1

Schools

Pay & Reward

Review 2016 - 2018

Resource Pack

2

Schools Pay and Reward Review

Contents

Approach to Consultation

Schools job families description overview

Guidance on mapping existing roles to the proposed job families

Guidance on completing the job family workforce data spreadsheet (JFWDS)

Supporting staff during consultation on job families - managers‟ guidance Questions and Answers (this document will be updated on a regular basis

throughout the consultation period)

Additional information and available support

3

Approach to Consultation

The consultation on the introduction of the proposed job families will commence on

15 May 2017.

A communication will be sent to Head Teachers/Bursars to explain this

requesting information is cascaded to all staff in schools together with details

of the webpage.

All relevant documents/information will be placed on the schools pay and reward webpage at: www.surreycc.gov.uk/schoolsreward.

During the consultation period, Bursars and Head Teachers will be invited to

attend a briefing session (May- June);

o to explain in more detail the benefits of job families

o how they can be used in future

o how to map their existing roles to the proposed families in order to assess

impact (if any)

o where to get additional support from

o how to provide feedback

The primary focus will be on maintained schools, Academies will also be

invited to attend the briefing session as many tend to „mirror‟ Surrey Pay and

they remain part of the Surrey School Sector. However, decisions to

implement job families in their schools will be a local decision.

Questions can be raised directly with Babcock who will liaise with the SCC Reward Team;

EduHRSupport@babcockinternational.com

A Q&A document will be updated on a regular basis and available on the Surrey on the microsite.

Feedback on the proposed job families will be co-ordinated by school bursars

and collated by SCC Reward Team and analysed/investigated during

July/Aug/Sept.

The outcome of consultation will be provided to schools directly in Oct

together with individual staff notifications.

Job families launched in January 2018.

http://www.surreycc.gov.uk/schoolsrewardmailto:EduHRSupport@babcockinternational.com

4

Summary Timetable 15 May 2017

Start of start of consultation. Information available on the schools reward webpage at www.surreycc.gov.uk/schoolsreward. Information cascaded to staff.

May – June

Briefing sessions Led by SCC HR Reward Team with Babcock HR. All schools (including Academies) invited to attend. Ongoing discussions with the trade unions who are attending the briefing sessions.

May – June

Individual formal consultation sessions Line managers/Head Teachers to hold individual/group consultation discussions on the proposed job families with their staff, in order to map of existing roles and test the job families Members of staff will have the opportunity to review the consultation materials which are published on the schools reward webpage. Staff can seek advice directly from their schools Babcock Education HR Consultants or raise queries via the Babcock helpline at EduHRSupport@babcockinternational.com Template outcome letters will be provided to schools to send to staff.

June/July

Feedback Bursars are asked to coordinate feedback/comments on the proposed job families on behalf of their school. All feedback should be provided by 30 June 2017. Bursars are requested to complete and return the job families workforce data sheet (JFWDS) by 30 June 2017.

30 June 2017 End of consultation Period

July, Aug, Sept

Analysis Consideration of feedback received. Additional information may be required to support any final recommendations. Final amendments to the job families will be completed in September.

September Outcome of Consultation The outcome of consultation will be shared with schools directly. Each school has a remuneration committee in Autumn at which recommendations on pay may be considered. Joint Statement to all schools providing an update on the outcome of consultation.

Oct – Dec Individual Notification Individual staff notification of the outcome of consultation and any impact by letter. Instructions communicated to schools to upload data into schools portal.

January 2018 Launch of Job Families

http://www.surreycc.gov.uk/schoolsrewardmailto:EduHRSupport@babcockinternational.com

5

Schools Job Families Description Overview

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

Business

Functions

Roles within this job family provide support to assigned schools staff support functions i.e

business, strategy, performance, development, processes and policy.

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

experience.

Business Support

Finance

HR

Communications

Clerk to Governors, HR Officer

Finance Manager, Bursar,

School Business Manager

Receptionist

Admin Assistant

Curriculum Administrator

Database Administrator

Regulation &

Technical

Roles within this job family provide services of a technical or specialist operational nature, which

also include monitoring and enforcement of prescribed regulatory areas.

ICT

Network Engineering

ICT Technician, Systems Engineer

ICT Network Assistant

Operational

Services

Roles within this job family require specialist and vocational expertise. They cover a broad range

of work in support of school services and often use specialised equipment and techniques.

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

'Building maintenance

Caretaking

Catering

Cleaning

Subject Technicians eg

Science, Performing Arts,

Food Technology

Premises Manager, Caretaker

Gardener

Cleaner

Cook,

Catering Manager

Science Technician

Schools Patrol Officer

Children

Learning &

Education

Support

Roles within this job family support teaching and learning activities, which are sometimes

delivered through specialist 1-1 or group support. Roles play an important part in enabling

children learning and supporting their wellbeing, behaviour and personal development.

They are delivered in children learning and education settings (for example in primary, nursery,

children centres, pre-school and after school clubs).

The roles work to Core National Standards for supporting teaching and learning and are required

to have regard for and comply with safeguarding policy and procedures.

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

experience.

Education Support

Extended Schools Support

Wrap Around Care Support

Family Support

Teaching Assistant

Children Centre Outreach Worker

Children’s Centre Manager

Pre-school Manager

HLTA

Home School link worker

Midday Supervisor.

Special Needs Assistant

6

Guidance on Mapping Existing Roles to

the Proposed Job Families

1. Choosing the job family

When choosing the family consider what the fundamental purpose of the role is, which is

described in the Schools Job Families Description Overview document.

2. Choosing the grade

Firstly, select the grade that is the best general fit, recognising that some elements of a job

may better match the criteria of a higher or lower grade. To do this, you will need look at the

three main parts of the job family descriptors:

(i) Role Summary

The role summary provides an overview of the key characteristics of roles at each grade

within each job family. It can be a good place to start when considering the most relevant

grade for a job.

For example, role holders at grade S1/2 are required to perform routine duties under

regular or direct supervision, work is typically to short deadlines therefore there is little or no

need to plan or prioritise work. At grade S3 they perform a limited range of well established

routines under regular supervision. They will be expected to have some previous work

experience in order to deal with the work confidently. Some organising of their own

workload may be required. At grade S4 they are working on a broader range of routine

activities, they are expected to plan and organise their own workload etc.

(ii) Representative accountabilities

The representative accountabilities list typical accountabilities in roles at each level, they

do not list all accountabilities and some might not apply for every role. Therefore, few if

any jobs will match all the criteria. They are designed to show the level of accountability

undertaken at each grade.

(iii) Essential education, knowledge, skills & abilities, experience and

personal characteristics required for the role

• These describe what is required to undertake the role effectively.

• Consider the minimum requirements of the role not the qualities of the current role

holder; and look at the role as it is today not in the future.

7

• The easiest way to approach this task is to ask yourself, „if I was to advertise this

position as a new role, what skills, knowledge, experience etc. would the role holder

need to possess in order to be able to perform the accountabilities of the role?‟.

• Please note that we would expect roles at certain grades to have certain

characteristics, for example, the job family does not state “role holder will need to be

organised” at grade S10 as the following sentence “Proven ability to manage a

range of projects through to completion“, in the generic section implies that this

skill is needed in order to perform this task.

• Desirable criteria are not used; the role holder should either be required to have

certain qualifications, skills, knowledge etc. to perform the duties of the role or these

attributes should not be included.

Education

• Each grade lists the typical qualification requirements. Again, these are typical

requirements, it does not mean that every job at a particular grade must have that

particular qualification.

• The inclusion of a qualification is to indicate the level of knowledge or skill required

for the job, but this may have been acquired through experience instead of through

formal qualifications.

Other things to consider

The fact that the role has increased in volume does not warrant a higher grade.

Whilst positions may share similar post titles, (for example, Office Assistants

currently exist at various grades across various schools), the knowledge, skills,

abilities and experience to do the role and the accountabilities might be at different

levels of complexity.

It is quite possible that an individual doing a job at a particular grade carries out a

small number of accountabilities that seem to match better with a higher or lower

grade. However, this does not mean that the job should be matched to that higher or

lower grade. The most important thing is that the majority of the content of the job

feels right against the essence of the grade; the accountabilities need to be looked at

in conjunction with the knowledge, skills, abilities, experience and the role summary.

• Dual roles: for example when mapping Bursar role which is responsible for the

Finance, HR & Facilities functions within a school, consider the major duties of a

given job, (i.e. the reason the position exists). If the main purpose of this role is the

management of the schools administrative functions it should sit within the Business

Functions job family.

8

How do I map a role if the existing job profile does not fully reflects the

current accountabilities of the role?

• Understand the job role and expectations

– What is the role expected to do?, e.g. filing, coordinating, reports,

communication, interpreting data, analysing data

– What are the responsibilities? e.g. updating, maintaining, interpreting,

analysing , managing people, managing projects/systems

– What autonomy, if any, does the role have? e.g. freedom to make decisions,

work allocated and supervised, unsupervised and free to determine own

workload

• Understand the required qualifications, knowledge and experience.

• Meet with the employee to go through the Job profile to identify any gaps and

whether the job profile actually reflects the role being carried out

• Map Job profile against the relevant grade on the job family

If you are still in doubt about which family or grade a role maps to, you can speak to an

Babcock HR Consultant.

9

Guidance on Completing the Job Families

Workforce Data Spreadsheet (JFWDS)

1. The data in the JFWDS spreadsheet will be based on staff information in the school as at May 2017 when the last payroll was run.

2. The blue cells will be protected, so that only rows can be added where there are individuals missing from the data provided. This is to assist in merging all the 288 spreadsheets later on to enable further analysis of the information returned.

3. Each schools bursar/business manager will receive an email from week commencing 22 May 2017 with a job family workforce data spreadsheet (JFWDS) attached and pre-populated with the relevant details of employees on surrey pay who work for schools. It will also include the names of teachers who have claimed the annual car user allowance over the last two years so that schools can tell us which individuals are contractual car users (i.e. contractual car user is an individual who is required as part of their job role to provide a car in order to carry out the normal schools business and to have a driving licence that is valid in the UK).

4. The expectation is that the JFWDS will be completed once role mapping discussions have been undertaken for the relevant individuals by the Bursar/School Business Manager or Head Teacher.

5. The comments column in the JFWDS will provide opportunity for schools to feedback on the application of job families as well as highlight reasons for any grade anomalies identified as part of the consultation process and any other relevant information for consideration by the central HR Reward Team.

6. Completed spreadsheets should be returned to the SCC‟s HR Pay & Reward Team at scchr.rewardteam@surreycc.gov.uk no later than 30 June 2017 to allow sufficient time for any initial discussions to be had with schools before they close for the summer holidays.

7. NB: We do not hold pay information for schools currently using other payroll providers. However if they wish to have support with addressing any anomalies, the template can be used to record the relevant staff information following the mapping exercise and the completed sheets returned to the HR Reward Team.

mailto:scchr.rewardteam@surreycc.gov.uk

10

Guidance to completing the job family workforce data spreadsheet

11

Guidance for completing the job family workforce data spreasheet

12

Supporting Staff during Consultation on

Job Families - Managers’ Guidance

For the purpose of this document the line manager refers to the School Bursar/School Business Manager or Head Teacher.

Affected staff include: All support staff in maintained schools who are on Surrey Pay terms and conditions of employment. This will include employees on maternity/adoption leave, long term sickness absence and secondments who are affected by the proposed introduction of job families. Appropriate arrangements should be put in place to formally consult with these groups, e.g. inviting them to meetings, sending information to home addresses or visiting employees at home.

It is important that there is wide engagement with staff on these issues and the Reward Strategy Review group has been meeting with the trade union (s) regarding these proposals on a regular basis. These discussions will continue throughout the period of consultation and beyond.

What is the purpose of formal consultation? Line managers are expected to lead the consultation process about the proposed implementation of job families and identify any potential impacts on their school based support staff. Briefings sessions have been set up for line managers to attend at which detailed information/guidance to enable them to map existing roles to the proposed job families will be provided.

The consultation period will provide line managers and staff with the opportunity to test the proposed job families through role mapping existing positions and provides the opportunity to give feedback.

Following consultation and prior to any final decisions being confirmed, any mapping anomalies identified by schools will be reviewed by a moderation panel and the SCC HR reward team and appropriate advice/recommendations provided to Head Teachers/Governing bodies.

Formal consultation period The formal consultation process starts on 15 May 2017 and concludes at the end of June 2017.

13

Managers and staff will be able to access the consultation documents from the 15 May 2017 via the schools reward webpage at www.surreycc.gov.uk/schoolsreward; line managers should encourage their staff to familiarise themselves with the information on the webpage throughout the consultation period as this will be the main channel for communication. Staff consultation sessions These consultation sessions may be conducted with employees in groups (where appropriate) or at an individual level. The discussions provide an opportunity for staff to:

Understand the proposal to implement the job families

Ask any questions or seek points of clarity

Review the impact on individual roles (if any); and

Provide feedback or comments on the proposal. Line managers are asked to collate any feedback for the bursar/school business manager to coordinate and submit on behalf of the school. Line managers may find it helpful in the first instance, to undertake the role mapping exercise themselves with reference to the Guidance on mapping existing roles to the proposed job families document and the other consultation materials prior to holding discussions with affected employees. Employees are entitled to be represented by a Trade Union representative or a work colleague at these consultation meetings. Appropriate records of all meetings as part of the formal consultation should be maintained. Template letters will be provided to schools in order that line managers can confirm the initial outcome of the role mapping exercise to staff.

Staff should be encouraged to discuss any concerns about the role mapping exercise or the

proposed job families with their Bursar/Head Teacher in the first instance. Further advice

may also be sought by contacting the Babcock HR Helpdesk via email at

EduHRSupport@babcockinternational.com.

Trade Union consultation We have been meeting and sharing information and ideas with trade unions, during the development of the job families. We will continue working with the unions throughout the consultation process. School trade union representatives will be invited to attend briefing sessions on the proposals in order to support staff through consultation. End of formal consultation Feedback from staff consultation sessions should be submitted by 30 June 2017. Comments in relation to the proposed four job families and outcomes from the role mapping exercises should be recorded on the Job Family Workforce Data Spreadsheet and returned to the SCC HR Reward team via scchr.rewardteam@surreycc.gov.uk by this date.

http://www.surreycc.gov.uk/schoolsrewardmailto:EduHRSupport@babcockinternational.commailto:scchr.rewardteam@surreycc.gov.uk

14

During July – September, feedback received will be analysed, anomalies investigated and alternative proposals considered. The outcome of the consultation process will be communicated to schools. In October, a second template letter will be provided to schools to confirm the outcome of consultation detailing the impact on individual members of staff. Staff will have a right of appeal against the outcome. Supporting Employees Going through a change process can be difficult for employees. Managers are encouraged to have an „open door‟ policy for communicating with and supporting employees during these times. Managers also have a responsibility to raise awareness of the support that is available to employees. Contact Babcock 4S to discuss the range of support available.

15

Questions and Answers

Please see separate document

16

Additional Information and Available

Support If you have any questions about the job families framework or role mapping please contact

your Babcock HR Consultant in the first instance.

1. Accessing supporting documents

With effect from Monday 15 May all staff in maintained schools will have access to the

following documents on the schools pay & reward webpage at

www.surreycc.gov.uk/schoolsreward

• Approach to Consultation

• The proposed four job families

• Schools Job Families Description Overview

• Guidance on mapping existing roles to the proposed job families

• Supporting staff during consultation on job families - managers‟ guidance

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

• Template of the Job family workforce data spreadsheet (JFWDS) with guidance on how

to complete.

The JFWDS pre-populated with relevant workforce data for each individual school will be

emailed directly to the Schools Bursar/Business Manager w/c 22 May 2017.

The completed spreadsheet should be returned to the SCC HR Reward Team at

scchr.rewardteam@surreycc.gov.uk no later than 30 June 2017.

2. Accessing job family templates

SCC has copy rights to the job family templates; these have been developed over several years and have restricted circulation, these should only be shared within your own school. Access to these documents will require a password which has been emailed to school bursars.

3. Support for Staff

Babcock help desk

Staff should speak to their Bursar or Head Teacher in the first instance; if staff wish to raise

queries confidentially, they can do so by sending an email quoting Implementation of Job

Families in the subject field to: EduHRSupport@babcockinternational.com

http://www.surreycc.gov.uk/schoolsrewardmailto:scchr.rewardteam@surreycc.gov.ukmailto:EduHRSupport@babcockinternational.com