This is your opportunity to express your views. It should take less than 15 minutes to complete this survey. Every member of the school workforce is encouraged to complete this survey so that the personal views of all sectors of the workforce are represented. No individual will be identified in the analysis of this information or in the final report that is published. School level data, however, will be sent to the relevant school where there are 5 or more responses.   Please click this box to confirm that this is your one and only response to this survey (for each of your roles).     Click the box below before clicking next to go straight to the questionnaire. Leave this blank if you would like to learn more about the background to the reasons for this survey.

The National Agreement and more recent workforce modernisation initiatives which started in 2003, have two over-riding objectives:- ·To refocus teachers on their core activity of teaching and learning ·To form part of a wider commitment to secure downward pressure on excessive hours worked in schools. The outcomes of this survey will be used by your school, by the Local Education Partnership (formerly known as WAMG) and by the Local Authority (LA) to promote the full implementation of the National Agreement. The Local Education Partnership (formerly known as WAMG) is made up of representatives from all the teaching and support staff trades unions as well as local authority officers.

Legislation now requires that: "In partnership with the Training and Development Agency (TDA), LAs should:- .... § Provide timely intervention to resolve non-implementation issues by schools in response to concerns raised by the Local Education Partnership (formerly known as WAMG) or the TDA on behalf of the National Education Partnership (formerly known as WAMG). § Ensure that data collected is robust, relevant and timely and is compliant in reducing the administrative burdens placed on schools. § Maintain and develop an effective support and challenge function which enables LAs to confirm modernisation objectives are met. " This survey will provide: § Schools with evidence of compliance and data to inform the school improvement planning process, § The LA and Local Education Partnership (formerly known as WAMG) with information to plan future support for schools in the most effective manner and to challenge where there are issues of non-compliance.

Section 1:  About your school / organisation. Q1 Please indicate the type of school in which you work:- ·If you work in more than one school, please complete a separate survey for your work in each school.     Secondary School   Nursery Provision   Pupil Referral Unit Primary School   Special School   Centrally Employed Staff Q1a Please indicate the name of the establishment in which you work:-   --Click Here--Clifton Nursery SchoolLambert Children's CentreMcMillan Children's Centre Q1a Please indicate the name of the school in which you work:-   --Click Here--Adelaide Primary SchoolAinthorpe Primary SchoolAlderman Cogan CE Primary SchoolAppleton Primary SchoolBellfield Primary SchoolBethune Park Primary SchoolBiggin Hill Primary SchoolBricknell Primary SchoolBroadacre Primary SchoolBuckingham Primary SchoolBude Park Primary SchoolCavendish Primary SchoolChiltern Primary SchoolCleeve Primary SchoolClifton Primary SchoolCollingwood Primary SchoolCraven Primary SchoolDorchester Primary SchoolEastfield Primary SchoolEndike Primary SchoolEndsleigh Holy Child RC Primary SchoolEstcourt Primary SchoolForedyke Primary SchoolFrancis Askew Primary SchoolGillshill Primary SchoolThe Green Way Primary SchoolGriffin Primary SchoolHall Road Primary SchoolHighlands Primary SchoolHoly Name RC Primary SchoolIngs Primary SchoolLonghill Primary SchoolMarfleet Primary SchoolMaybury Primary SchoolMersey Primary SchoolMountbatten Primary SchoolNeasden Primary SchoolNewington Primary SchoolNewland St. John's CE Primary SchoolOldfleet Primary SchoolPaisley Primary SchoolThe Parks PrimaryParkstone Primary SchoolPearson Primary SchoolPriory Primary SchoolRokeby Primary SchoolSidmouth Primary SchoolSouthcoates Primary SchoolSpring Cottage Primary SchoolSt. Andrew's CE Primary SchoolSt. Charles' RC Primary SchoolSt. George's Primary SchoolSt. James' CE Primary SchoolSt. Mary’s Queen of MartyrsSt. Nicholas Primary SchoolSt. Richard's RC Primary SchoolSt. Thomas More RC Primary SchoolSt. Vincent's RC Primary SchoolStepney Primary SchoolStockwell Primary SchoolStoneferry Primary SchoolSutton Park Primary SchoolThanet Primary SchoolThoresby Primary SchoolThorpepark Primary SchoolTilbury Primary SchoolVictoria Dock Primary SchoolWansbeck Primary SchoolWestcott Primary SchoolWheeler Primary SchoolWold Primary School Q1a Please indicate the name of the school in which you work:-   --Click Here--Andrew Marvell SchoolArchbishop Sentamu AcademyDavid Lister School Endeavour High Hull Trinity House SchoolKelvin Hall SchoolKingswood High SchoolMalet Lambert SchoolNewland School for GirlsSir Henry Cooper SchoolSirius AcademySt. Mary's CollegeSydney Smith SchoolWinifred Holtby School Q1a Please indicate the name of the school in which you work:-   --Click Here--Bridgeview Special SchoolFrederick Holmes Special SchoolGanton Special SchoolNorthcott Special  SchoolOakfield Special SchoolTweendykes Special School Q1a Please indicate the name of the school in which you work:-   --Click Here--Ashwell Pupil Referral UnitFountain House UnitPrimary Support ServiceRU for Medical NeedsSchool Girl Mums Unit Q1a Please indicate the name of the service in which you work:-   --Click Here--Education Service for Hearing & VisionSEN Support ServiceMusic ServiceMinority EthnicTravellers EducationNorth & East Hull CLCOther   If other please state: No individual will be identified in the analysis of this information or in the final report that is published.

Section 2: About your role. Q2 Please indicate your main role with the organisation (tick one box only) - If you have two distinct contracted roles, please complete a separate survey for each role.   --Click Here--HeadteacherOn Schools Senior Leadership TeamTeacherSupport Staff - Teaching and Learning (including all support staff who work directly with children and / or their families)Other support staff No individual will be identified in the analysis of this information or in the final report that is published.

Please make a judgement on the 4 point scale (mark the appropriate box) in relation to your school as to where it is in respect of each issue, or in respect of your own experience. If a particular issue is not relevant to you or your school, or you are not sure, please mark the N/A box. Section 3: Contractual Changes (Text in blue is taken directly from Section 4 of School Teachers Pay and Conditions.) Contractual Change 1: Undertaking administrative and clerical tasks. "These provisions ensure that teachers cannot routinely be required to undertake administrative and clerical tasks." "Tasks do not have to be done on a daily basis to be classed as routine. Many tasks, such as collating reports, may only be done once per year - this would still be classed as routine." Q3 4 =The school has procedures in place so that teachers do not have to routinely carry out admin / clerical tasks identified in the Workload Agreement. 1= The school has no procedures in place.   4   3   2   1   N/A

Q4 4=Teachers follow these procedures and do not routinely undertake any of the 21 tasks listed below. 1=Teachers still routinely carry out some of the 21 administrative tasks.   4   3   2   1   N/A Q5 Which, if any, of the following tasks (as set out in Schools Teachers Pay and Conditions, Annex 3), are you still routinely required to undertake? If answering as a teacher, please give a personal response related to any tasks you are routinely required to undertake. Please mark all that apply, but do not mark any tasks that teachers choose to carry out even though there are procedures in place for alternative arrangements.   Collecting money from pupils and parents Investigating a pupil's absence Bulk photocopying Typing or making word-processed versions of manuscript material and producing revisions of such versions Word processing, copying and distributing bulk communications, including letters , to parents and pupils Producing class lists on the basis of information provided by teachers Keeping and filing records, including records based on data supplied by teachers Preparing, setting up and taking down classroom displays in accordance with decisions taken by teachers Producing analyses of attendance figures Producing analyses of examination results Collating pupil reports Administration of work experience (but not selecting placements and supporting pupils by advice or visits) Administration of public and internal examinations Administration of cover for absent teachers Ordering, setting up and maintaining ICT equipment and software Ordering supplies and equipment Cataloguing, preparing, issuing and maintaining materials and equipment and stocktaking the same Taking verbatim notes or producing formal minutes of meetings Co-ordinating and submitting bids (for funding, school status and the like) using contributions by teachers and others Transferring manual data about pupils not covered by the above into computerised school management systems Managing the data in school management systems None of the above

Contractual Change 2: Limit on cover "Schools need to have robust systems in place to ensure that from 1 September 2009 teachers cover for absent colleagues only rarely. A 'robust system' is one which delivers this contractual entitlement and would be expected to deal with all foreseeable events, but would not be expected to deal with unforeseeable events. When devising strategies to implement 'rarely cover' schools should bear in mind that 'rarely' does not mean 'never'." Q6 The school has a robust system in place that achieves the rarely cover requirement.   Yes   No   N/A

Contractual Change 3: Guaranteed Planning, Preparation and Assessment Time "Since 1st September 2005, all teachers at a school (including headteachers) with timetabled teaching commitments, whether employed on a permanent, fixed-term, temporary or part-time contact, have had a contractual entitlement to guaranteed PPA within the timetabled teaching day, amounting to not less than 10% of a teacher's timetabled teaching time." Q7 4=All teaching and support staff who undertake timetabled teaching (including the headteacher if applicable), receive formally allocated PPA time during timetabled sessions and this is taken at the time shown on the timetable. 1=Some teaching and support staff delivering "specified work" do not receive the minimum 10% PPA time shown on the timetable.   4   3   2   1   N/A Q8 4=Lessons for staff released for PPA time are taught by appropriately renumerated staff undertaking "specified work". 1=A significant proportion of lessons for staff released for PPA time are taught by staff who do not hold the appropriate qualifications or receive the appropriate renumeration.   4   3   2   1   N/A Q9 4=Planning, preparation and assessment of work undertaken during PPA time is carried out entirely by the individual responsible for those taught sessions. 1=Some staff are required to plan and prepare work for others in order to facilitate their release for PPA time.   4   3   2   1   N/A Q10 4=Work undertaken during my PPA time is determined by the individual concerned. 1=Work undertaken during PPA time is directed entirely by an individual's line manager.   4   3   2   1   N/A

Contractual change 4: Exam Invigilation " From September 2005, teachers have no longer been routinely required to invigilate external examinations (e.g. National Curriculum tests, GCSE and AS / A2 examinations). Schools have worked towards these changes and maximised the use of support staff as external examination invigilators, prior to the contractual change." Q11 4=All examination invigilation is carried out by staff other than teachers. Teaching staff are only used when / where their specialist knowledge is necessary. 1=Teaching staff still invigilate examinations on numerous occasions, even though it is not essential for someone with their specialist knowledge to be present in the examination room.   4   3   2   1   N/A

Contractual change 5: Work / Life Balance "Work / life balance is about helping staff to combine work with their personal interests outside work. All teachers and headteachers should enjoy a reasonable work / life balance. In relation to headteachers, specific provisions have been put in place through regulations made under section 21 of the Education act 2002 which put a responsibility on the relevant body (normally a school governing body or LA) to have regard to the work / life balance of the headteacher." Please make a judgement on the 4 point scale in relation to your school as to where it is in respect of each issue. If an issue is not relevant to you or your school, or you are not sure, please mark the N/A box. A school that is committed to Work-Life Balance:- Q12 4 = Recognises that effective practices to promote work / life balance will benefit both staff and pupils. 1 = The school does not recognise that effective practices will benefit both staff and pupils.   4   3   2   1   N/A Q13 4 = Highlights the joint responsibility to discuss workable solutions. 1 = Does not discuss workable solutions for staff.   4   3   2   1   N/A Q14 4 = Develops, monitors and evaluates policies and practical responses that meet specific needs of the school, having regard to fairness and consistency. 1 = Daily procedures and practices take little account of the potential impact on well-being of the individual.   4   3   2   1   N/A Q15 4 = The governing body enforces its commitment to work / life balance for the whole school workforce. 1 = The governing body is not proactive in assessing and addressing work / life balance issues.   4   3   2   1   N/A Q16 4 = Demonstrates leadership and encourages senior managers to lead by example by using time efficiently. 1 = There is a culture of valuing the length of time an individual spends at work rather than their specific contributions to school improvement.   4   3   2   1   N/A Q17 4 = I feel that I achieve a satisfactory work-life balance. 3 = I can usually maintain a satisfactory work-life balance, but struggle at certain times. 2 = I do not achieve a satisfactory work-life balance, but accept that there are things I could do to improve this. 1 = My work-life balance is unsatisfactory and I feel this is caused by work pressures beyond my control.   4   3   2   1   N/A

Contractual change 6: Leadership and Management Time (including Dedicated Headship Time) "Teachers with leadership and management responsibilities are now entitled, as far as is reasonably practicable, to a reasonable allocation of time within school sessions to support the discharge of their responsibilities. This is in addition to the contractual provisions on work / life balance and guaranteed PPA time." "Headteachers must have dedicated time to lead their schools as well as manage them. Therefore, with effect from September 2005, governing bodies have needed to ensure that headteachers have dedicated headship time, having regard to resources in the school and to further national guidance that is being developed." Q18 4=All staff with leadership and management responsibilities have appropriately timetabled leadership and management time to support the discharge of their responsibilities. 1=Staff with leadership and management responsibilities are occasionally given time to support the discharge of their responsibilities.   4   3   2   1   N/A Q19 4=The Governing Body has identified time for headteachers to undertake dedicated headship time. 1=The Governing Body has not identified time for headteachers to undertake dedicated headship time.   4   3   2   1   N/A Q19a 4=The headteacher regularly undertakes dedicated headship time. 1=The headteacher does not regularly undertake dedicated headship time.   4   3   2   1   N/A Component 7: Change Management Q20 4=The school has a designated Change Team with representation across the whole school workforce, that regularly meets to assist with the implementation of new initiatives. 1=A school Change Team is not in place.   4   3   2   1   N/A

Section 4: Performance Management (Teachers) Component 1: PM Policy and Classroom Observation Protocol Q21 The governing body has a Performance Management Policy in place.   Yes   No   Don't know Q22 The governing body has a Classroom Observation Protocol in place.   Yes   No   Don't know Q23 The PM Policy and Classroom Observation Protocol went through full consultation with all the teaching staff and appropriate Trade Unions.   Yes   No   Don't know

Please make a judgement on the 4 point scale in relation to your school as to where it is in respect of each issue. If an issue is not relevant to you or your school, or you are not sure, please mark the N/A box. Component 2: PM Training and selection of reviewers Q24 4 = All teaching staff (reviewers and reviewees) have received training in the statutory PM process. 1 = Little or no training is given, or only to reviewers.   4   3   2   1   N/A Q25 4 = Reviewers have a reasonable and equitable number of reviewees, avoiding creating an unreasonable workload for an individual reviewer. 1 = Some reviewers have a larger number of reviewees.   4   3   2   1   N/A

Component 3: Meeting time-scales and deadlines Q26 All teachers planning and review statements are completed by 31st October (Heads by 31st December).   Yes   No   Don't know Q27 The time-scale for the stages in the process as set out in the statutory regulations is fully adhered to.   Yes   No   Don't know

Component 4: Classroom Observations Q28 All classroom observation is undertaken by teachers with QTS.   Yes   No   Don't know Q29 Focus and timing of the observation is agreed up-front in the planning and review meeting.   Yes   No   Don't know Q30 All observations are linked to the reviewees objectives.   Yes   No   Don't know Q31 Observations are mulit-purpose, reducing the burden of unnecessary additional observations.   Yes   No   Don't know Q32 The 3 hour maximum limit for classroom observation is rigorously adhered to. (Drop ins are not included in this limit.)   Yes   No   Don't know

Please make a judgement on the 4 point scale in relation to your school as to where it is in respect of each issue. If an issue is not relevant to you or your school, or you are not sure, please mark the N/A box. Component 5: Continuing Professional Development Q33 4 = The school has a coordinated training and development plan in place. 1 = There is no coordinated approach to training and development across the school.   4   3   2   1   N/A Q34 4 = The Training and Development Plan meets the needs of the whole school workforce, the School Improvement Plan, PM objectives, local and national initiatives. 1 = Some staff do not have access to professional development that meets their personal aspirations as well as the schools needs.   4   3   2   1   N/A Q35 4 = The school has a recognised process for evaluating the effectiveness of training undertaken and the outcomes are used to influence future decisions on training. 1 = There is no recognised system for evaluating the effectiveness of training / the system that is in place is not used.   4   3   2   1   N/A Component 6: Threshold Q36 Progression through threshold and the Upper Pay Scale is based solely on the PM process.   Yes   No   Don't know

Section 5: Support staff training, career development and effective deployment Component 1: Support staff training and career development Q37 4=All support staff have access to an annual review of performance. 1=There is no formal annual review process in place.   4   3   2   1   N/A Q38 4=Support staff have access to training and professional development. 1=Support staff have very limited access to training and development.   4   3   2   1   N/A Q39 4 = The school is beginning to develop a career structure for support staff within the organisation. This structure is understood by all staff. 1 = There is no clear career structure for support staff.   4   3   2   1   N/A

Component 2: Effective deployment of support staff Q40 4 = The school has made good use of a range of support staff to allow teachers to focus on teaching and learning, 1 = Support staff are not used effectively to allow teachers to focus on teaching and learning.   4   3   2   1   N/A Q41 4=Support staff receive remuneration appropriate to their role and the tasks they are asked to undertake. 1=Renumeration is in some cases inappropriate for the task undertaken.   4   3   2   1   N/A Q42 4=When change occurs affecting the workload or work patterns of support staff, the capacity of the relevant team to undertake this work is always reviewed. 1=Tasks are frequently transferred to support staff with little consideration of their capacity to undertake this work.   4   3   2   1   N/A Q43 4 = All support staff who undertake timetabled teaching receive formally allocated PPA time during timetabled sessions and this is taken at the previously designated time. 1 =Some support staff delivering "specified work" do not receive the minimum 10% PPA time on a regular basis or at the previously planned time.   4   3   2   1   N/A

Thank you for completing this survey. The results will be shared with your school and the Local Education Partnership (formerly known as WAMG), to facilitate its work in supporting schools in the implementation of the National Agreement. The outcomes will be used to provide positive feedback to schools, to plan supporting training where there are areas of concern, and to challenge where there are issues of non-compliance. If completing this survey has raised any issues for you, please remember that concerns are always best addressed in the first instance, within an individual's home school. Most schools have a well defined structure through which matters of concern can be resolved:- Ongoing dialogue with an individual's day to day line manager A discussion with the headteacher / senior leader The schools Health and Well-Being Programme Advice from the trade union representative within the school Advice from the Local Secretary of the appropriate trade union Grievance procedures as set out within the policy adopted by the school's governors. No individual will be identified in the analysis or feedback from this survey. Please click once on the submit button below to send us your answers.