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CHAPTER 1 Introduction Remit from the 1. The remit for this review from the Secretary of State for Education and Employment was set out in a letter dated 3 August 2000, reproduced with a subsequent letter on affordability at Appendix A. In addition to the size of any general pay increase, important issues were referred to us relating to the operation of the new upper pay scale for classroom teachers, other aspects of the new pay structures introduced from September 2000, and the development of the advanced skills teacher (AST) and fast track teacher programmes. More detailed issues were also included in the remit. The DfEE in its subsequent written evidence agreed with our view that for the most part it was too early to review the operation of the new pay structures: the focus of our remit was on progressing the programme of change. 2. In Chapter 2 we comment generally on the way forward for the pay reforms which are now taking place, particularly the prospects for achieving full and effective use of the flexibilities that are an increasingly important part of the national pay framework. In Chapter 3 we address funding, workload and teacher supply. Chapter 4 deals with outstanding and new issues arising on the pay and career structures for teachers. Our pay level recommendations are in Chapter 5. Other issues are dealt with in Chapter 6. Our final comments are in Chapter 7. Outcome of our 3. In our last main report we recommended that, with effect from 1 April 2000, the pay rates for classroom teachers, ASTs, deputies and heads, and the rates of the main London allowances, should be increased by 3.3 per cent. We welcomed the Government's decision to accept our pay recommendations and implement them in full from the due date. 4. The Government largely accepted our recommendations for the basis on which its pay reform proposals, originally set out in separate Green Papers relating to England and Wales, should be implemented. Principal among these changes are:
The Government also accepted our proposals for determining the pay of the heads of special schools which followed on from changes which we had recommended previously for mainstream heads.
Outcome of subsequent special review 5. Following a judgment of the High Court in July 2000, we were asked to undertake an urgent special review of the standards to be attained by classroom teachers at the performance threshold in order to gain access to the new upper pay scale, the procedure for assessment at the performance threshold, and the related duties for heads and other teachers. The Government accepted our recommendations for reactivating and completing the halted assessment process as soon as possible, and accepted other recommendations including the introduction of a right for teachers assessed as not yet meeting the threshold standards to have that decision reviewed.
6. We initially wrote to consultees representing local education authorities (LEAs), voluntary aided and foundation schools, governors and teachers in March 2000 setting out the matters which we would be examining for this report. We subsequently informed consultees of the specific questions referred to us by the Secretary of State. The main bodies invited to give evidence, where appropriate with abbreviations used for them in this report, are listed in Figure 1. Figure 1: Main bodies consulted by the Review Body
7. In July we circulated the findings of our latest survey of teachers' workloads and a related study by consultants. We also circulated two studies into teacher recruitment and retention, which we had commissioned from separate consultants, and a background note by our secretariat on additional remuneration for teachers working with pupils with special educational needs which we had said we would be examining for this report. In December we circulated the findings of a pay survey relating to the leadership group which we had undertaken in September. As made known to consultees, we deferred that part of our normal pay survey relating to classroom teachers until the effects of the threshold and other changes are likely to be clearer. This survey will be undertaken in May this year. 8. We received a considerable volume of written evidence and, in addition to meetings in September for our special remit report, met all the main representative organisations to discuss the issues involved. As on previous occasions we also met representatives of Ofsted, led by the new HM Chief Inspector of Schools, and the TTA, led by its new Chief Executive. We completed our oral evidence sessions with a meeting with the DfEE, and we once again appreciated the opportunity to discuss matters on that occasion with both the Secretary of State and his Minister of State. 9. Over the last year we have as usual visited a range of schools in various parts of England and Wales to meet teachers, governors and LEA officers. We are grateful for the time and trouble they took to discuss issues with us. These visits continue to aid our understanding of the school environment in which teachers work and the more formal evidence we receive from representative bodies. 10. A fuller account of the conduct of this review is in Appendix B. Constitutional and legal developments 11. Our remit covers teachers in England and Wales, and the Secretary of State for Education and Employment continues to have the statutory responsibility for the pay and conditions of employment of teachers in both countries. The DfEE's written evidence accordingly includes appropriate information and views relating to Wales. We also ensure that schools in Wales are included in our visits programme. The scene is changing, however, with the devolution of matters such as teacher appraisal and the new system of performance management to the National Assembly for Wales. Together with the separate funding arrangements which exist for schools in Wales, this has implications for the operation of the overall pay and conditions framework and hence for this Review Body. 12. A further development which has implications for us is the increasing detail and complexity of the issues we are asked to address. This arose in our special report on the threshold standards and in last year's main review. Further detailed matters arise in this year's review, particularly among those issues dealt with in Chapter 6. Our general view is that detailed questions of this kind are best addressed through the DfEE's normal direct consultation with interested parties who are involved with such matters on a daily basis. 13. These developments, arising from constitutional and legal considerations, are posing an increasing strain on the effectiveness of this Review Body. Our established role is one of offering independent advice to the Prime Minister and the Secretary of State on broad issues relating to the pay and conditions of employment of school teachers across England and Wales. This has worked well since we were established in 1991 and we are concerned that the particular merits of the system should not be undermined. We hope that we will be able to revert to our previous role in future reviews.
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