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Who plans for our classes when covered by a HLTA ?

Discussion in 'Primary' started by iamagoodgirl, Mar 7, 2010.

  1. Teachers aren't supposed to plan for PPA time but that doesn't mean it should be pushed onto an HLTA. This is a management problem and should be dealt with as such (in my school our PPA is covered with sports provision).
     
  2. I am an HLTA covering PPA, SLT, NQT and Curriculum time in a small primary school. I also cover for teaching staff courses. I contribute to planning (preparing resources, researching, provide further differentiation when necessary etc.) usually during break and lunchtimes.
    My issue is with marking. Until very recently the Class Teachers have been happy to mark all work completed during cover sessions, in order to establish what learning had taken place during the lesson. However, the Headteacher has told me that my job description dictates that I should be 'assessing progress' for all lessons I cover. I have no time during my contracted hours to do so. It was suggested that I take books home and mark them in my own time! Apparently I am not entitled to PPA.
    I work extremely hard in my role and my most recent lesson observation was rated 'Good'. I enjoy my job enormously but refuse to be taken advantage of. Most HLTAs are paid an hourly rate for 38 weeks a year. I feel very strongly that we should not be expected to perform as a Teacher. We are NOT qualified teachers. We are NOT paid as qualified teachers. We should not be put under pressure to work unpaid outside contracted hours.
     
  3. Msz

    Msz Established commenter

    Under the WAMG (note 22)

    Where HLTAs are deployed during the PPA time of teachers they should be provided with sufficient time, within their contracted hours, in which to plan and prepare, including opportunities to liaise with class teachers;
     
  4. Lara mfl 05

    Lara mfl 05 Star commenter

    Actually you may be! I am a supply teacher & the other day, overheard what a HLTA was being paid in a school where I was & it was more than I am paid as a top of main scale teacher, who also is only paid for 38 weeks of the year!
     
  5. Less than £10 an hour? I don't think so!
     
  6. what happens if your class is covered by a cover supervisor as mine is, am i still supposed to plan?
     
  7. tafkam

    tafkam Occasional commenter

    No! No teacher should be required to plann lessons for any class that they are not teaching. And in your PPA time you are not teaching.
     
  8. Lara mfl 05

    Lara mfl 05 Star commenter

    In this case the amount was over £20 an hour for this particular HLTA! I actually queried it saying' It can't be that much because that's more than I get paid on supply '. To which this other HLTA said 'Oh yes that's right!

     
  9. inky

    inky Lead commenter

    well, soeemone's got to do it and if the PPA teacher gets no PPA time what happens then?
     
  10. veritytrue

    veritytrue New commenter

    ...err you bring it to the attention of your head & then, if you fail to get satisfaction, you refer it to your union?
     
  11. tafkam

    tafkam Occasional commenter

    Inky, I have explained this to you many many times.
    Your school is failing in its contractual duty to provide you with PPA. That fact does not alter anybody else's right to have PPA for which they do not have to plan. If all of your colleagues refused to plan anything for you, and simply walked out of the room, and you had also failed to plan anything, they would be contractualy right; you would be wrong. The fact that your employer has failed to provide you with PPA time does not affect that. As the saying goes: two wrongs do not make a right!
     
  12. inky

    inky Lead commenter

    Tafkam, I know you' e expalined this to me many times but my rights as a teacher are no less important than anyone elses's and so I obviously will not surrender them just because my school girds me no planning time. Would you?
     
  13. inky

    inky Lead commenter

    AndTafkcam, are you seriously suggesting that I value my own time less than that of my colleagues by doing for them wht they wouldnt do for me?
     
  14. inky

    inky Lead commenter

    Things are changing with the cuts but until recently if I covered a class for an entire morning and another for an entire afternoon on a day when the music teacher was in, the teachers concerned would arrange it so that they swapped music so that they'd get extra PPA time, ie an entire morning or afternoon plus half an hour more for music and wasn't that a good wheeze! Then I'd get lumbered with everybody's Big Write and they'd all be cracking the marking whip at me.

    Do you honestly think I should have done the planning too when they were getting way beyond 10% non contact time?
    Of course, it's all changed now and the generous old regime has had to change. I might be out of a job this time next year. But Tafkam, please don't lecture me about my responsibilities.
     
  15. Fine, I'll do it then. Inky, your school is screwing you over. What is happening is wrong. You should have PPA time.
     
  16. inky

    inky Lead commenter








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    You are hereHantsweb HomeEducation and LearningRemodelling and the National AgreementPlanning, Preparation and Assessment (PPA)






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    <h1>Education Personnel Services</h1>
    School Remodelling

















    <h1>Remodelling and the National Agreement</h1>
    <h1>Planning, Preparation and Assessment (PPA)</h1>


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    PPA Entitlement

    [*]

    Strategies to sustain PPA

    [*]

    Supporting Staff

    [/LIST]



    <h2>PPA entitlement and requirements</h2>
    PPA time was introduced in 2005 to relieve workload pressures and
    support teachers in achieving a reasonable work/life balance. All
    teachers are entitled to a minimum of 10% of their timetabled teaching
    time as PPA time. The precise number of hours will depend upon the
    teaching timetable of the individual concerned and part-time staff will
    therefore receive a pro-rata amount.

    All of the following staff will have an entitlement to PPA time.


    • Teachers - regardless of hours worked or whether they are employed on a temporary or fixed-term basis.

    • Headteachers - against the time that they are timetabled to teach.

    • NQT's - are entitled to 10% PPA time in addition to the 10% NQT induction time.

    • Non-QTS Instructors - are entitled to PPA time provided they are employed as a unqualified teacher.

    • Part-time music teachers - are entitled to PPA
      time, although if they are employed through the Music Service the
      provision should be detailed within the SLA agreement under which this
      service is purchased.

    • Floating/cover teachers - are only entitled to
      PPA time for teaching commitments that are timetabled. Where teachers
      are purely undertaking cover ie delivering the plans produced by
      another teacher and are not required to engage in planning, preparation
      and assessment for that lesson, PPA time will not be accrued against
      this time.

    • Supply teachers - who are employed directly by
      the school (or through the supply list) will only be entitled to PPA
      time if they are required to undertake a significant proportion of the
      normal planning, preparation and assessment duties of a teacher. This
      is unlikely to be the case for the majority of short-term supply work
      required. If the supply teacher is engaged through an agency, it will
      be the responsibility of the agency to provide PPA time and not the
      school, although schools should look carefully at the contract detail
      for specific agencies as the contractual "small print" may vary this
      position.
    As can be see from this list, entitlement to PPA time is a
    contractual right for those employed under the provisions of the
    Teachers' Pay and Conditions Document. These provisions do not extend
    to teaching assistants and Higher Level Teaching Assistants but there
    are benefits in releasing non-teaching staff to plan and prepare with
    teachers.

    <h3>The calculation of PPA time</h3>
    Only teaching time provided within a teacher's 1,265 contracted
    (directed) hours will count when calculating entitlement to PPA time.
    Other forms of pupil contact (eg assembly, lunch, break, out of school
    pastoral activities) will not count when calculating PPA time. There
    are no separate provisions for church schools. The position for all
    schools is the same ie collective worship and assembly will not be
    included in calculation PPA time. In a few schools an assembly may be
    deemed to be a lesson (eg PSHE, citizenship) provided there are clear
    teaching and learning goals and outcomes. In these circumstances the
    assembly can be included in calculating PPA time.

    The regulations included a clause which protected pre-existing
    dedicated PPA time. However, it is important to distinguish between
    release time provided specifically for planning, preparation and
    assessment and non-contact time provided specifically for undertaking
    planning, preparation and assessment will be protected by the no
    detriment clause. In a number of schools the varied nature of teaching
    commitments means that some teachers in any one year may receive more
    than 10% non-contact time. It is important in the light of the no
    detriment provision that the purpose of this non-contact time is
    clearly identified in the timetable distinguishing between that which
    is guaranteed PPA provision and that which is for other &lsquo;school
    development activities&rsquo;, the time for which may increase or decrease
    year on year.

    <h3>The requirement for PPA time to be shown on the timetable</h3>
    The regulations specify that PPA time must be provided in minimum
    blocks of 30 minutes to enable the time to be put to meaningful use by
    the teacher. It also need to be provided regularly within the school
    timetable on a weekly or fortnightly basis and shown on that timetable.
    PPA time must also take place during the school timetabled teaching
    time (ie during the time in which pupils are taught the school or
    national curriculum and attendance is compulsory) and must not be
    bolted on before or after pupil sessions or when the pupils are engaged
    in voluntary extra-curricular activities. Accordingly, PPA time cannot
    be provided by closing the school to pupils. However, pupils do not
    have to be physically present in school during PPA time (eg they may be
    on educational visits etc.

    <h3>The relationship with other entitlements particularly cover for absent colleagues</h3>
    The entitlement to PPA time is separate and in addition to
    leadership and management time. However, leadership and management time
    can be provided at any time during the 1,265 contracted (directed) time
    and therefore unlike PPA time, it can be taken at times which are
    outside of the teaching timetable.

    Teachers cannot be required to undertake cover during their PPA
    time. Nor can a teacher on PPA time be called upon to leave what they
    are doing to go and supervise or manage a problem in the classroom. The
    school's normal procedure for managing behaviour and incidents should
    be followed.

    <h3>The impact of absence</h3>
    If a teacher is absent on the day of their PPA time, they lose their
    entitlement. PPA time is not re-calculated in light of absence.
    However, from a practical, rather than purely statutory point of view;
    if a teacher is absent from work and misses PPA time and this is likely
    to cause them a problem/workload issue, it would be sensible for the
    Headteacher to discuss the matter with the teacher and assess what
    action is appropriate.

    <h3>Teacher&rsquo;s right to determine PPA priorities</h3>
    PPA time is for teachers to organise and plan their teaching work.
    It is for the teacher to determine the particular PPA priorities for
    each block of guaranteed PPA time, although this does not preclude them
    for choosing to use some of that time to support collaborative
    activities. The Headteacher, therefore, cannot mandate what is done
    during PPA time, but should be interested in the outcomes and impact on
    standards. However, PPA is part of the 1,265 hours and headteachers
    direct this time. Consequently it is up to the Headteacher where PPA
    takes place. Headteachers may allow teachers to undertake PPA outside
    of school if they believe this will be helpful to the teacher and
    practicable for the school.






    <h2>Strategies to achieve and sustain PPA time</h2>
    There is no one &ldquo;right&rdquo; way to achieve and sustain the required 10%
    PPA time and much will depend upon the individual context of each
    school. In updating strategies for your school be creative and look for
    new/different approaches. Ensure the strategy you follow is compatible
    with securing a reasonable work-life balance for all staff and is
    sustainable for the forseeable future.

    If you need to adjust or update our strategy, encourage everyone to
    be prepared to &ldquo;give things a go&rdquo; if only on a trial basis initially.
    Recognise the emotional issues for some teachers in allowing new
    individuals to work with their class and find ways to support staff
    through this change. These solutions implemented by other schools may
    give you some ideas for how to update your PPA strategy:

    <h3>Curriculum enrichment: </h3>
    • Employ specialist providers for aspects of PE, music, drama,
      pottery, etc. This has proved to be a very successful and
      cost-effective means of releasing teachers, appreciated particularly by
      parents and pupils.
    • Use a volunteer governor or local community &ldquo;link&rdquo; person to
      investigate additional potential sources of curriculum enrichment in
      your community.
    • Investigate the potential for utilising parent volunteers with
      skills to share or as helping hands to support other activities. This
      requires a small investment in regularly asking new parents about
      particular skills or experiences that they can offer and can provide
      pupils with a varied menu of enrichment activities
    • Consider activities that will support other aspects of the curriculum e.g. history, geography, languages etc.
    • Join with other local schools to employ specialist providers direct e.g. music teacher, PE provision, ICT technician, etc.
    • Contract specialist input from a local secondary school.
    <h3>Using support staff: </h3>
    • Enabling Learning Support Assistants (LSAs) trained in
      behaviour management, key stage strategy, etc to supervise the class
      during a practical session/lesson prepared by the teacher.
    • Audit the skills of your LSAs and use these to enable them to
      lead the class for activities appropriate to their skill e.g.
      handwriting, library/researching skills, art, language, etc.
    • Consider appointment of a Higher Level Teaching Assistant to
      take classes at appropriate times. Further guidance on this is
      available in the section on Assigned Teachers.
    • Put classes together for appropriate activities for a morning or afternoon with one teacher and two LSAs.
    • Pair older and younger year group pupils to support reading under the supervision of an LSA.
    • Look for new skills when recruiting new LSAs to support different areas of potential classroom delivery.
    • Appoint a lead LSA to manage the other staff, lead professional meetings, link with the teaching staff, etc.
    • Ensure Individual Performance Planning is extended to all
      support staff to enable regular feedback and guidance on professional
      development opportunities.
    • Enable LSAs to take circle time and/or registration.
    <h3>Other: </h3>
    • Gain additional support for non-teaching staff leading a
      class to assist in behaviour management, etc through volunteers or
      regular work experience placements from a local college.
    • Set up an IT-based learning centre where pupils can undertake individual study under the supervision of an LSA3 or HLTA.
    • Some schools have found benefit in using the Headteacher to
      release teachers from class as this has supported
      monitoring/assessment, feedback, sharing of strategies on pupil
      issues/behaviour management, etc. However, it is essential that this
      option is considered within the context of enabling all staff to
      achieve their entitlements (including the Headteacher who is entitled
      to a reasonable work-life balance and dedicated headship time)
    • Consider days where pupils from nearby schools can meet up to
      take part in activities (e.g. DT and art workshop). This can be
      particularly helpful to Year 6 pupils with their transition to Key
      Stage 3.
    • Consider investment with other local schools in facilities for video conferencing with pupils/teachers in other schools




    <ul class="splitcolumns">[*]
    <h3>Resources</h3> [/LIST]












    <h2>Supporting staff</h2>
    Once you have a sustainable strategy for PPA time, support teachers to make the most of their PPA time:

    • Provide word processing support and require all lesson plans
      to be word processed. It only needs doing once and then plans can be
      adapted rather than rewritten.

    • Use curriculum planning software to make it easier to re-use planning in the future and make modifications.

    • Place lesson plans on a shared ICT network.

    • Encourage team planning during the day to reduce the number of lesson plans that each teacher needs to prepare.

    • Join up with other schools to share lesson planning to encourage new ideas and share the workload.

    • Recycle previously used plans by annotating them in colour coded pens rather than starting from scratch.

    • As a school. don&rsquo;t plan in detail for one week in each four - use this time to encourage a better work-life balance.

    • Provide a dedicated information/resource area for parents to explain the issues surrounding PPA time.
    • How much marking needs to be done? Are there more
      effective/creative strategies for marking such as pupils marking each
      others work, sample marking, using agreed symbols rather than detailed
      comments, etc.





































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    Hampshire County Council, The Castle, Winchester, Hampshire, SO23 8ZB

    This page was last updated by Education Personnel Services on 9 March 2009. &copy; Copyright Hampshire County Council 2011.
    In effect, I am employed as a floating cover teacher. Although I have an official routine, this is liable to change when a member of staff is absent or on a course or whatever. The school [which is small] considers me better value used like this. I never go into school 100% certain of whoor where I shalll be. So, I am used as floating cover and am NOT OBLIGED to plan.







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  17. inky

    inky Lead commenter

    Im sorry this came out so snipped and garbled.
     
  18. inky

    inky Lead commenter

    Tafkam, how am I supposed to produce success criteria for a maths lesson at fifteen minutes' notice?
    Now, it would be very nice if I knew I was doing art or RE or something with the same class at the same time every week. But in a one form entry primary school it doesn't work like that. Every morning I have to check that I'm actually going to be who I thought I was going to be. All well and good until you get an epidemic or a spate of courses or whatever. And if I'm covering maths and English I'll be doing one lesson a week maybe] in a planned module.
    Sometimes I've managed to claim a bit of discrete planning for myself - grammar or comprehension or dictation or whatever - but the best laid plans...
     
  19. inky

    inky Lead commenter

    I'e just realised that this is a thread about HLTA cover.

    I am a part-time teacher.
     
  20. tafkam

    tafkam Occasional commenter

    Argh, how many times must we go over this?
    I am not saying that you should!
    The fact remains that the teachers in your school must not be asked to plan for lessons that are taught during their PPA time. Whether that means someone else plans for you to teach, or you are given time to plan them is academic. It doesn't change the contractual rights of your colleagues.
    Why you and your colleagues don't get in touch with your union and get it sorted, I'll never understand. But if you're not prepared to do that, stop coming on here and moaning about it.
     

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