teachers whose place of employment is changed as a result of the reorganisation of local authority areas, or who are required by the authority to transfer from one locality to another, or by other circumstances, beyond their control. 1.2 The authority shall, in all cases, be satisfied that the expenditure which a teacher incurs in connection with this transfer, and for which allowances may be paid, is necessary expenditure and has been approved in advance. The authority shall ensure that decisions under this paragraph are taken with the minimum of delay. 1.3 Where a teacher incurs additional travelling expenses as a result of the place of employment being changed but is not required to move home, the employing authority shall pay an allowance equal to the difference between the costs of travelling from home to the new place of work, and from home to the old place of work, for a period of 4 years. This allowance shall be based on either - (a) standard class train and/or bus fares, or (b) a mileage allowance in respect of the additional mileage actually involved in the change of place of employment if the teacher is an authorised car user, or where public transport is not available, whichever is actually incurred. Note : This sub-paragraph applies where the difference between the cost of travelling both ways from home to the new place of work and from home to the old place of work is greater than £2 a week, the amount to be refunded being the sum in excess of £2. Page 34 of 74
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PUBLIC Appendix re pay grade 2.0 Redeployed to a promoted post of a lower pay grade point 2.1 Should a member of staff accept a post which is job-sized at a scale point less than their existing salary, cash conservation will apply as set out in 1.63-1.65 of the SNCT Handbook: ‘The application of cash conservation will commence at the date at which the downgrading of the salary for the post, transfer or cessation of temporary appointment takes effect. 2.2 During the period of cash conservation, the post holder will continue to receive his/her previous salary but will not receive any increase resulting from pay awards (other than in the circumstances outlined in 2.4 below). 2.3 At the end of the period, the cash conservation will end and the post holder will then receive the normal salary for the post she/he holds at that time. 2.4 During any period of conservation, when the normal salary for the post occupied exceeds the conserved salary being paid (for example, through the application of pay awards), the post holder will receive the normal salary for the post with effect from that date. 2.5 Conservation of salary will cease following voluntary application for, and appointment to, a new post. Page 35 of 74
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2 PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: 3rd February 2026 Report by Head of Education Updated Professional Review and Development and Professional Update Guidance 1. Summary 1.1. Renfrewshire’s Professional Review and Development and Professional Update (PRD & PU) Guidance sets out Renfrewshire’s expectations of PRD and PU within the current national context. It describes the key features of effective PRD and PU and the roles and responsibilities of reviewees and reviewers within each process. This updated guidance replaces the previous revised version dated November 2021. 2. Background 2.1. PRD is a vital element in a teacher’s professional learning experience. Set within a culture and climate of trust and respect, its aim is to support teachers to maintain and improve their skills with the ultimate aim of improving the learning experiences of the children and young people in their care. 2.2 The need for continuing development of skills and knowledge is recognised as a key feature of success vital to any education system. Changes to curriculum and approaches to learning have always dictated the pace of change in education. In addition, the impact of technology, including social media and Artificial Intelligence, and the constantly evolving role of schools require teachers to adapt to such change through skills and knowledge update, review and development. 2.3 In order to meet the demands of change, PRD is the process whereby the professional learning requirements of teaching staff are identified, agreed and, to some degree, facilitated by the employer. The needs identified should strike a blend and balance between the requirements of the individual teacher, school and authority, the wider needs of the education service and national and legislative priorities. Item 7 Page 37 of 74
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3 PUBLIC 2.4 Professional Update, introduced in August 2014, is based on the legislative requirement in the 2011 Public Services Reform Order. Engagement in the Professional Update process is a requirement for registration with GTC Scotland and will impact on all those who are currently registered with the General Teaching Council Scotland. Each fully registered teacher is required to confirm their Professional Update every 5 years. Annual, recorded PRD meetings are supportive of this process. 2.5 This draft revised guidance, which was amended by a working group of cross sectoral teachers, has only minor changes to the previous version of November 2021, to bring it into line with current national guidance and best practice. 3. Recommendation 3.1 Members are asked to approve the revised guidance Page 38 of 74
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4 PUBLIC Children’s Services (Education) Professional Review and Development & Professional Update Guidance Revised (October 2025) Page 39 of 74
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5 PUBLIC CONTENTS Section 1: Introduction 3 ➢ Renfrewshire Council’s Education Service ➢ Professional Review and Development and Professional Learning Section 2: The National Context for Professional Review and Development 4-5 and Professional Update. ➢ Professional Review and Development (PRD) ➢ GTC Scotland Professional Standards ➢ PU Section 3: Key features of Effective Professional Review and Development 5-9 and Professional Update. ➢ Professional Review and Development ➢ The Professional Review Process ➢ The Professional Learning Profile – MyPL ➢ The Professional Review Procedure ➢ Professional Learning Activities ➢ Professional Update ➢ Teachers unable to complete the Professional Update process in their designated year Section 4: Roles and responsibilities 9-10 ➢ Head teachers and other relevant managers ➢ All Teachers ➢ Peripatetic, temporary and supply teachers ➢ Teachers working in education but out with schools and those not involved in education Section 5: Training 10-11 ➢ Training for Reviewers and Reviewees ➢ Resources Section 6: Resolving Disputes Involving Professional Review and 11-12 Development and Professional Update ➢ Dispute resolution ➢ Failure to complete Professional Update Page 40 of 74
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6 PUBLIC Section 7: Monitoring and evaluation 12 ➢ School level ➢ Authority level Section 1 Introduction Renfrewshire Council’s Education Service Renfrewshire Council is committed to providing an education service of the highest quality. An appropriately skilled staff is crucial to improving the quality and effectiveness of learning and teaching and through appropriate professional learning and support, our teachers will be more confident to undertake the duties associated with their posts. The Council has the responsibility to implement and resource effective Professional Review and Development (PRD) and Professional Update (PU) for all teaching staff within a climate of trust and respect. To this end, Renfrewshire Council has engaged with the teacher trade unions and teaching staff from a variety of roles, in reviewing this guidance which underpins our approach to the PRD and PU processes. Professional Review and Development and Professional Learning – essential components of a teachers career Professional Review and Development (PRD) is a vital element in a teacher’s professional learning experience. Set within a culture and climate of trust and respect, its aim is to support teachers to maintain and improve their skills with the ultimate aim of improving the learning experiences of the children and young people in their care. Teachers work in a complex, dynamic and ever-changing society. This means that they need to be critically informed, have professional values and up to date, relevant knowledge in order to take appropriately informed actions which ensure a positive impact on learners and learning. In addition, teachers must be mindful of issues of bias, unconscious or otherwise, and be willing to challenge their own and others thinking to advance equality and inclusion and prevent discrimination. Therefore, it is essential that teachers have opportunities to continuously develop in order to address these ever- changing demands. The need for continuing development of skills and knowledge is recognised as a key feature of success vital to any education system. Changes to curriculum and approaches to learning have always dictated the pace of change in education. In addition, the impact of technology, including social media and Artificial Intelligence, and the constantly evolving role of schools require teachers to adapt to such change through skills and knowledge update, review and development. Page 41 of 74
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7 PUBLIC In order to meet the demands of change, PRD is the process whereby the professional learning requirements of teaching staff are identified, agreed and, to some degree, facilitated by the employer. The needs identified should strike a blend and balance between the requirements of the individual teacher, school and authority, the wider needs of the education service and national and legislative priorities. PRD will provide access to opportunities in those areas where teachers require support or the opportunity to further develop and help them enhance their careers and aspirations as empowered professionals. The National Model of Professional Learning outlines the kinds of learning that will empower and enable teachers to best meet the needs of learners in this complex, ever- changing society. We encourage all Renfrewshire staff to engage with the range of materials provided by GTC Scotland and Education Scotland to support their engagement with the model and plan their professional learning alongside reviewers. By accessing the above link, you can also access downloadable resources relating to the model, planned professional learning sessions to support others to learn about the model and examples of the model in action in schools and settings across Scotland. Section 2 The National Context for Professional Review and Development and Professional Update PRD Professional Review and Development (PRD) has been an important and formal part of a teacher’s working life since the early 1990s. Since then, various national developments have reinforced the significance of PRD and taken it in new directions. The most recent guidance for all teachers can be found here: Unlocking the Potential of Professional Review and Development - Professional Review and Development Guidelines 2019 (GTCS) These guidelines are designed to support the development of cultures that foster teacher agency, promote teacher-led professional learning and enable collaborative professionalism. Towards Trusted Teaching - Culture & Climate of Trust A resource to help you to understand the importance of a culture and climate of trust for successful PRD. GTCS Professional Review and Development Resources GTC Scotland Professional Standards • GTC Scotland acknowledges that teachers are already committed to maintaining high standards, as expressed in their updated suite of Professional Standards. The Professional Standards support and promote partnership, leadership, enquiry and professional learning and have multiple purposes including to support self-evaluation and reflection, develop and enhance teacher professionalism and to support career-long professional growth. • The Standard for Full Registration The Standard for Full Registration is the foundation of the Professional Standards and is the benchmark of competence required of all registered teachers in Scotland. Page 42 of 74
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8 PUBLIC This Professional Standard is the gateway to the profession and constitutes the teaching standards in which learners, parents, the profession itself and the wider community can have confidence. This Professional Standard encompasses what it is to be a teacher in Scotland. • The Standard for Career-long Professional Learning The Standard for Career-Long Professional Learning provides an aspirational and developmental framework for teachers. It describes the advanced professional knowledge and pedagogical expertise that registered teachers could develop and maintain as they continue to progress in teaching and the education profession. This Professional Standard supports the professional growth of teachers in Scotland. • The Standard for Middle Leadership The Standard for Middle Leadership provides an aspirational and developmental framework for teachers in or considering leadership roles. It outlines the strategic vision, professional knowledge and understanding, interpersonal skills and abilities and professional actions that support teachers in leadership roles. • The Standard for Headship The Standard for Headship is designed to support individual self-evaluation and reflection as an integral part of leadership development. The Standard for Headship has the additional purpose of being a requirement for teachers permanently employed in local authority headteacher roles. PU Professional Update, introduced in August 2014, is based on the legislative requirement in the 2011 Public Services Reform Order. Engagement in the Professional Update process is a requirement for registration with GTC Scotland and will impact on all those who are currently registered with the General Teaching Council Scotland. Each fully registered teacher is required to confirm their Professional Update every 5 years. Professional Update has two purposes: • to maintain and improve the quality of our teachers as outlined in the appropriate GTC Scotland’s Professional Standards and thereby enhance the impact they have on the learning of children and young people; and • to support, maintain and enhance teachers’ continued professionalism and the Professional Update of the teaching profession in Scotland. PU is premised on the impact of a teacher’s professional learning and how this contributes to the future quality of the education profession. This requires supportive and rigorous professional review and development processes which support sustained professional learning. GTCS PU Policy Statement Section 3 Key Features of Effective Professional Review and Development and Professional Update Professional Review and Development: PRD is an entitlement and the responsibility of all teachers, head teachers and system leaders as part of their commitment to career-long professional learning. As such it: Page 43 of 74
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9 PUBLIC • has a positive impact on planning for and engagement in professional learning, practice and development and on outcomes for children and young people; • is an on-going process which takes places within a supportive, trusting and collegial culture; • is supportive and challenging but not threatening and is led by a teacher’s self- evaluation; • involves focussed professional dialogue facilitated through the use of a coaching approach; • requires teachers, head teachers and systems leaders to maintain a professional learning record (Renfrewshire Council recommends MyPL) supported by evidence of impact; and • is accessible by all across the profession. The PRD Process GTC Scotland has identified ten key features of a high-quality PRD that should be set within a culture and climate of trust, with school readiness for PRD in place, and ongoing professional dialogue between colleagues happening regularly throughout the school session, together ensuring a positive experience for all. The ten key features are: ➢ self-evaluation across the Professional Standards ➢ ongoing engagement in meaningful professional learning & reflection ➢ explore leadership opportunities ➢ support strategic development ➢ career conversations and next steps ➢ coaching conversations to support and challenge ➢ offer a reflective space to explore successes and challenges ➢ celebrations of success and planning for future next steps ➢ enable empowerment and develop teachers as agents of change ➢ nurture teacher professionalism, building professional capital ‘Ten Key Features of Professional Review and Development Wheel’ In addition, it is important to remember: • Reviewees should take responsibility for and ownership of their own professional review and development experience. Reviewers should support, facilitate and resource (where appropriate) the professional review and development process • PRD discussions should take place with the minimum of bureaucracy and be an integral, ongoing part of school life with minimal disruption to learning and teaching. Time should be allocated from local and school working time agreements to facilitate preparation for these discussions Page 44 of 74
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10 PUBLIC • The key participants in the professional review and development process are those staff identified as reviewers and the teaching staff they will review. The reviewer should normally be the person who is most familiar with the work of the person they are reviewing • In Renfrewshire, head teachers will be reviewed by link Education Managers or a Head of Service • Each reviewee will have a designated reviewer. The reviewee should know who the reviewer will be at the beginning of each session. In normal circumstances this will be the reviewee’s line manager who is familiar with the work of the teacher being reviewed. There are occasions however, when the line manager might not be the most appropriate person to review a teacher’s work. It may be necessary to arrange for another reviewer to carry out the professional review. Schools should appoint alternative reviewers in such instances • Where a teacher is deployed in more than one department or has an additional remit in addition to that of class teacher, such as in pastoral care, each area of responsibility should be reviewed as part of the professional review and development process. Only one reviewer should review the work of a teacher in cases where there are additional remits to classroom teaching • In cases where teachers work in more than one establishment, only one reviewer should review the work of the teacher. The Professional Learning Profile - MyPL All teachers are required to maintain and update a professional learning profile/record (we recommend MYPL within each individual’s MyGTCS account) which should include: • reference to significant professional learning activities undertaken linked to the appropriate professional standards; • evidence of the impact of the professional learning activities on professional development and learners; and • a professional learning plan indicating future goals agreed through the PRD meeting and the development activities to be undertaken to achieve these goals MyPL is a simple and easy way to record professional learning. Entries should be kept brief and concise and considered only as a prompt for PRD discussion. The Professional Review Procedure The following should contribute to an effective and successful PRD meeting. Before the review meeting: • through a process of self-evaluation, the reviewee is required to complete their professional learning record on an ongoing basis, which refers to their last review and reflects on the appropriate GTC Scotland Standards. The MyPL record is where evidence of impact and progress of professional learning can be recorded • unless there is a known annual school process/programme for carrying out PRD discussions, the reviewee should request a meeting with their reviewer. At least 10 working days’ notice should be given. The reviewee sets the agenda for the meeting based on self-evaluation and it should be shared with the reviewer 5 days prior to the meeting Page 45 of 74
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11 PUBLIC During the meeting: • the reviewee/reviewer must be mindful of issues of bias, unconscious or otherwise, and be willing to challenge their thinking, and that of colleagues to advance equality and prevent discrimination • the reviewee should refer to professional learning which has had most impact on themselves, pupils, the school and/or the local authority • the dialogue should be carried out in an atmosphere of mutual trust and professional respect • the reviewer should adopt a coaching approach to the discussion • goals agreed should impact on the teacher’s professional development, the pupils in their care and the needs of the school and service improvement plan • the reviewer should confirm with the reviewee the main points discussed and the meeting should be concluded within approximately 1 hour After the review meeting: • the reviewer will have the responsibility of taking a succinct note of the meeting agreed by both parties – this should be shared with the reviewee within 4 weeks of the meeting • the reviewee updates the Areas for Development section within their MyPL record • the reviewee passes a note of their professional learning requests to the Professional Learning Coordinator (where this is someone different to their reviewer, most likely in secondary schools) who may support identification of professional learning opportunities to meet the reviewee’s needs It is vital that confidentiality is adhered to at all stages in the process. Note: materials within the Renfrewshire Support Pack will support reviewees and reviewers with the professional review process Professional Learning Activities When a wide range of high-quality, sustained professional learning experiences are undertaken, teachers are more likely to inspire pupils and provide high-quality teaching and learning experiences, enabling learners to achieve their best. It is important that professional learning provides rich opportunities for teachers to develop and enhance their professional knowledge and practice, in order to progress the quality of learning and teaching and school improvement. Professional learning can take many forms. Below are some examples: • experiential, action or enquiry-based learning • professional dialogue with colleagues, other professionals, parents and pupils • online learning/blogs • professional reading and research • Masters study and further qualifications • leading or participating in a working group Page 46 of 74
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12 PUBLIC • self-evaluation or critical reflection processes • academic conferences • secondments and acting posts • probationer support Professional Update PU seeks to ensure effective and consistent professional review and development and high-quality professional learning based on focused outcomes for a teacher’s own development as well as on improving the learning experiences of children and young people. GTC Scotland recognises PU provides an opportunity to make more effective use of professional review and development as a means of developing teacher expertise and professionalism. The process is about improving teachers’ skills and abilities rather than underperformance, which is dealt with separately under competency procedures. All registered teachers in Scotland are required to participate in PU. GTC Scotland registration will be renewed every five years, provided that the requirements of professional update have been met. Participation in Professional Update requires: • an annual online update of basic personal information on a teacher’s MyGTCS account (e.g address and base school) • continuing engagement in the PRD process and professional learning • reflection against the appropriate GTC Scotland Professional Standard • maintenance of a professional learning record (MyPL) • a five yearly professional update declaration to GTC Scotland by the end of the school session in the PU sign off year Professional Update Declaration This will be completed online and will confirm: • active engagement in the PRD process over the previous five years • maintenance of an up-to date portfolio of the impact of professional learning The declaration will be required to be verified by the reviewer on GTC Scotland website by the end of the school session in the PU sign-off year. Professional Update will take place on a five-yearly cycle. Teachers unable to complete the Professional Update process in their designated year GTC Scotland recognises that there will be a number of circumstances which may make completion of the PU process within the designated timescale difficult. This may include career breaks, forthcoming retirement, extended illness, maternity/ paternity/adoption leave, and occasional supply work. If a teacher is unable to complete the process in the designated year, then the teacher should have the opportunity to request to bring forward or defer their PU year. Such requests should be made to reviewers either directly in discussion or using the ‘request deferral’ or ‘bring forward sign off’ buttons within the PU section of MyPL. If your reviewer is happy to approve your request, they can confirm this through MyPL. Page 47 of 74
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13 PUBLIC Deferrals will normally be granted for a period of one year. Reviewees should consult GTC Scotland Deferrals guidance when considering requesting a deferral. Section 4 Roles and responsibilities Head teachers and other line managers will: • ensure this guidance document is made available to all teaching staff, and that it is followed and applied fairly • ensure that PRD meetings comply with the school’s Working Time Agreement • ensure staff are involved in self-evaluation and have access to appropriate sources of support • provide opportunities for professional dialogue to facilitate the PRD process • sign off to validate PU when appropriate • promote a positive climate and culture of trust • promote the importance of professional learning linked to improved outcomes for children and young people • provide access to professional learning at school/cluster/local authority/ external organisation levels • provide skills development opportunities for all staff including coaching/mentoring approaches • when planning an annual programme of PRD meetings, ensure this includes all teaching staff • ensure the process is fit for purpose for staff at every stage of their career • appoint an appropriate member of staff as Professional Learning Coordinator • ensure resources are available for professional learning processes • notify the local authority of any member of staff looking to defer or bring forward their PU year. All teachers will: • familiarise themselves with local and national guidance on professional review and development • have an entitlement to, and responsibility for their own professional learning • undertake an annual update of contact details with the GTC Scotland • engage in self-evaluation against an appropriate GTC Scotland Professional Standard as an integral part of the PRD process • plan and undertake professional learning, completing 35 contractual hours per school year outwith the 35 hour working week (full time teachers) • maintain a professional learning record including evidence of impact (MyPL) • ensure they request an annual PRD meeting with their line manager Page 48 of 74
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14 PUBLIC • discuss the impact of professional learning as part of the PRD process including the annual review where a professional learning plan will be agreed with the reviewer and signed off • record agreed professional learning development goals in the PRD section of MyPL • confirm engagement with the PRD process in the 5 yearly declaration of Professional Update to GTC Scotland • inform their reviewer/professional learning co-ordinator if they wish to defer or bring forward their PU year Peripatetic, temporary and supply teachers GTC Scotland requires that all registered teachers, including peripatetic, temporary and supply teachers should engage in professional learning and complete the GTC Scotland 5 year cycle of Professional Update. Peripatetic teachers Peripatetic teachers have an entitlement to access professional review and development processes and associated professional learning opportunities. This should be facilitated by their line manager although it is recognised that some professional learning opportunities may be planned for strategically by Renfrewshire Council. Peripatetic teachers work in a number of establishments but should have only one formal review meeting each session. The teacher should know who their reviewer will be at the beginning of each session. Temporary and supply teachers Temporary teachers and supply staff must comply with the PU process in order to register for work in Renfrewshire. As for all teachers, they have an entitlement to access professional review and development processes and associated professional learning opportunities. For long term temporary teachers this should normally be afforded to them in the school they are in when their annual professional review and development cycle is due for review. If temporary and supply teachers are not in employment when their professional review and development is due for review, they should request a review meeting in a school where they are known and have taught within the last six months. Where they are unable to identify a reviewer, they should contact business support at Renfrewshire House, who will pass this information to the link education manager who will discuss this with them and allocate a reviewer. Teachers working in education but out with schools and those not involved in education. Some teachers are employed in education linked posts but are not currently teaching. This includes: • teachers on secondments, teachers working in quality improvement and systems leaders • qualified teachers who are employed outwith education or are currently not working • teachers who are working across different authorities These teachers will be required to engage in professional update and to maintain registration with GTC Scotland. They should make arrangements with their current line manager to have their professional update validated. Page 49 of 74
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15 PUBLIC Section 5 Training Training for Reviewers and Reviewees All members of staff should have access to appropriate professional learning. This is necessary to ensure that both the reviewer and the reviewee derive maximum benefit from the professional review and development process. Training provided by the local authority will cover aspects of knowledge and understanding of: • Renfrewshire Council’s professional review and development guidance • the maintenance of the professional learning record • the use of an effective coaching approach (most effective in ensuring the reviewee is appropriately supported and challenged in their professional learning conversations) • the national standards toolkits including reflection against the Professional Standards (Aug 2021) and the support materials on GTC Scotland’s website Resources: Education Scotland Coaching in Education Section 6 Resolving Disputes Involving Professional Review and Development and Professional Update Professional Update is intended to focus on a teacher’s professional development and continuous improvement, and it should not be used to determine whether a teacher is, or has remained, competent. In instances of under-performance or where a teacher’s competence is in question, GTC Scotland Framework for Teacher Competence should be used. Document > Framework on teacher competence Dispute resolution It is the expectation of Renfrewshire Council that every effort will made by all parties involved to resolve disputes informally and at as early a stage as possible. Disputes around the review and update processes should be rare and should only arise in cases where requirements as described in this document have not been met. All concerns should be addressed by the line manager at the earliest opportunity in the review cycle. It would be exceptional that disputes would arise where there has been effective communication and management of the review process, and so most concerns will have been addressed well in advance of the point at which the employee is expected to be reviewed, but especially prior to making their five-yearly Professional Update declaration. However, where disputes around Professional Update or any aspect of the review process arise, the following measures should be adopted as a means of achieving a resolution: • A meeting should be arranged to focus on the area of disagreement between both parties. The reviewee may be accompanied by a representative at this meeting. At this meeting the reviewer should make clear the reason for refusing to sign off on the review or update; • The outcome of this meeting will be an action plan which is agreed by both parties. This plan should stipulate the actions to be taken to allow the annual review or Page 50 of 74
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16 PUBLIC Professional Update to be achieved. There should be realistic timescales attached to enable the reviewee to achieve the goal or goals identified; • Where there is a failure to agree an action plan, the reviewee may request that the matter be referred to an appropriate independent senior manager, who will convene a meeting with relevant parties, consider the facts and determine the action plan to be implemented in an attempt to reach a resolution; • When all attempts to reach resolution have failed and the reviewer still cannot verify the online declaration the matter will be escalated to the Joint Secretaries of the JNC in an attempt to mediate a resolution; • If at any time in the process the reviewee is not satisfied with the process or its outcome the reviewee may resort to grievance procedures to seek resolution. All employees have this right in accordance with their terms and conditions of employment; and • If, at the end of the grievance and appeals process, a manager still feels unable to verify the online declaration then the matter will be referred to the GTCS for a final decision regarding the employee’s registration renewal. Failure to complete Professional Update In Renfrewshire, cases of teachers failing to complete Professional Update are extremely rare. For most teachers in this situation, it is due to valid reasons such as career breaks, extended periods of illness, maternity / paternity / adoption leave, engagement in only occasional and sporadic supply work or other exceptional circumstances. Where a registered teacher was to make a deliberate and conscious decision not to meet the requirements of Professional Update, through non-compliance with contractual requirements for continuing professional development or PRD, this would be dealt with in line with the council disciplinary process ‘Procedures and Conduct of the Disciplinary Process for Teachers, Quality Improvement Officers, Educational Psychologists and Music Instructors’. Section 7 Monitoring and evaluation of the policy School level At school level, it is the responsibility of the head of establishment to monitor and evaluate the effectiveness of the establishment’s PRD arrangements in enhancing the quality of teaching and learning and the impact on attainment. Evaluation should also include how well identified professional needs have been met. Authority level At authority level, the Education Manager with responsibility for professional learning will ensure that the PRD process and the quality of professional learning provision are monitored and evaluated. Strategies may include sampling, questionnaires, focus groups and quality audits with evidence scrutinised by a working group. Teachers will be surveyed periodically, the results analysed with a report on progress taken to the JNC. A working group will evaluate relevant information and contribute to this report. These activities will not impinge on the confidential nature of the process between individual teaching staff and their line manager. Page 51 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February 2026 Report by Joint Secretary (Management Side) Update to PVG Guidance for Schools 1. Background 1.1. As you will be aware Disclosure Scotland made changed to its PVG Scheme that came into effect from 1 April 2025. Below is some key information for establishments as reference / guidance. Please consult your SSDO / ESM should have you have queries about the process. 1.2. Mandatory PVG Scheme Membership • From 1 April 2025, joining the PVG scheme is a legal requirement for anyone in a regulated role involving children/ young people or protected adults • Existing PVG members must update their disclosure if they change roles or employers • Disclosure Scotland have a toolkit that allows establishments to check run the role of an individual through a “role checker tool” to help assess PVG requirements. The links below should be used: https://www.mygov.scot/check-role-needs-pvg https://www.mygov.scot/activities-for-regulated-roles/list-of-activities-with-children New Disclosure Levels and Application Types 1.3. Disclosure products have been simplified into: • Level 1 (formerly Basic) • Level 2 (formerly Standard/Enhanced) • Level 2 with PVG (Join or Existing) • Fees remain unchanged, except for a reduced fee of £18 for PVG Existing applications Item 8 Page 53 of 74
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PUBLIC Some specific questions to consider when completing the toolkit in relation to schools: Parent Helpers 1.4. It is not always clear from the list of regulated roles whether or not parent helpers are required to be PVG checked. The three main aspects of the role to consider are: responsibility, location, and supervision. Where you are in doubt, run through the following three questions, in order: 1. Will the individual actually be in charge of or caring for children? Will they merely be acting as ‘eyes and ears’ for a teacher or other employee who is taking that responsibility? If it is the former, a PVG check will be required: ignore the next two questions. If the latter, continue to the next question. 2. Will the individual be carrying out their role (at least in part) on school/ nursery premises? If the answer is no, a PVG check will not be required: ignore the final question. If yes, continue to the final question. 3. Will the individual be fulfilling their role with children and young people unsupervised? If the answer is yes, a PVG check will be required. If it is no, a PVG check will not be required. 1.5. Example 1: A parent helper is being asked to come on as school trip, where they will be taking a group of children separately to one of the activities. They will be in charge of and responsible for caring for the children during that period and will require a PVG check (point 1 above). 1.6. Example 2: A parent helper is being asked to help escort the children to an activity (e.g. sports day, mass, church service), but has been asked only to keep an eye open and alert the teacher to any issues with the children on the way and once at the location. They are meeting the group outside the school and will not be coming onto school premises. A PVG check is not required (point 2 above). 1.7. Example 3: A parent helper is being asked to come on a school trip, but has been asked only to keep an eye open and alert the teacher to any issues with the children, as well as helping distribute lunches, activity materials etc. They will be meeting up with the class in the school and will return there after the trip, so will be on school premises for part of the role. A teacher or classroom assistant will be present with them any time they are with the children. No PVG check is required (point 3 above). 1.8. You will see from the above that, often, parent helpers will require a PVG check, but not always. Where possible, you may consider shaping these roles to avoid a check being required, for example, by being clear with parents that they are not in charge of the children and should raise any issues they notice with the teacher, or classroom assistant. Page 54 of 74
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PUBLIC Senior Pupils Carrying Out Activities as Work Experience or Similar 1.9. Pupils undertaking work experience working with younger children will not usually be considered to be undertaking a ‘role’ either caring for or being in charge of those children. Rather, they will be learning from and acting under instruction from a teacher or other employee. They are unlikely therefore to require a PVG check. 1.10. If it is proposed that a work experience pupil be given a greater level of responsibility for younger children, and/ or be left with children unsupervised, you should first consider whether this is really suitable. If it is, it is likely that a PVG will be required for that pupil before they may carry out the role. Parent Council Volunteers 1.11. Volunteers who are helping to facilitate Parent Council activities may require PVG checks, depending on the nature of their role and responsibilities. The checks will be similar to those set out above; but the school and education authority cannot provide legal advice to the Parent Council on this issue. The Parent Council may be directed to Disclosure Scotland’s guidance document and be advised to seek independent legal advice, if they remain in doubt 2. Recommendation 2.1 JNC are asked to note the contents of this report. Page 55 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February 2026 Report by Joint Secretary (Management Side) Renfrewshire Council / Teacher Booker Supply Booking System Practice Updates: Multiple Jobs in Same School & Use of ‘Dates to be Determined’ Option 1. Purpose of Paper 1.1 This paper provides the Joint Negotiating Committee (JNC) with: • An overview of the agreed practice update relating to payment arrangements for supply teachers working multiple short jobs in the same school within a single week; and • A second practice update relating to the appropriate use of the ‘dates to be determined’ option within Teacher Booker (TB) when posting supply jobs. 1.2 Both updates have been developed following consultation with Teachers’ Unions and through review of system use across schools. 2. Background 2.1 Current Teacher Booker Arrangements 2.1.1 TB currently records a full day of supply work for teachers as 5.5 hours for 1– 2 day jobs. For jobs exceeding 2 days, the system automatically uplifts hours to 7 hours per day. 2.1.2 This uplift can be recognised only when days are contained within a single job request. 2.2 Issue Identified – Multiple Jobs in Same School 2.2.1 Supply teachers regularly undertake separate 1–2 day jobs within the same school during a single week. 2.2.2 When the combined total exceeds 2 days, they qualify for the 7-hour uplift; however: Item 9 Page 57 of 74
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PUBLIC • TB cannot currently aggregate multiple jobs for uplift purposes; • Teachers entitled to uplift may only receive 5.5 hours unless manual intervention occurs. 2.2.3 A system development request has been submitted; no completion timeline is yet available. 2.3 System Limitation – Job Advertising with Fixed Dates 2.3.1 TB currently displays candidates only where availability covers the full start and end date range of a posted job. This limits responses and can prevent schools identifying workers able to cover part of the period. 2.3.2 The ‘dates to be determined’ option is therefore necessary in certain circumstances until system changes are implemented. 3. Summary of Agreed Practice Updates 3.1 Uplift for Multiple Jobs in Same School 3.1.1 Where a supply teacher works multiple 1–2 day jobs in the same school during a single week, and these total more than 2 days, the uplift to 7 hours must be applied. 3.1.2 Applies only within the same school (not across different schools). 3.1.3 Effective from Tuesday 6th January 2026. 3.2 Processing Arrangements Option 1 – Preferred • Schools create each job separately. • Approvers manually update hours from 5.5 to 7 per day prior to approval. Option 2 • Schools create one job covering all days worked via timesheet additions. • TB applies uplift automatically. • Reduced management information is a limitation. 3.3 Practice Update: Use of the ‘Dates to be Determined’ Option Following discussion with Teachers’ Unions and review of system usage, the following guidance has been agreed for the appropriate use of the ‘dates to be determined’ posting option in TB. Page 58 of 74
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PUBLIC 3.3.1 Appropriate Use of the Option The option may be used in the following circumstances: a) Posting a historic job Where it has not been possible to create or assign a job before the actual start date. b) Posting where actual start or end dates are unknown Examples include: • Maternity leave that may commence earlier than estimated. • Absences that extend beyond the originally reported duration. c) Posting when more than one supply worker may be required Used where cover across a period may need multiple workers. Note: When fixed dates are entered, TB currently filters candidates to those available for the entire date range. A development request to remove this restriction is pending. 3.3.2 Benefits of Using the ‘Dates to be Determined’ Option This option: • Allows the job to be visible to all candidates available for any of the intended dates. • Supports greater flexibility when availability varies. • Improves potential responses, particularly when “general cover” is selected rather than a specific subject 3.3.3 Assigning Candidates and Job Creation When candidates express interest: • Schools should confirm exact availability with applicants. • Only one candidate may be assigned per job. • If multiple workers are needed, schools must create additional job(s) and assign each candidate separately. • For the candidate assigned under the ‘dates to be determined’ job, schools must create a timesheet for the dates they will work to ensure correct payment. Page 59 of 74
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PUBLIC 4. Key Considerations 4.1 Both practice updates ensure alignment with conditions of service and support equitable treatment of supply teachers. 4.2 The ‘dates to be determined’ option improves the ability to source cover flexibly where availability fluctuates. 4.3 Manual adjustments remain necessary until TB system developments are delivered. 4.4 Maintaining clear audit trails remains essential, particularly where non-standard posting and approval processes are used. 5. Recommendations for JNC The JNC is invited to: 5.1 Note the practice update on uplift application for supply teachers working multiple jobs in the same school. 5.2 Note the practice update regarding the use of the ‘dates to be determined’ option. 5.3 Endorse implementation of both updates from 6 January 2026. 5.4 Support Option 1 as the preferred method for uplift processing due to audit and management information benefits. 5.5 Support continued engagement with Teacher Booker in relation to system development requests. 5.6 Agree to receive further monitoring updates as system enhancements progress. Page 60 of 74
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PUBLIC Appendix 1 Renfrewshire Council / Teacher Booker Supply Booking System Practice Update for Teachers Working Multiple Jobs in Same School Following discussion with the Teacher’s Unions, the following practice update has been agreed for Teachers working multiple jobs in the same school, over a one week period, that when combining the total number of days worked, exceeds 2 days. Based on this principle, the uplift from 5.5hrs per day to 7 hrs requires to be applied. The TB system is currently set up as 5.5 hrs for a full day’s work for supply Teachers. This is due to the rule that supply teachers will only get paid for 5.5 hrs for any 1-2 day jobs worked. The system has a calculation tool built in to automatically apply to uplift these hours to 7hrs per day, for any jobs over 2 days. For information, jobs over 2 days can be for either consecutive days or for example Mondays only over a 3 week period, as long the days are contained within the same job request. The system will automatically apply the uplift to 7 hrs per day. Based on the agreed change of practice, please find below an example showing a supply Teacher working multiple jobs, in the same school, over one week period, each separate job no more than 1 or 2 days:- School Job Dates Worked No. of Days Hours Paid Pre Practice Update Hours to Be Paid Post Practice Update Renfrewshire HS JOB- 12345 06/10/25 1 5.5 hrs 7 hrs * Renfrewshire HS JOB- 12346 07/10/25 1 5.5 hrs 7 hrs * Renfrewshire HS JOB- 12347 09/10/25- 10/10/25 2 5.5 hrs 14 hrs * * The Teacher Booker system is set up to recognise when one job has more than 2 days and automatically applies the uplift from 5.5 hrs to 7 hrs. However, it currently cannot recognise 3 individual jobs (all under 2 days), within the same school, when the days combined, exceeds 2 days, to then be able to apply the uplift automatically. A development request has been submitted to Teacher Booker however we do not have a timescale for when this work will be completed, if it is at all possible. Effective, Tuesday 6th January 2026, this updated practice should be implemented within schools. Using the examples above, there are 2 options to process the uplifted hours:- Option 1 (preferred) Poster should create 3 separate jobs, as this will provide more accurate management information i.e. reason code, dates worked, who cover is for etc. and the approver should then update the hours from 5.5 hrs to 7 hrs within the associated timesheets when approving them. Option 2 Poster creates the first job for one day’s work (6th Oct) and then the additional days worked on 7th, 9th and 10th Oct can be added to the 6th Oct timesheet. Using this option, will result in the uplift being applied automatically by the system, however, will not give you detailed management information, as you will only have one job created, not 3 separate jobs. Please note:- we have submitted a development request to TB, to add a free text box to the timesheet page. This will enable us to capture reasons for adding days to the timesheet outwith the original job dates, and this will also satisfy audit requirements. The likely timescale for completion is around Jan - Mar 2026. Page 61 of 74
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PUBLIC In addition, an exercise has been completed to review the hours worked for the period, ‘go live’ on 22nd April until 10th October 2025, to identify any supply teacher who worked multiple jobs, in the same school, and is due to be paid the uplift. This request has now been submitted to payroll for processing and was paid in the 27th November 2025 pay. A separate exercise will be completed for the period 21st October until 19th December 2025. This request will be submitted to payroll for processing and should be included within the 29th January 2026 pay. This updated practice does not include working multiple jobs, across different schools, in a one week period. Sylvia Easton Service Delivery Manager (Frontline Schools) December 2025 Page 62 of 74
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PUBLIC Appendix 2 Renfrewshire Council / Teacher Booker Supply Booking System Practice Update for Using Dates to be Determined Option The ‘dates to be determined’ option can be used as per undernoted:- 1) Post a historic job – this option is available, when it hasn’t been possible to create a job and assign a worker in advance of the start date. 2) Post a job when you don’t know the actual start date (e.g. maternity leave pending where the planned date may start earlier), or the actual end date (e.g. covering an absence, when the duration extends longer than anticipated, from when absence was first reported). 3) Post a job and get no response, but you are aware the dates for the job could be covered by more than one supply worker *. * Currently, when posting a job with a start and end date, the system is set up to identify candidates only, that can cover the full range of dates listed in the job. Please note: a request has been sent to TB to change this. This is in their list of developments for future system changes. In the meantime, you can use the ‘dates to be determined’ option, as this will provide you with the option to send the job to all candidates who are available for either the full date range or just for some of the dates. If you select a subject e.g. geography, this will apply the filter, and therefore reduce the overall number of candidates. You may get a greater response, if you select ‘general cover’. Once candidates apply for the job, you can then liaise with them to determine the actual dates they can work. Please note: that only one candidate can be assigned to one job. If you chose more than one candidate to cover the date range, you would need to create an additional job(s) and assign the candidate(s) to the job(s). You can then use the actual dates they are going to work when creating the additional job(s). Please remember that for the candidate you assign to the original ‘dates to be determined’ job, you will need to create the timesheet for the days they will be working, to ensure they get paid. Sylvia Easton Service Delivery Manager (Frontline Schools) December 2025 Page 63 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February 2026 Report by Joint Secretary (Teachers’ Side) Local Authority and Pre-Inspection Reviews 1. Background Feedback from Renfrewshire teachers has highlighted concerns at the increased workload arising from Local Authority and pre-inspection reviews. Demands are being made on teacher time at short notice and outwith the agreed Working Time Agreement arrangements. These demands are impacting on teacher workload at a time when the existing workload is becoming increasingly unsustainable as evidenced by the EIS survey which demonstrated that teachers are working on average eleven hours a week over and above their contractual hours. The EIS National Executive has responded recently to the HMIE consultation document ‘School Inspections are Changing.’ This response highlighted that school and local authority inspection rehearsals remain significant drivers of excessive workload and stress. Key to the EIS critique is the perception that whilst purporting to be a model which is collaborative and supports schools to be self-improving, in practice the system, in the eyes of teachers, is a disempowering experience which frequently fails to get to the heart of a school’s endeavour to serve the needs of its community. It is costly in terms of time and resource, yet it is of very limited value in supporting accurate self-evaluation and informing professional practice. Local Authority Managers possess detailed knowledge of community and contextual factors. The EIS recognises that Local Authority educational leadership is key in providing an understanding of the environments in which schools operate. However, the top-down external scrutiny model, driven by data heavy demands on schools is counter-productive in securing genuine and sustained educational improvement. A more collegiate approach to ongoing mentoring and support that recognises the professionalism of teachers and is in keeping with the teacher empowerment agenda of the Scottish Government would provide a more constructive approach to educational improvement. Item 11 Page 65 of 74
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PUBLIC 2. Recommendation Workload is a safeguarding and wellbeing issue. The additional burden arising from inspection reviews carries the danger of leading to burnout and sickness absence. The reviews impact on deadlines already agreed through the Working Time Agreement. They also impact on already agreed teacher planning time with consequent implications for ongoing teaching and learning. The Teachers’ Side is requesting that the arrangements relating to the gathering of evidence and data pertaining to Local Authority and pre-inspection reviews to be the subject of dialogue between the Management and Teachers’ Side with a view to addressing the workload concerns of Renfrewshire teachers thereby preserving the integrity of each establishment’s Working Time Agreement. Page 66 of 74
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. Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February, 2026 Report by Joint Secretary (Teachers’ Side) Advertisements: Ensuring Opportunities for Flexible Route NQTs 1. Background The GTCS offers two pathways to achieve full registration and entry to a teaching career after the student years: the Teacher Induction Scheme (TIS) and the Flexible Route (FR). The first and more common access is via the Teacher Induction scheme which offers a guaranteed post for an academic session in a school. Most new recruits opt for the TIS which has the benefit of being a funded and mentored placement in a single school. The second pathway is through the Flexible Route which provides a way to achieve full registration with the GTCS and qualifies successful participants to teach in Scotland. The FR has many benefits for some aspiring teachers: It allows access to the profession to those who opt to work part-time, many for reasons of childcare, and many of whom are women It is the only pathway for foreign students, not eligible for the TIS, to become fully registered in Scotland It allows participants to choose a local authority or school in which they can work (some for family, financial, accommodation or travel reasons) It allows those who are already fully registered in one or more subject(s)/categories to gain professional registration in an additional subject It allows teachers who may need extensions to their TIS as a result of ill health, bereavement or other difficulties, to qualify. The Flexible Route therefore attracts a diverse range of applicants - precisely because of its flexibility- and it relies on those provisionally registered teachers having access to supply work since FR probationers are not eligible to be appointed to permanent posts. Probationers on the FR can only undertake fixed term supply employment to gain full registration. Item 12 Page 67 of 74
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. Most provisionally registered teachers on the FR begin their careers in supply posts and must be interviewed to be included on Local Authority supply lists. Before gaining full registration the requisite number of teaching days must be accrued and it is important therefore that Local Authorities are employing this group of probationers and that opportunities are open to those on the FR. That is particularly urgent as regulations require probation to be completed within three years of first registration. Moreover, Renfrewshire Council occasionally recommends that some probationers convert from the TIS to the FR in the expectation that they will complete their probationary period within another Local Authority. There is an assumption that other Local Authority supply lists will be open to them. It has come to light that a recent advert for supply teachers for Renfrewshire was worded such that it was open only to “fully qualified teachers” which excluded provisionally registered teachers on the FR programme. At a time when schools are reporting a lack of supply provision it is important that no eligible applicant feels excluded from applying to be added to Renfrewshire’s supply register and that Renfrewshire is maximising all possible recruits. 2. Recommendation That whenever adverts are posted for supply teachers that they are inclusive of Flexible Route probationers. Adverts for supply staff should explicitly state that ‘suitably qualified’, including Flexible Route applicants- rather than ‘fully qualified’ applicants- are eligible for supply work in Renfrewshire. That Renfrewshire Council reconsiders its practice of disallowing probationers whom it recommends should convert to FR, the opportunity to undertake supply work in Renfrewshire, rather than closing off the opportunity and imposing the need for them to seek employment in other Local Authorities. Page 68 of 74
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PUBLIC Agenda Item.......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February 2026 Report by Joint Secretary (Teachers’ Side) Fair Distribution and Rotation of NCCT 1. Background In primary schools full time teachers are currently entitled to 2.5 hours non-class contact time (NCCT) which is allocated on a pro rata basis for part time staff. The non class contact time is often covered by another teacher, who will have the role of covering NCCT across the school. It is common practice for NCCT teachers to be given responsibility to cover elements of the curriculum which are not seen as ‘core’ subjects: RE, MFL, Expressive Arts, for example. Teachers have raised concerns that once they become the ‘NCCT’ teacher they are then pigeon-holed in that role, and, despite requesting their own class, they are left for many years covering other colleagues’ non class contact time. This can be particularly true for part time staff. Covering NCCT does develop a particular skill set: it requires the need to be highly organised, the need to be flexible and to have an in-depth knowledge of the curriculum at all levels as teachers could be covering from early to second level in a single day. However, when in this position long term, many teachers feel they become deskilled because they are not planning full units in the core curricular areas, they are not involved fully in the tracking and monitoring of pupil attainment, building relationships with families, providing reports etc. NCCT teachers feel that they lack autonomy to make decisions or last-minute changes to lessons they are teaching because the class is not theirs. They miss the relationships with pupils and even having classroom that is their teaching space. This can sometimes lead to job dissatisfaction and anxiety. One of the core values of Renfrewshire Council is fairness and this value is central to the Council’s Equality, Diversity and Inclusion policy which states that Renfrewshire Council is an ‘equal opportunities employer where all people feel valued, included and to be at their best.’ It is therefore incumbent upon Headteachers to allocate NCCT teaching in a manner that articulates with these values. Item 13 Page 69 of 74
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PUBLIC A key element of a teacher’s professional development is GTCS Professional Update whereby teachers must keep abreast of their professional development by measuring their practice against the GTCS professional standards. Being timetabled regularly as a NCCT teacher stands as an obstacle to fulfilling the range of standards required and is inherently unfair. 2. Recommendations Positive discussions have already taken place with the Joint Secretaries and the Teachers’ side has been informed that the matter has been highlighted with head teachers. The Teachers’ side is keen that when setting classes head teachers consult with staff to ensure that all staff are allocated the NCCT role on an equitable, rotational basis. This would ensure that all staff develop a broad skill set and would alleviate any perceived unfairness, anxiety and dissatisfaction that has been expressed by some who are permanently allocated the NCCT role. Ideally a primary teacher should spend no longer than two consecutive years in the NCCT role, unless they specifically request that role. Page 70 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd February, 2026 Report by Joint Secretary (Teachers’ Side) Absence Cover- Application of JNC 11 1. Background Cover agreements are a devolved matter, delegated to JNC (JNC 2). The agreed arrangements that should apply to absence cover in Renfrewshire are outlined in JNC 11, first agreed in 2005/06. A link to the policy is here for information: https://www.snct.org.uk/library/993/JNC11.pdf JNC 11 has been updated and revised on several occasions through the JNC: It was revised in 2007 to take account of the introduction of the 33-period week. It was revised in September, 2015 to amend budgets and allow absence cover underspends to be allocated to schools thereby adjusting the level of virement allowable to school budgets. The matter of absence cover is, and has long been, a workload issue for teachers in schools who are regularly allocated additional duties to cover for absent colleagues. The JNC on 21st March 2023 previously highlighted the Teachers’ Side concerns about supply staff availability and first proposed the introduction of Booker to ease some of the pressures. Whilst internal cover is manageable in the short term it becomes less so, long term, if supply cover is not provided. Some specific principles underpin JNC 11 and the provision of cover in schools. The agreement also identifies responsibility for financing of cover and where the school and Council responsibility lies. The agreement places limits on the time that teachers should cover internally and makes reference to a permanent supply pool. It also references fairness and equity in the allocation of internal cover. These principles are being undermined by current practices where it has become commonplace in schools to alter timetables of existing staff to accommodate shortfalls in staffing rather than pay for supply teachers to fill absences. This is onerous for teachers and disruptive for learners who can go for long periods without a subject specialist teacher. Item 14 Page 71 of 74
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PUBLIC JNC 11 clearly defines when supply cover should be brought into schools and it states clearly that each school should have collegiate discussions around affordable levels of cover and that these should be written into a school-based agreement. There are few schools now where this is the practice and the Teachers’ Side is seeking further discussions to understand why the agreed policy is not fully practised because it is the responsibility of all parties to the JNC to ensure that agreements are followed in schools, including the arrangements for absence cover, short and long term. 2. Recommendations That current practices in schools are investigated in relation to JNC 11 and fed back to a future JNC. That schools are reminded of the agreement and the expectation that agreed absence cover arrangements are adhered to. Page 72 of 74
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PUBLIC Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 3rd Feb, 2026 Report by Joint Secretary (Teachers’ Side) Update to JNC 16 Special Leave Policy 1. Background The Neonatal Care (Leave and Pay) Act 2023 came into effect on April 6, 2025. It recognises the specific concerns of families in the UK where around 40,000 babies spend over one week in neonatal care each year, and 34,000 parents across the UK are expected to need paid neonatal care leave per annum. The new legislation rightly acknowledges the stress on parents who experience such a traumatic life event and places an obligation on employers to support employees during this difficult time by supplementing existing entitlements to leave. It ensures that parents can attend their babies without having the worry of work for a period of illness and it provides entitlements that are in addition to other statutory leave, such as sickness leave and maternity and paternity leave. It is a day-one entitlement and provides minimum pay and leave to the parents of babies born on or after 6th April, 2025, with up to twelve weeks of statutory leave and pay if their newborn requires an extended stay in neonatal care. Renfrewshire Council has already reached agreement with Local Government Employees to update leave policies in respect of the Act. The Teachers’ Side is seeking similarly to have the entitlement incorporated into the special leave policy, JNC 16, to help support teachers, quality improvement officers, educational psychologists and music Instructors who are going through this most traumatic period. There will also be implications for JNC 11 which stipulates that cover is required from the first day of notifiable, foreseen long-term absences. 2. Recommendation That JNC 16 and JNC 11 are updated to include the entitlements afforded by the Act and that external cover is provided on day one of any such absence. That all staff are advised, as part of a staff bulletin, of this positive change and of the new day-one entitlement. Item 15 Page 73 of 74
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