Reorganisation of The John Roan (Appendix C)
Rationale for the Reorganisation:
The John Roan faces a significant budget deficit of £438,355 in 2015-16 As a result the school has to take
dramatic steps to ensure that it returns to financial stability at the earliest possible opportunity. The Royal
Borough of Greenwich has approved the 4 year plan put forward by the Governing Body to make savings and
to rationalise. Every effort in this process will be made to make sure that the quality and standard of
education for the students at The John Roan is not jeopardised.
A significant element of this recovery plan is a reorganisation and restructure of staffing. The purpose of this
is to re-align the staffing levels and leadership structure of the school so that it operates within its current
financial parameters. The plan will touch many aspects of the school’s staffing (support staff, admin staff and
teaching staff). The main goal behind any of this change is to reduce overall costs, to ensure best value, at
the same time as maintaining and over time enhancing the quality of provision. Therefore, any adjustments in
funding and staffing will also attempt to minimise the impact on the quality of education provided at The John
Roan.
In this process it is essential that the school is looking to enhance the quality of care, support and learning for
our students. The planned changes are intended to provide a different structure that will offer new ways of
working and learning, as well as open up scope to cultivate the capacity for leadership across the school. In
line with the new vision and the strategic direction of the school, the aim will be to provide a platform for
excellence at The John Roan that ensures greater outcomes in our students’ knowledge, skills and
competences. We aim to be at full capacity in our sixth form with 350 students.
Reducing Impact for Staff
The school is committed to minimising the negative impact of this restructure for staff. This is a challenging
process, and will require difficult decisions to be made. The main ways to achieve this will be:
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Operating a fair, open, transparent, proper and meaningful process;
Working towards a smooth transition to a new structure;
Making sure that any appointments are made on the basis of skills, ability and experience in line with the
school’s recruitment process;
Operating a full and meaningful consultation and negotiation with the recognised trade unions and
individual employees and groups of employees.
There will also be a wide range of support on offer to staff during the process. This will include:
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Opportunities for 1:1 meetings with the Head Teacher, to discuss the change process and individual
circumstances;
Timely provision of pension information as required;
Confidential counselling, help and information through the Royal Borough’s Employee Assistance
Programme – 0800 423 458 or through their website www.workplaceoptions.com (username: royal
password: Greenwich). Staff must make clear that they work for Greenwich Council when they make
contact with this service.
Call the Acas Helpline on 0300 123 1100 for free and impartial advice
Throughout the process staff will be encouraged to get involved and to be pro-active ensuring their views are
known to the Head Teacher. It will also be crucial that staff focus on the skills and experience they have, that
they might bring to a new job through any redeployment process as this will be a one way the school seeks to
avoid redundancies particularly within administration where there are a number of new opportunities that
staff can apply for.
1
School Vision
We have dreams and aspirations. In 2016, we will continue our journey to become an outstanding school. We
want to go ‘beyond ‘best practice’, to ‘NEXT PRACTICE’ – not just being another ‘OUTSTANDING’ school…but
being world leading…beyond where others are. We challenge our students to learn and aspire to the highest
levels of achievement they can reach. We want each of them to develop their individual talents, skills, abilities
and personalities to their full potential. We believe in a strong partnership between students, parents and
staff. We will work with you to ensure your child is happy and successful. Work in the classroom and at home,
combined with our wide programme of enrichment activities allows all of our students to leave us ready to
contribute to the local, national and global communities. We want our students to leave The John Roan and
change the world.
The John Roan aims to ensure that all students achieve their personal best in their learning, develop as
individuals, become responsible members of the community and take full advantage of the opportunities,
experiences and challenges that they meet now and in the future.
• We provide a wide range of exciting curricular and extra curricular opportunities to help students become
independent learners, achieve academic success, maximise their potential and achieve economic well-being in
their future lives
• We provide a safe, secure and harmonious learning environment where each individual becomes
emotionally and physically healthy; develops personal, social, moral and spiritual values and is enabled to
make a positive contribution to society
We value, respect and celebrate the diversity of our school community and promote equality of opportunity.
Strategic direction of the John Roan:
1. Offering a world class education to every student
1.1 Students achieve academic, social and personal success by:
 having a broad, balanced and innovative curriculum that ensures a structured progression in all
subjects and an enrichment programme that provides extensive choices and opportunities.
 generating and creating innovation. Innovation is based on curiosity, the willingness to take
risks and to experiment to test assumptions. Innovation is based on questioning and
challenging the status quo. It is also based on recognising opportunity and taking advantage of
it. Being innovative is about looking beyond what we currently do well, identifying the great
ideas of tomorrow and putting them into practice.
 developing systems, classrooms, programmes and activities so that all students are able to
learn, develop and participate together.
 Having leaders at all levels, inspired by the Headteacher, who set an exceptionally clear
strategic direction and promote an ambitious vision that is shared by the whole school
community.
 Having a school ethos of collective accountability that ensures consistently excellent school
performance.
1.2 Students become global citizen by
 consistently making meaningful connections between areas of learning and use these to
deepen their understanding of the world.
 being sensitive and showing empathy to the needs and differences of others.
 demonstrating and excellent understanding, awareness and appreciation of their own and
other world cultures.
 contributing to the local, national and international community
2
2. Delivering outstanding pedagogy in our learning environment
2.1 Students experience the highest quality learning as
 Teachers plan imaginative lessons, provide inspiring learning environments and use time and
resources creatively to enable all groups of students to learn very successfully.
 Teachers’ interactions with students ensure that they are always active and focused learners.
Questioning challenges students’ thinking and promotes insightful responses. Dialogue
engages students in insightful discussions and reflection.
 Teachers use strategies that very successfully meet the individual needs of students. Teachers
have high expectations of all groups of students. They provide very challenging work and
excellent support.
 Teachers skillfully develop students’ critical thinking, problem-solving, innovation and
independent learning skills.
 Assessment information is used skilfully and effectively to influence teaching and the
curriculum in order to meet the learning needs of all groups of students and to optimize their
progress.
 Teachers have in depth knowledge of the strengths and weaknesses of individual students.
Teachers provide excellent personalized challenge and support. Feedback to students is
comprehensive and constructive. Students are routinely involved in assessing their own
learning.
 Systematic and rigorous monitoring ensures that there is accurate evaluation of teaching and
learning and their effect on students’ achievement.
3. Embedding technology
Students and stakeholders embrace our online education platform and tools. Students are:
 Learning technologies independently and very effectively. Critical thinking and problem solving
skills are intrinsic features of learning.
 Using technology tools (Showbie, Ibook, Keynote..) and make faster progress.
 Engaged with interactive online learning and multimedia projects.
 Receiving quicker feedback from staff via media rich videos or audio feedback.
 Accessing ItunesU courses online with self study resources, explanatory videos, differentiated
questions and links to relevant apps, websites and book chapters to further or complement
their studies.
 Having access remodelled learning environment with access to Ipads and mobile technology
 Are digital leaders
4. Building financial sustainability
4.1 Maintain state of the art buildings
 The school’s premises and facilities provide an excellent physical environment, which meets
the learning needs of all.
 The school consistently provides a fully safe, hygienic and secure environment for students and
staff.
 The premises are of the highest quality, with extensive specialist facilities that are designed
well to allow access for all. All learning areas, including technology facilities, are of excellent
quality, and are used constantly to promote students’ achievements.
4.2 Appoint the best teachers so that
 All students attain systematically above national and international average
 All students make better than expected progress in relation to their starting point and
curriculum standards
 All students have a passion for learning
 Attendance is at least 97%. Students are punctual to school and lessons.
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The school is appropriately staffed to fulfil the vision and mission of the school. All staff
members are suitably qualified and benefit from extensive personalised professional
development that is well matched to the school’s priorities. They are very well deployed to
optimize students’ achievements.
They are very well deployed to optimize students’ achievements.
They are eligible to apply to become Apple Distinguished Educator or a Google Certified
Teacher
4.3 Invest in mental health and well being
 The school has rigorous procedures for the safeguarding of students including child protection
so all stakeholders are happy.
 Staff-student relationships are exemplary.
 The well-being and personal development of all students are closely monitored. The
information is used to provide highly effective personal and academic guidance and support
and, for senior students, careers’guidance.
We have the highest aspirations for all our students, so that irrespective of their background and ability, we
empower them to flourish in their lives. The John Roan is a true comprehensive school comprising a rich
diversity of people, cultures and backgrounds, and we celebrate all these differences that make up our whole.
Our priority is excellence, so that all of our students are equipped with knowledge, skills and competences to
achieve their full potential so they can go on to change the local, national and global world for the better. We
are very proud of our 6 Roan ready that we promote in our curriculum: our students collaborate, create,
investigate. They are confident, tenacious and compassionate.
Main parameters of the Reorganisation
Adjustments to Staffing Levels:
A primary cause of the deficit position for the school is the fact that 84% of the budget is spent on staff salary,
over 60% of our staff have a TLR and the average salary is about £60,464. Staff turnover has been very low
over the past 3 years so the staffing cost has continued to rise.
The staffing levels have not been adjusted in light of the surplus space in the numbers of students expected in
the Sixth Form. A key aspect of this reorganisation is to respond to this change and to adjust staffing where
there may be a surplus. At the same time the school will have to ensure it offers a curriculum that opens a
range of pathways which are sufficiently attractive to secure sustainable student numbers in the Sixth Form.
The school needs to ensure that students in the Sixth Form are successful in achieving excellent results, which
provide them with access to the most competitive courses and most sought after jobs when they leave school.
This means staffing levels need to be reviewed, in conjunction with a review of the current curriculum offer to
make sure it is both affordable and attractive. It is through this careful balance that the sustainability of the
curriculum offer in Sixth Form will be determined.
The school faces a number of issues:
 84% of the budget is spent on staff salary. The expected spend is about 70%.
 The average cost of employing a teacher (ATC): £58,419 (2015/2016); £60,464 (2016/2017);
£62,580 (2017/2018)
 In 2015/2016, we have so far spent £102,330 on supply teachers. By 31 st March 2016, the projected
spent is £140,000. This is not viable. In the financial year 2013/2014, the spend was £108,177 and in
the financial Year 2014/2015, the spend was £82,235. The average spent is 110k. This is not
sustainable financially and is affecting the quality of learning and the behaviour.
 We spent £146,000 on exam board fees in 2015, £74,716 in 2014 and £133,996 in 2013. The average
spend is 118K.
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Too much is spent on non essentials: photocopiers (£45,000), School magazines (£3500), Postage
(2013: £26,178; 2014: 24,835; 2015: £24,644). E portal means that we will minimise what is being sent
home by post. Mailchimp newsletter will replace the school magazine. We are looking at reducing the
number of photocopiers around the school.
We have reviewed our current contracts and procurement processes to make significant savings on
certain goods and services (Subscriptions, Capita in house, Recruitment, Energy). See Appendix xx
The funding available to the school has not met the current objectives for Teaching and Learning. In
the 2013/2014, T&L budget was £1500.
We have 109 places in the sixth form at 4k per student which are not filled so this is a loss of revenue
of £436,000 for 2015/2016. The loss of revenue for 2014/2015 was £436,000. The PAN for the sixth
form is 350.
Year 9 is not full so we are operating at a loss of 4 students at £4253.63 each so a loss of £17,014.52.
We have a rising number of students in our 11-16 but we do not see the money until the following
year.
Poor curriculum planning and timetable construction: Although all teachers start with 42 periods,
there does not seem to be a rationale approach in their management allocation and in the teaching
allocation that they eventually have.
The school budgets need to be reviewed more frequently and as a result a sub governors’ committee
has been set up. Governors are to be trained on their role in financial planning.
The school intend to use the new benchmarking system so that we can compare to other similar
schools.
Leadership Structure and Capacity:
A key aspect of the reorganisation is to rationalise the leadership structures, including the TLR and
honorarium structure, in the school. We want to promote a model of distributed leadership – where middle
leaders and TLR holders are empowered to play a critical role in driving forward change in tandem with a close
relationship and accountability to senior leaders. The investment in technology with SIMS, Eportal and SISRA
means that what was originally the responsibility of the portfolio of a Senior Leader is now distributed across
the whole school. Tasks and duties have been evaluated; a number of them have evolved and are now no
longer required. A number of them can be redistributed without affecting the workload of other senior
leaders. This reorganisation will therefore incorporate a reduction of two Assistant Headteachers. It is
proposed that there will be 3 Assistant Headteachers: AHT Teaching, Learning, Assessment and digital
learning, AHT STEM and Curriculum innovation, AHT Sixth Form. The 3 Assistant Headteacher job
specifications are available on the intranet. The emphasis will be balanced and harmonious in a system
thinking and leadership model (vision, mental models, structures, patterns, events). This is why there will be
a reduction in the number of senior posts, and a more accountability approach to middle leadership and TLR
holders.
New temporary Head of Faculty of Creative Arts (one year)
A minor adjustment to the middle leaders’ structure is the new faculty of creative Arts for 2016/2017. This
proposed model will be evaluated at the end of Year 1. If the model is successful with a real impact on
students’ outcomes, then it is likely that the Faculty model would be looked at for 2016/2017 by governors. It
is important to note that the member of staff will revert back to their substantive post should the governors
decided against the Faculty Model. The post will attract an allowance that will be confirmed at a later stage.
Honorarium:
5 members of staff have an honorarium. Honorarium are normally for a year for a particular project and going
forward it is proposed that project work would be recognised under a TLR 3 and if it is an on going area of
work would be recognised under a TLR 1 or 2. Hence the proposal is the honorariums will not continue.
5
TLRs for Heads of House
The House model can run with the GALS/AGALS running events which they currently do. The duplication of
tasks between the Heads of House and the GALS/AGALS is unnecessary and costly. It is proposed that the TLR
is removed.
Site supervisors
It is proposed to remove the 2 posts from the staffing structure. There are several reasons for this:
The new behaviour policy
The new MIS team will all be trained as first aiders
The new MIS team will maximise the support to the pastoral team
The GALs job description has been redefined so this means they will have more time to conduct their
academic monitoring in the classrooms
The more distributed leadership will mean more joint learning walks therefore more opportunities to check
on students’ learning
GALS/AGALs
There is no change to teachers in post for the GALS and AGALS. Their TLRs remain unchanged. However there
is a more refined job description which is available on the intranet.
3 TLRs
3 members of staff have 2 TLRs each. Each TLR is a different role. It is incorrect under the Teachers Pay and
conditions to have a member of staff who has 2 TLRs. This will need to be rectified so it is proposed that one
member of staff has a TLR 1A and 1 member of staff has a TLR 2B. One member of staff will see his TLR
removed but protected for 3 years.
Teaching staff
The strategic direction of the John Roan is clear and our priority is to raise standards rapidly. All staff should
be teaching to their maximum teaching allocation and this has not always been consistently the case. We
want to eradicate the surplus of hours that are not taught as this is not value for money. We are focusing on
ensuring that the management time allocated to Heads of Department and TLRs holders is the same for all so
that the system is fair (currently there is a lack of consistency in the management time allocated). We need to
be more efficient with the number of groups in options so we are reducing sets and groups. As a
consequence, there will be fewer classes to teach so we need less teachers’ time. Private study in the sixth
form will not be staffed. We are also removing not only the cover system on the staff timetable so that staff
won’t be expected to do any cover (unless there is an absolute emergency) but also the academic mentoring
which we know is inconsistently used.
The school strategic focus is on STEM (Science, Technology, Engineering and Mathematics) with an articular
draw on girls. But that strategic focus all on its own won't produce well-rounded graduates. Hence, while
STEM could be the strategic focus, we do have to blend this with humanities and the arts. Hence, having a
strong History and strengthening Geography departments, for example, are a critical complement to STEM.
We want to support Music with the help of the Foundation.
Safeguarding of salary information
Any change in role for support staff or teachers who face a possible reduction in remuneration following
proposed changes will have the appropriate safeguarding applied to their salary where applicable.
Increasing the timetable loading for teaching staff:
Given the serious financial predicament the school finds itself in and the need for dramatic savings, another
key element of this plan is to increase the loading of teaching staff by one lesson a week. This will take the
main scale loading from 21 lessons per week to 22.5 hours (please note that teachers are doing 3 hours of
6
cover on their timetable) however this is not an increase as such as it is intending that teachers will not be
doing any cover next year (unless there is a real emergency) as we are appointing an extra 2 cover
supervisors. This change will apply to all teaching staff irrespective of responsibility.
Review of Administrative and Support Staffing:
We are looking to have a more efficient structure in place where our management information system will
lead our school improvement work. This is why we have created roles that are all linked to our Management
Information system. Currently we are under-using our management information system which means that we
are not being productive enough and not maximising the potential that the systems such as SIMS, SISRA… can
provide us.
Future roles will be divided according to year group and down to niche groups to maximise the support to
Heads of department, GALS, AGALS and SLT for them to focus more on conversations linked to academic
performance with students and parents and relevant stakeholders. More time needs to be spent on tracking
academic achievement and performance, attendance and follow up which is something that is currently
missing. By having a Head of MIS heading a big team, it will bring cohesion and coherence to a system
leadership. There are 13 new posts in the new staffing structure and current administration staff whose posts
are at risk will have the opportunity to apply for those new posts
Ongoing review of replacement of staffing:
As part of the ongoing monitoring and adjustment of the deficit recovery plan, as and when staff elect to
resign, there will be a careful review and assessment of whether each post needs to be replaced. This will be
a careful and rigorous process which places a clear emphasis on ensuring the school’s commitment to
excellence and fairness. This does not mean that there is a clear strategy of non-replacement of staff who
decide to leave, rather that each resignation will be carefully assessed before an automatic replacement is
sought.
Effectiveness and Efficiency:
Throughout the period of the deficit recovery the school will build and sustain processes and procedures
which ensure the effective and efficient allocation of resources. The governors will form a working group
which will monitor the budget to ensure that in an ever-changing landscape of educational funding (national
funding formula), the school takes action at an early stage to address any potential threats to its financial
security. This responsibility will be shared out among all leaders in the organisation.
Number of students in Classes:
We have reduced the number of groups in option blocks. This will a minimal impact of this reduction which is
more cost effective. We do not believe that the quality of education will be affected by this.
Vertical groupings in sixth form for some subjects
There is a block which shows where possible subjects may be able to be collapsed so that 2 year groups can
be taught together. This will avoid running classes with a small number of students which is not financially
viable.
Curriculum:
Proposed changes
 Have a more progressive 5 years programme instead of 2 years KS3 and 3 Years KS4
 Remove RE at KS3/KS4 and have 9 focus days a year.
 Remove Psychology at GCSE as poor results
 Remove tutor period in the morning so that students go straight into lessons
 Add a tutor period during the school week so that the whole school tutor time is on at the same time.
 Move from 5 periods of 1 hour lesson to 6 periods of 50 minutes lessons. This means we will abolish
the current 6th lesson that seems to be randomly allocated.
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Privilege core subjects in the morning and practical subjects in the afternoon with double lessons
French and Spanish becomes MFL in Years 7, 8, 9 to ensure that all students are given an opportunity
to study 2 languages.
Reduce the number of subjects in each option block
In the sixth form:
 We add a common block to enable subjects to collapse years 12/13 where numbers are low
 Film studies,government & politics and Btec sports are removed
 Private studies in the sixth form will not be supervised by a teaching staff.
 We will block the resit of English and Maths so that no additional slots need to be found
Further cost saving/posts that will not be replaced:
Current structure
HOD for DT vacant
Head of Drama is leaving
nd
RE is removed at KS3. 2 in charge post vacant
G&T TLR vacant
Btec Manager vacant
1 staff honorarium for the timetable.
Science Subject Specialist honorarium vacant
Work experience honorarium
Proposed structure
Create a Faculty of Creative Arts with a Faculty
Leader (Art, Photography,Textiles, Fashion). This will
save 2 TLRs and 2 HODs salary
No replacement so saving 1 TLR 2A
Implementation of SISRA means all staff are
accountable and all niche groups looked at. This will
save a TLR2A.
SLT to oversee. Saving TLR2A
Externally outsourced as from Summer 2016. Saving
1 honorarium
No replacement so saving one honorarium
This responsibility will be part of the new job spec
for the HOD so saving one honorarium
We have reduced and ended overtime since mid September 2015.
Proposed Structure
There are several elements of this reorganisation which are illustrated diagrammatically in the Appendices
attached to this report. These clearly pinpoint the current and future structures.
Appendix 1: Teaching Staffing structure (current and proposed)
Appendix 2: Administrative and Support Staffing Structure (current and proposed).
Costings and Savings to be made
Proposed Job Descriptions
The proposed job descriptions that accompany this reorganisation are contained the school intranet (see
snapshots). They have been written around the structure of the new school vision. Where necessary the Job
Descriptions have been evaluated by the LA.
8
These have been posted on the school Intranet
9
Plans for Job Matching and Assimilation
Automatic
Assimilation
Competitive
Assimilation
Competitive
assimilation
Ring fencing
Proposed
compulsory
redundancy
Old Roles
Business Manager
Finance assistant
Mini bus
driver/premises x 2
Assistant
Headteachers x5
Head of Art
Head of Music
Head of Drama
New Roles
Business Manager
Finance assistant
Mini bus
driver/premises x 2
Assistant Head
Teachers x 3
Head of Faculty of
Creative Arts
English x 13
English x 1
Maths x 13
Modern Foreign Languages
x6
PE x7
Psychology x3
Science x 15
Sociology x 2
Design Technology x 5
Finance officer x1
Admin Assistant (post 16)
Maths x 11
Modern Foreign
Languages x 4
PE x 5
Psychology x 1
Science x12
Sociology x 0
Design Technology x 3
Finance Manager x1
MIS Support Officer KS5
Site Supervisors x 2
Site supervisors x 0
2 cover supervisors
Advertised Posts
1 ICT network manager
Notes
Two members of staff (as the Head of Drama has resigned)
will have the opportunity to apply for the Head of Faculty of
Creative Arts. Those unsuccessful will remain in their
substantive role of Head of Department. Drama will be
moved to the English department and also taught by English
staff.
The surplus by 0.5 in the English department will give
capacity to Drama
We have 2 staff on contract which will not be renewed.
We have 2 staff on contract which will not be renewed
We have a vacant HOD post which will not be renewed
The work will not exist anymore. GALS/AGALS have been
given more time to monitor students’ progress in lessons
This will enable staff to not do cover (unless there is an
emergency)
Moving away from CAPITA means that we need to appoint
an ICT network manager.
MIS
Receptionist/Administrator
(Tutors Y7-Y8)) 8am-4pm
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MIS Admin Assistant Based
Front Desk (Tutors Y7-Y8)
9am -5pm
MIS Data Assistant
Admin Assistant for SEN
MIS
Receptionist/Administrator
(Tutors Y9-Y11) 8am-4pm
MIS Admin Assistant Based
Front Desk (Tutors Y9-Y11)
9am-5pm
Student Support Officer
KS4 (GALs Y9-11)
MIS Data Officer
(Exams/Cover Y7-Y13)
MIS Student Support
Officer KS3 (GALS Y7-Y8)
Assistant Head of
Management Information
System
MIS data officer
(attendance Y7-Y13)
Head of Management
Information System
Headteacher Executive
Assistant
Process for implementing the restructure
The proposals for job matching in order to produce an assimilation list are reflected in the assimilation tables which include the titles of the jobs in the
proposed new structure, new grades for the jobs and indicative job matching.
11
Current acting and secondment arrangements will not be taken into account during the job matching exercise. Staff who are currently acting into a role or
on secondment will not be eligible for assimilation, competitive assimilation or ring-fencing except where they have no substantive post within the
organisation to which they can return. Where the substantive role still exists job matching will be based on the current, substantive job description and grade.
The job matching process will be undertaken as follows:
1. Automatic assimilation: Where a post in the new structure is the same or substantially the same as the existing post, and where there is just one employee
for the job, then the employee should be slotted into the job automatically, i.e., assimilated to the new post without the need for an interview.
2. Competitive assimilation: Where there is a post in the new structure which is the same or substantially the same as the existing post but there are more
employees who are eligible for the job than there are posts, employees will be subject to a competitive assimilation process, i.e., they will each compete
for the posts available.
3. Ring-fencing will apply to employees whose posts are being deleted or substantially changed and are graded no more than one grade higher or lower than
the new post. The selection process will comprise a supporting statement, an interview and in certain circumstances, a test/presentation depending on
the job.
Employees who have a ring-fenced status through the job matching exercise will be asked to express an interest in the post by producing a supporting
statement with evidence of their suitability against the person specification for each post.
4. New and/or advertised posts: Where there are new posts in the proposed structure which are significantly different to any post in the existing structure
and where direct assimilation, competitive assimilation or ring-fencing does not apply, and these posts will be advertised in accordance with the
Recruitment Procedure. In circumstances where there are a number of possible redundancies new posts may be advertised on a ring fence basis to the
service areas affected in the first instance.
5. Where posts are new, or unfilled following a ring-fencing exercise, they may be advertised either internally or internally and externally simultaneously.
Salary Protection
Teaching Staff
In cases where teaching staff paid on the Leadership spine points or are in the receipt of a TLR, in accordance with the School Teachers Pay and Conditions Document,
paragraph 5.
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Support Staff
In cases where staff are offered a post at a lower grade, their pay will be protected for one year at the level of their current spinal point applicable at the point when
the new structure commences. Salary protection will not exceed two grades.
Redundancy/Early Retirement
Where there is a need to reduce posts the proposed method of achieving the reductions should be achieved by reference to the Redundancy procedure.
Proposed Organisational Change at The John Roan School 2016
Action
Deficit Recovery Plan
Submitted to local authority
for approval
Local Authority decision about
the Deficit Recovery Plan and
Detail
Possible
Timing
08/12/2015
5/02/16
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liaise with HR with draft
formal consultation
documentation
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Commence Formal
Consultation with Staff with
Trade Union involvement
Presentation of Rationale for reorganisation, posts affected, proposed new posts with job descriptions,
and pay grades for new organisation. This will include current and proposed organisation charts, as
well as assimilation and ring-fence proposals, and ultimately the implementation date.
Ensure all staff on maternity and sick leave and any other absent staff are notified and given the pack.
Staff issued with reorganisation information
This will be a 30 day consultation period
Staff will be to communicate their views through their trade unions and in writing.
Staff can submit a non-committal request for voluntary redundancy.
Staff can make an informal appeal to the HT to make a claim during the formal consultation regarding
their position.
Deadline for submission of requests for VR estimates:
Pack to be
given to staff
on Monday
29th February
2016
Week
beginning 7th
March
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Meeting with Trade Union representatives to discuss progress and outcomes of consultation so far.
HT provides response through ongoing FAQs summary, and in some instances an individual response
will be given where appropriate.
Meeting with staff affected by the reorganisation to discuss progress and outcomes of consultation so
far.
HT provides response through ongoing FAQs summary, and in some instances an individual response
will be given where appropriate.
Staff who wish to apply for voluntary redundancy should do so by this date.
Deadline for informal appeals of assimilation, ring fencing and redundancy.
Outcome of consultation drawn up.
Confirmation of posts to be made redundant.


Discuss outcomes of consultation and agree final structure.
Committee to ratify the decisions.


Communicate final outcome of the consultation in detail to the staff affected.
Communicate to the whole staff.


Confirm clear deadline for assimilation claims: (10 working days after the final day of consultation).
If the response refutes the claim, staff then have ten full working days from date of communication
decision to appeal.







Meeting with Trade Unions
midway through consultation



Meeting with staff midway
through consultation
Formal Consultation Period
Ends
Final Response to
Consultation Process
Meeting of Governing Body
Committee’s decision on final
structure
Communicate decision
Assimilation Appeals Process

Monday 14th
March 2016
(Tbc)
Leave open
with as/when
Friday 15th
April 2016
Week
Beginning
18th April
2016
Monday 18th
April 2016
Week
beginning
20th April
2016
Appeal by 4th
May 2016
Appeals on 6th
May 2016 and
9th May 2016
14





Agree voluntary redundancies, respond in writing.
If insufficient volunteers, then using clear and objective selection criteria, and within the school’s
recruitment process then staff for redundancy will be selected.
Objective criteria involves evidence from their performance management, attendance.
Recalculate including holidays the 12 weeks.
Calculation of redundancy packages.
Confirmation of Redundancies
Confirm Posts which are being
directly assimilated
Competitive Assimilation
Interviews
Interviews for Ring-fenced
Posts
External advertisement for
remaining posts





Confirmation of posts that staff are being directly assimilated to in the new organisation structure.
Written letter to staff implicated along with new JDs etc.
Using agreed JDs and person specifications competitive application and selection for posts which are
not being directly assimilated.
Using agreed JDs and person specifications open application and selection for posts which are ring
fenced.
For any posts that remain unfilled – advertise externally to secure the best candidates.
Confirmation
date:
TBC
Teaching
Staff
Final notice to
be issued by
31st May
2016. Will be
effective as of
31st August
2016.
Support Staff
Final notice to
be issued by
6th June 2016.
Will be
effective as of
31st August
2016.
10th May
2016
12th May
2016
16th May
2016
17th May
2016
15