Hand in Hand

Moving Forward Together

The Newsletter of the Harrow Teachers’ Association
Autumn Term 2010
Division Secretary:
Lynne Snowdon 020 8863 0877
Email: snowdon.lynne@nowerhill.harrow.sch.uk

Page 1 Contents

Page 2 – 3 Toilet facilities

Page 3 Physical Education

Page 4 Academies

Page 4 Equality regulations published

Page 5 Fair pay review input

Page 5 Academies widen the gap between rich and

poor

Page 5 Calling all Induction tutors

Page 6 One-day professional development conference

Page 7 Directed time

Page 8 How to work out how much directed time you’re

working

Heena Modi
The Editor of the Hand in Hand
 Toilet facilities

Now this may seem a strange thing to be concerned about but if you are teaching in a Middle
School which is gaining Year 3 or if you work in a High School which is gaining Year 7; currently,
you may not be complying with the existing guidelines. ???????

Toilet Facilities for Staff

Toilets must be provided for staff which are readily accessible, adequately lit and ventilated and
kept in a clean condition. Separate facilities must be provided for men and women unless each
toilet is in its own room with a door capable of being secured from inside.
Source : Workplace (Health, Safety and Welfare) Regulations 1992 : Regulation 20.

Toilet facilities and washrooms for staff must be separate from those provided for pupils, except
in the case of facilities provided for disabled people.
Source : Education (School Premises) Regulations 1999 : Regulation 4(2).

Washing Facilities for Staff

Washing facilities must be provided in the vicinity of every toilet, be supplied with hot and cold
running water, must contain soap and towels or other means of drying hands, must be sufficiently
ventilated and lit and must be kept clean.
Source : Workplace (Health, Safety and Welfare) Regulations 1992 : Regulation 21.

Minimum Number of Toilets and Washbasins for Staff

The table below shows the minimum number of toilets and washbasins which should be provided for
staff. As noted above, employers must provide separate toilets for use by men and women unless
each toilet is in its own room with a door capable of being secured from inside. Where men and
women are provided with separate toilets, then separate calculations should be made for the men’s
facilities and women’s facilities using this table.

Number of People at Number of WCs Number of Washbasins

Work

1-5 1 1
6-25 2 2
26-50 3 3
51-75 4 4
76-100 5 5

Where separate toilets are provided for men and women, the facilities provided for men will
usually include urinals as well as WCs. The following table should be used to calculate the number
of WCs and urinals required for men when both are provided rather than WCs alone.
 Toilet facilities continued

Number of Men at Work Number of WCs Number of Urinals

1-15 1 1
16-30 2 1
31-45 2 2
46-60 3 2
61-75 3 3
76-90 4 3
91-100 4 4

Source : Workplace (Health, Safety and Welfare) Regulations 1992 : Regulation 20/21: ACOP,
paragraphs 201-202.

Sufficient facilities must be provided to enable everyone at work to use them without undue delay.
Consideration should be given to providing more toilets if, as is the case in schools, breaks are
taken at set times and employees finish work together.
Source: Workplace (Health, Safety and Welfare) Regulations 1992 : Regulation 20: ACOP,
paragraph 193.

Physical Education

Some staff asked me to check if it’s OK for (the same) children to be sent to them once or twice a
week, (because they don’t have a PE kit).

The reply from the Union is: -

There is often a school policy on this although not written down.

In some schools pupils not taking part in PE work outside the heads office, in others they
sit quietly in the gym or wherever the lesson is taking place.
If children are routinely sent to other classes it is cover and therefore cannot be allowed
under rarely cover.

Hope this helps.

Best Wishes

The view of one head in response to this is that the children should stay with the teacher. They
should watch the lesson & offer evaluations/verbal contributions.

In terms of not breaking the Government regulations about rarely cover, teachers would need to
keep children who are missing PE, rather than sending them to another class.
 Academies

The controversial Academies Bill has become an Act. Despite all efforts to delay the Bill and
concerns raised by MPs from all political parties the Government fast-tracked it through the
House of Commons in just a week. The last time any Government attempted to railroad legislation
through Parliament like this was in 1991 when they passed the Dangerous Dogs Act. There was no
justification for by-passing the usual democratic process.

To get the Bill through the Government was forced to heed lobbying by NUT members and others
and make these significant concessions:

• There must be consultation prior to the establishment of an academy or a free school. The
legislation, however, is still fundamentally flawed as it allows for "consultation" to take
place after an Academy Order has been made. This is not "consultation" in any meaningful
and genuine sense of the word, but rather "information" after the event.
• Academies must admit a child if the school is named in the SEN statement.
• SENCOs in academies must be qualified teachers and properly trained.
• The Freedom of Information Act 2000 will apply to academies and this should provide more
transparency.
• Before proposals for a free school are approved the Secretary of State must take into
account the impact on other local schools and colleges.
• The Secretary of State must make an annual report to Parliament on academy arrangements
and their performance.

Thank you so much for all your efforts so far on this campaign. Over 2500 teachers and parents
have written to their MPs about the Bill. 84 MPs signed the motion calling for proper consultation
before an academy is set up.

The Bill might be an Act but the NUT's campaign to prevent the expansion of academies and free
schools will continue. It is vital that you have an NUT representative in your school to support you
and your colleagues in your workplace. If there is no representative in your school please talk to
the other NUT members to find one.

Wish best wishes for a restful summer break,

Christine Blower

Equality regulations published

To coincide with the implementation of the Equality Act 2010 from 1 October 2010, a Regulations
have published on pensions, sex equality and disability.

Follow link to find out the regulations published so far

Legislation website: http://bit.ly/d2Cw24

 Fair pay review input

Half the professionals in the civil service (48%) and its agencies say their pay structure is unfair,
and only 35% believe it is fair, an online survey by the Prospect union has revealed.

The findings form part of Prospect's submission to Will Hutton's Review of Fair Pay in the Public
Sector for the coalition government. The survey found:

? 53% think their pay structure is unfair in relation to the private sector. Two-thirds of these add
that lower pay in the public sector is no longer compensated for by job security or other benefits;
and

? 51% of female members, 55% of black and ethnic-minority members and 59% of those with a
disability describe their pay system as unfair.

Prospect: http://bit.ly/dukOiu

Academies widen the gap between rich and poor

National Audit Office report shows that disadvantaged pupils lag further behind their peers in
academies than in maintained schools http://bit.ly/9b4mLY

Calling all Induction tutors

If an NQT has starting in your school in September or you are (or know) an induction tutor/mentor
to an NQT please read on!

At the start of the autumn term, NUT CPD Programme is organising its special seminars with Sue
Cowley for NQTs with their mentors. The seminars take place in Birmingham (5 Ocober),
Manchester (12 October), Cardiff (13 October) and London (19 October). They are open to both
NUT members and others.

A day led by Sue Cowley is designed to help NQTs succeed. It also gives a strong foundation to
the mentoring relationship between new teacher and their induction tutor. It is very valuable CPD
for participants (both NQTs and mentors) and a real bonus for schools.

To give these seminars maximum impact we organise them as early as possible in the autumn term.
This means that the application period has to be short (as many NQTs do not start in their schools
until after the summer holiday). That is why I am asking for your help now. Please encourage
NQTs and mentors in your school to apply for this CPD - tell them about it as soon as the autumn
term starts and if possible before the end of this term.

For aims, full details and a dedicated application form click here

Please feel free to foward this message via the link below to others who can benefit from this high
quality, low cost CPD opportunity.

Best wishes
Richard Stainton
Coordinator NUT CPD Programme
 ONE-DAY PROFESSIONAL DEVELOPMENT CONFERENCE (OD/65)
In partnership with Imaginative Minds & Professional Development Today

‘PUTTING THE JEWEL IN THE CROWN’

Ensuring that professional development (CPD) is effective and has impact

Wednesday, 20 October 2010

(10.00 am – 4.00 pm)

NUT Headquarters, Hamilton House,

Mabledon Place, London WC1H 9BD

Philippa Cordingley (Centre for the Use of Research and Evidence in Education)
Vivienne Porritt (London Centre for Leadership in Learning, Institute of Education)

Plus a choice of WORKSHOPS: assessing impact of CPD; learning journeys; effective practice
in schools; developing colleagues;
CPD through enquiry; and mentoring and coaching

AIMS: Drawing on the latest research evidence and examples of good practice,
this conference will enable participants to enhance professional learning
and make optimum use of expertise and resources within and beyond their
schools to improve teaching and learning for young people.

AUDIENCE: Head teachers, CPD leaders/coordinators and all teachers and school
leaders wanting to improve CPD provision and practice.

COST: £125 (£75 for NUT members and/or subscribers to Imaginative Minds
publications e.g., Professional Development Today), includes VAT, lunch and
refreshments.

APPLICATION: See Application Form overleaf or at www.teachers.org.uk/cpdapplication

Telephone 020 7380 4719 email nutcpd@nut.org.uk

Applications can be faxed to 0207 387 8458 or posted to: CPD Programme,
NUT Headquarters, Hamilton House, Mabledon Place, London WC1H 9BD.
 Directed time

The Union would like individual members to log the hours that they work and, to help with this
exercise, we have produced a diary/timesheet for members to complete. Increases to workload
are an issue for all teachers and are best tackled alongside your colleagues. Call a meeting of
teachers at your school to discuss the issue and distribute the working time diary. When it has
been completed it can be used as evidence of workload with your head teacher and governing body.
Your local representative will also be able to provide advice and support.

When completing the timesheet, remember the following:

What is included in directed time?

• teaching and other activities including observations, school visits, etc.;

• PPA and other non-contact time, including leadership and management time;
• supervisory duties at the beginning and end of the school day;
• time spent attending meetings, parents evenings, open evenings, pre-school briefings, etc.;
• break times;
• cover (although teachers should only rarely cover from September 2009);
• registration;
• INSET.

What is not included in directed time?

• the lunch break of ‘reasonable length’ to which you are entitled and during which you cannot
be directed to supervise pupils;
• other than work carried out during PPA time, marking, report writing and other preparation
work;
• travel to and from the place of work, except in the case of peripatetic teachers or those
who work in a split-site school.

Full-time teachers may be directed up to 1265 hours each year, spread over the 195 days for
which they must be available for work. This includes 5 INSET days.

For part-time teachers, the number of hours they are required to work is the proportion of the
timetabled teaching week for which they are employed to teach. The amount of additional
directed time they work will be based on that proportion applied to the full 1265 hours per year.

Teachers are also required to ‘work such reasonable additional hours necessary to discharge their
professional duties’. This will include planning, marking, report writing and other activities often
performed by teachers during evenings and weekends.

Together, we can tackle the long hours’ culture and unacceptable workload burden on
teachers.
 How to work out how much directed time you’re working

TIME SHEET

NAME

WEEK BEGINNING

Morning Afternoon Directed Additional Total for

Total Total Time Total Activities Day
Total
L
Monday U
N
C
Tuesday H

B
Wednesday R
E
A
Thursday K

NOT
Friday TO
BE

Saturday/Sunday I
(if relevant) N
C
L
U
D
E
D
Directed Additional Total
Time Total Hours Total

Running
weekly total
(add total
from
previous
weeks form)