WORKFORCE REFORM
An historic agreement
The historic National Agreement was signed in January 2003 instigating a series of statutory
changes to teachers’ conditions of service. This supplement looks at the impact these changes
have had, case studies of schools that have embraced the agenda, and new developments
T
he Workforce Agreement Monitoring These were followed in September 2005 by of the Association of School and College
Group (WAMG) is a social partnership the introduction of guaranteed professional Leaders, said: “The reforms have helped
of organisations representing employers, time for teachers’ planning, preparation and school leaders to focus more directly on the
the English and Welsh governments, and assessment (PPA) and dedicated headship time core tasks of teaching and learning, with a
school workforce unions. (for headteachers to lead, not just manage, major contribution to this coming from the
WAMG’s underlying aim is to support their schools). increasing number of business managers and
schools in raising standards and tackling staff At the same time, new invigilation other senior support staff on school leadership
workload issues. arrangements meant that teachers are no teams.”
Over the last seven years it has made huge longer required to invigilate external exams, All the organisations involved also pay tribute
strides in transforming the school workforce such as national curriculum tests, GCSEs and to the way in which WAMG social partners have
– putting in place working practices which A levels. worked together, both at national and local level,
enable teachers and headteachers to focus on The organisations which make up WAMG to encourage the exchange of ideas and bring
their core role of teaching and learning and all agree that a huge amount has been about change. Local social partnerships, for
recognising that support staff, from teaching achieved since 2003. In particular, they point instance, promote workforce reform in schools
assistants to school business managers, are to the fact that as well as delivering positive in their areas.
qualified professionals in their own right. “WAMG has enabled a dialogue between
The key school workforce reforms WAMG all the parties and people involved, which
has helped to achieve include changes to has delivered change, but with stability and
teachers’ pay structure, the review of whole- much improved industrial relations,” said Peter
school staffing structures, revisions to Allenson, national organiser, public services,
teachers’ performance management, and the for Unite.
introduction of new professional standards. “It has started a cultural change to ensure
The partnership began its work with the that the workforce in schools is looked at as
signing of the National Agreement in January a whole workforce working towards better
2003, whereby a series of statutory changes outcomes for every child.”
were introduced to teachers’ conditions of But despite the undoubted achievements
service. that have been made during the course of the
These changes also acknowledged the
‘
You don’t remodel
and then say ‘that’s
it’. It’s not one-
size-fits-all, and it’s
certainly not a once
last seven years, workforce reform is very
vital role played by school support staff and
in a lifetime thing
much an ongoing process that schools are
helped to create other new roles in schools for continuing to focus on.
people who support teachers’ work and pupils’ Although some of the most crucial parts of
learning. In most schools, there are now equal outcomes for the whole-school workforce the workforce reform agenda have now been
numbers of teachers and support staff. – teachers, support staff and school leaders put into practice, WAMG is keen to ensure
The statutory changes were made in – the reforms have benefited the educational that all staff in schools are receiving their
three phases. The first phase, introduced in opportunities and outcomes of children and entitlements.
September 2003, guaranteed that teachers young people. The partnership’s priorities during the
would not be routinely required to perform “The National Agreement has been an coming year include looking at leadership
administrative and clerical tasks. It stated important and unique lever for cultural change standards and pay, and further work on tackling
that all teachers should be able to enjoy in the way in which schools wor
’
k,” said Chris workload and excessive working hours, as
a “reasonable” work/life balance and that Keates, general secretary of the NASUWT. well as the core themes of recruitment, new
everyone with leadership and management “It represents a tangible recognition of professionalism, effective deployment, CPD,
responsibilities within schools should have the central importance of the workforce in and pay and conditions.
time to focus on these activities. securing the highest standards of education for As Ian Elliott, headteacher of Ysgol
In September 2004, bearing in mind that every child and enables the workforce to do Penmaes, a special school for two to 19-year-
teachers are most effective when they are this by developing conditions of service which olds in Brecon, Powys, explained: “You don’t
teaching their own subjects in timetabled recognise and reward them as highly skilled remodel and then say ‘that’s it’. It’s not one-
lessons, new limits on covering for absent professionals.” size-fits-all, and it’s certainly not a once in a
colleagues were brought in. Meanwhile, John Dunford, general secretary lifetime thing.”
2 SecEd • 5TO7 Educator
WAMG
Workforce Agreement Monitoring Group
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