Item 11 Appendix 1
West Dunbartonshire Council · 15 June 2022
Back to Educational Services Committee — 15 June 2022 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT WDC LOGO Devolved School Management 2022/23 Primary , Secondary & ASN Schools Educational Services Revised March 2022 Appendix 1
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT CONTENTS DESCRIPTION PAGE Table of Contents SECTION 1 1.1 1.2 1.3 Introduction to Devolved School Management Objectives of Devolved School Management Devolved School Management Overview Principles of Devolved School Management SECTION 2 Budgets and Accounting Section 2.1 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.1.6 2.1.7 Introduction Financial Year and Issue of Budget Statements Budget Statements and Pupil Rolls Expenditure Records Staff Costs Ad hoc Adjustments Budget Virements Carry Forward of Year End Balances Section 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 Teaching Basic Staff Complement: Indicative Primary Staffing Model Class Organisation Exceptional Circumstances Reduced Class Contact Time Probationer Class Contact Time Section 2.3 2.3.1 2.3.2 2.3.3 Teacher Absence Cover Sickness Absence Parental Leave Breakdown of Absence Cover Section 2.4 2.4.1 2.4.2 2.4.3 Additional Support For Learning Needs Introduction Support for Learning: Teacher Allocation Support for Learning: PSW Allocation Section 2.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.5 School Support Staff Administrative & Clerical Staff Administrative & Clerical staff Absence Cover Administrative & Clerical Parental Leave Dining & Playground Supervisors Breakfast Club Assistants
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Section 2.6 2.6.1 2.6.2 2.6.3 2.6.4 Supplies and Services Educational Supplies Text Alert system Purchase Cards Online Payments Section 2.7 2.7.1 2.7.2 Other Expenditure Parent Council Property Costs SECTION 3 3.1 3.2 3.3 Areas of Expenditure to be Devolved Introduction Devolved Expenditure Income SECTION 4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 General Information on Devolved School Management Financial Regulations Local Authority Commitment to Devolved School Management Scottish Negotiating Committee for Teachers and Local Negotiating Committees for Teachers Agreements Publication Availability and Review of the Scheme Available Training Consultation and Engagement Transparency Local Priorities Professional Support APPENDICES Appendix A – Purchase Cards
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT SECTION 1: INTRODUCTION TO DEVOLVED SCHOOL MANAGEMENT 1.1 Objectives of Devolved School Management The underlying objective of Devolved School Management is to enable decisions, relevant to the day to day management and provision of school education, to be made at local level. The Scheme of Devolved School Management provides the method of calculating how resources are allocated to schools on the basis of clearly defined allocation criteria. Responsibility for determining how this budget will be allocated within the school however, rests with each Head Teacher, and the Scheme does not provide a prescriptive guide to how resources will be used within each school. This approach will ensure that schools are resourced in a fair and consistent manner, whilst ensuring that Head Teachers are empowered to deploy resources in the manner best suited to meet the needs of the learners in their school. The Finance Manuals will continue to evolve in light of national developments regarding the governance of education. 1.2 Devolved School Management Overview Devolved School Management was introduced in 1993 to enhance and improve the management of resources at school level. The DSM guidance was reviewed in 2006, and again in 2012, taking account of the changing economic and financial climate for both Local Authorities and the Scottish Government. In June 2017 the Scottish Government consulted on changes to DSM as part of the wider "Fair Funding to Achieve Excellence and Equity in Education" consultation. The updated DSM guidelines, published in summer 2019, seek to build and improve on the DSM Guidelines of 2012 and, critically, reflect and integrate with the Education Reform Programme and priorities emerging from the Scottish Government and COSLA Education Reform Joint Agreement of June 2018. These Guidelines can be found here https://www.gov.scot/policies/schools/devolved-school-management/. The Guidelines have been devised to help Local Authorities develop their own Devolved School Management (DSM) schemes. The new Guidelines aim to encourage participation from Local Authority wider teams, schools and parents. They have been prepared through collaboration and consultation with a wide range of stakeholders. Collaboration is key to a successful local DSM scheme and this is captured within the Joint Agreement and Head Teachers’ Charter to which these guidelines align and support. 1.3 Principles of Devolved School Management The updated DSM principles, agreed by the Fair Funding Reference Group and building on and enhancing the foundations and principles of the 2012 guidance, are: • Subsidiarity and Empowerment • Collaboration • Accountability and Responsibility • Clarity and Equity
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT These principles reflect the National Improvement Framework aims of excellence through raising attainment and achieving equity. The principles also fully endorse those proposed in the Fair Funding consultation: • support excellence and equity - ensuring every child and young person has the same opportunity to succeed • be fair - placing the needs of all children and young people at the centre • be simple, transparent and predictable – ensuing the costs of delivering education can be easily understood and explained and that schools are able to manage and plan ahead with certainty • deliver value for money – ensuring that every penny spent is used effectively
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT SECTION 2: BUDGETS AND ACCOUNTING 2.1 INTRODUCTION 2.1.1 Financial Year and Issue of Budget Statements The financial year runs from 1st April to 31st March and spans two academic years. Budget statements are issued to schools at the commencement of the financial year and thereafter monthly budgetary control reports are prepared and issued Following completion of the council’s final accounts, carry forward figures are confirmed with schools prior to the summer holidays. 2.1.2 Budget Statements and Pupil Rolls A significant number of budgets within all school sectors are based on pupil roll numbers. Budget allocations for the period April to July are based on actual pupil rolls, per Scottish Government census figures from the previous September and confirmed as part of the annual staffing exercise. Projected pupil rolls (based on information from Pupil Placement) are used at the start of the financial year to prepare August to March staffing budgets. Staffing budgets are revised in October to reflect Scottish Government census figures and where there is movement between projected and actual numbers, the following applies: • Promoted teaching budgets are only increased where the roll has been sustained for two years or more. The initial increase will be on a temporary basis for the academic year and will only be made permanent if the increased roll continues for two years or more. When the pupil roll drops, there will be a transition period for one year and entitlement will be retained for that period only. Schools wishing to retain promoted staff posts after the transition period has lapsed will be required to self-finance these posts or promoted elements. • Administrative, clerical, visiting specialists, playground and dining supervisor budgets are automatically adjusted to reflect the new roll banding. Budgets for educational supplies are calculated using the Scottish Government census figures from the September prior to the financial year. No adjustment is applied following the September census. 2.1.3 Expenditure Records Records of expenditure must be maintained in each school for all delegated budgets. Within schools, the bespoke spreadsheet, in operation since August 2021, records all relevant income and expenditure items. 2.1.4 Staff Costs Staff costs are prepared using a zero based budget approach. Staffing budgets are based on current staffing structures (April to July) and indicative staffing structures, based on pupil projections prepared by Pupil Placement, for (August – March). Staffing budgets are reviewed each year and updated to take account of job sizing criteria, pay indexation,
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT increments and relevant changes to National Insurance or Superannuation. This approach essentially means that each school pays for the teaching and non-teaching staff that it employs and is consistent with the principles of the Head Teachers Charter and governance of the Pupil Equity Fund 2.1.5 Ad hoc Adjustments Ad hoc adjustments are agreed at the discretion of the Chief Education Officer and are reviewed on an annual basis. 2.1.6 Budget Virement Previously Head Teachers were permitted to divert monies between fully delegated budgets. Such budget transfers were known as virements. However, under the current bespoke spreadsheet system the Head Teachers are given a total sum for devolved budgets to be used as they wish across a number of devolved budget lines so virements as such are no longer required. 2.1.7 Carry Forward of Year–End Balances Under the DSM scheme, schools may carry forward over or under spends at the end of each financial year. The carry forward is calculated by determining the net expenditure position on all devolved budget headings at as 31st March and determined by the balances recorded in the authority’s financial ledger. The maximum under-spend that may be carried forward is set at 10% of all fully devolved budget headings and any balance greater than this can be added to the individual school’s capital items replacement fund (CIRF) up to a maximum of £10,000. Any overspend is carried forward in full and no maximum threshold is applied. Head Teachers are advised to avoid material overspends and to ensure that resources are managed effectively. Schools may wish to use this carry forward of underspend not only for ongoing revenue expenditure but may also wish to save towards a longer term planned objective such as school refurbishment etc. 2.2 TEACHING 2.2.1 Basic Staff Complement: Indicative Primary Staffing Model On an annual basis Pupil Placement will determine an indicative staffing model based on projected school rolls for the new academic year and budget allocations will be provided to schools on this basis. Under this model, the core teaching entitlement is determined by the number of classes operational within an establishment. The total number of classes, including Early Learning & Childcare and classes for pupils with Additional Support Needs (ASN) determines the appropriate management structure for the school. The basic staff complement is made up of the core teaching establishment at a school encompassing Head Teacher, Depute Head Teacher, Principal Teacher and Teacher posts. Ad hoc arrangements remain in a few small schools that are in a shared headship situation. These Schools are moderated by the Chief Education Officer to mirror closely the current
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT staffing model. This is in line with agreed management structures within primaries and secondary schools. Current – Primary Schools Pupils Basic Staffing Formula Less than 10 1.2 posts 10-19 0.5 posts + (0.07 x pupils) 20-150 (1.5 posts + (0.039 x pupils)) x 1.035 150+ (1.67 posts + (0.0377 x pupils)) x 1.035 Non Class Contact Time An additional allowance of 2.5 hours per FTE (excluding management time) is added to basic staffing. Current - Secondary Schools Pupils Basic Staffing Formula Less than 301 Staffing entitlement agreed with Chief Education Officer 300+ Fixed elements of 10.24 posts + (0.0587 x pupils) Additionalities Deprivation Allowance Additional allocation of a fixed number of posts (7.58) shared across qualifying schools on a ratio basis, based on all pupils in receipt of Clothing & Footwear Grants. Divisional Flexibility Additional resources held centrally and allocated at the discretion of the Chief Education Officer to address specific needs. Promoted Staff Structure and Management Time – Primary Schools Staff Structure Roll HT DHT DHT PT PT 0-89 1 90-149 1 1 150-220 1 1 221-325 1 1 1 326-434 1 1 1 1 435+ 1 1 1 1 1
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Management Time Allocated Management Time (FTE) Total Management Time HT DHT DHT PT PT 1 1.0 FTE 1 0.2 1.2 FTE 1 0.4 1.4 FTE 1 0.6 0.2 1.8 FTE 1 0.8 0.4 0.2 2.4 FTE 1 0.8 0.6 0.2 0.2 2.8 FTE Secondary (as at August 2016) Staff Structure Roll HT DHT 1-999 1 3 1000+ 1 4 If the pupil roll increases resulting in a change in the band, and this is evidenced by a 2 year trend of remaining within that band, and the future projected school roll indicates the trend will continue, the Chief Education Officer will consider whether an increase or reduction in DHT posts is required. Secondary school management models for Curriculum Leader/Subject Leader posts are based on covering the 8 curriculum areas, and 2 flexible posts within each school. Where a single post would exceed job sizing bandings, or where a subject area is not appropriately covered, a subject leader post will be introduced. The agreed model at 1st August 2016 is detailed below. CURRICULUM AREAS POST Dumbarton Academy Our Lady & St. Patricks Vale of Leven Academy Clydebank High School St. Peter the Apostle LANGUAGES CL X X X X X CL X X X X SL X MATHEMATICS CL X X X X X SL SCIENCES CL X X X X X CL X X SL X X SOCIAL STUDIES CL X X X X X CL X X SL X
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT TECHNOLOGIES CL X X X X X CL X X X X SL X X HEALTH AND WELLBEING CL X X X X X CL X X SL X X X EXPRESSIVE ARTS CL X X X X X SL X X X X RME CL X X X X ASN PT X X X X X FLEXIBLE PT X X X X X RAISING ATTAINMENT PT X Principal Teacher - Pastoral Roll Principal Teacher Pupil Pastoral 1-200 1 FTE 201-400 2 FTE 401-600 3 FTE 601-800 4 FTE 801-1000 5 FTE 1001- 1200 6 FTE 1201- 1400 7 FTE 1401- 1600 8 FTE The agreed principle is that every 200 learners on the school roll entitles the school to a Pastoral Support PT. If the roll increases such that an additional post is required, the increased roll would require to be evidenced by a 2 year trend and the projected roll indicating the trend would continue, before the Chief Education Officer would consider whether an additional post is required. Management Time – Secondary The overall contact and non-contact time of a manager will be determined by the Head Teacher, in line with the requirements of the posts and priorities of the school. The full remit of the post will be assessed through the job sizing toolkit and a grade will be determined. However the table below outlines minimum management time (Head teachers have the flexibility to give additional management time to accommodate priorities within the school). Teaching hours (contact Time (hours) Contact periods Non-contact PT1 20.8 25 7 PT2 20 24 8 PT3 19.1 23 9 PT4 18.3 22 10 PT5 17.5 21 11
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT PT6 16.7 20 12 PT7 15.8 19 13 PT8 15 18 14 Pupil Support PT Pupil Support 15 18 14 PT (Support) 19.1 23 9 The above table is based on 32 hours, however promoted teachers will not usually have registration so this provides an additional period a week for management time. Contact time is all teaching activities / contact with children and anything other than this is non-contact. 2.2.2 Class Organisation A notional class organisation will be prepared for each establishment for each academic year following discussion between the Head Teacher and Education Staffing Team on behalf of the Chief Education Officer as part of the annual staffing exercise. This notional class organisation will balance educational need and efficiency, to ensure the discharge of the education authority’s statutory duty to secure adequate and efficient provision of school education. Head Teachers may put in place a different class organisation within the resources available to them, but must have regard to the future financial impact and sustainability of potential class organisations. Head Teachers must seek advice on alternative class organisations from the Education Staffing Team, and must not put in place a class organisation which will lead to unsustainable growth of their school or constrain admission in future years. Head Teachers must inform the Head of Service of any alternative class organisation they put in place. 2.2.3 Exceptional Circumstances In exceptional circumstances, the basic staff complement may be enhanced for management of other units (for example, an ASN base) and for staff members who are elected Local Authority Members or are appointed Regional Secretaries of their Trade Union. Such allocations are subject to approval by the Chief Education Officer. 2.2.4 Reduced Class Contact Time The maximum class contact time for a teacher is 22.5 hours. For each full time equivalent teacher (including learning support) a further 2.5 hours is allocated for reduced class contact time. The Reduced Class Contact Time allocation provides sufficient resource to provide 2.5 hours non-class contact time for each class and learning support teacher. It is anticipated that from August 2024 the maximum class contact time will reduce to 21 hours. The calculation for RCCT budget is as follows: ((Total number of classes + Nurture/Additional Allocation FTE + Learning and Teaching FTE) X 2.5 /22.5) less specialist FTE = RCCT FTE allocation
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Class Contact Hrs Contract Hrs Wks Worked Holiday Wks Total Wks FTE 22.5 35 39 13 52 1 2.2.5 Probationer Class Contact Time In line with teachers’ terms and conditions agreement, probationer teachers must have a maximum class contact time equivalent to 0.82 of a full time teacher. Based on a class contact time of 22.5 hours, this equates to 18.45 hours per week with 0.4fte funded by Scottish Government and 0.6fte contribution charged to schools devolved budget. However, if a probationer is determined as “core” where a school has a teaching vacancy the contribution by the school will be discussed with the Head Teacher, Education Staffing Team and agreed by the Chief Education Officer. 2.3 TEACHERS ABSENCE COVER 2.3.1 Sickness Absence Devolved funded absence cover is defined as up to and including the first 10 working days of absence for primary schools and ASN, and 21 working days for secondary schools. After this period, the absence becomes a cost funded from the non-devolved funded absence cover. Where a teacher is absent for a period of 10 days / 21 days or greater, the entire period can be backdated to non-devolved funded absence cover once the period of absence exceeds 10 / 21 days. Supply claim forms should be completed accurately to ensure cover costs are charged to the appropriate code. Finance Assistants should make any corrections between devolved and non-devolved funded cover by journal entry. School Funded Cover Devolved 1166 HQ Funded Cover Non Devolved 1168 Roll Related/Vacancy Cover Core Budget 1101 2.3.2 Parental Leave The council will meet the cost of teachers on parental leave until the date that they return to school (subject to the conditions outlined below). Schools will meet the cost of any supply cover brought in during the period of parental leave from its devolved budget. Accrued leave may be taken in two parts, either term-time leave or during designated school closure days. A maternity calculator is used to determine the total days accrued, the number of days statutory leave to be taken during term-time and the balance to be directed to school closure days. After consideration of statutory leave requirements, accrued leave in the first instance must be directed to designated school closure periods. Teachers taking accrued leave during school closure periods will be entitled to salary payment. The council will meet the cost of staff undertaking a period of accrued leave where annual leave immediately follows the period of parental leave. If the school agrees a phased return to work or agrees to term-time leave rather than directing leave to be taken during
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT designated school closure days, then the school will become responsible for meeting both the cost of the supply teacher and the accrued leave period from its devolved budget. Further details are contained in appendix A. Keeping in Touch Days Schools will also meet the cost of any “Keeping in Touch” days that a teacher may use during a period of parental leave from its devolved budget. A maximum of up to 10 days may be authorised by the HT with a “day” being classed as one visit to the school regardless of the duration of the visit. Cost will be charged to normal basic pay subjective and school cost centre (typically covered by school funded cover). 2.3.3 Breakdown of Absence Cover Code Absence Reason Service Cover Type 20 Foreseen long-term illness Secondary HQ cover 21 Short-term illness (<21 days) Secondary School Funded Cover 22 Long-term illness (>20 days) Secondary HQ cover 23 Short-term illness (<11 days) Primary & ASN School Funded Cover 24 Long-term illness (>9 days) Primary & ASN HQ cover 25 Foreseen long-term illness Primary & ASN HQ cover 31 Maternity Leave All HQ cover 32 Adoption Leave All HQ cover 34 Paternity Leave All HQ cover 35 Leave of absence (unpaid) All Core budget 36 Leave of absence (paid) All School Funded Cover 40 Additional Teaching All School Funded Cover 41 Secondment within WDC All Core budget 42 Secondment out with WDC All Core budget 45 Retraining All HQ cover 54 Management training All HQ cover 62 Curriculum development All School Funded Cover 74 Trade Union duties All HQ cover 75 Public Office duties All HQ cover 76 Jury duty All HQ cover 78 Other business of the authority All HQ cover 81 Roll-entitlement posts – PT + FT All Core budget 91 Multiple absence Primary & ASN School funded & HQ cover 96 Raising Attainment All HQ cover 97 Covid 19 – absence cover All HQ cover 99 Pupil equity funded cover All HQ cover 2.4 ADDITIONAL SUPPORT FOR LEARNING NEEDS (TEACHING & NON-TEACHING) 2.4.1 Introduction Schools receive an allocation to support pupils with additional support for learning needs based on:
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT • Roll – revised every year • SIMD scores – revised every two years • The number of pupils at Level 3 on the Continuum of Support – revised annually Schools receive two separate allocations for Additional Support Needs within its devolved budget. The first allocation is for Learning and Teaching and is distributed by way of a teaching allocation to schools; the second allocation is for Physical and Sensory Needs and is usually distributed by way of a Pupil Support Worker allocation. Schools will also receive a needs based allocation for pupils with severe to complex needs. 2.4.2 Additional Support Needs - Teacher Allocation This considers the following factors: • Roll – each school receives an allocation, regardless of deprivation or attainment. • SIMD (Scottish Index of Multiple Deprivation) – each school is allocated a weighting, indexed against the mean rank of the school with the lowest level of deprivation in the authority. • Level 3 – schools will receive a needs based allocation for pupils at Level 3 on the Continuum of Support. 2.4.3 Additional Support Needs - Pupil Support Worker Allocation This considers the following factors: • Roll – includes the school roll plus the average capacity of any Early Learning & Childcare class. • SIMD (Scottish Index of Multiple Deprivation) – each school is allocated a weighting, indexed against the mean rank of the school with the lowest level of deprivation in the authority. • Level 3 – schools will receive a needs based allocation for pupils at Level 3 on the Continuum of Support. Pupil Support Workers for children with additional support needs are based on 45.4 weeks since they are not required on ‘in-service’ days. 2.5 SCHOOL SUPPORT STAFF 2.5.1 Administrative & Clerical Staff The indicative budget allocations for administrative and clerical staff are determined by school roll. There is no enhanced budget provision in respect of absence cover for administrative, clerical & support staff. The tables below sets out the indicative budget allocation for schools.
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Clydebank High Dumbarton Academy OLSP StPTA VOLA Clerical Model/Structure – Allocated Hours Grade 4 (52 weeks) 35 35 35 35 35 Grade 3 (52 weeks) 70 35 70 70 70 Balance Grade (Term time hours) 145 84 108 188 120 Total Hours 250 154 213 293 225 SCHOOL SUPPORT STAFF - PRIMARY Roll Weekly Support Hours 1-49 At discretion of Chief Education Officer 50-99 30 100-149 45 150-199 60 200-249 75 250-299 90 300-349 105 350-400 120 The Learning Assistant allocation is determined by a biennial audit. 2.5.2 Administrative and Clerical Staff Absence Cover There is no budget allocation in respect of administrative & support staff absence cover. Should the school require absence cover they must fund the cost of long term absence cover and maternity cover for the first 4 weeks irrespective of the commencement date of the cover arrangements. 2.5.3 Administrative and Clerical Parental Leave Where a non-teaching member of staff goes on maternity or paternity leave, the school will meet the cost of any cover required from its devolved budget and the associated cost of maternity or paternity pay will be met from non-devolved budget within Education. The substantive post should be charged against the school’s devolved budget for the full leave period as well as any associated supply cover costs. Costs relating to the cover of accrued leave for members of staff returning from maternity leave will require to be met from the schools devolved budget. 2.5.4 Dining Room & Playground Supervisors
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT The indicative staffing allocation for supervision of dining rooms and playgrounds at breaks and lunchtime is subject to individual risk assessments per establishment. There is a legal requirement to provide playground supervision in primary schools and this is undertaken by learning assistants. 2.5.5 Breakfast Club Assistants The staffing ratio for Breakfast Assistants is 1 member of staff per 20 pupils who attend. This will be for one hour per day. 2.6 SUPPLIES AND SERVICES 2.6.1 Educational Supplies The indicative budget allocation for education supplies is determined by school roll as well as other fixed and variable elements that change depending on Council determined savings and management adjustments. The indicative allocation is provided for the purchase, replacement, hire and repair of educational books, materials and equipment, and cleaning materials. It is calculated based on ‘a rate per pupil’ multiplied by the school roll. Certain supplies costs are not devolved to schools, where their provision is more efficient on a central basis. These costs include IT technical services, exam fees and the cost of TV, copyright and performance licences. Schools must not use alternative management information and data-handling systems from those used by the local authority, in order to ensure compatibility of data, and to ensure legislative compliance. 2.6.2 Text Alert System The annual subscription is no longer financed by the council from a non-devolved budget for education. Schools are expected to meet the cost of any usage. Guidance on text message and app communication is provided to establishments to ensure they are on the best tariff for their communication needs. 2.6.3 Purchase Cards Further guidance on the use of purchase cards is provided in Appendix A. 2.6.4 Online payments Parents/carers are now able to pay for school meals, trips etc. through the Parent Pay system and they should be encouraged to do so by schools in order to reduce the risks for pupils and staff in relation to cash handling. 2.7 OTHER EXPENDITURE 2.7.1 Parent Council - Schools (Parental Involvement) Act 2006
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Every primary school with a Parent Council will receive an allocation of £383 per annum to be used to cover expenditure such as clerk’s expenses, travel expenses, training expenses and administrative expenses. Secondary schools, will receive £560 per annum. 2.7.2 Property Costs All routine repairs and/or maintenance must be reported through the central repairs system. Should a school require any building improvements works out with then this must be discussed with the Asset Management Team. SECTION 3: AREAS OF EXPENDITURE TO BE DEVOLVED 3.1 Introduction Whilst head teachers are given maximum flexibility over their budgets, there are areas of expenditure that are generally not considered suitable for devolution. The reasons for this may include, but are not limited to: areas outside the influence of a head teacher; areas that are too bureaucratic; have unacceptable levels of risk; benefit from economies of scale; require professional expertise; and are complex by their nature. 3.2 Devolved Expenditure • Cover School Funded • Others Training Costs Not Paid Through salaries • Accidental/Malicious Damage • Fixtures & Fittings • Cleaning Materials • Window Cleaning • Rep & Maintenance • Health & Safety • Other Property Costs • Driver Recharges • Employee Related Travel • Printing • Postages • Purchase of Computer Equipment • Small Office Equip/Computer Purchases & Repair • Classroom Materials • Text Books • Work Experience Scheme Expenses • Parent Council • PE Facilities • Other Admin Costs • Education Activity Grant • Education Mini Bus • Invigilators Expenses 3.3 Income
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Please note that income from use of school premises is non-devolved and collected centrally. 4.1 Financial Regulations In order to conduct its business efficiently, the council must have sound financial management policies that are strictly adhered to. The requirement for sound financial management is further reinforced by the Local Government (Scotland) Act 1973 that stipulates that every local authority must make arrangements for the proper administration of its financial affairs. The council’s financial regulations provide the framework for managing the council’s financial affairs. They apply to every member and officer of the council and everyone acting on its behalf. Additionally, all members and officers have a general responsibility for ensuring that the use of the council’s resources is legal, properly authorised and provides value for money. For these reasons the council has established financial regulations and supporting procedures such as this DSM Scheme of Delegation. The DSM Scheme of Delegation provides a transparent, fair and equitable distribution of resources to schools. 4.2 Local Authority Commitment to Devolved School Management West Dunbartonshire Council is committed to the principles of Devolved School Management, the Head teachers’ Charter, and the aims of empowerment of funding. In an empowered system, head teachers, schools and the Local Authority are partners, each contributing and supporting each other and respecting the different role each plays. The council recognises that value is added by enabling key decisions to be made by those who are closest to the educational experience of children and young people. Decision making about funding that affects the school should sit, therefore, at school level unless there is a compelling reason for this not to be the case (see section 3). The head teacher is accountable and responsible for decisions that should be made in consultation with pupils, parents, staff and the wider community. The Head teachers’ Charter advises that in an empowered system, head teachers should lead learning communities to determine the most appropriate approach in the areas of leading learning and teaching, empowering the learning community and making best use of the school’s resources. In relation to making best use of the school’s resources, head teachers are required to: • Manage a delegated budget in a fair, equitable and transparent way, supported by the Local Authority and a fair, transparent and equitable local Devolved School Management Scheme. • Deploy the school’s budget in accordance with best value principles and Local Authority procurement arrangements, with appropriate support and guidance from their Local Authority. • Play an active role in designing and reviewing recruitment and staffing approaches, both for their own school(s) and for the wider Authority. • Be empowered to design a staffing structure which best supports the school’s curriculum and leadership requirements, working within their delegated staffing budget and supported by their Local Authority and Scottish Negotiating Committee
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT for Teachers (SNCT) / Local Negotiating Committee for Teachers (LNCT) agreements and guidance. • Be integral to the appointment of staff in accordance with the best interests of children and young people, and work in partnership with the Local Authority to ensure good practice in recruitment and appointments, in line with SNCT/LNCT agreements and guidance. • Work in partnership with the Local Authority, and within clearly defined roles, responsibilities and accountabilities, to ensure a highly professional school team is built and sustained to meet the needs of the learning community. The council recognises that in relation to DSM the functions and roles undertaken within an empowered school system are not restricted to head teachers. Although the role of head teacher is identified throughout, shared and distributed leadership means that other staff members or groups may undertake an area or aspect of DSM. An empowered school system means that all teachers are empowered and have meaningful input to decisions about school funding. This manual supports distributed leadership, collaboration and consultation whilst recognising that ultimately the accountability and responsibility will reside with the head teacher as the leader of their school, supported by the Local Authority. 4.3 Scottish Negotiating Committee for Teachers and Local Negotiating Committees for Teachers Agreements Head Teachers are required to operate within the agreed SNCT terms and conditions for all staff who come under this scheme. The SNCT handbook is available: http://www.snct.org.uk. 4.4 Publication Availability and Review of the Scheme The DSM scheme will be subject to 3-yearly review involving stakeholders and a peer Local Authority if appropriate and will be published following Committee approval of the scheme. If required by legislative changes there could be a review within the 3 year period. The DSM scheme and summary document will be published on the West Dunbartonshire Council website with a link provided on all school websites. 4.5 Available Training As part of the budgetary control process, an ongoing programme of training is provided by the Finance for budget holders, Business Support Managers and Resource Officers. Induction training is provided for all new budget holders. There will be consultation between Finance and services to determine training needs and Finance staff will provide other training and additional support based on an assessment of training requirements. Budget holders identifying training requirements should contact FMU to discuss in the first instance. 4.6 Consultation and Engagement West Dunbartonshire Council adopts a collegiate approach to setting policy and procedures, including the Devolved School Management Scheme. The Devolved School Management Scheme, and the principles which underpin it, have been informed by discussion with Head teachers and the Local Negotiating Committee for Teachers.
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT Head teachers will consult with staff, parent councils, pupils and the wider community, including the application of the Devolved School Management Scheme where appropriate, through the established mechanisms for consultation and engagement. 4.7 Transparency The Devolved School Management Scheme, and the principles which underpin it, have been subject to a process of consultation and engagement. The Scheme has been agreed by the Education Leadership Team. The operation of the Devolved School Management Scheme is subject to regular review, informed by the ongoing dialogue between schools, central education services and the Financial Management Unit on the operation of the Scheme. The operation of the Scheme is scrutinised by the Local Negotiating Committee for Teachers. The Devolved School Management Scheme is published electronically along with information on individual schools and the policies and procedures they follow. 4.8 Local Priorities The Local Priorities to be supported and addressed by schools through their application of the Devolved School Management Scheme are set out in: • School Improvement Plans • The Raising Attainment Strategy • The National Improvement Framework Plan • Education Services’ Management Plan • West Dunbartonshire Corporate Plan Local Authority decisions about education spending are expected to be made in a collegiate and transparent way, paying due regard to their wider responsibilities, including Getting it Right for Every Child (GIRFEC) and the role of Local Authorities as Corporate Parents. 4.9 Professional Support Professional Support will be provided to each school to assist the Head Teacher with support from West Dunbartonshire’s • Finance service • Property/Asset Management Services Contact details can be found on the council’s intranet site
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DATA LABEL: INTERNAL – COUNCIL WIDE - DRAFT APPENDIX A Purchase Cards 1. Purpose of Purchase Cards The council promotes the use of purchase cards over petty cash for control and efficiency purposes as the purchase card process is less administrative and reduces the risk of holding cash held across the council. Purchase cards should be used to facilitate low value purchases, normally with a value below £1,000. In addition, purchase cards can, with the prior written agreement of the Procurement Manager, be used in circumstances where the use of PECOS is impractical, e.g. school kitchen. 2. Allowed Usage Cards must not be used for personal expenditure. If cardholders are found to be making personal expenditure claims via their purchase card, their card will be cancelled and the cardholder may be subject to disciplinary proceedings. Purchase cards must NOT be used for hospitality or subsistence payments as this type of expenditure must be processed via HR Pay and Reward to comply with taxation regulations. Cardholders using their cards for hospitality or subsistence will be required to repay the council in full and arrange for reimbursement through HR Pay and Reward. 3. Administration of Purchase Cards Purchase cards are administered by the Finance Service Centre All cardholders and authorisers will receive a user guide which will cover the use of the Smart Data Online system for making and authorising purchase card returns. As with PECOS transactions all purchases made for the school fund will require that the council be reimbursed with a cheque from the school fund detailing the ledger account to be credited and a description of the original transaction. A full list of purchase card procedures, forms and user guides are available via the council’s intranet site under Finance Services/Payment Procedures/Purchase card system.