Agenda Item No. 1 (1) (b) South Council Report by Executive Director Children & Community to Leadership Panel of 4th September 2012

Subject: Shared Headships: Managing Small Schools

1. Purpose

The purpose of this report is to seek approval to establish ‘shared headships’ in small primary schools and nurseries where deemed appropriate for reasons of improved education and governance. Such schools would be termed ‘partner schools’ and be managed in accordance with the principles of JNCT 42 and the regulations 2007 Act.

2. Recommendation

It is recommended that Panel:

1) Agrees to the introduction of ‘shared headships’ for schools with less than 50 pupils when vacancies arise; and

2) Agrees that a Head Teacher responsible for the leadership of two small schools within reasonable travelling distance, will be non class committed.

3. Background

Within Council 10 primary schools, (, Barr, Barrhill, Colmonell, Crosshill, Fisherton, , , St. Cuthberts, ), have rolls below 100 and 10 have rolls below 50 (including nursery roll where appropriate). Our two special schools also have rolls less than 100 but these are not being included in this proposal. Where a school has fewer than 100 pupils the head teacher has a class commitment and this post is known as a teaching head teacher post. The table below illustrates the rolls and spread in the primary school estate

Pupil Roll Number of Schools 1-50 10 51-100 4 101-150 4 151-200 9 201-300 4 301+ 10

3.2 Attraction to, and competition for, class committed head teacher posts can be limited for small schools. The number of applicants for these posts is particularly low. It is not unusual for class teachers to be the only applicants for these senior posts because the salary is comparable with a Depute Head Teacher of a larger school. The promotion from class teacher to Head Teacher is a demanding step, particularly as the post holder is likely to be teaching 0.5 of the week as well as running the school. Recently, we have been unsuccessful in appointing Head Teachers to smaller schools and the following schools have Acting Head Teachers or vacancies: Ballantrae, Colmonell, Kirkmichael, Straiton. One non class committed Head Teacher is leading both Ballantrae and Colmonell and is extremely positive about the benefits of such an approach.

3.3 A large number of local authorities across Scotland and particularly those with a large rural catchment have introduced shared headships over the last few years. The reasons for this practice being introduced has largely been due to the lack of numbers of applicants for advertised posts, coupled with the difficulty of retaining successful applicants once appointed. Talented post holders quickly move on to larger schools e.g Minishant Primary School has had three Head Teachers over a period of three years. Consequently, pupils and families in small school communities can experience discontinuity in educational experience and there can be a perception that such schools are ‘training schools’ for Head Teachers for prospective larger posts.

3.4 There is also recognition that the learning and teaching of children may benefit from having a class teacher teaching them for a full week - or indeed two teachers if the class has been arranged and planned on a job share basis, rather than a Head Teacher teaching part of the week and then being called away from the classroom on ad hoc duties associated with her/his role leading to a potential variety of teachers picking up the balance of time in a non-planned fashion.

3.5 Given the above, it is questionable whether the historical arrangements for the management of small primary schools can effectively meet the demands now faced by primary Head Teachers. It is important that South Ayrshire Council creates structures which recognise these pressures and take into account particular local need.

4. PROPOSALS

4.1 The aims of a shared headship programme would be to improve overall educational performance, to enhance the sustainability of small schools and to promote the efficiency of school provision.

4.2 One of the challenges of small schools is that a small team is responsible for the same range of curriculum developments as in larger schools. A collaborative model of a shared headship programme would give access to a larger team across the partner schools with a wider range of specialisms. Workload could be potentially reduced and there could be sharing of good practice and potentially shared CPD activities - all resulting in an incumbent improvement in planning.

4.3 Pupils who are presently taught by a teaching Head Teacher will have access to her/his skills and expertise for part of the week and another teacher/s for the remainder of the week. The class which the teaching Head presently teaches may experience periods of disruption when the Head Teacher is absent due to attending meetings at school/authority level or if there are issues/challenges that the Head Teacher has to leave the class to deal with. Pupils being taught by a full-time committed teacher/s would not be subject to this same potential impact on the continuity of their learning.

4.4 Experience from other authorities also indicates that parents quickly appreciate the fact that they are able to make an appointment with a non-teaching Head to raise any issues more readily than before. The community also benefit from access to a non-teaching Head Teacher who has more time to plan/prepare for meetings, events and activities due to enhanced time to focus on strategic leadership.

5. Resource Implications

5.1 Financial

The grading of Shared Head Teacher posts will be re-evaluated due to the additional responsibility and travel costs will increase. Any other additional costs including responsibility payments and increased promoted post entitlement, if appropriate, will be met from within existing resources.

There are no anticipated savings arising from the move to shared headships in schools but should any savings be made they will be reported through the regular budget monitoring reports to the Leadership Panel. The existing pilot example of Ballantrae and Colmonel which has been running for a year, has had no additional costs using this model.

The Scheme of Delegation for Schools will be updated to reflect the new staffing structures once the shared headships have been agreed and the appropriate staffing is in place.

5.2 Legal

Parental involvement in head teacher and depute head teacher appointments (Scotland Regulations 2007 Act) stipulates that an education authority must consult with the Parent Council when preparing strategies and job or person specifications for a post. This would be adhered to in each case. In the case of denominational schools the Roman Catholic Church has a role to play in the appointment procedure and this would be incorporated into the appointment of a ‘Shared Head Teacher’ in a denominational school.

5.3 Human Resources

Protocols will be developed with HR and Trade Unions around any changes to staff terms and conditions as a result of a move to ‘partner schools’

6. Risk

A. Risk Implications of adopting the recommendations.

Risks are currently being managed within operational activities / operational risk register;

B. Risk Implications of rejecting the recommendations.

Rejecting the recommendations may impact on the reputation of the Council if appropriate Head teachers are not recruited

7. Equalities

This report is not proposing new services, policies, strategies, or plans (or significant changes to or reviews of them). It does not propose decisions about budgets, including budget cuts or service reductions. This report therefore has not been assessed for equalities impacts.

8. Sustainable Development Implications

This Report does not propose or seek approval for a plan, policy, programme or strategy or document otherwise described which could be considered to constitute a plan, programme, policy or strategy.

9. Options Appraisal

An options appraisal has not been carried out in relation to the subject matter of this report.

10. Link to Council’s Priorities / Improvement Programme

The proposals in this report link to Children and Community Directorate Objectives 1 and 5 in the current Directorate Plan i.e. Our children and young people are confident and successful learners who have the necessary skills for learning, work and life and Our children and young people are listened to and benefit from high quality services that are responsive and meet their needs

11. Results of Consultation

(1) As per the legal requirements noted in paragraph 5.2 consultation will be undertaken with parent Councils and the results of this will inform the development).

(2) Consultation has taken place with Councillor Margaret Toner, Portfolio Holder for Lifelong Learning.

(3) Consultation will take place with Local Members of partner schools.

(4) Consultation is ongoing with Trade Unions.

Person to Contact Margo Williamson Head of Curriculum and Service Improvement Children and Community County Buildings Wellington Square KA7 1DR

Tel: 01292 612240 Email: [email protected]

Date: Friday, 17th August, 2012