APPENDIX VIII
Report to: Executive Member for Children’s Services Executive Member for HR, OD and Diversity
Date: 22 November 2010 24 November 2010
Report of: Director of Children‟s Services Report No:
Contact Officer: Dr. Tony Birch Assistant Director Tel No: 2130
Report Title: Bolton Science and Technology Centre
Non Confidential: (Confidential Not for Publication) This report is exempt from publication by virtue of Paragraph 1 of Schedule 12A to the Local Government Act 1972
Purpose: To set out the results of consultation on proposals to review the Bolton Science and Technology Centre taking into account a reduction in funding from 2011/12 onwards, and to seek approval from the Executive Member to implement the final proposals.
Recommendations: The Executive Member is recommended to:
(i) Approve the final proposals set out in Appendix 5 and; (ii) Delegate implementation of the new structure, including details of voluntary redundancy arrangements and consequential recruitment and selection, to the Chief Executive and the Director of Children‟s Services.
Decision:
Background Doc(s): Bolton Science and Technology Centre review presented to the Executive Member for Children‟s Services on 31 August 2010 Bolton Science and Technology Centre review presented to the Executive Member for HR, OD and Diversity on 1 September 2010
Signed: Leader / Executive Member Monitoring Officer
Date:
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Executive Report below plus:- Summary: (on its own page Appendix 1 List of People and Organisations Consulted. Appendix 2 Summary of Consultation Activity Appendix 3 Summary of Consultation Activity Appendix 4 Equality Impact Assessment Appendix 5 Final proposals with background docs)
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1.0 Introduction 1.1 Following the budget resolution of the Executive on the 28th June 2010, the Executive Member approved proposals for a review of the Bolton Science and Technology Centre for consultation with staff, trade unions and relevant stakeholders. 1.2 This report sets out the results of the formal consultation process and the Department‟s final proposals in response.
2.0 Background to the review
2.1 On 31 August 2010 the Executive Member for Children‟s Services and the Executive Member for Human Resources, Organisational Development and Diversity (1 September 2010) approved a report setting out the need for a review of the Bolton Science and Technology Centre and draft proposals for consultation with staff, trade unions and other stakeholders.
2.2 The underlying rationale for the review is the need to generate financial savings to meet corporate budgetary targets and to address the continuing implications of the annual BSTC overspend, which was £251k in 2009-2010.
2.3 Because of the nature of the services involved, it will be necessary to reduce the cost of the staff establishment in order to achieve these efficiencies.
2.4 This report now addresses the key issues arising from the consultation, which ended on 20 October 2010, and where relevant presents revised proposals for final approval by the Executive Member for Children‟s Services and the Executive Member for Human Resources, Organisational Development and Diversity.
3.0 Consultation process
3.1 Formal consultation on the proposals commenced on 1 July 2010. The consultation period ended on 20 October 2010. „At risk‟ letters were issued to affected staff on 2 September 2010.
3.2 Appendix 1 provides a full list of those consulted during the consultation period.
3.3 Appendix 2 provides a list of the key elements of the formal consultation. These have included: An informal briefing session for staff which took place on 25 July 2010 and a formal briefing session and presentation for all staff on 2 September 2010; A staff consultation pack containing in addition to some of the things listed below, the original report to Executive Member; a draft consultation and proposed
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implementation timetable; details of support for staff and a consultation response form; Access to all job descriptions and person specifications existing and proposed; Weekly update of the Vacancy Bank register emailed to all staff at risk, with support for staff who have taken up opportunities to apply for jobs as a result; Holding personal meetings with all members of staff attended by HR and/or trades unions representatives where required; Following up meetings with more specific support (for example around interview technique, or enrolment onto OD provided sessions); Requesting expressions of interest (without prejudice at this stage) from staff for voluntary redundancy and for other forms of flexible working including reductions in hours; HR session on Redeployment and Redundancy – 6 October 2010; Regular Departmental Joint Consultative Committee (DJCC) meetings with recognised trades unions commencing with an initial briefing on 24 July 2010; Joint Operations Group Meetings (JOG) between Assistant Directors and Service Managers and trades unions; Responding to specific requests for information from the trades unions; Primary, Secondary and Special School Head Teachers, Governors and a range of stakeholders have been consulted. (See Appendix 2); Consultation with all Children‟s Services Department Senior Managers via monthly Senior Managers Meetings; Consultation with Children‟s Services Department staff through open staff briefings and via ECM newsletter; Direct consultation with Headteachers through Primary and Secondary Headteacher Executives, Headteacher consultation groups and savings and efficiency breakfast briefings; A letter to all Headteachers and Chairs of governing bodies of Bolton schools summarising the proposal included as part of the Departments savings and efficiencies programme, providing details of where the full details of consultation proposals are available from and inviting response; An on line questionnaire was sent to a wide range of stakeholders and service users. 4.0 Key issues raised through formal consultation
4.1 Appendix 3 provides a detailed list of all issues raised during the consultation period, including matters raised at the DJCC or JOG meetings. This appendix also incorporates, for the sake of setting out a comprehensive response to the consultation, the proposed response to what was said by individuals and teams
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during personal meetings, staff briefing sessions and on the consultation response form issued with the Staff Consultation Pack.
4.2 No formal trade union response to the proposals was received.
4.3 In summary, the main issues raised during consultation were:
Impact on staff, children and young people; The lack of alternative provision in the Greater Manchester area; Impact on the Science and Technology industry; Impact on businesses providing products purchased by the centre and those who teach product design based activities. There is a need to think of the bigger (longer term) picture: more visionary, STEM considered a growth area.
5.0 Proposed Changes arising
5.1 Appendix 3 sets out the Departmental response to each of the issues raised during consultation. Where appropriate, the proposals have been amended to incorporate the outcomes of the consultation.
5.2 Appendix 5 presents a final report taking account of the consultation feedback and the proposed Departmental response.
6.0 Implications for the revised service/team structure
6.1 The people element of this review is critical to its success and reduction in posts of 3 FTE is envisaged. Staff will be identified and declared redundant in compliance with corporate policy.
6.2 The following posts would be redundant from the current structure:
FTE Existing Job Title 1 Head of Service (BSTC) 1 Full time teaching post (Primary) 1 Full time Teaching post (Secondary)
6.3 It is proposed that a fixed term interim managerial opportunity to develop transitional arrangements will be established from 1 April 2011. This will be part time post operating for 2 days per week to January 2012. Based on comparability of this post, this will be offered as a suitable funded redeployment opportunity, to the current Head of Service and will be managed in line with corporate HR policy provisions. The Head of Service would facilitate a network of users who offer activity creating opportunities not only for their own organisations but also for the wider community. Activity would include working with schools to ensure continuous use of the facility, developing a partnership with the university and building strong sustainable relationships with private sector science and technology companies.
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6.4 Achieving the recommendations above will remove the teaching and learning element from the current delivery at the BSTC that is currently delivered as a traded service to schools.
6.5 Legal Services and Children‟s Finance are working towards making the Bolton TIC company dormant and to completing the legalities with the NWDA. On the closure of the company it is estimated that £30k of funding will be released to Bolton Council and it is recommended that this be used to fund the additional 2 days for the Head of Service post until January 2012 whilst the BSTC is restructured.
7.0 Equality Impact Assessment
7.1 An Equality Impact Assessment has been carried out on the proposals outlined in this report, and is attached at Appendix 4.
7.2 The Equality Impact Assessment looks at the anticipated impacts of the proposal on people from Bolton‟s diverse communities, and whether any group(s) is likely to be directly or indirectly differentially affected. This Equality Impact Assessment builds on the equality screening which was completed on the initial review options, and summarises the stakeholder consultation which has been completed as part of this review.
7.3 It is not anticipated that the proposals will have a differential affect on any of Bolton‟s diversity groups. However, should the proposals be approved by the Executive Member, they will be reviewed following implementation to check whether any unanticipated differential impact has arisen, and to respond accordingly. The equality considerations are set out in more detail in the Equality Impact Assessment at Appendix 4. Should the proposals be approved by the Executive Member, they will be reviewed following implementation to check whether any unanticipated differential impact has arisen, and to respond accordingly.
8.0 Recommendations
8.1 The Executive Member is recommended to: (i) Approve the final proposals set out in Appendix 5 and (ii) Subject to the approval of the Executive Member for Human Resources, Organisational Development and Diversity, delegate implementation of the new structure, including details of voluntary redundancy arrangements and consequential recruitment and selection, to the Chief Executive and the Director of Children‟s Services.
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APPENDIX 1: List of people and organisations invited to take part in the consultation. Bolton Science and Technology Centre Formal Consultation started on 1 July 2010 and ended at 5pm on 20 October 2010 Consulted People and Organisations
Staff at Bolton Science & Technology Centre 2 September 2010
Primary School Head Teachers 14 September 2010 Secondary School Head Teachers 20 September 2010, 14/15 October 2010 School Governors 20 September 2010
Special School Head Teachers 29 September 2010 Nuffield Foundation Design & Technology Curriculum Consultant Design & Technology Association Assistant Chief Executive University of Manchester PGCE Course leader University of Manchester D&T Course leader University of Manchester Lecturer in Primary Education Reader in Creative Technologies, School of Games Computing & Creative University of Bolton Technologies Salford STEM Centre Manager Edge Hill College of HE Senior Lecturer, Professional Development Rivington and Blackrod High School Lead for Engineering Diploma Smithills School Head of Art, Design & Technology Manufacturing Institute Make It Campaign Manager Anarkik3D Partner
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Manchester Metropolitan University Principal Lecturer Centre for Science, Maths and Technologies Manchester Metropolitan University Professor of Education University of Salford Lecturer in Design Science Learning Centre NW Director D&T network, Wigan Co-ordinator AQA Senior Examiner The West Midlands Digital D&T Support Centre Manager The Design and Technology Partnership Partner Primarily Science Partner A1 Technologies Partner British Rocketry Oral History Programme Programme Manager The Radclyffe School, Oldham D&T KS4 Manager & VTLE Lead Teacher, SSAT Lead Practitioner North West Innovation Network Chair North West Innovation Network Secretary D&T Consultant Bolton Council E-textiles network Lead Teacher – Canon Slade School The Bogle Consultancy Partner Support Worker for families of deaf and hearing impaired Bolton Council children Young Mums‟ Unit Head of Service Horwich Parish C.E. Primary School D&T Teacher
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Harper Green School D&T Teacher Moorgate Primary School D&T Teacher Smithills High School Science Teacher
Holy Family RC College, Heywood D&T Teacher
Gilbert13 Design Partner
Celestial Mechanics Owner
Digital Designer Owner - independent artist/designer
Wigan LEA Lead Teacher for Design and Technology National Association of Advisers and Inspectors in Design & Adviser Technology
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APPENDIX 2: Summary of Consultation Activity BOLTON SCIENCE AND TECHNOLOGY CENTRE Formal Consultation started on 1 July 2010 and ended at 5pm on 20 October 2010
Consultation Activity Date
Informal Staff briefing 25 July 2010
Formal Staff briefing and issue of consultation pack 2 September 2010
Meetings with Primary Head Teachers - Primary Strategic School Improvement Group (this will be disseminated to 14 September 2010 clusters)
20 September 2010 Meeting with Secondary Head Teachers and
Session at Secondary Head teachers conference 14/15 October 2010
Meeting with Special School Head Teachers 29 September 2010
Meeting with Strategic Governors group (will be disseminated to Primary and Secondary group) 20 September 2010
Questionnaires (online) sent to all key stakeholders 4 October 2010
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HR session on redundancy and redeployment 6 October 2010
Letter to all Headteachers and Chairs of governing bodies of Bolton schools summarising the proposal and 27 September 2010 providing details of where the full details of consultation proposals are available from and inviting response
Breakfast Briefing with Head Teachers 12 October 2010
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APPENDIX 3 (i) : Summary of Consultation Responses and Proposed Changes Bolton Science and Technology Centre Formal Consultation started on 1 July 2010 and ended at 5pm on 20 October 2010 The table below provides a list of all of the key issues raised during consultation along with a proposed response to each. All issues specific to the circumstances of individuals have been discussed and resolved with those individuals and, where appropriate, their trade union representatives. Ref* Consultation Response Comment and Proposed Change (U/S) * U = response and comments made as part of the formal consultation process by Unison S = additional comments made by individuals In response to the online questionnaire question “How will the proposals outlined affect you or the organisation you are representing?” stakeholders commented upon:
The effect on teachers: continuous professional development, CPD for teachers will be available to schools through the Education ability to teach design and technology. Exchange – Market Place.
The impacts on young people; the centre allows children to Children and young people will still be able to use the Centre. The S be taken out of school and learn science and technology in a provision will be available in a different way to schools. There will be „real‟ environment, raising aspirations of children, hands on a variety of approaches to include external providers and direct approach. school access which would be charged.
Lack of alternatives in the Greater Manchester area. A list of alternative providers will be sign posted through the BSTC website.
Need to think of the bigger (longer term) picture: more The Head of Service will remain in post for 2 days per week to visionary, STEM considered a growth area. address the STEM agenda and to facilitate the use of the building by external providers and schools, in line with NWDA funding requirements.
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The centre makes science and technology accessible to all It will be possible to continue to access support for schools from the schools in the borough – meaning individual schools don‟t Education Exchange – market place. This will be available to all have to purchase, maintain and staff the equipment or have the schools and will provide access to quality providers. The Head of specialist skills. Service will continue to explore options for enabling schools to have access to the centre and the resources.
Impact on business; businesses provide products purchased The Centre will continue to use providers as appropriate. by the centre and those who teach product design based activities.
Impact on the science and technology industry; reduced flow A Science and Technology offer will still be available from the BSTC of science students from the education sector – vital to the but using a variety of different models. The BSTC will continue to science and technology industry and in turn the regional / support schools to address the science and technology agenda. national economy.
Alternative solutions suggested by stakeholders were:
Identify ways of keeping the resource with reduced Reduced staffing will facilitate the provision in the future. staffing.
Get schools to pay an appropriate fee for services. Under the current SLA, schools have not generated the amount required to meet the full cost of service delivery.
Provide services in collaboration with other agencies This approach will be explored as part of the continued work of the S (e.g. Manchester Fab Lab). centre.
Improved marketing of the facilities. This will be undertaken as appropriate.
Give the centre time to grow and become viable. This is not financially viable as the service is currently operating with a deficit.
Take the money off the primary ICT education budget. All alternative funding streams have been explored. There is no Primary ICT budget.
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Space at the centre (2,500 sq feet) could be used to set. This idea will be explored by the Head of Service as one of a number up a Fab Lab and run effectively with 1 or 2 full time of possible options for future delivery for the centre. staff plus volunteers. Could be self-sustaining within 12 months.
Save money on the way that the centre is resourced e.g. The cost of all catering is all fully recouped from clients. There is no catering. cost to the Centre.
Provide BSTC courses outside the authority (Science This is not financially viable. Learning Centre) – could reach many more people.
Centre could offer more bespoke CPD and workshops This is not financially viable. for individual needs. The Head of Service submitted a written response outlining his views and making alternative proposals. This written response is appended at 3 (ii).
The key points made were: There remains a national and local imperative to support None of these viewpoints are disputed. However income from STEM-related education and BSTC is well placed to schools, generated through the SLA, has not proven sufficient to contribute to this. sustain the provision. The centre has been operating with a considerable deficit that the Council can no longer underwrite.
BSTC was established to provide engaging STEM
S educational experiences.
BSTC has received substantial funding to develop these
experiences for both Bolton schools and those in the NW
region.
A substantial amount of development work has been completed.
There is demand for the workshops BSTC offers.
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The quality of teaching and learning at BSTC is robust.
The range of STEM experiences offered is wide.
There is a focus on areas where schools lack expertise and on introducing schools to new and emerging technologies.
There is also a focus on introducing engaging approaches to teaching.
If a teaching and learning function is not retained at BSTC there will be a loss of very high-value intellectual and material assets that will be very difficult to re-assemble. Bolton LA Schools Forum has pledged £90,000 to BSTC for the Bolton Council is able to charge some of the cost of meeting the financial year 2011-12, which, it seems fair to assume, is BSTC deficit to centrally held DSG and does not need the approval of predicated on the Centre providing a teaching and learning the Schools Forum to do this. In 2010/11, £90k of centrally held DSG function. was put towards BSTC costs, leaving approximately £130k to be met from LA block funding. Schools Forum were notified that Bolton was S intending to use centrally held DSG in this way and asked for their views.
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A teaching and learning function focussed on primary schools This position is not considered to be financially viable. can be feasibly retained at BSTC.
The attractiveness to schools of BSTC‟s workshops is strongly This statement is predicated on the service making a profit. This is influenced by the offer of low-cost transport. It is recommended not considered to be realistic. that the bus is retained and the extra costs of the bus are met S through the profit made from teaching.
The analysis above, which is based on very modest income The teaching element of the delivery from the BSTC is not financially assumptions, predicts a total annual profit from running primary viable. school workshops of the order of £24,500 even after the costs of running the TIC bus are met.
Rivington and Blackrod High School has made a number of proposals with regards to the BSTC facility. The full text of these proposals is available on request.
The key points are :-
The school have developed extensive partnership links In addition to the written submission from Rivington and Blackrod within the field of Science and Technology and wish to High School a number of other schools have indicated verbally that further embed their practices through partnership with they would want to develop closer links with BSTC. the Bolton Science and Technology Centre. This would Part of the duties of the Head of Service will be to facilitate the S further enhance the status of the school as a lead management of such proposals from schools and this will be school for the Higher and Advanced Engineering undertaken as part of the remit going forward. Diploma and for the development of provision for the Manufacturing and Product Design Diploma.
The development of a Specialist Equipment Programme Satellite Centre – the citing of key specialist equipment at the school for use by RBHS pupils and partner organisations.
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Staff location satellite Centre – this would involve current BSTC staff being based at the school and then being „released‟ back to deliver outreach work at the BSTC.
The development of an Outreach Programme Delivery Centre – this would enhance and continue work previously undertaken at the BSTC.
Higher Education Advancement Centre – RBHS is well placed to become a hub in this field.
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APPENDIX 3 (ii)
Response to The Review of BSTC Head of Service, BSTC October 2010
This is a response to the proposal to remove the teaching and learning function at the BSTC as outlined in the report “Bolton Science & Technology Centre Review-Draft” dated 17th August 2010 (henceforward „The Review‟).
This response argues that, contrary to the conclusions in The Review, at least some aspects of the teaching and learning function at BSTC can be made viable for at least another financial year. It makes the case that there is strong moral and practical case for keeping the teaching and learning function if it is all possible and that a stay of execution for 12 months would provide breathing space to allow additional funding to be sought to maintain teaching and learning at BSTC into the future.
The importance of teaching and learning at BSTC From its inception, the purpose of the (original) TIC and subsequently BSTC has been to provide inspiration and motivation towards STEM (Science, Technology, Engineering, Mathematics) related subjects in young people. Although the approach to this shifted in the conversion from the TIC to BSTC the focus on inspiration and STEM has remained constant and is the core of BSTC‟s purpose.
The funding from NWDA means that BSTC has a regional remit in addition to its obvious focus in Bolton schools.
The arguments, for personal development, for employability and life skills and for local economics, of high quality STEM education have been well rehearsed1. In addition a recent report2 from the Council for Industry and Higher Education has made the case for the need to support a slightly different (but overlapping) range of disciplines it dubs „Creative, Digital and Information Technology‟ (CDIT); a range that the work at BSTC both embraces strongly and is highly aligned to.
In the two and a half years since Bolton LA took over operations at BSTC (in April 2008), teaching and learning has expanded hugely to the point where during the first two terms of this (2010-11) academic year there is a school workshop running almost every day and on many days multiple workshops. The range of teaching has expanded to encompass all ages from EYFS to sixth form and includes support for special schools and PRUs. However, KS1 and KS2 pupils make up the great majority of teaching time.
Teaching has been judged „Good‟ in an LA review. Our own internal evaluation, which asks the questions below about our workshops, has provided, between April and July 2010 (n=74), 100% of responses of either „agree‟ or „strongly agree‟ with 88% being „strongly agree‟.
1 http://www.stemnet.org.uk/employers/why_support_stem_education.cfm 2 The Fuse: Igniting High Growth for Creative, Digital and Information Technology Industries in the UK’ CIHE 2010
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Evaluation questions The training that the students received was linked to and relevant to the classroom curriculum The students have learnt at least one new skill Student attainment is likely to increase as a result of the training The training has had a positive impact on the children The visit was well organised and managed by the BSTC staff The visit fully lived up to your expectations I intend to bring other classes to the BSTC
The SLA (Service Level Agreement) for 2010-11 has engaged 32 primary schools and 5 secondary schools from Bolton LA; these schools are those that responded to the SLA invitation without any intervention from the Centre. No further effort has been made, this year, to increase the number of schools on the SLA as it had been indicated by the LA that all SLA commitments would have to be fitted in before 31st March 2011, which will, just, be achievable.
Teaching at BSTC has been supported, particularly in the year 2008-09, by substantial grants for resources from NWDA and the Area Based Grant.
In 2009-2010 the number of workshops being offered roughly doubled (to the current offer of 12 primary workshops and 15 secondary workshops; see Appendix 3(ii)a. These now encompass a wide range of advanced technologies and aspects of science that are either harder to teach or that benefit from being taught through a full day‟s immersion. This doubling of workshop offerings resulted in additional expenditure on resourcing and preparation during 2009-10, with some support from GMC funds.
The set of workshops offered is now sufficiently comprehensive for most schools‟ needs and no further funding for expansion or development is envisaged being required in the next 12 months.
Risks attached to ceasing the teaching and learning function at BSTC If no teaching and learning function is retained at BSTC there is a high risk of: a Loss of intellectual assets: Substantial resource has been invested in ensuring that the teachers at BSTC have the necessary and very wide range of skills required to teach both adults and children in the age range 4-18. They are able to employ a sophisticated set of teaching approaches and to make use of the wide range of equipment in the Centre. Both of our teachers are Teacher Associates of The National Science Learning Centre in York, giving them a role in reviewing new resources developed for national consumption by the NSLC. In addition one of our teachers enjoys growing national recognition as an exemplary primary D&T practitioner – a recognition that is only to the advantage of BSTC. BSTC has been fortunate to secure the services of a highly skilled technician. This person is no longer employed full-time by the Centre because the Savings and Efficiencies Review meant his contract could not be renewed. However he continues to work on an independent basis as required. There are few other people around with the ability to service and use the wide range of advanced equipment that is in the Centre.
If the teaching and learning function of BSTC is closed down then this set of skills will be lost and will prove costly to re-assemble.
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b Waste of teaching assets: Very substantial funding has been used to equip BSTC to provide high quality teaching and learning across a range of subjects. If the teaching and learning function of BSTC ceases then these assets will be wasted. What attracts schools to the workshops provided by BSTC is the specialised teaching and associated ability to confidently use (and support the use of) the equipment. There would be no advantage to schools to make the effort to come to BSTC without the availability of these skills. c Possible dispersion of teaching assets: There is a suggestion in The Review that the equipment at BSTC be disposed of. Arguments against this include: . That it should not be seen simply as a resource to be sold-off but that the focus should be on how best the equipment can be used to benefit young people. . That it was bought through grant-aided funding for a specific purpose and that selling it will run counter to the grant conditions . That its value lies in the concentration of resources; with the best will in the world, once dispersed it becomes just so many bits of unconnected equipment. . That the use of much of the equipment requires specialist knowledge that is not widely available. In particular, if the equipment is dispersed to schools, the majority (barring the low cost and prosaic) will lie unused and thus be wasted. If there is any way at all that the teaching and learning function of BSTC can be maintained in an economic way then there are strong moral and educational grounds for doing so as well as an identifiable demand for the service. There are likely also to be contractual imperatives because of the way that both the building and its equipment were funded.
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In Summary: There remains a national and local imperative to support STEM-related education and BSTC is well placed to contribute to this. BSTC was established to provide engaging STEM educational experiences to young people so that they would be inspired to engage in STEM subjects in school and afterwards. BSTC has received substantial funding to develop these experiences for both Bolton schools and those in the NW region. Some of this funding brings with it contractual obligations in relation to STEM work with young people. A substantial amount of development work has been completed, and paid for, and we are now focussed on high quality teaching with predictable and manageable running costs. There is demand for the workshops BSTC offers, particularly at the primary school level. The quality of teaching and learning at BSTC is robust. The range of STEM experiences offered is wide and encompasses Science, Design & Technology, ICT and Art & Design. There is a focus on areas where schools lack expertise and on introducing schools to new and emerging technologies. There is also a focus on introducing engaging approaches to teaching that do not fit well into traditional school timetables and spaces. If a teaching and learning function is not retained at BSTC there will be a loss of very high-value intellectual and material assets that will be very difficult to re-assemble.
Financing the teaching and learning function The primary rational for the proposal to close the teaching and learning function at BSTC appears to be economic; provision of teaching and learning, it is argued, costs more than it earns.
Here the case will be made that retaining the most successful aspects of the teaching and learning function can be achieved economically, for the financial year 2011-12 at least. The majority of school workshops currently run by BSTC are for primary schools. Hence the argument here focuses on retaining the primary school focussed teaching and learning functions. This has the advantage of taking the costs of the maintenance of BSTC‟s more advance machinery out of the equation, as this machinery is not required to support primary teaching.
This machinery can continue to have an important role in supporting more advanced teaching under a different model that will be returned to later in this paper. The case will be made that retaining at least the primary school focussed teaching and learning functions during this additional year will protect the intellectual and material assets of BSTC while effort is made to put teaching and learning on a surer financial footing by expanding services and bringing in additional grant funding.
Income The most successful aspect of BSTC‟s teaching and learning provision is the primary workshops funded through the SLA. BSTC currently has SLA agreements with 32 primary schools (including one primary special school) with an associated income of £30,700. Income from non-SLA primary schools in Bolton is currently £3,900. These figures exclude all secondary SLA and non-SLA income.
These figures also represent about 2/3rds of the income that might be expected to be brought into BSTC had there been a plan to offer teaching and learning during the summer term 2011; as noted above, no SLA recruitment effort was made this year as BSTC had been asked to plan to cease teaching in March 2011.
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For reference, teaching income from schools in the 2009-10 year was of the order of £50k. As was done last year, we would expect to raise SLA costs and thus income in 2011-12, but this could be offset by some reduction in SLA income as a result of the predicted squeeze on school budgets.
In addition, Bolton LA Schools Forum has pledged £90,000 to BSTC for the financial year 2011-12, which, it seems fair to assume, is predicated on the Centre providing a teaching and learning function.
Thus to support primary teaching in 2011-12 a minimum total income of £124,600 can be identified that would be lost if there were no teaching and learning function; it is likely that the teaching income will be substantially more than the minimum estimated above.
Costs The costs of supporting primary teaching are as follows: The two teachers who currently work at BSTC and have developed the necessary expertise in teaching our workshops. Technician support for days when workshops are running (estimated below at 150 days per year. Cost of materials (From this year we have surcharged per capita those workshops that have particularly heavy material costs). As already noted, the figure here relates to just those costs for running the primary workshops – i.e. it does not include the maintenance costs of the various advanced machinery at BSTC as these are not used in primary workshops.
Item Cost Teacher 1[Figures from The Review] £41,308 Teacher 2[Figures from The Review] £31,794 Technician (150 days at £100 per day consultancy) £15,000 Materials to support teaching (consumables) £5,000 Total £93,102
Notes 1 The assumptions about income in the analysis above are modest in the extreme: . They are based on this year’s income, which has been constrained to just two terms of teaching at BSTC. Pro rata one might expect another £15,000 pounds of income from work in the Summer term. . They include no income from the teachers doing school-based work on days when they are not teaching workshops at BSTC. This is an aspect of work that the Centre had intended to develop this year, before the proposal to end teaching and learning at BSTC was made, and we have confidence that there is demand for such in-school support. The reduction in support from the Educational Improvement Service that will be available to schools after January 2011 only increases our confidence. . No income from secondary schools has been assumed. However it is likely that with the teachers in post there would be additional income from running those secondary school workshops that the teachers already offer. 2 Premises costs have not been counted against the proposed teaching activity, as these costs will be incurred whether or not teaching takes place. 3 Bus costs. Currently we have preferential use of the ‘TIC’ bus. This allows schools to come to BSTC at a much cheaper rate than commercial bus companies offer and this has been a positive incentive for visits by making the visits more viable for schools. The current charge for this is £75
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per school (the bus is large enough to pick up two schools on days where there multiple school workshops running in the Centre). This income goes directly to the bus company. The current annual loss to the bus company on running the bus is £7,000. Bus Proposal 1: The loss (£7000) on running the bus is met from the surplus income (£31,498) after teaching costs are met. This proposal is recommended. The Review includes a proposal to sell the TIC bus; arguably, if this goes ahead, the income from that sale should be used to support teaching and learning at BSTC (since it was originally bought for that purpose). The income from charging for bus use is approximately £11,250 (based on the modest estimate of 150 school visits). If the cost were raised to £90 per day (still much cheaper than commercial rates) the income would be £13,500. If the bus were sold this would become additional income to BSTC. Bus Proposal 2: The proceeds from the sale of the TIC bus is used to buy two 15-seater minibuses for BSTC. The BSTC teachers would use these to collect pupils from schools for workshops. The annual running costs for the vehicles of about £3000 per minibus plus fuel costs of around £500 pa would be easily met from the charges for bus use. Note the following negative consequences of the second bus proposal: . The Centre would only have the capacity to collect pupils from one school (as opposed to two that the TIC bus can currently collect at once) . The time that a teacher could spend on in-school support would be limited by the requirement to be bus driving at the start and end of the day.
In Summary: A teaching and learning function focussed on primary schools can be feasibly retained at BSTC. The attractiveness to schools of BSTC’s workshops is strongly influenced by the offer of low-cost transport. It is recommended that the bus is retained and the extra costs of the bus are met through the profit made from teaching. The analysis above, which is based on very modest income assumptions, predicts a total annual profit from running primary school workshops of the order of £24,500 even after the costs of running the TIC bus are met. This analysis is based solely on income into the Centre that would be lost if there were no teaching and learning function.
Planning a viable future for BSTC A key reason (in addition to those already adduced) for maintaining the teaching and learning function at BSTC for the year 2011-12 is to allow BSTC and LA staff to build a sustainable future for teaching and learning at the Centre. This needs to include: 1 Putting the primary teaching on a secure financial footing by increasing the SLA income and mixing teaching in the Centre with school based support. 2 Developing a different approach to support for secondary school pupils through the SLA. Currently BSTC‟s work with secondary schools is focussed on a few areas:
a Access to advanced manufacturing. Some secondary schools sign up to the SLA primarily for this access b The secondary Forensics workshop is proving increasingly popular. c A range of D&T focussed secondary workshops that are bespoke, dependent on our advanced hardware and software and derived, often loosely, from the advertised workshops. d Completely bespoke sixth form work – for example with Rivington & Blackrod School to support an Engineering Diploma group in building their own 3D printer (an area in which we are developing nationally recognised expertise).
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Now that this pattern has emerged, a viable SLA can be built around these needs.
We should also seek industry/HE funding to help sustain these aspects of our work.
3 Continuing to develop ‟special‟, self-funding, projects that that will raise the profile of BSTC and maintain activity. Recent and current examples include: . The “Time for nano” project; raising awareness about nano-science and nano- technology. . „SCRUFF‟: Science for Children Ready to Us with Family and Friends. A home- school liaison project built around science homework, in association with the Science Learning Centre NW. . „Getting Practical‟. Raising the profile of practical work in Science lessons. . The BSTC Rocket national competition for school pupils. . CPD courses for D&T teachers that are part of a national scheme funded by the Royal Academy of Engineering and supported by the National Science Learning Centre. . CPD courses run jointly with the NW Science Learning Centre . Health and safety accreditation courses for D&T teachers . Recognition for and funding to be a regional Support Centre for schools in the national Digital D&T programme. . Developing primary science and D&T links and resources with the D&T Association. . Reviewing and developing online primary resources with the National Science Learning Centre. . Development of creative curriculum examples to sell to primary schools (e.g. the „Story Bag‟ project). 4 Developing much more robust links with local industry and HE to provide them with access to our manufacturing expertise. For example we currently run a 9-day subject knowledge booster course for D&T PGCE students at The University of Manchester. MMU have expressed interest in BSTC providing them with the same service.
Of the above,‟1‟ is based on the core proposals in this response and will use existing BSTC teaching staff. „2‟ and „3‟ will use the current BSTC teaching and technician staff but also require some expertise beyond them. Where existing members of staff are used, any income will be profit since their costs are already accounted for. In addition BSTC now has an established set of expert consultants that can be called on to support work that lies beyond the expertise of the teaching staff. This set of experts could include the current Head of Service once he has been made redundant. „4‟ will require some funded development work, but the pay-off, if successful, would be to put the valued advanced manufacturing equipment on a much surer footing than it is at present and maintain it as a coherent collection of inter-related services.
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APPENDIX 4: Equality Impact Assessment.
Title of Report / Proposal
Bolton Science and Technology Centre
Department Children‟s Services
SIAP Unit Educational Improvement
EIA Screening Yes Undertaken?
Date of 21st July 2010 Screening
Location of In report to Executive Member for Children‟s Services dated 31st August completed 2010 located at: screening http://www.democracy.bolton.gov.uk/CMISWebPublic/Meeting.aspx?me records etingID=2528
Date of Final 22nd October 2010 EIA
This report is for decision and is therefore subject to an Equality Impact Assessment. The following questions have been completed to ensure that this proposal, procedure or working practice does not discriminate against any particular social group. Details of the outcome of the Equality Impact Assessment have also been included into the main body of the report.
This Assessment should be read in conjunction with any earlier EIA Screening Form referred to above
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Equality Impact Assessment
1. Describe in summary the aims, objectives and purposes of the proposal, including desired outcomes.
The general aim of the review seeks to enable the BSTC to move forward in a way that is financially viable.
A Service Level Agreement was launched in September 2009 which although successful for a first year, has not generated enough income in the timescale available to sustain the teaching going forward. The final report proposes that the responsibility of delivering the Science, Technology, Engineering and Maths (STEM) agenda for children and young people will be with schools. However, the Centre will host continuous professional development for schools through the collaborative Education Exchange (referred to in previous reports as the “Market Place”) function from September 2011. The Manufacturing Diploma line, planned for September 2010, will also need to be accommodated elsewhere and this will be negotiated with schools as part of the ongoing negotiations with regards to the future use of the Centre and its resources.
The successful conferencing facility at the BSTC will not be affected and will continue as a traded service to Bolton Council departments and a range of other stakeholders.
This final proposal sets out a reduced staffing structure which removes the teaching and learning element of the BSTC. It aims to demonstrate how a reduced team can continue to run the conferencing facility and sets out the methods that will be used to achieve this. The strategy is reacting to the year on year deficit that has now become unmanageable in the current financial climate.
Work is ongoing to shut down the Bolton Technical Innovation Centre (TIC) Company that previously managed the building before it was handed over to the council in April 2008.
In the lease agreement drawn up by the NWDA (who paid £4 million for the build) legal team, there is a clause with regards to the usage of the building which states that there must be a commitment to the Science and Technology agenda. This will be addressed through the Education Exchange offer to meet the development needs of schools. A part time management post will be tasked with continuing to develop and offer the STEM opportunities from the centre in line with its original funding agreement. The legalities for the handover to the Council are scheduled to be completed by the end of 2011.
2. Who is intended to benefit from the proposal and in what way?
The BSTC is a flexible and adaptable building which will be more financially stable following the implementation of the proposal. However there is also likely to be a negative impact on some stakeholders such as schools, which have benefitted from the expertise at the BSTC. Schools and consequently young people would no longer be able to access the specialist teaching and learning provision offered by BSTC. This provision has supported schools in the difficult to teach areas particularly in the science and design technology curriculum. However, it is anticipated that with the introduction of the Education Exchange collaborative model from September 2011 this impact will be reduced. Schools will benefit from access to a wide range of suppliers and resources to meet a range of development needs. The building will remain available for use by schools and other stakeholders both as a conference, meeting
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facility and as a host for special events. The use of the building by Secondary clusters, for large scale events and workshops with their own trainers and providers will continue.
The detail of this proposal has been developed in the context of a comprehensive understanding of the characteristics of schools in Bolton and the support which they require. It has also been developed in the context of regular financial monitoring of the Centre following the handover of the building to Bolton Council in April 2008 by the Bolton Technical Innovation PLC. Extensive consultation has been undertaken with stakeholders which has also helped to shape the final proposals.
3. Who are the main stakeholders in relation to the proposal?
Staff; Schools and children and young people from 4 – 19 years; Students and academics in local Higher Education Institutions (HEIs); Community groups; Local industries; Other local centres of excellence in STEM including HEIs, STEMnet, Museums and Science Learning Centres; Funding agencies e.g. NWDA.
4. Initial Screening for Differential Impact
An initial Equality Impact Screening was conducted in July 2010. This identified that implementation of the proposals could have a potential negative impact on the following social groups:
Disability; Gender; Age; Caring Status; Socio-Economic Background.
However, it was not anticipated that the proposals would have a differential affect on any of these groups.
5. Results of Consultation
Details of the consultation undertaken can be found at Appendices 1, 2 and 3 of the main report and the findings are summarised in the EIA Consultation Record appended to this Equality Impact Assessment.
6. Mitigating Actions
During the consultation period there have been a number of suggestions from stakeholders, including schools that currently use the facilities, with regards to the future usage of the BSTC and its resources. These offers now require further consideration and it is proposed that this is managed and facilitated by the current Head of Service who will remain in post on a reduced contract of 0.4 for 12 months from 1 January 2011 to 31 December 2011.
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There is a teaching commitment for staff until 31 March 2011 to deliver the SLA as already sold to schools. Any outstanding days will be taught by agency staff in the summer term or will be cancelled and schools refunded.
7. Impact on Staff
The proposal is to reduce the current establishment within the team from 8 posts to 3.4. Under this proposal three members of staff will be declared redundant and will be subject to the council‟s redeployment process. In addition, two apprentices have completed their apprenticeships. These posts now vacant will be deleted.
We are aware of the adverse impact this proposal will have on these staff. Clearly this needs to be managed sensitively to minimise the impact on those who have worked hard to provide the service. Internal and external stakeholders including Staff and Trade Unions have been consulted on these proposals. As a result of consultation feedback, the impact of the reduction in posts will be minimised through the proposal of a fixed term managerial position (this will be ring fenced to one member of staff), This will help to ensure that the level of expertise and knowledge of the resources contained within BSTC will remain and will help with the future development of BSTC. Affected staff have been supported during this process in one to one sessions and development opportunities have been made available to all affected.
During the consultation, comments were given that the BSTC had helped with the professional development of teachers and the level of teaching they could offer in schools. The ceasing of the teaching and learning element of BSTC may have some impact on the development of some teachers in schools. However, the Education Exchange with its access to a wide range of suppliers may be able to continue some of this professional development. Any potential redundancies that may result from the proposed closure will comply with the Council‟s Human Resources procedures which are designed to treat all staff equally and do not discriminate against any group of people. If a redundancy situation is identified the Council endeavours to address this by workforce planning procedures, including staff redeployment, consideration of voluntary redundancy or VER and all other reasonably practical measures. In the event of compulsory redundancy, our policy is based on: work performance; skills and competencies; disciplinary record; and attendance record. Any reduction in the workforce will lead to a potential reduction in its diversification, however this will be through following the appropriate procedures and not the discrimination of particular members of staff based on any other criteria except that stated in our redundancy policy.
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With regards to the Diversity target groups below: Is there any Could this lead to Can this adverse Please give details of what measures or changes you potential for positive or adverse impact be justified will put in place to remedy any identified adverse differential impact? impact and if so on the grounds of impact. what? promoting equality of opportunity for one group, or for any other reason? Race No impact identified Religion No impact identified Disability The BSTC has The Centre has No Impact will not be differential. DDA legislation requires provided an inclusive welcomed children schools to make accessible provision and the model to programme including and adults with move forward with the BSTC is designed to be fully special programmes disabilities. Plans to inclusive. Schools will be encouraged to access the of work for hearing end the teaching of learning opportunities available to them through the and visually impaired this group could Education Exchange which will include some consultant pupils, special needs impact on their access practise in the delivery of teaching and learning in pupils and has been to this specialised science, technology, engineering and maths subjects. very popular with the curriculum as the Like the BSTC, all schools are required by DDA law to Pupil Referral Units. centre has a flexible ensure that young people with disabilities have the same working space and access to the curriculum as their peers. specialist equipment and resources. Gender The BSTC has been Girls will no longer No The LA is currently working with schools to co-develop a an advocate for access the teaching of new commissioning framework within which schools encouraging girls to the two female would be encouraged to access a wide range of learning study science and science teacher role opportunities. A strategic programme board made up of design technology. models at the Centre. educational improvement professionals and head teachers will co-construct the offer to schools. The Education Exchange would aim to provide appropriate role models and these should also be available in schools.
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Age The specialist Pupils who regularly No All current projects will be finished and celebrated teaching facility will attend the BSTC will appropriately before the closure of the teaching no longer be available feel the impact – programme. to pupils age 4-19 namely the weekly The model to move forward with the BSTC will be fully years. This will club and rocket inclusive and will seek provision for children and young particularly affect engineers. In addition people of all ages. Schools will be encouraged to access regular attendees. pupils would no longer the variety of learning opportunities available to them be able to benefit from through the Education Exchange This new model will the specialist learning have been shaped by thorough consultation with schools. environment and resources that are available at the Centre. Sexuality No impact identified Caring Yes, the specialist The positive affects No Stakeholders will be referred to readily available Status intergenerational on pupils’ motivation information. This will include opportunities at other weekend projects will and aspirations centres such as museums and science learning centres no longer be available through engaging throughout the region particularly via the BSTC‟s own to families. families in science website and the Local Directory on the Council‟s website. and technology projects could be at risk by the removal of this provision Socio- Yes, pupils Targeted groups of No We will seek to encourage these groups to continue to economic experiencing pupils who attend the attend the Centre to access Science and Design Disadvanta disadvantage have Centre „out of hours‟ technology using quality providers of specialist teaching ge thrived in the through the Playing and learning from the Education Exchange via the new specialist learning for Success Service commissioning framework. environment. will no longer access the specialist teaching at the centre.
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Other Comments or issues The proposals will have the effect of reducing the amount of support that the local authority is able to make available to schools in the STEM subjects. It is important to recognise that schools will still be able to access support through the proposed Education Exchange mechanism. The consultation highlighted the importance of maintaining a senior member of staff during this transitional period for the service. Consequently this will occur, helping to lessen the disruption of provision for schools as the Education Exchange is developed.
The Bolton Science and Technology Centre has built a regional and national profile and reputation. Again, we will seek to minimise this impact by promoting access to high quality preferred providers through the Education Exchange model. Under the proposal, the Centre will no longer be able to offer education and training opportunities in the form of two apprenticeships – one apprentice technician and one business apprentice. It is likely that specialist equipment suppliers and maintenance providers which supply to the centre will notice an impact as a result of the removal of the teaching and learning element of the BSTC. However, there may be a role for companies which have supplied equipment to the BSTC depending on future delivery models.
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Equality Impact Assessment (EIA) Consultation Record
Title of report or proposal: Bolton Science and Technology Centre
EIA date: 22 October 2010
Please explain which stakeholders you have consulted about this proposal and why
Please refer to Appendices 1, 2 and 3 of the main report for the full list of people and organisations consulted, the consultation activities undertaken and a summary of the issues raised. The main purpose of this consultation was to solicit feedback on the proposals and to identify any additional adverse impact not previously identified.
This form asks you to provide details of all consultation undertaken specific to the proposal you are making, either prior to the EIA or as part of it and the results achieved.
Internal Consultation Please explain what internal consultation has been undertaken over this proposal:
Full details of the internal consultation undertaken appear at Appendices 1, 2 and 3 of the main report.
What changes have you made to the proposal as a result of this consultation:
Consultation about the future operation of the BSTC have led to the Head of Service being offered a one year fixed term part time appointment to further discussions with partners about future sustainable delivery models for the centre.
As detailed in Appendix 3, those consulted have suggested a number of proposals for future delivery models for the STEM agenda in Bolton. These options are under active consideration but will take time to fully explore, evaluate and implement. It is proposed, therefore that these options are further developed and a fixed term interim management post has been created to support this. The post holder will develop transitional arrangements using feedback received from staff, schools and other stakeholders with the aim of developing a fully sustainable future delivery model.
External Consultation
Please explain what consultation with external stakeholders has been undertaken over this proposal:
Full details of the internal consultation undertaken appear at Appendices 1, 2 and 3 of the main report.
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What changes have you made to the proposal as a result of this consultation:
See as on internal consultation section.
This EIA Form has been checked and countersigned by the Departmental Equalities Officer before proceeding to the Executive Member(s).
Report Officer Name Dr. John Livesey Signature
Date and Contact No 4 November 2010 Tel 01204 332130 Departmental Equalities Officer Name Alison Unsworth Signature
Date and Contact No 22 October 2010 Tel 01204 334003
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Appendix 5 Final Proposals
1. Introduction
1.1 The BSTC building was built in 2004 by the NWDA at a cost of £3.5 million. The terms of NWDS funding agreement are such that the BSTC must provide an ongoing commitment to the science, technology, engineering and maths (STEM) agenda.
1.2 Bolton Science and Technology Centre (BSTC) was handed over to Bolton Council by the Bolton Technical Innovation Centre (TIC) Board of Directors and with the backing of the NWDA on the 1st April 2008. The Centre has been established within Bolton Local Authority to inspire and develop innovative activity and enhance relevant skills in the fields of science, technology, engineering and maths.
1.3 The teaching and learning facility, whilst providing a „good‟ (LA review) service, has not attracted the level of „buy in‟ through the Service Level Agreement to schools to enable this facility to be sustained.
1.4 The workshops and CPD for schools will not be viable from 1st April 2011.
1.5 Educational Improvement is moving forward with consultation in September 2010 on the development of an Education Exchange - „market place‟ offer for schools. The development of this proposal is ongoing. In the meantime, work is progressing to shut down the Bolton Technical Innovation Centre (TIC) Company.
1.6 During the consultation period there have been a number of suggestions with regards to the future usage of the BSTC and its resources from secondary schools. These offers now require further consideration and it is proposed that this is managed and facilitated by the current Head of Service who will remain in post on a reduced contract of 0.4 for 12 months.
2. Current Service Provision
2.1 The activities of the BSTC include a major focus on work with:
children and young people from 4 – 19 years; resources for students and academics in local Higher Education Institutions (HEIs); support for community groups and service facilities for local industry; partnership work with other local centres of excellence in STEM including HEIs, STEMnet, Museums, and Science Learning Centres.
2.2 Schools attend the centre with classes and large groups to access specialist teaching in science, design technology, engineering and maths at all key stages. This provision is purchased using a Service Level Agreement. Individual bespoke packages are also available on request.
2.3 The Centre also embraces an increasingly popular and well used meeting and conference facility. BSTC is a modern building with a large lecture theatre, a teaching suite, 2 computer suites, 3 smaller meeting rooms and a large hall that can be used very flexibly for a range of practical innovation activities in the fields of STEM. The Centre has been fully rebranded with the Bolton family brand.
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3. Current Service/Team Structure
3.1 The BSTC staff currently report to the Business & Development Manager within the Educational Improvement Division and is structured as in the diagram below. Additional to the current staffing are cleaning (3 hours per day) and caretaking (2 hours per day) services which are provided by an agency. The Reception/Admin post holder is currently on maternity leave until January 2011. Her post is also being covered by an agency worker.
Head of Service
Secondary Teacher Primary Teacher Administrator Conference Business Site Manager Manager
Technician Business Apprentice Apprentice (vacant) (vacant)
4. Current Service Staffing Costs
On Gross Cost Total Post Grade SCP FTE Pay £ £ £ Head of Service Soulbury 16-19 18 1.00 52,849 11,289 64,138 Teacher Teachers U1 1.00 33,859 7,449 41,308 Teacher Teachers M4 1.00 26,061 5,733 31,794 Business Site Manager Grade 7 32 1.00 27,323 5,836 33,159 Conference Administrator Grade 5 22 1.00 19,817 4,233 24,050 Administrator Grade 3 17 0.45 7,584 1,620 9,204 Technician Apprentice (vacant) App 18-21 1.00 10,324 2,205 12,529 Business Apprentice (vacant) App 18-21 0.54 5,581 1,192 6,773
183,398 39,557 222,955
4.1 The Technician and Business Apprentices ended their training contracts on the 31 August 2010 and 31 October 2010 respectively. These posts are now vacant. Page 35
5. Current Service Funding and Costs
5.1 When the Bolton TIC company handed over the building to the Council in April 2008 the council agreed to finance the centre up to £300k per year whilst options were explored to make the building a viable concern both in terms of quality and financial viability. The building is currently running at a significant deficit which, in 2009/10 cost the council £251k.
Current Structure 2010-2011 £
Employee costs 229,500
Premises cost 123,900
Transport Costs 1,400
Supplies and Services 65,300
Agency Payments 15,000
Total Cost 435,100
Conferencing 117,000 SLA 51,400 Consultancy 15,000
Total Income 183,400
Deficit 251,700
5.2 Legal Services and Children‟s Finance are working towards making the Bolton TIC Company dormant and to completing the legalities with the NWDA. On the closure of the TIC Company it is estimated that £30k of funding, owing to Bolton Council, will be released.
6. Proposed Changes to the Service
6.1 It is proposed that the teaching and learning facility should cease to deliver provision beyond 31 March 2011 and that no SLA should be offered to schools for 2011-2012. This is driven by the need to significantly reduce the spend at the BSTC which in 2009- 2010 ran at a loss of £251,000.
6.2 Following consultation feedback, it is proposed that a fixed term interim managerial opportunity will be established to develop transitional arrangements from April 2011 for two days per week. The Head of Service would facilitate a number of options that have been put forward during the consultation period from schools and other partners including an approach from Primary Engineer for Bolton Schools to take advantage of external funding to deliver a transition project to at least 30 schools.
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6.3 The Centre would continue to provide conferencing facilities and also provide accommodation for the reconfigured School Improvement Team, and would deliver the Education Exchange - „market place‟ for schools.
7. The TIC Bus
7.1 These proposed changes would mean that there would no longer be a need to run the TIC bus which is currently managed and maintained by Environmental Services. This was originally purchased through area based grant and in 2009-2010 ran at a loss of £7,000. The bus is a specialised vehicle and is valued at around £85k. Work has been ongoing to reduce the costs and increase the income on this Service from schools.
7.2 If the bus were sold, Children‟s Services would reimburse Environmental Service for the loss on 2009-2010 and 2010-2011, if appropriate. The remainder would be a capital asset.
8. Proposed Service/Team Structure and Costs
8.1 This proposed structure would enable the conference facility to continue delivering a service to its stakeholders. The Head of Service would facilitate a network of users who offer activity creating opportunities not only for their own organisations but also for the wider community. Activity would include working with schools to ensure continuous use of the facility, developing a partnership with the university and building strong sustainable relationships with private sector science and technology companies.
Business & Development Manager
Conference Manager Administrator Part Business Site Head of Service Time Manager (0.4)
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On Gross Cost Total Post Grade SCP FTE Pay £ £ £ Head of Service Soulbury 18.00 0.4 18,135 4,171 22,306 Business Manager Grade 7 33.00 1.00 27,849 6,405 34,254 Conference Administrator Grade 5 23.00 1.00 20,198 4,646 24,844 Administrator Grade 3 17.00 0.45 7,509 1,727 9,236
73,691 16,949 90,640
9. Redundancy and ring-fence arrangements:
9.1 A reduction in posts of 3 FTE is envisaged. Staff will be identified and declared redundant in compliance with corporate policy.
9.2 The following posts would be redundant from the current structure:
FTE Existing Job Title 1 Head of Service (BSTC) 1 Full time teaching post (Primary) 1 Full time Teaching post (Secondary)
9.3 It is proposed a fixed term interim managerial opportunity will be established to develop transitional arrangements from April 2011 for two days per week. Based on comparability of this post, this will be offered as a suitable funded redeployment opportunity, to the current Head of Service and will be managed in line with corporate HR policy provisions.
9.4 The following apprentice posts come to an end on 31st August 2010 and 31 October 2010. These have not been replaced and will be removed from the future BSTC staffing structure.
FTE Existing Job Title 1 Business Apprentice 1 Technician Apprentice
9.5 Achieving the recommendations above will remove the teaching and learning element from the current delivery at the BSTC and will reduce the establishment. The service will do everything it can to support staff and explore redeployment opportunities. There is a teaching commitment for staff until 31 March 2011 to deliver the SLA as already sold to schools. Any outstanding days will be taught by agency staff in the summer term or will be cancelled and schools refunded.
9.6 There is a teaching commitment for staff until 31 March 2011 to deliver the SLA as already sold to schools. Any outstanding days will be taught by agency staff in the summer term or will be cancelled and schools refunded.
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10. Proposed Service Funding and Costs
Current New Structure Saving £ Structure 2010- 2011-2012 2011 £ £ Employee costs 229,500 90,600 138,900
Premises cost 123,900 113,900 10,000
Transport Costs 1,400 0 1,400
Supplies and Services 65,300 56,900 8,400
Agency Payments 15,000 9,800 5,200
Total Cost 435,100 271,200 163,900
Conferencing 117,000 117,000 0 SLA 51,400 51,400 Consultancy 15,000 15,000
Total Income 183,400 117,000 66,400
Deficit 251,700 154,200 97,500
10.1 It should be noted that, even with the full implementation of these proposals the Department will need to continue to subsidise the BSTC service to the value of approximately £150k in 2011/12.
11. Implementation Timeline
11.1 The following implementation timeline is proposed.
Date Approval of finalised proposals by Executive Member for Children's Services 22/11/10 Approval of finalised proposals by Executive Member for Human Resources 24/11/10 Communication to staff following Executive Members meeting to advise of outcome 23/11/10 Formal briefings with key stakeholders with final proposals, changes made through consultation and implementation timetable. 23/11/10 Issuing of notices to staff who will be made redundant if no post identified. 01/01/11 Start of 90 day redundancy notice period 01/01/11 Staff under notice of redundancy begin departmental redeployment 01/01/11 End of 90 day redundancy notice period 31/03/11 Implementation of new structure 01/04/11 Departmental Redeployees transferred to Corporate redeployment 01/04/11
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12. Equality Impact Assessment
12.1 Details of the Equality Impact Assessment carried out on this proposal can be found in the main report and at Appendix 4.
13. Recommendations
13.1 Following the budget resolution of the Executive on the 28th June 2010, and consultation on proposals, this report provides final proposals for a restructure of the BSTC. The Executive Member is recommended to approve;
Cessation of the BSTC SLA to schools and the associated reduction of the teaching and learning function at the BSTC establishment from 8 to 3.4.
Remove the Service Level Agreement with schools from 31 March 2011.
Following consultation feedback retain a fixed term, part time Head of Service opportunity to facilitate and manage external users (schools/colleges etc) in the Centre and its resources and to cover the continual delivery of a science and technology offer from the centre in line with the funding agreement.
Sale of the BSTC bus.
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