Chilcote Primary School

1
Chilcote Primary School

• Staffing Structure

2
The Need for Change

• Traditional structure too hierarchical
• Leadership in the hands of the few
• Top down structure
• Too few opportunities for most
• Little/no involvement of support staff
• Some teachers on historical management
  allowances doing very little for them
• Individual responsibilities
• Poor work-life balance

3
Aims of New Structure

• To maximise opportunities for teamwork
• To reduce individual responsibility of staff
  outside Leadership Team
• Increase opportunities for all staff to be
  involved in tasks/initiatives
• Minimise disruption caused by staff absence or
  staff leaving
• Increase opportunities for distributed
  leadership
• To raise the profile of support staff.

4
Aims (continued)

• To enable all staff to develop an understanding
  of whole-school issues
• To provide more opportunities for individuals to
  lead manage initiatives regardless of their
  role/responsibility
• To expand the role of Assistant Heads provide
  them with whole-school responsibilities and
  professional development
• To replace the traditional top-down hierarchy
  with a flatter, more equal structure
• To improve work-life balance.

5
Principles

• All staff valued, respected and seen as the
  schools most important resource
• Teachers expected to focus on teaching and
  learning
• Non-teaching staff seen as support for teachers,
  pupils, the curriculum and the school as a whole
• The Leadership Team to consist of headteacher and
  four assistant heads
• No deputy head assistant heads to be acting
  deputy on a rota basis
• Members of leadership team are Team Leaders and
  have managerial responsibilities
• All NC subjects to have named subject managers
  who are not responsible for standards.

6
Principles (continued)

• All team members to participate in team tasks, in
  accordance with qualifications and experience
• No posts carrying TLR points
• Extra, one-off payments made to individuals who
  lead and manage SIP tasks and initiatives
• Each team responsible for a core subject and a
  number of foundation subjects
• TAs given opportunities to take on extra
  responsibilities
• All KS1 classes to have a F/T TA KS2 year groups
  to have one F/T and one P/T TA
• Teachers and TAs in each year to be released
  together for planning
• No ASTs
• Up to four Excellent Teacher posts to be created
  one for each team
• Responsibility for SEN to carry a first SEN
  allowance.

7
TA
TA
T
T
T
TA
T
TA
T
AH
T
TA
TA


TA
T
TA
T
T
AH
AH
HT
T
TA
TA
TA
T
TA
T
AH
T
T
TA
TA
T
TA
T
TA
8
Implementation

• New structure introduced as a pilot in September
  2004
• Became permanent, following evaluation and
  further consultation with all staff, in January
  2006
• Teachers holding management allowances
  safeguarded in line with national agreement
  expected to undertake extra tasks and
  responsibilities in line with level of allowance
• As management allowances ceased the roles and
  responsibilities associated with them were
  absorbed into new team structure
• Non allowance holders eligible for extra payments.

9
Outcomes to Date

• Improved staff morale
• Reduced staff absence
• Greater professional development opportunities
  for all
• Very strong team ethos
• Effective distributed leadership
• Reduction in bureaucracy for teachers
• Improved profile for TAs.

10
External Review of Leadership

• The curriculum is extremely well led, through the
  vision of the most senior members of staff,
  through the direction of subject leaders and
  through the work of classroom staff.
• The schools sense of mission, its overriding
  aims and set of values are very clear to all
  working in the school, staff and pupils alike.
  This ensures that there is a shared vision and
  dynamic purposefulness. These qualities are
  translated into effective action by very good
  strategies for management.
• Leadership in the school is very effectively
  delegated. Leaders at all levels are very aware
  of their responsibilities. The school has
  effective procedures for ensuring they are
  empowered to carry out responsibilities well. One
  result of this is a strong sense of job
  satisfaction and high morale.

11
As a Result .

• Standards achieved are consistently high, pupils
  are mature and responsible in their personal
  development and well-being very effective
  teaching ensures consistently high quality
  learning the curriculum is broad, challenging
  and interesting and pupils are well cared for and
  supported.
• Many qualitative words can be attached to
  leadership in the school. It is vigorous and
  rigorous pragmatic it achieves consistency
  within standards (academic and social), teaching
  and other aspects of provision it earns respect
  and provides job satisfaction with realistic
  challenge it merits the confidence of pupils,
  parents and staff it is innovative but
  reflective it facilitates through delegation and
  provides opportunities for personal and
  professional development.