Introducing the School Workforce Census (SWC)

Gavin Sandmann, Senior Responsible Officer Ashok Tailor, Main Contact

Why is the School Workforce Census so important?

Statutory Individualised records – never been done before Termly data Includes some support staff data

Considerations

 Illustrate how the current data sources are used  Highlight some current ‘hot topics’ and how the new data will help

Existing data sources

    DTR –

teachers

movements by age, sex, pay details, 618G –

teacher

numbers, grade, ethnicity, sickness absence, vacancies Census – numbers

teacher

numbers and

support staff

Staffing surveys – subjects taught and subjects of qualification  Ad-hoc research projects

Hot Topics

Natural wastage: 30% of teachers are now aged over 50 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 21 23 25 27 29 31 33 35 Source: Database of Teacher Records 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 male 2004 female 2004

The number of support staff has nearly tripled since 1992

The number of support staff has nearly tripled since 1992 350,000 300,000 250,000 200,000 Other staff Technicians Administrative staff Teaching assistants 150,000 100,000 50,000 0 1992 1993 1994 Source: Annual School Census 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 (p)

Hot topic: maths and science teachers

 Persistently higher vacancy rates than other teachers (618G)  Older age profile (staffing surveys, ad-hoc research)  Use of pay flexibilities to help recruitment/retention?

 Turnover and wastage?

 Length of service?

Hot topic: RRA monitoring

 Teachers by ethnicity (618G)  Promotion and passing the threshold?

 Pay levels?

 Leadership group?

 Age profile?

 Staff role?

Hot topic: Leadership succession planning

 Age profile of leadership group (not head teachers) (DTR)  Number of schools (ASC)  Holders of NPQH (NCSL)  Headship vacancies (618G)  Middle leaders?

 Promotion opportunities?

 Turnover and wastage

The Chain of Command Gordon Brown Kevin Crompton Children and Learning Department Debbie Jones Human Resources Team

Hazel Burgess

AND Knowledge and Information Team

Gavin Sandmann

Ed Balls

Presentation to give an overview of

 why we are carrying out the SWF  what will be collected  when it will be collected  how it will be collected

Why we are carrying out the SWF

 New Relationship with Schools: – collect data once and use many times – – – collection and sharing of data should be automated data should be collected once and used many times data collected should be that which a school uses itself of has been justified with a clear business case  Data Rationalisation – reduce and rationalise the number of surveys and data collections being sent to schools

It will allow the following surveys to be dropped:

 618G  School Census staffing elements  Secondary School Curriculum and Staffing Survey  OME survey of teacher pay  NEOST survey of Teacher Resignations and Recruitment  Annual Return for Teachers’ Pensions

Why we are carrying out the SWF

Will give improved information to feed into:  Succession planning  Support staff supply and pay  Maths and science teachers  Race Relations Act monitoring

What will be collected

Schools in and out of scope  English maintained schools: Community, Foundation, Voluntary Aided and Voluntary Controlled schools are in scope  Primary schools, secondary schools, maintained nursery schools, special schools, CTCs and Academies, and British Forces Posted Overseas schools in scope for pilots and 2010 Census  Pupil Referral Units, Alternative Provision and other miscellaneous establishments are in scope in 2010 and will be phased in over the pilot years  Early years settings, independent schools, non-maintained special schools, sixth form colleges and FE establishments are not in scope

What will be collected

Information on the following teachers  those paid according to teachers’ pay and conditions (employed by the school or the LA)  agency staff working within a school in a post that would be paid according to teachers’ pay and conditions if filled by a teacher employed by the LA or school  centrally employed teaching staff, such as peripatetic and advisory teachers

What will be collected

  Information on the following support staff “Teaching Assistants”: those support staff based in the classroom for learning and pupil support, eg HLTAs, TAs, special needs support staff, minority ethnic pupils support staff, bilingual assistants; and “Other Support Staff”: those who are not classroom based, eg matrons/nurses/medical staff, librarians, IT technicians, technicians, admin officers, secretaries, bursars, premises and catering staff (Equates to counts currently required for the School Census, with the addition of premises and catering staff)

What will be collected from LAs

Centrally employed staff in regular service who either:

 are paid under the terms of the School Teachers’ Pay and Conditions, eg Advisory Teacher, or  visit schools regularly and their role is one of those listed in the role code set, eg educational psychologist, ICT Technician Regular service: continuous employment of one month or more Regularly: a minimum of at least once a term

What will be collected from schools

Staff in regular service who either:

 are employed by the school, or  have a service agreement with, and are regularly in the school. Their contract of employment is elsewhere, eg with a supply agency

What individual level data will be collected

For each member of the school workforce working within a school or centrally employed by an LA Staff Details 1 1 1 1 0 … n 0 … n 0 … n Contract/ Service Agreement Absence Curriculum 0 … n Qualification

What individual level data will be collected Staff details module Contract / Service Agreement module Absence module Curriculum module Qualification module Basic identifiers and characteristics (eg Name, Gender) plus details of QT status or HLTA.

Describes the type of contract or service agreement, plus details of pay and hours worked.

Incorporates dates of service and codes for origin and destination.

For each absence, the type of the absence, the first and last day and the number of working days lost.

Details of curriculum subjects being taught in Secondary Schools.

Details of qualifications at NQF level 4 or higher

What school level data will be collected

Vacancies module One entry for each vacancy at the school on the day of the January Census. Based on the same rules as 618G.

Staff Information module Head counts of staff on occasional service on the day of the January Census. Split between staff with QTS, those without QTS and those where QTS is not known.

When it will be collected

Census Snapshot Data Continuous Data

Spring Staff Details and Contract / Service Agreement modules Summer None Staff Details and non-pay Contract / Agreement modules for contracts with start or end dates in previous term Absence data for previous year Staff Details and non-pay Contract / Agreement modules for contracts with start or end dates in previous term Autumn Staff Details Qualifications for all teachers and TAs Curriculum for teachers and TAs in secondary schools Staff Details and non-pay Contract / Agreement modules for contracts with start or end dates in previous term

2009 pilot schedule

Census

Spring Summer

Requirements

Collection of data from at least 10 percent or 10 schools Collection of data from at least 10 percent or 10 schools (previous term updates only) Autumn All schools in all LAs to participate, providing data on curriculum, qualifications and previous term updates

Questions

 When will your school start piloting?

 How up to date is your staff data?

How it will be collected

Records for individual staff may be sourced from more than one location LAs can chose how they wish to return records using COLLECT:

  

LA returns all details for all schools and own workforce School returns own details and LA returns details for own contracted staff School returns part details for its workforce members and LA returns remaining details

Initial Feedback

In a recent test of 9 schools visited :  6 schools held all or most of the data on their database (SIMS)  1 school held some of the data on a spreadsheet and some on the personal file  1 school held most of the data on the personal file as their SIMS installation was faulty  1 school has no systems in place to hold staff records electronically and seem to have little or no interest in doing so! 1 planned visit did not take place the school

Initial Feedback

•Schools seem to have unsatisfactory records of qualifications for their employees •Needs to be consistency in the use of coding across systems to reflect SWFC requirements •Schools use of SIMS Personnel differs greatly and they have mixed opinions about its capabilities

Sources of Information

www.learning.luton.gov.uk/go/swc

Sources of Information

 www.teachernet.gov.uk/management/ims/ datacollections/swfcpilot/materials2008pilots  Ashok Tailor, HR Adviser – 548052  Carol Lynch, Asst HR Adviser - 548054

Sources of Information

 Documentation, including specifications, the pilot programme and DfES business cases for the collection of the data, are found at: www.teachernet.gov.uk/management/ims/datacollections /swfcpilot/ Navigation:

Teachernet Home Page Management IMS / School Census 02 Data Collections School Workforce census pilot

End