NASUWT the teachers’ union
NASUWT The Teachers’ Union - Annual Conference
NATIONAL EXECUTIVE ANNUAL REPORT 2007
President
Amanda Haehner
General Secretary
Chris Keates
Honorary Treasurer
Sue Rogers
ICC Birmingham
Monday 24 March – Thursday 27 March 2008
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Contents
Contents ..............................................................................................................................2
Policy ...................................................................................................................................3
Introduction ......................................................................................................................3
1. Pay ............................................................................................................................3
2. Pensions .................................................................................................................15
3. Conditions Of Service .............................................................................................16
4. Education ................................................................................................................37
5. Parliamentary ..........................................................................................................47
6. Work With The Wider Trade Union Movement ........................................................52
7. International ............................................................................................................57
8. Organising ...............................................................................................................61
9. Equal Opportunities.................................................................................................63
10.
Recruitment .........................................................................................................65
11.
Trade Union Education And Training ...................................................................66
12.
Legal Aid, Benevolence And Services .................................................................71
13.
Lifelong Learning .................................................................................................77
14.
Advertising ...........................................................................................................77
15.
Personal ..............................................................................................................77
Appendix 1 .........................................................................................................................78
NASUWT Conferences And Seminars (Other Than Training) ........................................78
Appendix 2 .........................................................................................................................83
External Conferences, Seminars And Events At Which The NASUWT Was Represented
.......................................................................................................................................83
Exhibitions/Conferences At Which The NASUWT Was An Exhibitor .............................87
National Equalities Bodies With Which The NASUWT Has Worked ..............................88
External Bodies On Which The NASUWT Was Represented ........................................88
TUC Conferences And Seminars At Which The NASUWT Was Represented ...............89
Delegates To TUC Congress And Equalities Conferences ............................................90
Appendix 3 .........................................................................................................................92
NASUWT Motions To The TUC, WALES TUC, SCOTTISH TUC, IRISH CONGRESS OF
TRADE UNIONS And TUC Equalities Conferences .......................................................92
TUC EQUALITIES CONFERENCE MOTIONS ..............................................................94
Appendix 4 .........................................................................................................................96
General Teaching Councils ............................................................................................96
Appendix 5 .........................................................................................................................98
Affiliations, Donations And Sponsorships (Over £500) ...................................................98
Appendix 6 .......................................................................................................................102
Policy Statements, Advice Documents And Information...............................................102
Appendix 7 .......................................................................................................................103
Consultation responses ................................................................................................103
Appendix 8 .......................................................................................................................108
NASUWT major projects, research and surveys ..........................................................108
Appendix 9 .......................................................................................................................113
Acronyms .....................................................................................................................113
NASUWT .........................................................................................................................117
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Policy
Introduction
At the heart of the work of the NASUWT during 2007 has been the action on the
Conference resolutions adopted by the Annual Conference in Belfast in April.
The detailed work on the issues identified in the motions is described in the relevant
sections throughout the Annual Report.
1. Pay
England and Wales
1.1. The NASUWT continued to be a key partner in the national Rewards and
Incentives Group (RIG) which considers issues related to teachers’ pay.
1.2. The RIG met on a weekly basis throughout the year and progressed a packed and
challenging agenda.
Remit to the School Teachers’ Review Body
1.3. In March, the Secretary of State Alan Johnson wrote to the School Teachers’
Review Body (the Review Body) providing a remit which called for
recommendations on a range of important changes in the teachers’ pay
arrangements. These included:

the pay award for September 2008-2011;

consideration of whether there should be any changes to the unqualified
teachers’ pay scale;

pay arrangements for short-notice teachers;

what should constitute new statements of professional roles and
responsibilities for teachers and members of the leadership group;

consideration of whether there should be any changes to pay and conditions
of service of the leadership group to aid distributed leadership within
schools, facilitate extended services and allow for federation and
collaboration.
1.4. The Secretary of State also updated the Review Body on progress on the
recommendation it had made to him with regard to unattached teachers. He
advised that the survey of local authorities the Review Body had commissioned the
DfES to undertake would be completed by Easter 2007.
1.5. Reference was also made in the remit letter to the need for changes to part-time
teachers’ pay arrangements and the introduction of new pay ranges for Excellent
Teachers.
1.6. The Secretary of State divided the remit into two parts, asking the Review Body to
report on the pay issues by October 2007 (Part 1) and the roles and responsibilities
and leadership group issues by March 2008 (Part 2).
The Reopener Clause for 2006-2008
1.7. In March, the NASUWT, together with ASCL and ATL, wrote to the Review Body to
ask for the reopener clause the Union had been instrumental in securing as part of
the award for 2006-2008 to be triggered when it became evident that the
Government’s inflation targets were being exceeded.
1.8. In response, the Chairman of the Review Body, Bill Cockburn, wrote to the
Secretary of State advising him of the representations received and seeking a
remit for review.
1.9. The Secretary of State had three possible options. These were to do nothing, to
give the Review Body a new remit to consider the 2006-2008 award or to ask the
the largest UK-wide teachers’ union
NASUWT
Review Body to include the review in the work the Review Body had already
started on the 2008-2011 award. The Secretary of State chose the latter option.
1.10.
In June, following the Secretary of State’s decision on the reopener clause,
the NASUWT, jointly with ATL, ASCL and PAT, submitted joint supplementary
written evidence to support the Review Body’s consideration of the pay award for
2006-2008.
1.11.
The evidence emphasised the importance of the reopener clause. It
recognised that there was a further fourteen months to run before a full
assessment of the Government’s inflation targets could be made. However, it
argued that current pay levels were being compromised and illustrated this with the
most up-to-date Retail Price Index (RPI) figures. The Review Body was warned of
the potential to return to the historic peaks and troughs of teachers’ pay and
concluded by stating that the Review Body should recommend a percentage
award, discrete from any award for the period 2008-2011, to be paid in 2008.
The Formulation of Evidence to the School Teachers’ Review Body
1.12.
Between March and May, the RIG put together evidence for the Review
Body’s Part 1 remit – the pay award for 2008-2011, and the unqualified teachers’
pay scale.
1.13.
It was agreed at a very early stage in RIG that the partners would seek to
formulate agreed data and factual information on teachers’ and headteachers’ pay
but would draft separate evidence with regard to the exact nature of the award.
This was because it was recognised that it would be unlikely that there would be
any agreement among the partners on percentage uplift, particularly as the
Treasury was seeking a limit of 2% for public sector pay awards, ASCL and NAHT
were considering differential uplifts for headteachers and other members of the
leadership group, the Employers shared the Government’s concerns about
affordability and the NASUWT, ATL and PAT wanted an across the board
increase.
1.14.
The RIG produced detailed, agreed, joint evidence which:

supported the changes made to date to the pay system, which were
required for improvements in remodelling the school workforce and
tackling workload;

was consistent with bringing about and building on the agreed vision
of new professionalism;

secured a multi-year pay award as central to establishing funding
predictability and stability in schools; and

reaffirmed a commitment to the pay and reward principles agreed
between the Government and the TUC, which set the framework in
which all public service pay and reward systems should be developed
with the workforce and trade unions.
1.15.
The Review Body was advised in the joint evidence that RIG partners would
submit their own separate evidence, building on the principles and content of the
joint evidence but providing their own interpretations of the information. It was
emphasised to the Review Body that the RIG partners were not requesting
separate evidence sessions as they were content to discuss these issues openly
with the Review Body in a joint session.
1.16.
The joint written RIG evidence, which was considered and agreed by the
NASUWT National Executive before its submission, provided factual details of local
authority and school funding from 1997, detailed the investment in and reform of
the teaching profession and gave information about teacher and leadership group
recruitment, retention and pay levels.
the largest UK-wide teachers’ union
NASUWT
1.17.
On teachers’ pay, the RIG evidence highlighted that since 1997 a teacher on
the upper pay spine with no management responsibilities had had a real terms
increase in pay of 27%. The average salary for full-time classroom teachers from
1997 was a cash rise of 41%, 15% in real terms.
1.18.
On leadership pay, the RIG evidence cited the fact that since 1997 the
lowest point on the leadership pay scale, applicable to headteachers in England
and Wales, had increased by 49%, a real terms increase of 20.25%, and that the
highest point had increased by 68.73%, a real terms increase of 36.17%. In Inner
London the real terms increases were 30% and 40.24% respectively. For full-time
headteachers, therefore, the average increase since 1997 was a cash rise of 53%,
26% in real terms over the period.
1.19.
The RIG evidence also argued that Special Educational Needs (SEN)
allowances should have the same percentage uplift as would be applicable to the
rest of the pay system and should not be frozen. This was because it would preempt the outcome of the fact-finding review already underway and the detailed
consideration that would need to be given once the information was gathered.
1.20.
The RIG evidence asserted that the same percentage uplift as applicable to
the rest of the system should be applied to teaching and learning responsibility
(TLR) payments and ranges. The RIG also stated that it was not essential for the
differential between the TLR ranges to change every year, as this would be
confusing and would not uphold the principles on which the differentials were
established.
1.21.
The RIG came to a joint agreement on teachers’ starting salaries. The
evidence detailed all of the changes which had been made through agreement in
the social partnership to improve starting salaries and make them competitive with
other graduate professions. The evidence concluded that there was, therefore, no
need to make a differential award for minimum starting salaries.
1.22.
The RIG also reached a joint agreement in respect of the unqualified
teachers’ pay scale. The Secretary of State’s remit to the Review Body had been
prompted by legal advice to the DfES which concluded that as a result of a recent
European Court of Justice ruling the scale could be potentially age discriminatory
and, therefore, vulnerable to legal challenge. The RIG evidence also pointed out to
the Review Body, that unlike the rest of the pay system, the unqualified teachers’
pay scale had not been reviewed for many years. The RIG evidence argued for a
minimum change to the scale to bring it in line with other parts of the pay system
and to address the legal issues. The RIG felt that a longer-term, more detailed
review at a later stage could be undertaken.
1.23.
On the issue of local and regional pay, the RIG evidence reaffirmed that the
views of the partners remained unchanged from those set out in the 2005 evidence
to the Review Body which was that the RIG did not see any evidence to justify
further moves in that direction.
The NASUWT Evidence
1.24.
The NASUWT submitted written evidence to the Review Body jointly with the
ATL and PAT on the pay award for 2008-2011.
1.25.
The joint evidence was considered and agreed by the NASUWT National
Executive prior to its submission.
1.26.
The evidence built on the factual data put forward by the RIG but highlighted
specifically all of the workforce reforms which had been undertaken and the fact
that the pay award for 2008-2011 needed to be considered in the light of these
major changes.
1.27.
The evidence argued that the undoubted gains made in teachers’ and
headteachers’ pay must be sustained if there was to be continued progress on the
the largest UK-wide teachers’ union
NASUWT
Government’s agenda for change. A strong case was made for the Review Body to
avoid any decision which could lead to the reintroduction of the historic pattern of
peaks and troughs of teachers’ pay which had led to a crisis in recruitment and
retention and years of industrial unrest.
1.28.
The evidence made a strong case for the use of the RPI as the benchmark
for the award rather than the Treasury’s preferred marker of the Consumer Price
Index (CPI). An analysis was provided of current and predicted inflation rates and a
comparison with average earnings made.
1.29.
The evidence also pointed out in detail the inability of some teachers to
access the discretionary elements of the pay system. The details of the NASUWT
survey on primary teachers’ pay was referenced in the evidence and appended as
an annex. Concerns about access to threshold assessment and the Excellent
Teacher Scheme were also highlighted.
1.30.
On leadership group pay, the evidence highlighted the fact that the
NASUWT, ATL and PAT have significant numbers of school leaders in
membership. It made reference to the intense pressure on school leaders and
stated there was a significant issue to be addressed regarding the access of school
leaders to the contractual provisions of workforce reform, which were designed to
reduce the workload of all teachers, including headteachers.
1.31.
After expanding on the pressures on school leaders, the evidence concluded
with the view that although the pressure on school leaders was undoubtedly
intense, it was no more or less so for those teachers who were mainly classroom
based. The evidence asserted that it was the nature of the pressure on school
leaders rather than the degree which differed and, therefore, concluded there was
no case for a differential percentage award for school leaders.
1.32.
The evidence also argued for a clear and robust reopener mechanism to
support the 2008-2011 award on the basis that this was needed to engender
confidence in the award and to minimise anxiety about any fluctuation in inflation.
The evidence also emphasised that a reopener clause enabled the pay system to
be responsive to economic change and, therefore, to protect progress made in
recruitment and retention.
1.33.
The evidence concluded that the remarkable progress in teachers’ pay
described in the RIG written evidence and the delivery of the Government’s
agenda for change would be seriously compromised, the confidence of the
profession in workforce reform undermined and the further programme of intensive
change jeopardised, if the 2008-2011 pay award did not result in a substantial,
above inflation, across the board award.
1.34.
In July, the RIG was called to give oral evidence to the Review Body. The
RIG representation was chaired by the new Secretary of State for Children,
Schools and Families, Ed Balls, who was accompanied by the Minister for Schools
and Learners, Jim Knight.
1.35.
As each of the parties had provided separate evidence on the level of the
pay award, after the joint RIG session, oral evidence was taken from RIG partners
separately.
1.36.
The Department for Children, Schools and Families (DCSF) and the
employers each had separate sessions. ASCL and NAHT had a joint session, as
did the NASUWT, ATL and PAT.
1.37.
The oral evidence session was a robust exchange, with the NASUWT, ATL
and PAT evidence scrutinised in detail by the Review Body. Strong representations
were made to the Review Body for:

an award which maintained the gains which the Review Body had
been instrumental in securing;
the largest UK-wide teachers’ union
NASUWT


an across the board award with no differential payments;
the Review Body to maintain its independence and not to be
constrained by the Government’s unofficial public sector pay policy;

a separate recommendation on the reopener clause for 2006-2008;

a clear and robust reopener clause mechanism for the 2008-2011 pay
award so that there could be no confusion about how it should
operate.
1.38.
The NASUWT was represented at the oral evidence session by the National
President, Chair of the Salaries Committee, Roger Kirk, and the General Secretary.
1.39.
In August, a pay survey was undertaken to seek to assess members’ likely
response to the pay award. See Appendix 8.
1.40.
The Review Body presented its 17th Report (Part 1) to the Secretary of State
in October. However, by the close of the year neither the Report nor the Secretary
of State’s response had been published.
Teaching and Learning Responsibility Payments
1.41.
The NASUWT continued to have deep concerns about the unacceptable
barriers to accessing TLR payments being introduced by some schools, in some
cases supported by local authorities.
1.42.
In accordance with the resolution passed at Annual Conference, the
NASUWT continued to campaign for the fair application of the School Teachers’
Pay and Conditions Document (STPCD) provisions with regard to TLRs and
worked within RIG to clarify any ambiguity in the STPCD regarding subject and
curriculum co-ordination.
1.43.
Between February and March, the Union conducted a postal and online
survey of all members in primary schools in England and Wales. A separate
parallel survey of NASUWT Representatives was also carried out.
1.44.
The primary survey set out to examine:

the nature of the pay arrangements in schools affecting primary
teachers;

whether, and to what extent, the changes to the staffing structures in
schools had impacted positively or negatively on primary teachers’
pay;

whether primary teachers were rewarded fairly for undertaking whole
school responsibilities;

what changes there had been in the pattern of management
allowances when compared to TLRs.
1.45.
In total, 15,624 completed questionnaires were returned. 89% of the
respondents were female, reflecting the profile of the workforce nationally.
Respondents were also representative across age groups. The survey also took
account of the size of school as a factor affecting pay and rewards.
1.46.
The key findings were that over 69.6% reported that they had held whole
school responsibilities prior to the introduction of TLRs. Of those who previously
held the responsibilities, 52.6% said that they were paid for undertaking whole
school duties.
1.47.
Respondents were asked whether the picture had changed following the
review of the staffing structure. Overall, 71.25% said they now had a whole school
responsibility, which was an increase of 1.6% over the previous figure. 64% were
still undertaking the same responsibility they had prior to the review. However,
56.4% now received no payment, compared to 47.4% prior to the review.
1.48.
27% of respondents said they were now paid at a higher level than before
the review, with just 6% lower than their previous level of remuneration.
the largest UK-wide teachers’ union
NASUWT
1.49.
Prior to the review, 85% of primary teachers who were paid for whole school
responsibilities were paid a management allowance and 15% were on the
leadership spine. Following the review, 35.1% were paid on the leadership spine.
1.50.
The survey confirmed the Union’s view that teachers in larger schools were
more likely to receive payment for a whole school responsibility and that the
majority of teachers in smaller schools were unpaid for taking similar
responsibilities.
1.51.
The evidence from the survey indicated that in many cases the pre-2005
position of primary teachers not being paid for whole school responsibilities
continued despite the statutory provisions in the STPCD. Disturbingly the figure of
those not paid had increased.
1.52.
One of the most significant findings, however, was the increase in the
proportion of teachers paid on the leadership spine. The review of the staffing
structure appeared to have fuelled a surge in the size of leadership groups which
cast doubt on the claims that restructuring was impeded by inadequate levels of
funding in the primary sector.
1.53.
The findings of the survey were raised with the Secretary of State and
Minister of State for Schools and Learners. They were also circulated to other
social partners in the RIG and placed on the agenda of a RIG meeting for
discussion.
1.54.
In the discussions, the NASUWT used the evidence from the survey to
demonstrate that it was clear that restructuring had not being addressed
appropriately in a significant number of primary schools and that some teachers
were, therefore, not accessing the intended benefits of the agreements reached
nationally.
1.55.
The NASUWT used the survey results to back its campaign in schools for fair
remuneration. NASUWT representatives and members were encouraged to
oppose the undertaking of unremunerated activities. Where members were
prepared to make a stand, balloted action was authorised and in every case there
was a successful outcome. An in-depth review of the situation in Cornwall was
undertaken by the Deputy General Secretary and the then Ex-President, Peter
McLoughlin, on behalf of the National Action Committee, to identify the extent of
the problems in that authority.
1.56.
The NASUWT gave notice to the RIG that a key work priority must be to
adjust the wording in the STPCD to address the problems identified in the Union’s
Primary Teachers’ Pay Survey, to ensure parity of treatment for primary teachers
and to prevent the development of a two-tier pay system in which primary teachers
were treated as second class.
1.57.
As a result of detailed discussions, agreement was reached on a statement
to clarify the position on TLRs. The statement read:
‘Within the responsibilities set out below, teachers will be expected to contribute to
curriculum development by sharing their professional expertise with colleagues and
advising on effective practice. This does not mean that they can be expected to
take on the responsibility of and accountability for a subject area or to manage
other teachers. It remains our view that responsibilities of this nature would need to
be part of a post that was in the leadership group or which attracted a TLR
payment on the basis set out in the STPCD.’
1.58.
The statement was incorporated in the evidence to the Review Body on roles
and responsibilities of teachers and headteachers with a view to incorporating
amended wording in the STPCD for 2009. This represented a most significant step
forward towards addressing the inequalities of access of primary teachers to the
pay provisions, inequalities which had been generated at school level by a
the largest UK-wide teachers’ union
NASUWT
distortion of the STPCD pay provisions and an unwillingness in some schools to
pay professionals for their work and expertise.
Excellent Teacher Posts
1.59.
The NASUWT continued to have deep concerns about the lack of provision
in school staffing structures of Excellent Teacher (ET) posts. The Union continued
to press in the RIG for strategies to address this issue as it was clear that a
fundamental part of the agreement reached on changes to the pay structure was
not being implemented.
1.60.
The RIG recognised that part of the problem was that at the time the major
whole school staffing review had been undertaken in schools the lack of clarity
from the Review Body about the salary level had created the opportunity for
schools to defer addressing the incorporation of these posts.
1.61.
A working party of the RIG was established to review the position of ET posts
and consider strategies to promote their creation.
1.62.
The working party confirmed the NASUWT’s concerns about the dearth of
ET posts in school staffing structures. By the end of 2007, fewer than 40 posts had
been established in schools nationally.
1.63.
The RIG agreed a strategy for raising the profile of the Excellent Teacher
Scheme and to increase the number of Excellent Teachers. The working party
commissioned research to examine schools’ use of Excellent Teachers and the
factors affecting the establishment of ET posts in school staffing structures. Case
studies of good practice were also developed and disseminated.
Threshold and Upper Pay Spine Progression
1.64.
The NASUWT was extremely concerned by the emerging figures on the
number of teachers applying for threshold assessment and on progression on the
upper pay spine.
1.65.
The latest figures in the RIG written evidence to the Review Body showed
that only 50% of eligible teachers were volunteering for assessment and yet of the
50% who did apply, 95% were successful.
1.66.
On the Upper Pay Spine only 40% progressed from UPS1 to 2 and only 30%
from UPS2 to 3.
1.67.
There was no indication from casework that teachers were being assessed
and turned down. It was clear, therefore, that other factors were being brought to
bear such as teachers not pressing for their pay entitlements, not knowing them or
being deterred from accessing them, often for budgetary reasons.
1.68.
To seek to rectify this situation, all members were sent a flyer via Teaching
Today advising them of their entitlements. Posters were distributed to schools with
similar information. The NASUWT’s threshold advice handbook was updated at the
end of 2006, reissued and advertised to members in 2007.
1.69.
In addition, with regard to UPS progression, the revised Performance
Management Regulations which came into effect in September 2007 required all
teachers eligible for pay progression to have this automatically included in their
performance management review at the end of the cycle. It would not be possible,
therefore, for employers to seek to ignore eligibility in future.
1.70.
The Union also raised these issues in the evidence to the Review Body to
inform its deliberations on the 2008-2011 pay award.
Golden Hello Payments for Priority Subjects
1.71.
Following a question at Annual Conference from a Northern Ireland delegate,
Alan Johnson, then Secretary of State, undertook to investigate the anomaly in the
eligibility criteria for Golden Hello payments for priority subjects which meant that
while teachers who trained in England and in other parts of Europe qualified for the
payments, teachers from Scotland and Northern Ireland did not.
the largest UK-wide teachers’ union
NASUWT
1.72.
In May, the Secretary of State wrote to the NASUWT stating that he had
requested that the Training and Development Agency (TDA) act to remove the
anomaly.
Part-time Teachers
1.73.
The NASUWT was instrumental in having the issues relating to part-time
teachers considered in the RIG and by the Review Body. The NASUWT had
pressed for the provisions of the STPCD to apply to part-time teachers. Evidence
had been presented to the Review Body by RIG recommending this. The evidence
proposed a standardised national pay formula to remove the anomalies in payment
formulas within and between schools and local authorities.
1.74.
The Review Body’s 16th Report had recommended that work should
commence on incorporating part-time teachers in the STPCD. A RIG working party
began developing the detailed provisions.
1.75.
The Union reviewed and published new advice on maternity leave, submitted
consultation responses connected with this issue and provided targeted regional
training courses/seminars for part-time teachers.
1.76.
Research on Women Teachers’ Pay and Careers was undertaken with a
view to being concluded in 2008. This would cover part-time teachers.
1.77.
Advice on part-time working and job share was updated and the drafting of
guidance on flexible working began.
Joint Negotiating Committee for Teachers in Residential Establishments (JNCTRE)
1.78.
The NASUWT continued to be represented on the National Joint Council for
Teachers in Residential Establishments during 2007. Alan Homes (Executive)
chaired the Committee.
1.79.
Following agreement, with effect from 1 September 2007 the pay and
conditions of service for teachers employed in residential children’s services
establishments and in residential special schools became commensurate with
those set out in the STPCD and the Conditions of Service for School Teachers in
England and Wales (Burgundy Book) except as otherwise provided for by the
JNCTRE. This achieved the long-standing ambition of the NASUWT for parity of
treatment for teachers in residential establishments.
Sixth-form Colleges
1.80.
The NASUWT continued to be represented on the National Joint Council for
Staff in Sixth-form Colleges and on the Committee for Teaching Staff. The National
Treasurer, Sue Rogers, chaired the Staff Side Committee.
1.81.
Agreement was reached in September for an across the board increase of
2.5% on all pay scales. This took effect from 1 September 2007 and ensured that
sixth-form college teachers’ pay levels remained competitive with those for school
teachers.
1.82.
Increases of 2.5% on London and Fringe Area allowances were also agreed,
backdated with effect from 1 September 2006 and 1 September 2007 respectively.
1.83.
The NASUWT continued to argue for nationally agreed pay safeguarding
provisions in line with those contained in the STPCD, following the removal of point
4 of the Professional Standards Payments (PSP) scale, for additional payments
within the formal pay structure which would reward teachers for good classroom
practice and pedagogic leadership without additional management responsibility.
1.84.
In the absence of agreement, a joint statement was agreed on working with
employers at local level to achieve mutually acceptable salary safeguarding. Joint
guidance on the recognition of significant mentoring and support duties was agreed
for inclusion in the Conditions of Service Handbook.
1.85.
The issue of mandatory registration of teachers in sixth-form colleges with
the General Teaching Council for England (GTC(E)) and the reimbursement of
the largest UK-wide teachers’ union
NASUWT
GTC fees was considered. It had been agreed that teachers in sixth-form colleges
would be able to choose to register with either the GTC or with the Institute for
Learning (IFL). The key issue was to ensure that, as for other teachers, the fee
would be covered whichever organisation was chosen for registration. In
September, a joint approach was made to the DCSF by the Joint Negotiating
Committee (JNC) Committee for Teaching Staff. Arrangements were also made for
a meeting early in 2008 with the Minister for Lifelong Learning, Further and Higher
Education to pursue the issue further.
Northern Ireland
1.86.
2007 commenced with the NASUWT continuing its campaign to oppose the
imposition of the Teaching Allowances (TAs) which had taken place in November
2006. The NASUWT believed that these allowances maintained the worst aspects
of the current system, had the potential to deny teachers access to a much needed
package of improved pay and conditions of service and posed a threat to the
maintenance of pay parity with England and Wales.
1.87.
The TAs replaced Management Allowances (MAs). A 2.5% increase was
given to compensate for the period during which MAs had been frozen. In the
Northern Ireland Teachers’ Council (NITC) the NASUWT, together with other
teacher unions, opposed this change. However, the Department of Education was
not informed of the opposition but was led to believe by some NITC officers that
the proposals were accepted. The offer was, therefore, implemented.
1.88.
In order to protect the interests of all teachers in Northern Ireland, the
NASUWT, jointly with ATL, began the process of legal challenge through the courts
to secure a declaration that the NITC had behaved unlawfully. Despite the issue
being sub judice, the NITC convened a further meeting to seek to retrospectively
legitimise the process used to disadvantage teachers. The NASUWT, supported by
ATL, thwarted these attempts.
1.89.
By the close of the year, it was indicated to the NASUWT that the date for
consideration of the legal challenge was likely to be in the Summer of 2008.
1.90.
As a result of the behaviour of the NITC and the failure to make progress on
the improvements to pay and conditions by the Employers, the NASUWT declared
publicly that the negotiating machinery for teachers’ pay and conditions was clearly
dysfunctional and no longer fit for purpose. The NASUWT’s consistent attempts to
pursue through the NITC and the Teachers’ Negotiating Committee (TNC) the
Union’s long-standing policy of seeking parity of pay and conditions for teachers in
Northern Ireland with their colleagues in England and Wales had been met
repeatedly with prevarication and delay.
1.91.
The establishment of the Northern Ireland Assembly in May seemed to offer
the opportunity for a fresh start on all of these issues. One of the first engagements
of the new Education Minister, Caitríona Ruane, was to address delegates at the
NASUWT’s Annual Conference. In response to her address, the General Secretary
confirmed the commitment of the Union to work positively and constructively with
the new administration, particularly on a new approach to negotiating teachers’ pay
and conditions of service.
1.92.
Following the Conference, the NASUWT put proposals to the Education
Minister for a new way of working. The Union argued for a model of negotiation
based on a partnership model which focused on jointly finding solutions to issues
not just articulating and arguing the problems. The NASUWT pointed out that the
introduction of the new devolved administration presented a golden opportunity to
relook at the negotiating machinery.
the largest UK-wide teachers’ union
NASUWT
1.93.
In July, the Union made a joint presentation with ATL to the Department of
Education’s Permanent Secretary and to the Chair of the Education and Skills
Authority (ESA) on social partnership working. This was a highly successful event,
with those present indicating that there was merit in pursuing many of the
principles of social partnership in the Northern Ireland context. Unfortunately, the
momentum generated by that seminar could not be maintained because of
prevarication and delay by the Education Minister.
1.94.
As a date for consideration of the legal challenge mounted by the NASUWT
and ATL against the NITC and the Employers seemed to be extremely slow in
materialising, to seek to expedite matters, the NASUWT agreed to a request from
Irish National Teachers Organisation (INTO) and the Ulster Teachers’ Union (UTU)
to a process of conciliation conducted by the Irish Congress of Trade Unions
(ICTU).
1.95.
The NASUWT was prepared to accept the outcome of the conciliation which
resulted in an agreement to renegotiate the allowance system. However, the INTO
and the UTU, who had pressed for the conciliation in the first place, refused to
accept the ICTU’s judgement. Both unions appeared to have a vested interest in
seeking to maintain the status quo with regard to the negotiating machinery. The
interests of teachers appeared to be their last consideration. The NASUWT was,
therefore, left with no alternative but to continue with the legal action.
1.96.
The NASUWT registered a complaint with the ICTU over the failure of the
INTO to adopt the conciliation findings of the ICTU relevant to an INTO complaint
against the NASUWT. A further complaint was lodged to ICTU by the NASUWT
about the UTU over the public vilification of the NASUWT at the UTU and NUT
Annual Conferences. At the close of the year preparations for those complaints to
be heard were progressing.
1.97.
In November, the NASUWT decided that in order to progress the urgent
issues on pay and conditions the Union would need to make a direct approach to
the Education Minister.
1.98.
A detailed claim on pay and conditions of service was sent to the Education
Minister and representations made for a meeting to discuss this. The General
Secretary wrote to all members at their home addresses to update them on the
situation.
1.99.
The NASUWT’s claim highlighted the dysfunctional nature of the negotiating
machinery, pointed out that the NASUWT represented the overwhelming majority
of teachers and principals in Northern Ireland and that it was counter to attempts to
raise standards in Northern Ireland not to address the pay and working conditions
of the teaching workforce.
1.100.
The claim stated that there was undeniable logic to the pay of teachers in
Northern Ireland being linked automatically to the decisions of the Review Body for
England and Wales. It also signalled the Union’s intention to submit an immediate
claim once the announcement of the award for teachers in England and Wales was
made.
1.101.
The claim also pointed out that teachers’ pay was being eroded by rising
inflation and that the current system of awarding pay lacked clarity, transparency
and equity.
1.102.
The case was also made about the dangers of the introduction of the
Teaching Allowances leading to regional pay and the fact that the allowances had
been put in place without any safeguards to secure fair transition.
1.103.
The Union also pointed out that there were outstanding issues to be resolved
with regard to Upper Pay Spine progression, that starting salaries needed to keep
pace with other comparable professions and that there was a lack of career paths
the largest UK-wide teachers’ union
NASUWT
for teachers in Northern Ireland when compared with their colleagues in England
and Wales. This underlined the Union’s case for the introduction of an assistant
principal role.
1.104.
On 30 November, the NASUWT wrote to the Education Minister, Caitríona
Ruane, withdrawing from the TNC and the NITC. In the letter the NASUWT stated
that it had been forced into this course of action as the negotiating machinery had
become completely dysfunctional and its constitution and method of working were
flawed. Very little business was ever progressed. Items appeared on agendas
month after month with no progress made between meetings. The NASUWT
believed it served no useful purpose for either teachers or for the education
service. As the Union representing the overwhelming majority of teachers in
Northern Ireland, the NASUWT concluded that its continued attendance simply
gave credence to the process and breathed life into a corpse.
1.105.
At the close of the year a date had been identified to meet with the Education
Minister in January 2008 to discuss progressing the Union’s pay and conditions
claim.
Further Education
1.106.
Action short of strike and discontinuous strike action were pursued jointly by
further education (FE) lecturers in membership of the NASUWT and the University
and Colleges Union (UCU) in furtherance of a trade dispute over parity of pay with
teachers in Northern Ireland schools. This was a long and protracted dispute.
1.107.
Several meetings took place with the Minister, Reg Empey, to seek to
resolve the dispute.
1.108.
Members were consulted over the possible acceptance of an independent
inquiry facilitated by retired civil servant, Sir Joseph Pilling.
1.109.
Just before the end of the year, a majority of NASUWT members employed
in FE colleges in Northern Ireland voted to accept proposals which achieved pay
parity between lecturers and school teachers up to the equivalent of Upper Pay
Spine 3.
1.110.
However, members of the majority union (UCU) rejected the dispute
settlement proposals and a review of its position began. The FE employers
indicated that the offer remained on the table for NASUWT members.
Scotland
1.111.
2007 was the final year of a four-year settlement on pay.
1.112.
In the Scottish Executive elections there was a change in the balance of
power with the Scottish National Party (SNP) being the largest party. Following the
elections there was considerable uncertainty about the education budget
settlement and the NASUWT, therefore, made a decision to campaign for a oneyear pay award rather than a further multi-year award.
1.113.
A detailed pay claim was submitted by the NASUWT to the Scottish
Negotiating Committee for Teachers (SNCT) Panel in November.
1.114.
The NASUWT claim argued for:

a substantial, above-inflation pay award for 2008 to stem the erosion
of teachers’ pay, to secure comparability of starting salaries with other
graduate professions and maintain the gains secured;

the abolition of the fees to access the Chartered Teacher Scheme
(CTS) and a review of the workload and time burdens associated with
the Scheme;

further discussions on a future multi-year award in the context of
identifying sustainable funding, further improvements in conditions of
service and a satisfactory reopener clause to be used should the
Government’s inflation targets be exceeded.
the largest UK-wide teachers’ union
NASUWT
1.115.
The claim also emphasised the critical importance of the pay award in
preventing a recruitment and retention crisis and in securing high morale and
motivation of the teacher workforce. The Union asserted that these factors were
central to the continuing drive to raise standards of education.
1.116.
In December, at the SNCT, the three-year pay deal for 2008-2011 was
proposed. The award was as follows:

0.5% from 1 December 2007 to 31 March 2008 as per reopener
clause;

2.25% in April 2008;

2.5% in April 2009;

2.4% in April 2010.
1.117.
Unlike the previous award, no reopener clause was built into the settlement
for 2008-2010.
1.118.
The NASUWT declined to agree the award as the new deal did not address
the many issues highlighted in the Union’s pay claim, represented pay erosion for
teachers and most importantly had no reopener clause. However, as a result of the
comprehensive nature of the claim submitted, the NASUWT was allocated for the
first time a seat in its own right on the SNCT’s pay technical sub-group.
Chartered Teacher Scheme
1.119.
The NASUWT continued its campaign to expose the inequalities of the CTS.
The Union had made reference to this in its submission on the pay award.
Information was published to members about the Union’s concerns. Intended as
the route to higher salaries, the CTS was exposed by the NASUWT as being
flawed, inaccessible to the majority of teachers due to expense and workload and
potentially discriminatory. Two thousand teachers were eligible and yet only just
over 300 had achieved full accreditation. The Union urged the Scottish Executive
to act to address this.
1.120.
A meeting took place in May with the Scottish Executive Education
Department (SEED) to discuss the NASUWT’s views on the CTS to inform the
review of the Scheme.
1.121.
In June 2007, the NASUWT produced a position statement detailing the
Union’s concerns about teachers’ ability to access the Scheme and making the
following recommendations:

access to the Scheme should be free of charge;

the time and workload pressures should be audited and addressed to
secure a satisfactory work/life balance;

the Scheme should be equality proofed to ensure discriminatory
aspects are removed and there is equality of access.
States of Jersey
1.122.
Pay discussions in Jersey remained at stalemate for some months as a
result of the teachers’ side rejecting the offers for settlement for September 2006.
The decision to reject was rooted in the view, held by the NASUWT, that the offers
represented pay erosion as they did not meet inflation rates on the island. In
addition, the situation was exacerbated by the proposed introduction of a purchase
tax at a rate of 3%.
1.123.
Eventually the States of Jersey made an offer which covered 2006-07 and
2007-08.
1.124.
The offer was:

1 June 06-31 May 07 an increase of 2.75%; followed by

1 June 07-1 May 08 an increase in pay equivalent to the Jersey RPI
as at the end of March 2007.
the largest UK-wide teachers’ union
NASUWT
1.125.
In addition, the States confirmed that the Employer would provide an
assurance that there will be no cuts in teachers’ jobs or compulsory redundancies
specifically and directly as a result of this pay agreement, and advised that the
Business Plan for 2008 which the Council of Ministers proposed to the States
would include full funding updating for the 2006 and 2007 pay settlements. The
NASUWT accepted the offer.
States of Guernsey
1.126.
Teachers’ pay for the year 2006-2007 was increased in line with the RPI for
Guernsey giving an increase of 4.4% from 1 September 2007. This was the second
year of a two-year pay deal.
2. Pensions
England and Wales
2.1. The NASUWT continued to play a leading role in meetings of various national
pensions-related committees and working parties during the year, including: the
Teachers’ Superannuation Working Party (TSWP), the Teachers’ Pensions Review
Group (TPRG), The Teachers’ Pensions Working Group, the Management
Advisory Group (MAG) and the Teachers’ Pensions Users Group (TPUG) in
respect of the Teachers’ Pension Scheme (England and Wales) and its equivalent
in Scotland and Northern Ireland; the TUC Pensioners’ Committee and meetings of
Trade Union Pensions Specialists (TUPS) and the Public Sector Pensioners’
Council (PSPC).
2.2. The Review of the Teachers’ Pension Scheme (TPS) and the resulting changes to
the Scheme that had been agreed at Ministerial level after a high-profile campaign
and lengthy negotiations came into effect from 1 January. The NASUWT had
played a significant part in those negotiations and in the roll-out and dissemination
of information and documentation to members about the changes to TPS.
2.3. During the year the NASUWT took the following actions:

distributed detailed advice to Regional Centres on changes to TPS in
the form of NASUWT ‘Guidance for Caseworkers’ (January 2007);

provided information on the changes to all members in Teaching
Today;

updated information on the website;

distributed copies of the former DfES DVD to Regional Centres;

issued revised and updated pensions literature.
2.4. The NASUWT continued to argue that there was no case for altering the existing
arrangements on premature retirement compensation (PRC). Since the exclusion
of higher education (HE) from the scope of the Regulations (as amended in 2006)
and the option under the new scheme for employers to purchase ‘additional
pension benefits’ for employees in cases of redundancy (in place of the ‘added
years option’) there was little desire on the part of the employers’ organisations to
pursue further changes to the PRC Regulations. As a result, no further changes
were proposed to the existing Regulations.
2.5. The Union maintained its link with the NASUWT Retired Members’ Associations
through regular liaison meetings between representatives of the Federation of
Retired Members’ Associations (FRMA).
Northern Ireland
2.6. The Premature Retirement Review Group was re-established. Its terms of
reference were to develop arrangements for ‘hard charging’ the employers the cost
of the premature retirement scheme. This would pass the costs of additional years
the largest UK-wide teachers’ union
NASUWT
of pension awarded with premature retirement from the Department of Education
(DENI) to the employers with effect from April 2008.
2.7. The remit of the Pensions Review Group was changed to enable it to consider
arrangements for 2009. The major area for consideration would be hard charging
for efficient discharge and redundancy.
Scotland
2.8. The final agreement on teachers’ pensions was largely the same as that for
England and Wales. The only exceptions were:

the retention of the ‘winding down’ scheme; and

the implementation date of 1 April 2007, slightly later than elsewhere.
States of Jersey
2.9. In January discussions began between the NASUWT and the States of Jersey to
address the anomalous position of Jersey’s pension provisions when compared to
mainland UK and other British island schemes.
2.10.
Agreement was reached on the mechanisms for review of the changes to the
Jersey Teachers’ Superannuation Fund and on the principle that improvements to
the Scheme were not ruled out.
2.11.
At the end of the year, the States of Jersey remained resolved not to allow
improvements to the scheme unless the members of the Scheme fund the
improvements.
2.12.
The NASUWT began, with other unions, a process of actuarial investigation
of the costs of future improvements. Discussions on the mechanisms for achieving
any improvements were set to continue into 2008.
States of Guernsey
2.13.
The Public Sector Pension Scheme in Guernsey that covers teachers was
the subject of a review in which the NASUWT participated. This resulted in several
amendments to the Scheme. The main changes were that new members to the
Scheme would have a normal pension age of 65 although their pension will accrue
at the rate 1/60th for every year of service with an option to take part of the pension
as a lump sum. The final pension would be based on the average best three
consecutive years salary in the last ten years, increased in line with inflation.
2.14.
The Guernsey authorities resolved to continue to recognise previous service
in the UK and to treat teachers returning to the islands from the UK with previous
service, not as new entrants to the Scheme with the normal pension age of 65, but
as members of the existing Scheme.
3. Conditions Of Service
England
3.1. The details of the national developments on conditions of service in this section
also apply to Wales. Any Wales specific issues are in a dedicated section of this
part of the Annual Report.
3.2. The Workforce Agreement Monitoring Group (WAMG) continued to meet on a
weekly basis to take forward the implementation of the National Agreement
provisions and the remodelling agenda and to monitor and evaluate
implementation and impact.
3.3. The WAMG was supported in this work in England by the TDA and its network of
regional advisers.
3.4. Representatives of the Wales Assembly Government began more regularly to
attend WAMG discussions and 2007, therefore, saw a marked increase in detailed
reports to WAMG on issues of implementation and progress made in Wales.
3.5. The NASUWT continued to pursue its own rigorous approach to monitoring the
implementation of the contractual provisions across both nations.
the largest UK-wide teachers’ union
NASUWT
3.6. It became evident to the WAMG that if the roll-out and sustainability of remodelling
was to be successful then local WAMGs needed to be undertaking a similar
monitoring, evaluation and troubleshooting role as the national WAMG. In order to
support this, a key priority for the WAMG was the reinvigoration of local social
partnerships. The TDA carried out an audit of each local authority and followed up,
through regional advisers, any gaps in provision. A series of national conferences
for local WAMG representatives in England was held in July to support the
reinvigoration of local social partnerships, to hear from local partners how they
could be better supported to set priorities for action, to improve communications
and to ensure that the national message in respect of implementation was
understood fully. Plans were also laid for a similar conference in Wales in January
2008.
3.7. Members of the NASUWT National Executive attended the TDA to review with
TDA senior staff the detailed data that had been gathered in their districts. The
National Executive Members were able to add their comments and information to
ensure that there was a full and accurate picture of the position on the ground.
3.8. A review was undertaken on the nature of the information collected by the TDA on
behalf of WAMG to refine the collection to give even more detailed information.
3.9. Implementation was a standing item on the WAMG agenda and issues at local
level which had national implications were discussed and a joint approach agreed.
A significant number of difficult local cases were resolved by reference to the
national WAMG but many more were resolved by social partners brokering
resolutions among themselves. ASCL and the NASUWT in particular, secured
through joint working a number of very successful outcomes to difficult local
problems.
3.10.
The TDA held surgeries at the NASUWT Annual Conference and collected a
wealth of data about the impact of the National Agreement and remodelling at local
level which was shared with their regional advisers to inform their dialogue with
local schools and local authorities.
3.11.
The NASUWT continued to pursue implementation at local level and a
number of disputes were authorised by the National Action Committee in schools
where there was a resistance to ensuring that teachers received their full
entitlements.
Cover
3.12.
The implementation of the strategies for reducing cover to rarely cover
remained a priority for the Union. In accordance with the provisions of the motion
passed at Annual Conference, the Union pressed for changes to the 2007 STPCD
in pursuit of a legally enforceable staged reduction on cover to zero by 2008.
3.13.
The Union successfully secured the inclusion of a reference to an end date
of 2008 in the consultation on the STPCD changes for 2007.
3.14.
As a direct result of the NASUWT intervention, the STPCD 2007 was
published with provision that schools should set interim targets, using as a
benchmark the Office of Manpower Economics (OME) Workloads Diary Survey
data, to achieve the objective that teachers rarely cover to take effect on 1
September 2009.
3.15.
The STPCD had the following paragraph included: ‘Schools should expect to
implement the objective that teachers should only rarely cover from 1 September
2009. In the meantime, schools should set their own interim targets, informed by
the latest OME data which serves as a benchmark, to ensure they are ready to
meet the objective of teachers rarely covering from 1 September 2009’. This was to
give notice to schools of the change.
the largest UK-wide teachers’ union
NASUWT
3.16.
At the close of 2007, the WAMG began work on formulating the contractual
provision on cover for the STPCD.
3.17.
Information and guidance was issued to members on cover and the
preparations at school level which needed to commence in preparation for 2009,
through Teaching Today, reports to schools and NASUWT Representatives’
bulletins.
3.18.
The NASUWT National Action Committee resolved, with the support of
members, to take action in schools where the employer failed to put in place a
strategy for reaching rarely cover in 2009.
Workload and Further Remodelling
3.19.
Workload and realising the contractual entitlement to a reasonable work/life
balance continued to present a major challenge for the NASUWT and for the
WAMG.
3.20.
The NASUWT continued to press the critical importance of the enforcement
of statutory provisions in schools. The issue was also raised by the Union with the
Secretary of State and Ministers.
3.21.
At Annual Conference, a key motion focused on the deep concerns of
members about the increasing incidence of teachers being required to attend
numerous meetings per week and the growing problem of so-called ‘voluntary’
meetings which teachers felt obliged to attend.
3.22.
The Union continued to work within the WAMG with a view to securing
further contractual changes. The National Action Committee also continued to
authorise industrial action in schools to combat excessive workload where
members were willing to support a dispute.
3.23.
The review of circulars 2/98, and in Wales 22/98, which contained the issues
relating to meetings and bureaucracy was identified as a WAMG work priority.
3.24.
The further changes to contractual provisions became part of the discussions
in RIG to take forward in Part 2 of the Secretary of State’s remit to the Review
Body issued in March 2007.
Evidence to the School Teachers’ Review Body
3.25.
The RIG joint written evidence to the Review Body, submitted in October,
complemented and built upon previous submissions and continued to support the
agreed principles on remodelling, workload and the new professionalism agenda.
3.26.
On professional roles and responsibilities of teachers and headteachers, the
RIG evidence followed the Review Body’s recommendation, endorsed by the
Secretary of State, that there should continue to be a national framework of roles
and responsibilities. It also reaffirmed previous RIG evidence that it was necessary
and timely to consider what aspects of existing duties not requiring the professional
skills and expertise of a qualified teacher might be removed from the STPCD,
including attending assemblies, registering pupils, providing social and career
advice and supervising pupils.
3.27.
Before embarking on detailed work, the RIG decided that the evidence
should focus on seeking to establish a direction of travel on these issues for
consideration by the Review Body rather than all the detail. The evidence,
therefore, provided an illustrative list of the responsibilities which would be
appropriate for teachers and headteachers. It also stated that there was a need to
review the contractual framework in which these responsibilities would be
discharged.
3.28.
The RIG evidence stressed that workload and excessive working hours
remained a major issue to be addressed. To support the evidence the RIG drew on
the Office for Manpower Economics Workloads Diary Survey published in
September. The diary survey showed that there were signs of positive change
the largest UK-wide teachers’ union
NASUWT
particularly with regard to cover and planning, preparation and assessment (PPA)
time. However, it was evident that working hours remained a real issue of concern.
The Union highlighted the shocking admission from 21% of primary heads and 7%
of secondary heads that for all or most of the time they do nothing related to their
job. The Union asserted that ineffective management of headteachers of their own
time was bound to impact on the working practices of other members of the
workforce.
3.29.
The RIG evidence highlighted the significant problems in relation to working
time and working days in the STPCD, not least the fact that in the case of teachers
paid on the leadership spine and advanced skills teachers there was no directed
time or specified working days. The RIG stated that it believed that the next step
should be to address this anomaly and that the RIG would want to consider all the
options for tackling these issues. The evidence stated that this could be achieved
by setting an overall limit on working time or establishing further strategies on
workload and working hours reduction or a combination of both of these
approaches.
3.30.
A major section of the RIG evidence addressed issues relating to leadership.
The RIG had hoped that a major study on leadership undertaken by
PricewaterhouseCoopers (PwC), commissioned by the DCSF, would have formed
the basis for much of the evidence. However, when the PwC research was
published in January it was extremely disappointing. The NASUWT said that the
report illustrated the increasingly more demanding and complex role of
headteachers but that the test for everything a headteacher does should be its
value added to teaching and learning. The Union said that the core function of a
school is to teach and educate youngsters therefore the debate on leadership must
be the relationship between the headteacher, the classroom and those engaged in
teaching and learning. The NASUWT concluded that the PwC report did not
advance the leadership debate any further, had failed to challenge simplistic
assertions made by interviewees, had missed the opportunity to restore
headteachers as lead practitioners and was poorly constructed.
3.31.
The RIG evidence therefore set its own vision for leadership, including the
importance of affirming that school leaders should operate within the ethos and
values of public service. The evidence identified emerging arrangements for
leadership and argued that issues of pay and conditions of service should not be
considered separately from the wider considerations of the contractual framework
and within the same timescale.
3.32.
Only one aspect was recommended for change in 2008. This was in regard
to extending the current STPCD provision which allows a headteacher to be paid
additional remuneration if their school is causing concern to apply to circumstance
where a headteacher supports another school in this position.
3.33.
The RIG evidence also covered the issue of short-notice teachers’ pay to
make sure that the provisions of the STPCD reflected recent changes in legal
provisions with regard to holiday pay.
3.34.
Given the extent and detail of the work to be progressed and the importance
of schools having time to prepare, the RIG advised the Review Body that the
changes should take effect on 1 September 2009.
3.35.
The RIG gave joint oral evidence to the Review Body in December. The
NASUWT was represented by the National President, Chair of the Salaries
Committee, Roger Kirk, and the General Secretary.
3.36.
In November, the NASUWT issued a workload audit to all members in
England and Wales at their home addresses to assess whether currently they
enjoyed a work/life balance, whether their workload had increased since the
the largest UK-wide teachers’ union
NASUWT
National Agreement and whether they were in favour of a return to a national
industrial action campaign to limit workload.
3.37.
The audit was issued in December and in the last four days before the
Christmas break over 9,000 returns had been received. The audit was scheduled
to close on 31 January 2008 to enable the findings to be reported to Annual
Conference 2008.
3.38.
A motion from Annual Conference had identified the need for National
Professional Qualification for Headship (NPQH) to focus on implementation of
statutory provisions. Meetings were held with the National College for School
Leadership (NCSL) at which the issue of the inclusion of the National Agreement
within the NPQH was raised. The NASUWT included these representations in its
responses to the NCSL’s consultations on the review of the NPQH.
3.39.
The NASUWT also secured TDA guidance for newly qualified teachers
(NQTs) advising on contractual entitlements under remodelling. TDA
communications to Initial Teacher Training (ITT) providers on contractual change
and remodelling were also secured. The Union also raised with the TDA cases of
HE providers of ITT failing to incorporate remodelling in their training.
Support Staff Issues
3.40.
To ensure that the provisions of the National Agreement and remodelling
could be taken forward effectively, the progress on support staff issues was a
critical area of work for the WAMG.
3.41.
In September, the Secretary of State announced formally a new working
group to consider support staff pay and conditions of service. Work began on
discussing the structure and membership. The ambition was to have a shadow
working group established early in 2008.
Other Issues Considered by the WAMG
3.42.
Throughout the year the increasing importance of the WAMG and its
influence across the whole DCSF became increasingly evident.
3.43.
Major projects at their early stages of formation were presented to the
WAMG. These included:

real time reporting to parents;

the Making Good Progress pilot;

developments on the 14-19 agenda;

issues relating to School Improvement Partners (SIPs);

safeguarding and vetting procedures;

progress on a number of research projects;

the roll-out of academies and trusts.
Revised Performance Management Arrangements
3.44.
The RIG finalised the arrangements for the introduction of the revised
performance management arrangements in England from 1 September 2007. The
Regulations had been introduced in 2006 with an implementation date of
September 2007 to ensure that schools had an academic year lead in time to
prepare for the revisions.
3.45.
The NASUWT organised a series of national and regional briefings based on
materials prepared by the TDA for the RIG. These supplemented the national
programme of briefings for local authorities and schools organised by the RIG.
3.46.
The RIG issued joint guidance on the revised arrangements and, following
the national and regional briefings, in response to requests from local authorities
and schools, produced a draft model performance management policy which was
the subject of wide consultation prior to being issued in March.
the largest UK-wide teachers’ union
NASUWT
3.47.
The NASUWT issued a commentary on the model pay policy for NASUWT
Representatives and for headteacher members to support the discussions at
school level. The Regulations required governing bodies to seek to agree the
model policy with the trade unions and so such advice was essential. This provided
the opportunity for the NASUWT to promote its policy with regard to lesson
observations and objectives, as this policy was entirely consistent with the RIG
guidance and the Regulations.
3.48.
Regular bulletins giving updates on performance management and
identifying the milestones schools should have reached in preparation for
performance management were issued to NASUWT Representatives and school
leader members. Seminars were held for NASUWT school leaders to support the
introduction of the revised regulations.
3.49.
An NASUWT Performance Management Handbook was developed to
support teachers, reviewers and unattached teachers. A personal copy was sent to
the home address of every member covered by the Regulations.
3.50.
The RIG supported the introduction of performance management by the
production of a series of ‘How to Sheets’ including on creating the right
environment for performance management and addressing issues of equality and
diversity.
3.51.
The NASUWT made every effort to ensure that governors and headteachers
were aware of their statutory obligations. Bulletins, reports and articles in Teaching
Today were issued on performance management in general and on specific topics
such as drop-ins and classroom observation.
3.52.
The National Action Committee made clear its intention to support members
who wished to make a stand against excessive and punitive monitoring and
breaches of the Regulations.
3.53.
A meeting was held with the National Governors’ Association (NGA) to
express the NASUWT’s concerns that governing bodies did not appear to be
fulfilling their statutory obligations on a range of issues including performance
management, contractual provisions, equality duties and health and safety.
3.54.
In addition, in WAMG, when HMCI Christine Gilbert attended a meeting, and
within the consultative meetings with Ofsted, the issue of excessive monitoring and
the impact it was having on teachers’ work and work/life balance was discussed.
3.55.
The Union also pursued the issue of Ofsted gradings for individual lesson
observations. Some schools claimed that this was being required by Ofsted.
Therefore, the WAMG arranged a meeting with the Head of Education Inspection
to clarify the position. She confirmed that Ofsted did not require schools to use
Ofsted gradings for individual lessons and that this was a matter for decision at
school level. Despite this, there continued to be evidence that some Ofsted
inspectors had the expectation that headteachers would grade individual lessons in
this way and put pressure on them to do so.
3.56.
The NASUWT reaffirmed its policy to members that Ofsted gradings were
not required and that the Union would support members who wished to challenge
those schools which used the introduction of the revised Performance
Management Regulations to introduce this practice.
3.57.
The NASUWT issued advice to members through Teaching Today and
through reports and bulletins to schools. The Union also issued a poster to schools
which quoted the Ofsted guidance on gradings of lessons and advised members to
resist OFSTED gradings.
3.58.
The WAMG continued to pursue clearer and more unequivocal guidance
from Ofsted.
the largest UK-wide teachers’ union
NASUWT
3.59.
At the close of the year the emerging issues on performance management
were in relation to evidence that a number of schools had failed to meet the 31
October deadline for carrying out the first planning meeting for teachers, some
schools seeking to implement observation in excess of the three-hour limit for
performance management, inappropriate use of Ofsted gradings and the abuse of
drop-ins.
3.60.
In December, discussions began between the TDA and RIG to revise the
TDA’s evidence collection methodology to secure qualitative information on the
roll-out and impact of performance management, including access of teachers to
Continuing Professional Development (CPD).
Special Schools
3.61.
The Union continued to draw attention to the vital role played by special
schools in the education system and to press for the implementation of policies to
defend and enhance the ability of teachers and other members of the school
workforce in the special school sector to meet the needs of pupils with special
educational needs. Key areas of activity in this respect included additional
submissions to the House of Commons Education and Skills Select Committee
Inquiry into the arrangements for provision of special educational needs support
and contributing to the Conservative Party’s policy review of education on this
issue. Through its work with the DCSF and other social partners, the Union
continued to work for a system of pay and rewards which reflected the demands
and expertise required of teachers working in special and alternative provision.
Supply Teachers
3.62.
Work began on evaluating whether supply teacher members’ needs were
being met through the Union’s services.
3.63.
In order to support this work, the NASUWT surveyed supply teacher
members to ensure that the membership database was up to date. A postcard was
distributed in Teaching Today asking for basic membership details. This proved
highly successful and following the database being updated, a survey was issued
to supply teacher members asking them to identify the major concerns, current
working experiences and the further support they would like from the Union. At the
end of the year the results of the survey were being analysed.
3.64.
Through the TUC, the NASUWT participated in work on agency workers and
argued for more regulation for supply agencies, particularly to ensure that they
provided appropriate training and support and paid supply teachers in accordance
with the STPCD.
3.65.
A number of supply teachers attended the Union’s national consultative
conferences and were given support and advice on issues they raised.
3.66.
A pilot event in the South West Region was organised to trial training and
support for supply teachers. Following the pilot further supply teacher network days
were organised in the South West, the South East and Eastern Regions. Further
events were planned for 2008.
3.67.
It did not prove possible during the year to make as much progress as the
Union would have liked through WAMG and RIG to pursue the recommended code
of practice for employers with regard to supply teachers. This was due to the
extensive programme of work on pay and other contractual issues. This matter will
be pursued in 2008.
School Term Dates
3.68.
In May, the Local Government Association (LGA) Round Table on the
Standard School Year, comprising a broad range of stakeholder organisations,
including the NASUWT, agreed its recommendations for the 2009-10 school year
timetable. This was subsequently published on the LGA website along with the
the largest UK-wide teachers’ union
NASUWT
accompanying statement of principles for agreeing standardised school term and
holiday dates. The principles, which the LGA and the NASUWT agreed in 2004,
are as follows:

start the school year on a September date as near as possible to 1
September;

equalise teaching and learning blocks (roughly 2x7 and 4x6 weeks);

establish a two-week Spring break in early April irrespective of the incidence
of the Easter bank holiday. (Where the break does not coincide with bank
holiday the date should be nationally agreed and as consistent as possible
across all local authorities);

maintain a Summer holiday of at least six weeks except in those local
authorities which historically have had less than six but more than five
weeks;

identify and agree annually designated periods of holiday, including the
Summer holiday, where headteachers are recommended not to arrange
teacher days.
3.69.
The NASUWT and other organisations represented on the Standard School
Year Round Table saw significant benefit in having a school year pattern which is
consistent across local authority boundaries and predictable from one year to the
next. The dates will be published in 2008 once agreement has been reached for
the 2010-11 school year. However, the Union continued to voice concerns about
the confusion and variation caused by local authorities either not following or
varying the LGA dates.
School Funding
3.70.
The Union continued to be represented at meetings of the School Funding
Implementation Group (SFIG) which advises the Secretary of State on school
funding.
3.71.
In addition, the Union also attended SFIG working groups on the funding of
school catering, efficiency, early years, 14-19 and the group considering the
common funding formula review. The working groups focused on detailed
discussions on aspects of SFIG business and informed the policy development
work.
3.72.
During January to March, SFIG gave consideration to the consultation
document on school, early years and 14-19 funding. This was a far-reaching
consultation which sought the views on the proposed methodology for distributing
funding to schools, early years providers and 14-19 providers, from Government to
local authorities, and from local authorities to frontline providers, for the 2008-2011
funding period. The NASUWT, as a member of the group, was able to influence
both the content of the consultation document and the outcomes.
3.73.
The NASUWT made a number of proposals including:

targeting of funding to pockets of deprivation by local authorities;

maintaining the minimum funding guarantee at a level which matches the
average cost pressures over the funding period;

action on excessive balances;

a review of the remit, composition and powers of school forums.
3.74.
Many of these were adopted by Government in setting the distribution
methodology for the funding period.
3.75.
The key outcomes of the consultation were that:

the current spend plus methodology would remain in place until 2011 at
which point a return to a formula spending share would be introduced;
the largest UK-wide teachers’ union
NASUWT

there would be reforms to the funding of 14-19 provision through DCSF and
local authorities rather than the Learning and Skills Council (LSC);

early years provision funding was to be revised;

more emphasis would be placed on personalised learning and more
targeted funding for deprivation to be introduced;

the minimum funding guarantee would be retained and changes to the
administration of centrally held funding and the role and composition of
schools forums to be reviewed.
3.76.
In addition, work commenced on developing the strategic route to
implementing a move to a formula spending share from 2011.
3.77.
In March, the Chancellor made his budget statement and announced that
education was a continuing priority. The announcement detailed the proposed
increase in per pupil funding and the extension of the free entitlement to nursery
provision for all three and four years olds. The Union welcomed the continuing
priority for education but highlighted the ever-expanding list of demands which
were being made on schools and the workforce. In response to the Chancellor’s
reference to maintaining the discipline in public sector pay, the NASUWT pointed
out that if the Government’s policy aspirations were to be met and a world-class
school workforce was to be maintained putting a 2% cap on public sector pay
would jeopardise the agenda.
3.78.
During the course of the second part of the year the main focus of the work
of SFIG was the detailed development of approaches to implementation of the new
funding arrangements aligned to the Ministerial priorities for education. Working
groups and full SFIG considered:

funding in the context of Children’s Services Directorates;

a review of the Direct Schools’ Grant (DSG);

a review of central expenditure limits and the role and constitution of schools
forums;

the operation of an Exceptional Circumstances Grant;

improving data capture;

the funding methodology, securing value for money and efficiency in the use
of school budgets, funding for Diplomas 14-19;

changes to early years and deprivation funding;

the deployment of some specific grants and the introduction of the Financial
Management Standard in Schools.
3.79.
The NASUWT responded to the funding consultations on defining the terms
of reference for the working groups along with measures to improve benchmarking
information and access for schools. The main focus had been on revenue funding
for schools and consequently there had been little discussion on the deployment
and use of capital funding. The NASUWT, however, took every opportunity to
highlight the issue of the negative impact on revenue funding being caused by
some capital project development involving PPP/PFI approaches.
3.80.
In October, the Chancellor announced the pre-budget report in which the
settlement exceeded the budget predictions. Plans were announced for a new
primary school in every local authority and additional funding was allocated to
support more personalised learning. Having generally welcomed the
announcement, the NASUWT warned that despite the additional funding schools
would have to look carefully at their priorities and that as there were no signs of the
pace of change abating pay, working conditions and job security must be top of the
list of priorities if the Government’s ambitions to raise standards were to be
realised.
the largest UK-wide teachers’ union
NASUWT
3.81.
In November, the Minister for Schools and Learners, Jim Knight, announced
the school funding settlement.
3.82.
The NASUWT observed that there were no surprises in the statement as it
had been clear from the pre-budget statement and the Comprehensive Spending
Review announcement that whilst education remained a priority for the
Government the increase in education spend would be less than in previous years.
3.83.
There was a minimum 2.1% funding guarantee and the Union made it clear
that it would oppose vigorously any attempts by schools or local authorities to
make efficiency savings at the expense of teachers’ pay, working conditions or
jobs. Although the funding settlement was tighter, the Union maintained that it did
not merit such measures. The NASUWT also stated that the Government would
have to tailor its ambitious expectations in line with the settlement.
3.84.
Disappointingly, Ministers failed to pursue a surcharge on excessive schools
balances. The Union objected to this change of intention in the strongest possible
terms. The NASUWT had campaigned for years on excessive balances and had
supported fully the DCSF’s proposals. The General Secretary wrote to the Minister
stating that the amount of underspend in some school balances was not the
prudent financial management that some would claim but the unacceptable
stockpiling of public money with the associated deprivation of youngsters of their
full, in-year per capita entitlements. The General Secretary asserted that some
amounts were scandalous, particularly in the light of some schools failing to
implement in full the contractual provisions, denying support staff their appropriate
pay and grading and withholding legitimate payments from teachers undertaking
additional responsibilities.
3.85.
The Minister responded by saying that the DCSF would now monitor the
balances over the current spending review period and, if the balances remained
unacceptably high, would take action in 2011.
3.86.
At the NASUWT Annual Conference in April the Report School Funding was
adopted. This set the Union’s policy agenda for funding across the UK and was
used to inform the Union’s representations in all of the nations.
3.87.
The Report set out the current arrangements for school funding, confirmed
the need for a national framework for school funding and set out an NASUWT tenpoint framework of expectations and conditions for determining the
appropriateness and effectiveness of school funding mechanisms.
3.88.
The Report was widely circulated including to the Secretary of State, the
Treasury, appropriate Ministers in devolved administrations and to senior officials.
It was also used as a basis for responses to a number of consultations connected
to school and Children’s Services funding. It was a key reference document for the
Union’s representatives on the SFIG.
Private Sector and State Education
3.89.
Throughout the year, the NASUWT continued to promote the NASUWT
Report Private Sector and State Education, adopted at Conference 2006.
3.90.
The Report had been distributed to all key Government Departments
including the Prime Minister’s Office and the Treasury and followed up with
meetings. The Prime Minister instructed officials to meet with the NASUWT and
discuss the Union’s concerns as a result of the Report being sent to him. The
Report proved a very useful vehicle for engaging in debate and for influencing
policy direction as a result of its reasoned, thoughtful, practical and pragmatic
approach to the issues.
3.91.
Specific work was undertaken on the academy schools programme. Catalyst,
the left of centre think-tank, was commissioned by the Union to undertake research
and Academy Schools: Case Unproven was published.
the largest UK-wide teachers’ union
NASUWT
3.92.
The NASUWT worked jointly with the TUC in working groups on academies
and also participated in the Stand Up for Public Services Lobby of Parliament at
which the General Secretary was one of the keynote speakers. The TUC, in
collaboration with the NASUWT and other affiliated unions, published a major
report, A New Direction – a review of the school academies programme. The
Deputy General Secretary spoke at the launch of the Report organised in London.
3.93.
The Union organised a national public sector accountability conference
which featured academy schools and reiterated the values and ethos of public
service. The Conference was addressed by HMCI Christine Gilbert, the DCSF
Director of National Strategies, Andrew McCully, the NASUWT General Secretary
and a range of speakers from other organisations and affiliated unions.
3.94.
Given that initially the major concentration of academies was in London, a
seminar/workshop for London activists was organised. The General Secretary
addressed the seminar and during the day workshops were held on issues related
to the academy programme, including TUPE transfer.
3.95.
The General Secretary gave evidence to the Ken Purchase MP/AntiAcademies Alliance House of Commons Inquiry. The Anti-Academies Alliance
Report of the session was scheduled to be published in 2008.
3.96.
The main thrust of the evidence was that although on many aspects of
education policy the Government’s track record was to be applauded, particularly
with regard to pay, improvements in working conditions, record levels of investment
and unquestionable commitment to tackling disadvantage and inequality, the
NASUWT shared the growing deep unease, and opposition, across the trade union
movement and beyond, to some of the Government’s key policy strands.
3.97.
The flagship academies programme was highlighted in the evidence as an
example of this because it embodied all that concerned the NASUWT about the
Government’s direction of travel on public services, exemplifying the emergence of
marketisation and privatisation policies which promote a range of alternative
providers, open up public services to commercial activity and sponsorship and
hand previously public assets over to private sponsors and companies.
3.98.
The fact that the NASUWT had never opposed per se the involvement of the
private sector in education as a provider of services was emphasised but it was
pointed out that in recent years the involvement of the private sector in state
education has broadened far beyond this into the employment of staff,
management of services and ownership of previously public assets. The
academies were a key example of this direction of travel but were in essence part
of a crucial wider debate on the provision of public services.
3.99.
Reference was made to the NASUWT’s research Academy Schools: Case
Unproven which demonstrated that to date there is little to indicate that the huge
investment in academies is having an equal impact on raising standards. The TUC
research was also referenced.
3.100.
It was asserted that academies are based on a flawed premise that passing
to private sponsors the ownership of a school building, its grounds and facilities,
investing in sponsors the power to hire and fire staff and set their own pay levels
and conditions of service and apparently seeking to replicate the independent
sector, which has itself many difficulties and inadequacies, would raise standards
and tackle disadvantage. For this, local democratic accountability had been
severed and risks had been incurred to the public purse.
3.101.
It was stated that the time has come for the Government to pause for thought
and reflect on this programme, because of their potential impact on the state
education service which is about ensuring a just, democratic and inclusive society.
the largest UK-wide teachers’ union
NASUWT
3.102.
In pursuance of the NASUWT policy on academies, the Union supported as
requested all local campaigns and national speakers were provided at all local,
regional and national public rallies when requested.
3.103.
The NASUWT held regular meetings with Lord Andrew Adonis who has the
Government brief for academies. Academies were a standing item on the
NASUWT’s keep in touch meeting agendas with Ministers and with the Academy
Unit in the DCSF. Issues of principle and individual concerns were raised and
discussed. This dialogue resulted in positive intervention by officials to the benefit
of NASUWT members in a number of difficult circumstances in academies.
3.104.
The NASUWT secured a presentation on academies and trusts by Minister
Jim Knight and the Schools’ Commissioner, Sir Bruce Liddington, to the WAMG.
The Union raised a number of issues of concern at the meeting and followed up
the discussions with a letter to the Minister on the inadequacy of TUPE and the
need for an agreed national protocol on how it should operate. At the close of the
year the Minister had replied agreeing to a meeting between the NASUWT and
DCSF officials to discuss this.
3.105.
The NASUWT National Action Committee was prepared to support industrial
action to challenge not only adverse terms and conditions in academies proposed
by sponsors but also the establishment of academies.
3.106.
Information leaflets were produced on academies and a database
maintained at NASUWT Headquarters monitoring all aspects of the academies but
particularly pay, conditions of service and union recognition. The issues emerging
in the review of the information received were raised with Ministers, including
successive Secretaries of State.
3.107.
Building on the experience gained in the early phase of the academy
programme, a resource pack containing information on campaigning and
consultation in relation to academies was compiled and was issued to all local
secretaries in December.
3.108.
Casework experience produced a bank of materials on contractual issues,
TUPE transfer and recognition to inform the development of an information pack.
At the close of the year, work was underway on this and to standardise and issue
templates for materials for local campaigns based on material which has been
used successfully at local and regional level.
3.109.
Appropriate information was issued on a regular basis to NASUWT
Representatives, local activists and members about academies and trusts through
bulletins to schools and in Teaching Today.
3.110.
Although when Gordon Brown became Prime Minister he restated the
Government’s commitment to the target of 400 academies, the Secretary of State
for Children, Schools and Families, Ed Balls, made a number of announcements
which indicated there may be a changing attitude to academies.
3.111.
These changes include:

application of the National Curriculum;

enforcement of adherence to the fair code of admissions;

inspection by Ofsted;

inclusion in the local behaviour partnerships to ensure that they are taking
their fair share of excluded pupils;

removal of the £2m sponsorship requirement and encouragement of links
with HE rather than business.
3.112.
The lobbying by the NASUWT had been instrumental in securing some of
these changes.
3.113.
Regrettably there was no movement on the application of the STPCD to
academies.
the largest UK-wide teachers’ union
NASUWT
3.114.
At the close of 2007, the Prime Minister’s Delivery Unit announced a review
of the academy programme.
3.115.
The Union sought to engage in collective negotiation with academy
sponsors. Meetings were held throughout the year with the United Learning Trust
(ULT) Joint Negotiating Committee (JNC) to discuss terms and conditions of
employment in ULT academies. During the course of those meetings agreement
was reached on a 2.5% pay increase for ULT staff with effect from September
2007 and for three-year safeguarding in line with the provisions of the STPCD. The
JNC also considered and agreed amendments to a number of personnel policies
and procedures for use within the ULT Group and United Church Schools Trust
(UCST) schools including policies on redundancy and redeployment, recruitment
and selection and absence management. A consultative forum for principals and
staff representatives from all of the ULT academies was held in July at Wadenhoe
in Northamptonshire.
3.116.
In September, meetings began with Oasis, a sponsor of three academies
and which had seven others at the expression of interest or feasibility stage. Oasis
stated it will be using the STPCD and Burgundy Book conditions for staff.
Negotiations began on other policies and procedures.
3.117.
Tentative contacts were also made with ARK.
3.118.
The NASUWT was successful in drawing up a number of agreements with
management in individual academies, granting the NASUWT recognition and
negotiating rights. A bulletin specifically for teachers in academies was introduced.
Extended Schools
3.119.
At the end of June, the DCSF published the updated Extended School
Prospectus. Through its work with the DCSF the NASUWT was able to ensure that
the prospectus continued to emphasise the ministerial commitment secured by the
Union that the overall workload of teachers and headteachers must not increase as
a result of the extended services agenda. The Union continued to work to ensure
that practice on the ground adheres to the principles set out in the Prospectus,
particularly where schools established extended services in advance of the
development of central guidance. The monitoring of the implementation of the
extended services agenda, informed by feedback from members, remained a key
priority for the NASUWT in its work with the DCSF. This involved the identification
of case studies of effective practice where such services have been introduced in a
way consistent with the established policy position of the NASUWT.
3.120.
To support this work further, the NASUWT issued advice to members that
emphasised the Union’s priorities in relation to extended services. A position
statement on this issue was also produced.
Northern Ireland
3.121.
The NASUWT made a claim for the implementation of the National
Agreement to be included in the priorities for the Department of Education. This
issue was pursued at meetings with the Department, employers and politicians.
3.122.
As part of the pay claim made to the Minister in November the Union made a
detailed case for improvements in conditions of service. The Union’s claim
highlighted the fact that all evidence shows that if teachers are to deliver higher
standards of education then they need to be free to focus on their core role of
teaching and leading and managing teaching and learning.
3.123.
The Union argued that, therefore, a number of changes were needed
including:

the transfer of administrative and clerical tasks away from teachers ;

strategies to bring downward pressure on working hours and workload;

•
time in school sessions for leadership and management time;
the largest UK-wide teachers’ union
NASUWT

enforcement of existing contractual provisions on cover and the extension of
this provision to all teachers;

guaranteed planning, preparation and assessment time in the timetabled
teaching time;

removal of the duty to invigilate regardless of the exam board used.
3.124.
In May the NASUWT conducted an opinion survey of members designed to
establish teachers’ priorities for improvements to conditions of service and to
establish what if any action they were prepared to take. 93% of those responding
were willing to take some form of action and a slight majority, 58%, were prepared
to support strike action.
3.125.
The Union also continued to press its claim for a guaranteed placement for
all beginning teachers in their first year to provide a supported and stable start to
their career.
Other Conditions of Service Issues
3.126.
The Employers initiated discussions on introducing a ‘rolling sick year’ and a
change to 1993 Regulations on sick entitlement. The NASUWT continued to
pursue its policy of having a fair and transparent system.
3.127.
The Department of Education began preparing guidance on redundancy
selection criteria to take into account age discrimination legislation and committed
to a review of the process during 2007-2008.
3.128.
The NASUWT considered proposals from the employers to give headship
time (one day) and PPA (half a day) to reduce bureaucratic burden. A business
case was prepared that would cost from September 2007 to March 2008 £2.3m
and from April 2008 to March 2008 £4.1m.
3.129.
The Employers also proposed a procedure to provide mediation in schools
from the Labour Relations Agency (LRA) at no cost to schools. The NASUWT
questioned the value of this procedure.
3.130.
A review of the Professional Review of Staff Development (PRSD) was
undertaken. Employers and unions agreed that the scheme had been a success
since its implementation in 2005 and that only minor alterations were necessary.
The revised scheme was issued in October.
3.131.
The NASUWT held meetings with the Department of Education’s Permanent
Secretary and representatives of the employers to forward the policies of workforce
reform, area-based planning, sustainable schools and the establishment of a single
education authority.
3.132.
Alternative Education Provision (AEP), teachers were faced with inequalities
in pay, conditions of service and access to training.
3.132.a.
parity on Pay and Conditions of Service and the NI workload survey;
3.132.b.
the unemployment of NQTs and a request for a guaranteed first year
of employment;
3.132.c.
Social Partnership;
3.132.d.
Rationalisation of Schools;
3.132.e.
Education Skills Authority.
Funding
Comprehensive Spending Review (CSR)
3.133.
The outcome of CSR was produced in the Autumn. The Northern Ireland
block grant was increased by £600m over three years and would be a real increase
of 1%.
3.134.
The Department of Education priorities included:

Equality of Education – early years;

raising standards and reducing differentials;

enhance skills and employability;
the largest UK-wide teachers’ union
NASUWT

fit for purpose school estate;

reform of education and administration.
Scotland
3.135.
The NASUWT continued to have increasing concerns that contractual
entitlements of teachers were continuing to be eroded.
3.136.
The NASUWT was concerned that significant numbers of teachers were
being required to cover for absent colleagues over and above the contractual
limits, resulting in teachers working more than their contracted 35 hours and not
receiving their full allocation of planning time.
3.137.
The Union began the process of investigating the extent to which the limit on
cover was being breached by contacting local authorities and schools to request a
copy of the cover arrangement in their area with a view to undertaking a campaign
to protect members’ rights.
3.138.
In the pay claim submitted to the SNCT, the NASUWT raised a number of
conditions of service issues. The Union stated that whilst ‘A Teaching Profession
for the 21st Century’ (McCrone) was the first in the UK to make changes to
improve teachers’ conditions of service, designed to enable them to focus on
teaching and learning, and it began the drive to secure higher salaries for
classroom teachers, its benefits were now being eroded. The Union pointed out, for
example, that evidence demonstrated that there is still more to be done as the
average hours a teacher works remains at 45 hours per week.
3.139.
The NASUWT continued to contribute to the work programme of the SNCT.
The SNCT Handbook of Conditions of Service was issued in its final form in August
2007.
3.140.
Consideration was also given to the operation of the Preference Waiver
Scheme. This Scheme is offered to NQTs when they are applying for their
induction post. Every student is given a choice of five local authorities in which they
would wish to work and guaranteed a place in one of them. An NQT can, however,
elect not to choose authorities and to take pot luck. In exchange they are paid
£6,000 in three stages during the year over and above their probationary year
salary. Having reviewed the scheme, which had gone some way to alleviating the
problems of recruiting to rural schools, it was agreed that this would remain in
place for the time being but that it would need a further review as the numbers had
risen in those selecting to go to the more outlying areas.
Class Sizes
3.141.
Discussions continued in the SNCT on practical class sizes and concerns
that local authorities were using an average number rather than specifying 20 per
class.
Job Sizing
3.142.
The SNCT Conditions of Service Working Group began a review of job-sizing
arrangements.
Classroom Assistants
3.143.
The findings of the Equal Opportunities Commission’s (EOC) investigation
into the role and status of classroom assistants in Scotland was launched at an
event held in Edinburgh in May. The NASUWT represented all of the Scottish
teacher unions. The local authorities declined to send a representative.
3.144.
There were ten recommendations detailed in the Report covering a range of
issues including low salary and status and lack of career progression.
3.145.
The EOC set a vision for the future:

all classroom assistants to receive equal recognition for the demands and
responsibilities of their work with other male dominated jobs of equal value;
the largest UK-wide teachers’ union
NASUWT



the role each classroom assistant plays in contributing to the education and
learning process to be recognised and rewarded fairly and appropriately;
the levels of knowledge and skills required to undertake the range of support
for learning tasks that many classroom assistants evolve into, to be officially
recognised through a career and qualification structure. This structure will
allow classroom assistants to demonstrate their knowledge and skills at the
same time as securing the highest standard of education in Scottish
schools;
the only way in which change will happen is if there is a concerted effort of
all involved – classroom assistants, teachers, unions, local authorities and
Government.
The NASUWT welcomed the Report.
3.146.
Wales
3.147.
Conditions of service in Wales were covered largely by the work of the
WAMG, detailed previously in this section. Wales specific actions were taken to
secure full implementation of all the contractual provisions as there was emerging
evidence that implementation and sustainability were more precarious than in
England.
Performance Management
3.148.
Despite representations from the NASUWT the Welsh Assembly refused to
announce any plans to review the performance management regulations in line
with the revised arrangements in England. The Union pointed out the problems that
were likely to result with the application of the provisions of the School Teachers’
Pay and Conditions Document in relation to pay.
Teachers’ Professional Standards
3.149.
The Union continued to protest about the professional standards introduced
by the General Teaching Council (Wales) (GTC(W)) and the lack of access to
professional development due to the allocation of funding for a significant part of
teachers’ CPD to the GTC(W).
Key Stage 2 and 3 Assessment Arrangements
3.150.
The NASUWT had warned the Welsh Assembly that that the abolition of the
SATs had the potential to add to the workload burden of teachers and
headteachers. The details of the NASUWT’s response can be found in the
Education – Wales Section of this report.
Funding
3.151.
The Welsh Assembly Government announced the funding settlement for
local authorities. The Assembly claimed that the settlement represented a 4.3%
increase on the previous year’s settlement. Additional money was announced for
education in recognition of the increasing costs of special educational needs.
3.152.
The NASUWT continued to express its concerns that the funding allocation
and distribution system lacked transparency and clarity with schools often finding
themselves caught between the Assembly and local authorities when problems
arose.
3.153.
The NASUWT expressed concerns about the level of reserves within Welsh
schools’ budgets, £72 million at the end of March 2006, the equivalent of £152 per
pupil. Although this was a decrease of 8% over the previous year, reserves in
primary schools accounted for £44.6 million or 62% of the total.
3.154.
Whilst 158 primary schools, 39 secondary schools and five special schools in
Wales had negative reserves totalling £5.5 million at the end of March 2006, the
remaining 1,653 schools had positive reserves at the end of March 2006; 360 of
which had reserves in excess of 10% of their total delegated expenditure.
the largest UK-wide teachers’ union
NASUWT
3.155.
The NASUWT did not believe this financial position was prohibitive to
implementing contractual change as was often claimed by schools and local
authorities.
Health and Safety – All UK
3.156.
The NASUWT continued an extensive programme of work on health and
safety issues in pursuance of ensuring that all of the commitments in the
Advancing Health and Safety Report carried at Annual Conference 2006 were
taken forward.
3.157.
Five surveys were carried out. These were:

Bullying, Harassment and Personal Safety;

Working Environment;

Accidents and Health and Safety Management;

Health and Safety Co-ordinators;

School and College Leaders.
3.158.
The surveys identified a catalogue of failure on safety issues in schools and
colleges which placed staff and pupils at risk. It was evident from the responses
that some schools placed a low priority on health and safety and exposed a wide
range of serious problems. A significant number of schools were failing to conduct
regular fire drills. Checks of workplace hazards were not conducted regularly and
not enough was done to prevent accidents or safeguard staff and pupils from
exposure to asbestos or fire.
3.159.
The first three surveys were published and distributed at Annual Conference
in April.
3.160.
All of the reports were widely circulated. The General Secretary wrote to the
Secretary of State, Alan Johnson, about the findings of the surveys. He accepted
that the Government had a key role to play in addressing these issues and stated
that there were already proposals being discussed for a forum in which the issues
could be taken forward.
3.161.
Copies of the surveys were sent to appropriate Ministers, key officials in the
DCSF, the TUC, the Local Government Employers (LGE) and the Health and
Safety Executive (HSE). They were also used selectively in the nations to support
specific representations.
3.162.
A meeting was held with the LGA to discuss how observance of health and
safety legislative and regulatory provisions could be secured in schools. The LGA
was provided with copies of the Union’s Advancing Health and Safety Report and
the survey outcomes. The issue of excessive temperatures in classrooms was
raised.
3.163.
The LGA agreed to consult their members on safety committees in schools,
recording of assaults on staff, and all the other issues the NASUWT had raised.
They also agreed to have a further meeting with the NASUWT and to include a
contribution from the NASUWT in an LGA national conference on School
Improvement planned for early 2008.
3.164.
The General Secretary wrote to the Secretary of State for Work and
Pensions to raise concerns about the proposed cuts to the budget of the HSE and
subsequent expected reduction in the HSE’s workforce.
3.165.
The General Secretary also wrote to the HSE raising issues on:

statutory enforcement of health and safety provisions;

including abuse of technology in Health and Safety at Work (HASAW)
audits;

recording of assaults;

excessive temperatures in schools.
the largest UK-wide teachers’ union
NASUWT
3.166.
With regard to the issue of excessive temperatures, representations were
made to the Government to take this into account in new builds under the Building
Schools for the Future (BSF) Programme. The issue was also raised in the TUC
Health and Safety Forum.
3.167.
In pursuance of the issue of class sizes for practical subjects, the Union
raised the issue with relevant Government Departments and the HSE. As part of
the update of health and safety training courses, the issue of class size was
included and risk assessment advice was issued to NASUWT Representatives.
3.168.
The Union also worked with the HSE on the Asbestos in Schools Consortium
of Local Authorities Special Programme (CLASP) Working Group to address the
issue of potential asbestos fibre release in CLASP system built schools and to
issue advice to schools and local authorities.
3.169.
The Union lodged objections with the Government on its changes to the
regulations on radioactive materials in schools.
3.170.
Work began on reviewing all of the Union’s publications on health and safety.
The revised Health and Safety Representatives’ Handbook was published and
regular Health and Safety Bulletins issued.
3.171.
The Union produced materials for schools for Health and Safety
Representatives to advertise a meeting for the European Health and Safety Week
and a workplace inspection on National Inspection Day in October.
3.172.
The NASUWT continued to support the work of the UK National Work-Stress
Network and once again printed the Network’s information booklet and hosted its
annual conference at the Union’s national Headquarters.
3.173.
The Union increased its active involvement in the National Work Hazards
Campaign. The NASUWT sponsored and was represented at the UK National
Hazards Conference, held in Manchester.
3.174.
The Union organised the sale of Workers’ Memorial Day purple ribbons and
gave the proceeds to the Simon Jones Memorial Campaign.
3.175.
Work continued with the DCSF to address the avoidable risks associated
with educational visits which the Government had agreed to address. The
NASUWT was represented at meetings of the Educational Visits Advisory Council
and met with DCSF officials during the development of the Learning Outside the
Classroom Manifesto in which many of the avoidable risks identified by the
NASUWT were addressed. The NASUWT gave formal support to the Manifesto as
a result of this. The NASUWT was involved in the development of a safety badge
scheme for providers of learning opportunities outside the classroom.
3.176.
The Union was also represented on the programme development group
established by the National Institute for Clinical Excellence (NICE) to consult on
developing guidance for primary care and employers on the management of longterm sickness and incapacity.
3.177.
Further information on health and safety is in the Equality and Training
Section of this Report.
Pupil Behaviour
3.178.
Pupil behaviour continued to be a key priority for the Union throughout the
year.
3.179.
The NASUWT continued in membership of the Ministerial Stakeholder Group
on pupil behaviour which addressed during the year:

the increased powers to discipline;

anti-bullying strategies, including cyberbullying;

exclusion regulations and guidance;

offensive weapons;

public perceptions of pupil behaviour in schools.
the largest UK-wide teachers’ union
NASUWT
3.180.
The Union continued the development of professional training courses for
members on pupil behaviour.
3.181.
The Union piloted a revised behaviour management course to equip
members with a range of practical skills to deal with problematic behaviour within
the classroom with sessions looking at motivating pupils, the appropriate use of
language, promoting positive behaviour, understanding anger and dealing with
violence. The Union acquired the services of a behaviour management consultant
to develop the course into a professional suite of courses adapted for new and
beginning teachers, experienced teachers, school leaders and whole school
institutions.
3.182.
In July, the Union welcomed the announcement by the DCSF of additional
funding for the Social and Emotional Aspects of Learning (SEAL) programme.
Members had given very positive feedback on the programme which aimed to
support and reinforce good behaviour and reinforced a long held principle of the
NASUWT that without positive and constructive attitudes to learning, pupils will
never be able to achieve their full educational potential. There was criticism from
some quarters that it was just about teaching good manners but the NASUWT
challenged this by stating that this was not only wide of the mark but that courtesy
and consideration were important elements of appropriate pupil behaviour. The
Union also reinforced parental responsibility stating that whatever happened in
school, parents are the first educators of their children.
3.183.
The Union continued to support members who were facing highly disruptive
and violent pupils or persistent low-level disruption and the details of the industrial
action authorised is in the Organising Section of this Report.
3.184.
Surveys by the NASUWT nationally, locally and regionally and by some local
authorities showed the continuing disturbing trends of verbal abuse of staff.
3.185.
The Union continued to call for the abolition of independent appeals panels
but also highlighted increasing concerns about governing bodies who were not
supporting the professional judgement of teachers and headteachers in disciplinary
matters.
3.186.
The Union raised with the Minister Kevin Brennan concerns about the impact
of the six-day inclusion rule and there was an undertaking that this would be
monitored and reviewed.
3.187.
The Union’s highly sought after information and advice pack on behaviour
management was reviewed and updated to include all recent guidance and
regulatory changes and reissued.
3.188.
A number of pieces of research related to behaviour management were
commissioned by the Union and these are listed in the Section of the Annual
Report on Major Projects, Research and Surveys.
3.189.
The Union’s work on pupil behaviour was also linked with the continuing
campaign to ensure that schools remained safe and secure places. The
NASUWT’s suggestion of random airport-style checks for offensive weapons
gained ground and was reinforced by the DCSF and the Home Office. The
NASUWT gave a cautious welcome to the School Crime Barometer Research
which was carried out for building and security management specialists TAC.
Whilst the research confirmed the Union’s evidence regarding the impact of pupil
indiscipline on staff, it exaggerated the notion of schools being ‘under siege’.
3.190.
In April, the Government announced new measures to tackle pupil
indiscipline as part of the Education and Inspections Act.
3.191.
The NASUWT welcomed the fact that if there had ever been any doubt that
teachers and headteachers had the right to discipline pupils these provisions
removed these.The Union felt that the legislation and regulations sent a powerful
the largest UK-wide teachers’ union
NASUWT
message to parents and pupils who were inclined to challenge the authority of the
school.
3.192.
The NASUWT welcomed particularly the right given to schools to discipline
for incidents off-site adding that schools could now be confident of their right to
challenge youngsters who bully others on the journey to school, behave
inappropriately on public transport and used technology to abuse staff.
3.193.
The Union was pleased to note that its representations to have specific
reference in behaviour policies to disciplinary sanctions against those pupils who
made false and malicious allegations against staff were adopted.
3.194.
In May, the Government introduced a provision in legislation to enable
schools to conduct searches for offensive weapons. The NASUWT welcomed this
development and stated that, used together with the random airport-style security
checks and the new provisions on pupil behaviour, this would provide schools with
a menu of strategies they could access to enable them to continue to maintain high
standards of safety, good order and discipline. The Union also welcomed the fact
that in introducing the provision for schools to conduct searches the Government
had taken seriously the representations from the NASUWT and removed any
expectation that teachers and headteachers would carry out the searches
themselves. Although it was unlikely that the majority of schools would have to use
these measures, the NASUWT asserted that all schools would need to consider
how they would be incorporated into their school security and discipline policies
and that there was a clear role for local authorities and the local police in
supporting schools in this process.
3.195.
In July, the Secretary of State announced that in its drive to support teachers
to tackle pupil indiscipline, particularly low-level disruption, it would ask Ofsted to
include this in inspections. The NASUWT asserted that the strong statement that
the Government would not tolerate low-level disruption would resonate with
teachers but the Union remained to be convinced that Ofsted was the best way to
secure high standards of behaviour.
Student Voice
3.196.
In May, in response to an increasing number of concerns raised by
members, the NASUWT issued an advice bulletin to NASUWT Representatives
and information in a position statement and in Teaching Today on the way schools
were interpreting the concept of student voice.
3.197.
The Union supported the concept of student voice which encourages
learners to take greater responsibility for their own progress and achievement and
gives them the skills and abilities necessary to learn with greater independence
and pointed out that this was an integral part of the effective teaching and learning
strategies that teachers regularly employed.
3.198.
The Union pointed out, however, that in some schools the concept was being
extended into strategies which involved little more than opinion surveying of pupils
and engaging them in a way which deprofessionalised and disempowered
teachers. Some schools had introduced involvement of pupils in interviewing for
staff for new posts and promotions, others had trained pupils to undertake
classroom observation. The NASUWT asserted that the important concept of
student voice was in danger of being distorted by strategies which struck at the
heart of what constitutes an appropriate pupil/teacher relationship. The Union said
that it was all too common for teachers to be afforded fewer rights and entitlements
and less professional respect than other professions simply because they work
with children. Teachers are responsible and accountable for pupil progress and
outcomes and therefore teachers and students should have a voice but the last
word must remain with the teacher.
the largest UK-wide teachers’ union
NASUWT
3.199.
The National Action Committee pledged support for members who wished to
challenge and oppose inappropriate student voice strategies.
Cyberbullying
3.200.
The Union identified as a result of its highly successful seminars on
prejudice-related bullying that there was a growing and significant problem with the
use of technology to bully and harass staff and pupils.
Mobile phones were being used to take pictures of teachers in classrooms and
distorted images were then transferred to the phones of other pupils in the school
and uploaded onto the the Internet to websites such a YouTube and Bebo.
3.201.
The Union asserted that these websites not only extended the opportunity for
pupils to humiliate teachers by providing the facility to post insulting comments and
distorted images, they actively encourage such abuse. The Union pointed out that
the pupils were afforded anonymity while the teachers were named, exposed to
ridicule and subjected to false and malicious allegations. Their self-esteem and
sometimes their health suffered and publicly available derogatory remarks about a
teacher’s practice left them vulnerable to damage to their careers, if current and
prospective employers trawled the sites.
3.202.
In May, the NASUWT opened an online survey to seek to gauge the extent
of the problem and in five days almost 100 cases had been logged.
3.203.
The General Secretary wrote to the Minister, Jim Knight, enclosing a
summary of the cases and made the point that:

the websites were causing untold distress and trauma to teachers;

there are teachers who had no idea they were listed on the sites and have
subsequently discovered very unpleasant comments about themselves;

there were teachers who were too nervous to even look at the comments.
3.204.
The Union suggested a range of actions including how anonymous
allegations posted on sites were being handled by schools, legislative change and
improved redress for victims.
3.205.
The NASUWT also renewed its call for the anonymity of teachers who are
the subject of allegations of abuse made by pupils, pointing out that the explosion
in websites which exposed teachers to allegations and ridicule made the case for
entitlement to anonymity even stronger.
3.206.
The NASUWT was invited to join the Task Group set up by the DCSF to
discuss these issues with website and mobile phone providers. Whilst the Union
was pleased to join the Group it remained sceptical that self-regulation by
providers would in any way alleviate the problems.
3.207.
In June, the NASUWT called for mobile phones to be classed as potentially
offensive weapons. The Union pointed out that the Internet sites were often fed by
pupils’ misuse of mobile phones and called for action to be taken to prevent their
use by pupils during school sessions. The Union also called for the outlawing of
school policies which request or require teachers to disclose their personal mobile
numbers or e-mail addresses to pupils.
3.208.
In response to the NASUWT, the DCSF incorporated strengthened
provisions in its guidance to schools issued in September on cyberbullying and in
its guidance of pupil indiscipline made specific provision for sanctions to be taken
against pupils who made false allegations against teachers.
3.209.
To support the Union’s call for legislative change and for further support to
tackle cyberbullying, the NASUWT launched a cyberbullying campaign. The focus
of the campaign was to turn the technology into a positive vehicle for tackling
cyberbullying. Mobile phone charms and wristbands with a distinctive logo and the
slogan ‘Stop Cyberbullying’ were produced and distributed. A dedicated web page
which enabled teachers to sign up for the campaign and also to tell their
the largest UK-wide teachers’ union
NASUWT
experiences was established. Posters and information were distributed to schools
and major articles on the issue were carried in Teaching Today.
3.210.
At the close of the year the campaign was receiving growing support.
4. Education
England
Early Years and the Foundation Stage
4.1. The NASUWT was consulted on proposals to extend the ability of parents and
settings to apply for exemptions for the Foundation Stage to the new Early Years
Foundation Stage (EYFS). The Union welcomed the extension of this provision and
also the Government’s confirmation that where a setting in the private, voluntary or
independent sector was unable to meet its requirements under the EYFS, it should
not receive state funding. The Union called for effective procedures to be put in
place to ensure that parents seeking alternative provision in such circumstances
would not create unacceptable burdens on other providers due to increases in
pupil numbers.
4.2. The Union engaged in consultation with Government on draft statutory guidance on
the Early Years Outcomes Duty. This sought to place a responsibility on local
authorities, primary care trusts and Strategic Health Authorities to work in
partnership to reduce inequalities and improve the five Every Child Matters
outcomes for all children from birth to five. The Union stressed the need for the
distinctive role of teachers and specialist education settings to be protected in the
development of collaborative structures to improve outcomes for young children.
The NASUWT also warned against the increasing encroachment of an expressly
target-driven approach to quality improvement in the early years sector.
4.3. Figures released by the DCSF in October served to highlight the increasingly highstakes nature of data generated by the Foundation Stage Profile (FSP). All settings
providing places for young children funded by the Government through the
entitlement to Early Education continued to be required to submit their FSP scores
to their local authority. However, the sharpened focus by the Government in
respect of the use of aggregated FSP scores to make judgements about standards
in the early years across the system as a whole and about the performance of
individual local authorities became an increasing area of concern. The NASUWT
expressed serious reservations about the use of FSP scores in high-stakes
accountability contexts given that it involved using the Profile for a purpose which it
was not designed originally. The Union continued to monitor the impact of the
increased focus on FSP scores on the workload and wider working conditions of
teachers working with pupils in the Foundation Stage.
Key Stages 1 and 2
4.4. Attention remained focused on the operation of the Intensified Support Programme
(ISP) managed by the Primary National Strategy (PNS).
4.5. The aim of this programme was to support schools with Key Stage 2 test results in
English and mathematics below a ‘65% at Level 4’ floor.
4.6. The Union continued to express concerns that some local authorities had not
understood the demands faced by schools in such circumstances and were placing
additional workload and bureaucratic burdens on schools as well as pushing for an
increase in lesson observations and scrutiny of teachers’ work under cover of the
ISP. The guidance on the ISP made clear that this is not appropriate and the PNS,
having had the matter brought to its attention, undertook to make sure that
Regional Strategy Officers made this very clear to local authorities within their
area. The NASUWT raised its concerns about the programme with relevant
officials at the DCSF and continued to monitor the operation of the ISP carefully.
the largest UK-wide teachers’ union
NASUWT
4.7. The Union made clear its concerns in relation to the lack of guidance produced by
the PNS to support the introduction of the new literacy and mathematics
frameworks.
4.8. The stated purpose of the new frameworks was to reduce prescription on teachers
by limiting the number of learning objectives and providing greater degrees of
support for the exercise of teachers’ professional expertise through the provision of
advice and guidance. Without such support, the Union maintained that there was a
danger that schools would feel under pressure to produce their own schemes of
work from scratch without an effective basis from which to start. This would
undermine the principles upon which the 2002 joint OFSTED/Qualifications and
Curriculum Authority/Department for Education and Skills guidance on planning in
the primary phase was based and is inconsistent with aims underpinning the
remodelling agenda. The NASUWT raised its concerns with the DCSF and other
relevant official agencies and bodies and secured a commitment to further dialogue
to examine this issue in more detail.
4.9. The revised programmes of study for reading at Key Stage 1 came into effect in
September as a result of the recommendation of the Rose Review of Phonics
which reported in March 2006.
4.10.
While the changes to the programmes of study were relatively minor in
nature, the Union remained alert to the potential implications of the changes for the
working conditions and the exercise of professional discretion by teachers. In
particular, the effectiveness of the materials and guidance produced by the Primary
National Strategy was monitored closely, as was the way in which the PNS and
local authority advisors worked with schools to secure the changes in pedagogic
practice that the Government sought from implementation.
4.11.
The NASUWT submitted a detailed response to the Esmee Fairbairn Primary
Review. The Review, chaired by Professor Robin Alexander of the University of
Cambridge, described itself as the most significant investigation of primary
education policy and practice since the 1967 Plowden Report.
4.12.
Prior to publication of its final report in the Autumn of 2008, the Review
began publication of 32 ‘interim reports’ as it continued to gather its evidence. The
first of these, entitled Community Soundings, was published in October and
focused on ‘stakeholder views’ of key aspects of the primary education system.
4.13.
While a number of these findings were not inconsistent with the established
policy of the NASUWT, the Union expressed concerns about key aspects of the
basis upon which the Review undertook its activities. In particular, it was not clear
whether the consultation methodology adopted by the Review would allow it to
reflect accurately and proportionately the views of all relevant stakeholders and
whether issues associated with action to tackle teacher workload and remodel the
school workforce were given sufficient emphasis in the Review’s analysis.
Key Stage 3
4.14.
The NASUWT made a detailed submission to the Qualifications and
Curriculum Authority (QCA) on proposed revisions to the programmes of study in
the secondary National Curriculum.
4.15.
A particular emphasis in the Union’s response focused on the need to make
sure that a reduction in central prescription in curriculum content was not replaced
by similarly unhelpful restrictions on teachers’ exercise of the professional
discretion and expertise at local authority or school level.
4.16.
The Union also drew attention to the significant number of changes to be
faced by secondary schools from 2008 onwards and called for the introduction of
the new programmes of study to be postponed if it became clear that burdens on
schools would be unacceptable without such a postponement.
the largest UK-wide teachers’ union
NASUWT
4.17.
The DCSF launched a consultation on proposals to require schools with
absence rates from end of Key Stage 3 National Curriculum tests of 5% or more to
provide the DCSF with reasons for these absences. The proposal was related to
DCSF concerns that the test absence rate at Key Stage 3 was far higher than for
comparable tests at Key Stage 2 or for general qualifications. Given that the
existing regulations require that all eligible pupils’ results are included in
calculations of overall school percentages, regardless of whether they have missed
all or part of a test, the Union set out its concerns that the changes were primarily
designed to secure improved performance indicators at Key Stage 3.
14-19 Education and Training and Higher Education
4.18.
The machinery of Government changes in June, the splitting of the former
Department for Education and Skills’ (DfES) responsibilities between the newly
established DCSF and the Department for Innovation, Universities and Skills
(DIUS) had important implications for the post-14 sector in England.
4.19.
While the Union welcomed the division of responsibilities as a reflection of
the considerable scope of responsibilities of the DfES, the NASUWT was keen to
ensure that closely related aspects of policy within the respective remits of the two
departments was progressed coherently and effectively.
4.20.
The Government set out details of its proposals for a system of demand-led
funding in the post-16 sector. The NASUWT made clear its view that this would
extend the operation of the quasi-market in post-16 provision still further and would
generate levels of uncertainty about future funding that could impede planning in a
way that would be contrary to the best interests of learners and teachers working in
this sector. The Union called for a more thorough review of the way in which the
current funding arrangements might be improved and called on the Government to
scrap its proposals for demand-led funding.
4.21.
Concerns continued to grow about arrangements for the funding of
specialised diplomas. While the Government confirmed that the responsibility for
funding would rest with local authorities rather than the Learning and Skills Council,
the basis upon which funding would be allocated to consortia of schools and other
providers remained unclear. The Union also called for the introduction of the
diplomas to be adequately resourced.
4.22.
In July, the Secretary of State announced that there would be an additional
closure day for secondary teachers to prepare for the curriculum changes. The
NASUWT had made representations for this change and welcomed the
announcement.
4.23.
The Government responded to the Leitch Review of Skills and accepted the
main principles set out by the Review although it pulled back from some of the
more radical suggestions on marketisation put forward by Leitch. Key elements of
reform proposed by the Government included the establishment of a UK
Commission to co-ordinate skills policy across the United Kingdom and granting
the Sector Skills Councils the power to vet vocational qualifications to be included
in the Qualifications and Credit Framework and therefore eligible to receive state
funding. The emphasis given to the presumed needs of employers in the setting of
the skills agenda was viewed by the NASUWT as significant as it continued a trend
in policy to downplay the legitimate expectations and views of other stakeholders in
the development of skills relative to those of employers.
4.24.
The Union made a detailed submission to the Government’s Green Paper
‘Raising Expectations’ on raising the age at which young people must participate in
education and training from 16 to 18. The Union gave a cautious welcome to the
proposals but raised questions in relation to enforcement and the extent to which
employers can be engaged effectively in the process, particularly in respect of
the largest UK-wide teachers’ union
NASUWT
providing access to training and education opportunities for younger workers. The
NASUWT continued to use its influence with Government through social
partnership to ensure that the interests of teachers were represented effectively in
the ongoing development of policy in this respect.
4.25.
In the context of the Government’s wider 14-19 agenda, the role of workrelated learning remained of critical importance and, in light of the publication by
the Government of ‘Building on the Best’, which set out the findings of the DCSF
review of 14-19 work-related learning, the Union remained active in promoting the
interests of members in this important area.
Curriculum, Assessment and Qualifications
4.26.
The Union continued to engage actively in consultations associated with the
Government’s proposals developed as part of the Government’s Making Good
Progress initiative. In its response to the consultation, the NASUWT welcomed the
piloting of tests based on pupils’ stage of development rather than their
chronological age and also supported the retention of external marking for such
tests. However, the Union cautioned that data to monitor pupil progress must be
appropriately contextualised and raised specific concerns about the use of a ‘two
National Curriculum level’ benchmark for acceptable pupil progress across a key
stage. The Union called for the suspension of the league tables in the pilot
authorities arguing that a scientifically identified control group to enable the
evaluation of the overall impact of the strategy was required.
4.27.
The NASUWT wrote to all members in schools involved in the Making Good
Progress pilot and provided detailed information to Local and Negotiating
Secretaries in the areas where the pilots were taking place asking for feedback on
the roll-out of the pilot. This was followed up during the year to ensure that the
Union was receiving detailed feedback to inform national discussions.
4.28.
The NASUWT produced a detailed submission to the House of Commons
Education and Skills Select Committee Inquiry into testing and assessment. In its
response, the Union stressed its long established view that replacement of
externally marked National Curriculum tests with externally moderated teacher
assessment within a high-stakes accountability framework would not only
represent the replacement of one high-stakes assessment for another but would
also have serious potential workload implications for teachers, as evidenced by
experience in Wales and at Key Stage 1 in England. The NASUWT maintained that
it is not the tests themselves that are problematic but the uses to which they are
currently put in the context of performance league tables. The Union continued to
press for the abolition of league tables.
4.29.
As part of the 2008-11 Comprehensive Spending Review, the DCSF
allocated an additional £150m to support the development of assessment for
learning in both primary and secondary sectors. Much of this activity was to focus
on developing use of the Secondary National Strategy’s Assessing Pupils Progress
(APP) materials.
4.30.
APP resources for reading and writing and mathematics were distributed to
schools during 2006-7 and plans were set out to issue comparable materials in
science and for the primary sector during the course of 2008-9.
4.31.
In assessing the potential implications for members, the Union identified a
need to assess the extent to which these materials were consistent with efforts to
drive down teacher workload and reflect the Union’s policies on effective
approaches to assessment, given that use of APP materials might be advocated
more rigorously by the Strategies in light of the Government’s focus of developing
assessment for learning practice.
the largest UK-wide teachers’ union
NASUWT
4.32.
The NASUWT also identified the risk that APP materials could lead to
increased pressures on secondary school teachers of core subjects to demonstrate
progress while teachers of other subjects could be required to assess and record
progress in core subjects as well as the subjects for which they are directly
responsible. In the context of increasing concerns expressed by members in the
secondary sector with regard to the workload and bureaucracy implications of
cross-curricular approaches to teaching and learning, the Union continued to
monitor developments in this area closely.
2020 Review of Teaching and Learning
4.33.
In January, the DfES announced the Report of the Teaching and Learning in
2020 Review Group which set out the vision in which all children achieve higher
standards and the gaps in achievement are reduced through personalising
learning. The NASUWT had submitted detailed evidence to the Review Group and
the Union welcomed the sections in the Report which focused on CPD of teachers
and the recognition that workforce remodelling would build the capacity in schools
to respond to the increasingly sophisticated learning needs of pupils. However, the
Union warned that there were dangers that some elements of the Report could
have unintended consequences, particularly with regard to spawning overlybureaucratic processes and workload intensive systems.
Initial Teacher Training, Induction, Professional Standards and Continuing
Professional Development
Initial Teacher Training
4.34.
The NASUWT was consulted on revised guidance for teachers, schools and
local authorities on induction. The aim of the revision was to make the guidance
easier to understand and thereby become a more effective means by which NQT
induction is managed. There was a welcome increase in emphasis in the guidance
on the rights and legitimate expectations of NQTs in work being undertaken by the
DCSF on induction although there appeared to be a reluctance on the part of the
Government to relax the rules that mean that once induction has been failed, an
NQT suffers what is, in effect, a lifetime ban from teaching in a maintained school.
4.35.
The Union received a significant number of complaints from student
members about the lack of availability of suitable placements for block school
experience. This appeared to be a particular problem in the North West of England,
where the Union received reports of students based in Merseyside being offered
placements as far as Lincolnshire and the Isle of Man. While particular issues in
relation to Merseyside and Greater Manchester were prominent, difficulties in this
respect were reported in all regions. The Union established that many of these
pressures were the result of the significant increases in the number of teachers in
training over the recent past, although there was evidence that schools were, in
some cases, more reluctant to take on students than had been the case in the
past. The Union undertook survey work to establish in more detail the causes of
these difficulties and to inform its work in ensuring that the interests of student
members and those in schools with responsibility for supervising and supporting
student teachers are represented effectively.
Continuing Professional Development
4.36.
As part of its work with WAMG, the Union was actively involved in the
activities of the TDA on developing advice and guidance for teachers on CPD. In
its work in this area, the NASUWT stressed its view that effective CPD must be
viewed as more than simply attendance at external courses and emphasised the
importance of school-based training and development opportunities. The Union
successfully secured the provision of CPD as part of the revised Performance
Management Regulations.
the largest UK-wide teachers’ union
NASUWT
4.37.
The Union also raised the issue of assessment-only accreditation of teachers
without Qualified Teacher Status working with pupils in 14-19 phase in schools.
The Union drew to the attention of the TDA the fact that the subjects available
under the assessment-only route tend to exclude the subjects taught by most
teachers in this position, particularly those teaching relatively popular A-levels such
as psychology and law. The TDA undertook to examine the operation of the
system in more detail and discussion on this issue continues.
Inspection and School Accountability
4.38.
The House of Commons Education and Skills Select Committee launched an
investigation into the work of OFSTED. The terms of the inquiry and the manner in
which the Committee undertook its work in this respect were entirely unacceptable.
Respondents were given very little time to submit responses and the date for
submissions gave the Select Committee very little time to make effective use of
them to inform its discussion with the Chief Inspector. In light of the fact that
reporting to Parliament is the primary means by which OFSTED is held to public
account, the Union set out its concerns about the process by which the Select
Committee had sought evidence to inform its inquiry in its submission alongside a
detailed expression of the NASUWT’s key concerns in relation to the continued
unfairness and incoherence of the current model of school inspection in place in
England.
4.39.
Following additional powers granted to Her Majesty’s Chief Inspector (HMCI)
to investigate complaints from parents, the NASUWT continued to seek information
about the nature of these complaints and the consequent action taken by
OFSTED. While the Union recognised that HMCI had always had the power to
investigate and inspect schools outwith any established inspection timescale, these
powers had been used very rarely in the past and the Union was able to secure an
assurance from HMCI that she saw no reason why she should use them more
frequently in the future. However, the Union expressed its concerns that these
amended powers were granted to HMCI within a policy context generated by the
Schools White Paper, Higher Standards: Better Schools for All of enhancing the
ability of parents to shape and influence the operation and management of
schools. In light of concerns expressed about the nature of complaints raised by
parents and the way in which OFSTED retains and acts upon the information it
receives, the Union continued to press for the establishment of appropriate
arrangements in respect of this area of OFSTED’s work.
4.40.
The Union issued advice and guidance to School Representatives on the use
of data at school-level. Feedback from members suggested that this advice was
well received and helped to ensure that a more balanced approach to the use of
data was adopted in schools where this had been identified as an issue. However,
while the advice set out some of the more important issues faced by members in
relation to data use, it was clear that there remains a need to examine in more
detail the limitations on the appropriate use of pupil performance data. Given the
relatively underresearched area, the Union began work to establish a more
detailed examination of the ways in which effective and equitable use of pupil
performance data might be secured in practice.
4.41.
The Union ensured that the issue of the inappropriate accountability regime
was raised regularly at keep in touch meetings with Ministers.
New Relationship with Schools
School Improvement Partners (SIPs)
4.42.
The Union continued to engage actively in work related to the New
Relationship with Schools (NRwS) agenda. Principal focus remained centred on
the remit and operation of SIPs. The Union continued to press for a SIP model that
the largest UK-wide teachers’ union
NASUWT
avoids excessive closeness in the relationship between SIPs as serving
headteachers working with other headteachers in the same authority. The Union
also raised concerns about the payment for SIP work to serving headteachers.
4.43.
The Union gave evidence to a Cabinet Office review of SIPs.
School Profile/Self-evaluation
4.44.
Changes to the structure and content of the School Profile were introduced
following problems encountered by schools in completing the Profile and concerns
about the way in which the Profile was structured. While a number of these
amendments were welcome, particularly in relation to the inclusion of a ‘last
published’ date as a result of the confusion created over the currency of the Profile
where schools were unclear as to the period of time to which the text should refer,
the Union remained alert to feedback received from members about the operation
of the Profile. In particular, the Union monitored carefully the extent to which the
ability of schools to access their Profile at any time led to pressure for unnecessary
and time-consuming updating of the Profile.
4.45.
The introduction of a system of self-evaluation as part of a revised inspection
framework was a central element of the Government’s New Relationship with
Schools agenda. The Union remained concerned that the self-evaluation system
had become, in effect, a system of self-inspection with schools required to engage
in burdensome and time-consuming collation and presentation of evidence to
justify statements made on the self-evaluation form.
4.46.
OFSTED’s research, undertaken by the National Foundation for Educational
Research, on the impact of the new inspection framework and the process of selfevaluation claimed that the introduction of self-evaluation had been ‘warmly
welcomed’ by school leaders. In light of the fact that this view was inconsistent with
feedback from members of the NASUWT, the Union continued to monitor the
impact of self-evaluation in schools and member perceptions and experiences of
the system. OFSTED continued to face pressure to add more categories to the
self-evaluation form. The NASUWT argued strongly against this and was able to
resist any significant enlargement of the self-evaluation form.
Faith Schools
4.47.
Following the debate on faith schools at Annual Conference the NASUWT
National Executive approved a scoping document to support the production of a
report which explored the role and contribution of faith in the state education
system and examined whether a secular system was possible or desirable.
4.48.
Contributions to the report were requested from a number of organisations
representing different faith and non-faith perspectives. These organisations set out
their perspectives on faith and secular education.
4.49.
Information was also collected on denominational schooling, religious
education, collective worship, the influence of faith and religious practice across
the curriculum, the social and cultural influences of religion in school life and issues
relating to the right to express religious beliefs and practices.
4.50.
By the close of the year the report was in draft stage in preparation for
consideration by the National Executive and for report back to Annual Conference
2008 as required by the 2007 motion.
4.51.
The Union held meetings with the Catholic Education Service (CES)
following the major difficulties which arose as a result of the media reports of the
debate at the Union’s Conference. The CES sent a letter to all Catholic schools
following the meeting clarifying the Union’s position.
4.52.
Discussions were also held with the Runnymede Trust and Comprehensive
Future.
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NASUWT
Every Child Matters
4.53.
The NASUWT responded to the Government’s consultation on the
implementation and operation of its ‘ContactPoint’ initiative, formally known as the
Information Sharing Index (ISI). The Union had some long-standing concerns
about the potential impact of the ISI on the workload of teachers, particularly where
teachers were identified as lead practitioners in respect of the Common
Assessment Form and arrangements for the security of data. The Union secured
representation on the high level steering group for ContactPoint and continued to
press for a model of implementation that did not add to teachers’ workload or give
them responsibilities that would be undertaken more appropriately by members of
the wider children’s workforce.
4.54.
The NASUWT continued to engage positively with the Government on its
broad approach to reform of youth services, given its reflection of the Union’s longstanding concern about a tendency in policy making and in public opinion to
assume, inappropriately, that a broad range of problems and concerns faced by
young people can be addressed solely at school level. The Union shared the view
that wider youth services had a very important role to play and that long-term
neglect of these services in key respects had created problems in respect of the
performance and behaviour at school of a significant number of children and young
people.
4.55.
In this context, the publication by the Government of its Ten Year Youth
Strategy sought to give practical effect to many of the ambitions set out by the
Government in its 2005 Green Paper on youth policy. The Government made clear
that much of the funding for the Strategy would come from reclaiming money that
has been left in dormant bank accounts, although the Government committed
£184m in additional money to support the Strategy. While much of the content of
the Strategy was welcomed by the NASUWT, elements the Union identified as
needing careful monitoring included the proposal that young people should be
given direct influence over at least 25% of local authority funding for ‘positive’ youth
activities by 2018. The Union sought to ensure that such arrangements were
consistent with the effective use of finite local authority resources, particularly
those with a more direct link with the work of teachers, headteachers and other
members of the school workforce.
4.56.
The Government undertook a consultation on the Staying Safe element of
the Every Child Matters agenda. In its response, the Union set out its position that
while it is essential that all services for children should seek to ensure that
appropriate safeguards are in place to protect the health, safety and welfare of
young people, it is important that the development of policy in this area does not
undermine the remodelling of the school workforce, add to teacher and
headteacher workload burdens or distract them from their core responsibilities for
teaching and learning.
Special Educational Needs and Equalities
4.57.
The Union continued to monitor carefully developments on the
implementation of the Disability Discrimination Act in respect of general
qualifications. The tension between the need to retain the integrity of the
qualifications system and the legitimate rights and entitlements of candidates with
disabilities was emphasised by the Union. The Union welcomed signs that the
awarding bodies, key organisations within the disability rights movement, and the
Disability Rights Commission and subsequently the Commission for Equalities and
Human Rights had begun to work together more effectively on this issue. The key
concern for the NASUWT was that decisions about the applicability of the Disability
Discrimination Act should not rest with judges through court cases being pursued
the largest UK-wide teachers’ union
NASUWT
as a result of a lack of effective advice and guidance to awarding bodies,
headteachers and teachers on this issue.
4.58.
In respect of the combination of the functions of the Disability Rights
Commission, the Commission for Racial Equality and the Equal Opportunities
Commission into the Commission for Equalities and Human Rights (CEHR) on 1
October, the work of the new body was monitored carefully by the NASUWT, given
the importance of the activities and responsibilities of the three former bodies’ key
education-focused areas of the Union’s work. Of particular concern for the Union
was the need to ensure that the engagement of the CEHR with the Union on these
issues becomes more consistent and meaningful than has, at times, been the case
with its three predecessor bodies.
4.59.
The QCA issued a draft single equality scheme for public consultation. The
NASUWT prepared a detailed response to the draft given the significance of the
QCA’s work for members working in all areas of the education system. While the
draft scheme was detailed and thorough in many respects, a key concern for the
NASUWT was the inconsistent treatment of different forms of potential
discrimination and the extent to which the scheme would grant the QCA effective
purchase and influence over the equality and diversity practices of external
contractors.
Northern Ireland
4.60.
The NASUWT raised a range of educational issues with the Department of
Education. These included revised curriculum, pupil profiling, academic selection,
area-based planning and the establishment of a single education authority for
Northern Ireland.
Schools for the Future
4.61.
A consultation on Schools for the Future: a Policy for Sustainable Schools
(Bain Review) has been issued and the NI standing committees began formulating
a response.
Education Skills Authority (ESA)
4.62.
The Review of Public Administration (RPA) Steering Committee meetings
and consultation with the work streams ceased because of the new Assembly.
However, the Department of Education continued to work in preparation for a
direction from the Minister and Education Committee.
4.63.
Work streams were focused on the change of legislation and the relationship
between Department of Education (policy) and ESA (operations).
Entitlement to Succeed
4.64.
The Entitlement to Succeed strategy was the practical implementation of the
24 subjects at 14 and 27 subjects at 16 of which a third must be of a vocational
nature. This will involve the establishment of learning communities and greater
collaboration between schools and colleges of Further Education.
Post Primary Review Group (Selection 11+)
4.65.
The NASUWT made a presentation to the political parties at Stormont on the
end of academic selection at 11 and the need for fair and equitable admission
arrangements.
Apprenticeship
4.66.
The NASUWT, as part of an ICTU delegation, met with the Department of
Employment and Learning Permanent Secretary to emphasise the need for
legislation to ensure sufficient opportunities for apprentices that would include a
mechanism to ensure the apprenticeship programme is completed. Trade unions
raised the problems of high drop out rate and the need for realistic careers
the largest UK-wide teachers’ union
NASUWT
guidance. In addition, concern was expressed regarding job/skills programmes in
FE with qualifications that are not being accepted by employers.
Wales
Welsh Baccalaureate
4.67.
The Welsh Assembly announced that 38 applications, covering a total of 53
schools, colleges and work-based training providers had been approved for the
next roll-out of the Welsh Baccalaureate as from September 2007. This
announcement meant that up to an additional 3,790 learners have commenced the
Welsh Baccalaureate Qualification.
4.68.
The NASUWT’s concerns regarding the Welsh Baccalaureate remained as
the qualification had led to an increased workload for both teachers and students.
There was continuing concern regarding the funding of the Scheme, especially
when the roll-out will include every secondary school and FE college in Wales.
Key Stage 1 and Key Stage 2 Assessment Arrangements
4.69.
The Welsh Assembly published the results of the consultation on the Key
Stage 1 and Key Stage 2 assessment arrangements. The main recommendations
were adopted and stated that:
for Key Stage 2, the Welsh Assembly should:

strengthen teacher assessment by school-based and cluster group
moderation arrangements;

develop and introduce new optional skills-based assessments to support
teacher assessment from Year 5, through Year 6, and transition to
secondary school;

design and introduce a statutory skills profile to support teacher assessment
of pupils’ progress and transfer of this information across year groups and to
pupils and their parents;

include from the school year 2009-10, Welsh second language as part of
statutory teacher assessment and reporting to parents in Year 6, to support
the drive towards a genuinely bilingual Wales.
for Key Stage 3, the Welsh Assembly should:

support and strengthen transition links with Key Stage 2 schools by a
requirement for cluster group moderation arrangements;

strengthen assessment at the end of Key Stage 3 by external moderation of
sample evidence of teachers’ understanding and application of the National
Curriculum level descriptions and verification of school-based systems and
procedures;

recognise the quality of teacher assessment by awarding schools ‘accredited
centre’ status;

align reporting to parents and national data collection requirements with
current statutory arrangements at Key Stage 2, by inclusion of attainment
target level data for core subjects at the end of the key stage;

collect pupil-level data for non-core subjects.
4.70.
The NASUWT expressed its concerns to the Welsh Assembly regarding the
workload implications of the proposals and in November began a survey of
members’ opinions.
4.71.
The NASUWT responded to the Welsh Assembly’s consultation on National
Curriculum Assessment Arrangements for Key Stage 2 and Key Stage 3. In that
response, the Union warned the Welsh Assembly Government that the proposals
had the potential to vastly increase the workload of teachers, thus negating many
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NASUWT
of the gains secured under the National Agreement ‘Raising Standards and
Tackling Workload’.
4.72.
Additionally, the NASUWT gave notice to the Welsh Assembly that the
situation would be monitored closely and that the Union, if necessary, would ballot
its members in Wales in respect of initiating the appropriate level of industrial
action if the new assessment arrangements lead to a significant increase in
teachers’ workload.
4.73.
At the close of the year there was growing evidence that the NASUWT’s
worst fears were being confirmed by the excessive requirements being placed on
schools and teachers as a result of the new arrangements which were proving to
be workload intensive and fundamentally flawed.
4.74.
The NASUWT expressed concern about the reluctance to establish all-Wales
materials to aid consistency and to ensure that there was no increase in teacher
workload. The Welsh Assembly, through ACCAC, opposed the use of published
materials in favour of a system of moderation that required teachers to produce
extensive portfolios of evidence and to provide commentaries on individual pupils’
work in order to gain accreditation.
4.75.
The NASUWT asserted that the Welsh Assembly must recognise that
teachers undertake formative assessment on a daily basis as part of their
professional duties and that there was no need to devise elaborate and
unmanageable systems for the collection, recording and moderation of such data.
Inspection and Accountability
4.76.
The Union continued to engage with Estyn.
4.77.
During the year Estyn produced a report on ‘The Impact of workforce
remodelling on pupils’ learning and raising standards.’ The Report was highly
critical. The NASUWT asserted that the Report demonstrated that Estyn was out of
touch and did not understand what a remodelled school should look like. The
Union stated that Estyn had failed to apply any rigour to challenging the practices
of a few ‘hero headteachers’ who by the responses they had given had not
remodelled and continued to seek to do everything themselves. The Union
dismissed the findings on the basis that where problems of teacher and
headteacher workload continued to exist the fault was not with the remodelling
agenda but with the lack of commitment of some schools and local authorities to
secure improvements in conditions of service.
5. Parliamentary
Westminster
5.1. The year began with Alan Johnson MP as Secretary of State for Education and
Skills. Following the departure of Tony Blair and Gordon Brown becoming Prime
Minister there was a major Government reshuffle. The former Department for
Education and Skills was divided into the Department for Children, Schools and
Families and the Department for Innovation, Universities and Skills. Ed Balls MP
became the Secretary of State for the DCSF and John Denham MP, Secretary of
State at the DIUS. The NASUWT commented that Secretaries of State were clearly
multiplying to cope with the enormity of the education agenda.
5.2. This change heralded a new way of working and strategies were introduced by the
Government to foster more cross-government department working, with the focus
being on providing child focused and centred services. The NASUWT responded
positively to this stating that for the education service to respond effectively to the
needs of youngsters joined up government was essential.
5.3. In December, the DCSF produced the Children’s Plan ‘Building Brighter Futures’.
The Plan set out the Government’s agenda for the next ten years. The NASUWT
described the Plan as a bold move to link up services as schools alone could not
the largest UK-wide teachers’ union
NASUWT
meet the needs of children. The Union welcomed the fact that the Plan had the
potential to bring clarity and coherence to a diverse range of strategies from a wide
range of children’s services. The Union asserted that, as the Plan reaffirmed the
commitment to many existing education strategies, it had the benefit of minimising
turbulence for teachers and pupils. The NASUWT pointed out that as schools had
had years of gruelling reform they were well ahead of other children’s services in
this regard and if the Plan was to succeed other services had to be brought up to
speed.
5.4. The NASUWT welcomed the renewed commitment in the Plan to continuing to
improve conditions for the workforce, particularly the commitment to ensuring that
the workforce receives the benefits of the existing statutory provisions. The Union
cautioned, however, that given the ambitious nature of the Plan this must now
represent the whole agenda. If it was to be manageable it must not be subject to
additions.
5.5. The social partners were referenced frequently in the Plan and at the close of the
year plans were in place for the WAMG to discuss the details with the Secretary of
State to incorporate key provisions in the WAMG work plan.
Legislation
5.6. Bills were introduced to Parliament which had implications for the education
service:

the Education and Skills Bill;

the Children and Young Persons Bill.
The Education and Skills Bill
5.7. This Bill contained the legislative provisions to take forward the Government’s
previously announced commitment to ensuring that young people remained in
education or training until the age of 18 and it also provided new rights to training
for adults by enacting the Leitch recommendations on adult skills.
5.8. Whilst the NASUWT welcomed the provisions of the Bill as there was undeniable
evidence that young people who leave education early without qualifications are at
much greater risk as adults of low income and social exclusions, the Union warned
that the success of raising the age of leaving education would stand or fall on the
willingness of employers to provide the quality and quantity of work-based training.
The Union observed that the employers’ track record in this regard had to date
been unimpressive, falling far behind that of their European counterparts.
5.9. The Bill placed a duty on young people to participate and placed a duty on local
authorities to ensure this. The NASUWT welcomed the fact that this responsibility
would not be placed on schools. However, the Union warned of the potential
disaffection of youngsters in the transition period who had anticipated being able to
leave school at 16 pointing out that a change in the law was unlikely to change the
attitudes of those who were already disinclined to stay on. The Union also
highlighted the fact that there were significant workforce issues for schools and FE.
Children and Young Persons Bill
5.10.
The Bill was intended to reform the statutory framework for the care system
to ensure that children and young people received high quality care and support.
5.11.
One of the main focuses of the Bill was to improve the experiences children
in care have in school. This was to be effected by placing the role of designated
teacher on a statutory footing and ensuring that children did not move schools
unless it was reasonably practical and consistent with the welfare and in GCSE
years unless it was an exceptional circumstance.
5.12.
Whilst supporting the aims of the Bill in this regard the NASUWT stated its
concerns about the role of designated teacher and also about the need to ensure
the largest UK-wide teachers’ union
NASUWT
the co-operation of other services to assist the schools in supporting children in
care.
Tackling Extremism
5.13.
In November, the Government announced its plans for further legislation to
tackle extremism and made reference to the key role schools would have to play.
The Prime Minister announced a consultation with headteachers. The NASUWT
stated that it was right to identify the role of schools in this issue but asserted that
the Government should engage with the whole school workforce not just
headteachers. The Union pointed out the critical role that trade unions could play in
tackling extremism and that they had consistently demonstrated their effectiveness
in doing so.
5.14.
The NASUWT also asserted that it would be important to ensure that the
debate did not focus on a narrow definition of extremism, which would have the
potential to fuel Islamophobia and discrimination but that the agenda must also
include the need to address the growing menace of the far right.
5.15.
The NASUWT continued to press the Government to bring in measures to
prevent members of the BNP and other far right organisations from working in
public services.
5.16.
At the end of the year the NASUWT met with DCSF officials to have
preliminary discussions on the role schools could play in tackling extremism and
plans were laid for a more detailed meeting early in 2008.
Party Conferences
5.17.
The NASUWT was once again represented and had a high profile at the
Labour, Conservative and Liberal Democrat Party Conferences.
5.18.
At the Liberal Democrat Conference in September the Union held a seminar
for school governors on Personalised Learning. The seminar was held in
conjunction with the National Governors’ Association. It addressed the issues of
personalised learning and certain aspects of workforce remodelling. The ExPresident, Brian Garvey, chaired the fringe and the National Official (Education),
Darren Northcott, and the Chair of the NGA, Judith Bennett, addressed the
participants.
5.19.
At the Labour Party Conference, also in September, the NASUWT had an
exhibition stand in a prominent position on the theme of ‘Supporting Public
Services’. As in previous years, many delegates and politicians visited the stand to
discuss the NASUWT’s policy on a variety of educational issues.
5.20.
The Union organised two high-profile events at the Labour Party Conference.
The first focused on ‘Who Should Be Running Our Schools?’ This was organised
jointly with ASCL and covered issues of school governance, marketisation and
privatisation. The fringe was addressed by the NASUWT General Secretary, the
General Secretary of ASCL, John Dunford, and the Secretary of State for Children,
School and Families, Ed Balls. It was chaired by Will Woodward of the Guardian.
5.21.
The second event was a seminar held in conjunction with the National
Governors’ Association on Personalised Learning and covered the same issues as
at the Liberal Democrat Conference. The speakers were the Assistant General
Secretary (Policy and Communication), Patrick Roach, and Judith Bennett, Chair of
the National Governors’ Association. It was chaired by the NASUWT National
President, John Mayes.
5.22.
At the Conservative Party Conference in October the NASUWT had an
exhibition stand in a prominent position on the theme of ‘Supporting Public
Services’. Many delegates and politicians visited the stand to discuss NASUWT
policy on a variety of educational issues.
the largest UK-wide teachers’ union
NASUWT
5.23.
A fringe meeting on ‘Who Should be Running Our Schools?’ was held jointly
with ASCL. The speakers were the NASUWT National President, President of
ASCL, Brian Lightman, and Nick Gibb MP, Shadow Minister for Children, Families
and Schools. The event was chaired by Rob Wilson MP, Shadow Minister for
Higher Education.
5.24.
The NASUWT commissioned the Policy Forum to organise an invite-only
private round-table meeting at the Conservative Party Conference. The round-table
was a discussion between Michael Gove MP, Shadow Secretary of State for
Children, School and Families, a number of his advisors and NASUWT National
Officers and Officials. This meeting gave the NASUWT the opportunity to have
frank and open discussions regarding NASUWT policy and Conservative
Education Policy.
5.25.
In November, the IPPR organised for the NASUWT a round-table in London
to examine the issue of ‘Closing the attainment gap’. The round-table was
scheduled to be held at the Labour Party Conference but a change in the
programme made this impossible. A number of key questions were posed to
participants. These included:

how the state sector can become the sector of choice for all pupils and
parents regardless of socioeconomic background?

how and whether alternative strategies for rewarding teachers for delivering
improved outcomes for pupils from disadvantaged groups should be
considered?

whether and to what extent the forthcoming Children’s Plan could narrow
the achievement gap by building on school workforce remodelling?
5.26.
Attendance was by invitation only and attracted representatives from the
Local Government Association, Public Service Commission (PSC) Commissioner,
the Fabian Society, the Department for Children, Schools and Families,
Qualifications and Curriculum Authority, Tribal Group Ltd, UNISON, Sutton Trust,
University of Birmingham, the Institute for Public Policy Research, Specialist
Schools and Academies Trust, Child Poverty Action Group, City and Guilds,
Downing Street Policy Unit, National Governors’ Association and HM Treasury.
Northern Ireland
5.27.
In May the Northern Ireland Assembly was established as part of the Belfast
Agreement. One of the first engagements of the new administration’s Education
Minister, Caitríona Ruane, was to address the NASUWT Conference in Belfast.
5.28.
The NASUWT met with Education Minister, Caitríona Ruane in May to
discuss motions passed at the NASUWT Northern Ireland Conference including
parity with teachers in England and Wales, the ESA, the rationalisation of schools,
and future negotiating machinery.
5.29.
The NASUWT made a presentation to the Northern Ireland Assembly
Committee of Education in June on the rationalisation of schools, the Education
and Skills Authority and Post Primary Transfer.
5.30.
The NASUWT met with Education Spokespersons of the UUP, SDLP,
Alliance and Sinn Fein.
5.31.
The NASUWT also exhibited at the UUP, SDLP and Alliance Political Party
Conferences.
Scotland
5.32.
In January, the Scottish Parliamentary Education Committee held roundtable discussions to determine the successes and failures of the implementation of
the agreement ‘A Teaching Profession for the 21st Century’ (McCrone).
the largest UK-wide teachers’ union
NASUWT
5.33.
In January, the NASUWT gave evidence to the Parliamentary Education
Committee on the implementation of the ‘Teaching Profession for the 21st
Century’.
5.34.
In February, a meeting took place with the Education Minister, Hugh Henry,
to discuss issues relating to pupil indiscipline.
5.35.
The Parliamentary elections took place in May. The new Cabinet Secretary
for Education was Fiona Hyslop MSP assisted by Maureen Watt, Minister for
Schools and Skills, and Adam Ingram, Minister for Children and Early Years.
5.36.
The three key education priorities for the new Scottish Executive were:

nursery education;

early intervention;

class sizes.
5.37.
Iain Smith MSP (Lib Dem) who was former chair of Education Committee
attended the NASUWT Scotland Annual Dinner at the Scottish AGM in May.
5.38.
In June, the NASUWT attended a reception for MSPs.
5.39.
A meeting was held with Maureen Watt, Minister for Schools and Skills, at
the Discipline Stakeholder Group (DSG). The main topic of discussion was the
NASUWT’s campaign on cyberbullying. Another item on the agenda was the
problem of misuse of mobile phones in schools and how best to address the
issues.
5.40.
The NASUWT and other unions made the following points:

the current system of permission for photos and video in schools should
also apply to pupils;

the need to make our members aware that schools should be developing a
policy with the full involvement of all staff;

the effectiveness of sharing examples of good practice.
5.41.
As a result of the meeting the Scottish Executive issued draft policy guidance
on the use of mobile phones in school and a list of useful resources for schools
and local authorities.
5.42.
A meeting of the DSG took place in November. Maureen Watt MSP, Minister
for Schools and Skills, chaired this for the first time.
5.43.
It was agreed at the meeting that a new strategy would be developed on
tackling more serious indiscipline.
5.44.
The Minister was keen to use her position to show that schools were not
poorly disciplined.
5.45.
The issue of campus police was discussed and although Justice Ministers
were supportive of this, caution was needed. The Scottish Executive called for
more evaluation on existing schemes.
5.46.
It was emphasised that exclusion should be a last resort and research would
take place on how local authorities manage exclusion.
5.47.
The NASUWT presented its position statement on Pupil Behaviour to the
Minister and arranged for the NASUWT Cyberbullying Campaign materials to be
sent to her.
Wales
5.48.
In January the Welsh Assembly Government published a major report on
School Places and Population. The main findings were:

between January 2000 and January 2006 the number of pupils in nursery
and primary schools in Wales fell by more than 23,000;

the number of pupils in secondary schools rose between January 2000 and
January 2004 by over 7,000, but has since declined by more than 2,000;

overall the total full time equivalent number of pupils in all maintained
nursery, primary and secondary schools is forecast to fall from about
the largest UK-wide teachers’ union
NASUWT
470,000 in 2005-06 to around 433,000 by 2013-14, a reduction of 37,000
over eight years;

there were almost 51,000 empty places in primary schools, 17.7% of the
total capacity;

there were almost 33,000 empty places at secondary level, 13.6% of the
total capacity.
5.49.
The NASUWT began work on devising strategies to address these issues.
5.50.
In May, the Assembly elections were held and did not produce an overall
majority for any of the four parties. After weeks of political wrangling, Labour and
Plaid Cymru reached agreement on forming a coalition government.
5.51.
Immediately after the elections, Carwyn Jones (AM) was given the education
portfolio with the ministerial post designated Minister for Education, Culture and
Welsh Language. The NASUWT met with the new Minister and he promised a
period of stability. Unfortunately, he was then moved in July as a result of the
Labour/Plaid Cymru coalition and was replaced by Jane Hutt (AM) who became
Minister for Children, Education, Lifelong Learning and Skills.
5.52.
The programme for the Assembly was set out in a document entitled One
Wales – A progressive agenda for the government of Wales. The Document
identified a raft of proposals and initiatives to transform Wales into a self-confident,
prosperous, healthy nation and society which is fair to all, with a commitment to
principles of social justice, sustainability and inclusivity. However, at the heart of
the agenda was a commitment to enhance the Assembly’s powers by using the
provisions of the Government of Wales Act 2006 to the full and to campaign for a
successful referendum on full law making powers. The NASUWT registered deep
concern about the potential far reaching consequences for teachers’ pay and
conditions of service in Wales.
5.53.
The NASUWT had regular meetings with assembly politicians throughout the
year.
5.54.
The NASUWT exhibited at the Welsh Labour Party Conference and attended
the Welsh Liberal Democrats and Welsh Conservative Party Conferences. The
NASUWT had a stand at the Llangollen International Eisteddfod in July. This was
the first time the Union had had a stand at this event. The NASUWT was the only
teachers’ union there and many teachers including overseas teachers came to the
stand. The Union also had a stand at the Urdd Eisteddfod and the national
Eisteddfod in Mold.
5.55.
The NASUWT met the Association of Directors of Education in Wales
(ADEW) and the Welsh Local Government Association (WLGA).
5.56.
Meetings were also held with civil servants during the year, including to
discuss the progression of disciplinary cases involving child protection
6. Work With The Wider Trade Union Movement
TUC
6.1. The General Secretary and Sue Rogers continued to represent the NASUWT on
the General Council. The General Secretary also continued to serve on the TUC
Executive Committee. Sue Rogers was re-elected as Chair of the TUC Iraq
Solidarity Committee.
6.2. The Deputy General Secretary continued to represent the NASUWT on the Public
Services Liaison Group (PSLG) and, in rotation with ATL, EIS and NUT, on the
Government convened Public Services Forum.
6.3. In the PSLG, the NASUWT worked with TUC affiliated Public Service Unions
campaigns against the imposition of a 2% limit on public sector pay increases, for
fair pay for public sector workers, in defence of state education and in support of
the public service ethos.
the largest UK-wide teachers’ union
NASUWT
TUC Congress, Brighton
6.4. The NASUWT was represented by the National Officers, delegates elected from
the National Executive, the NASUWT representatives on TUC Equalities
Committee and senior officials. The delegation is listed in Appendix 2.
6.5. The NASUWT once again played an active role in TUC Congress.
6.6. The Union had a stand in the exhibition which focused on ‘Supporting Public
Services’. Two fringe meetings were organised. ‘The Future of Public Services’
fringe promoted the public services ethos and examined what the future holds for
UK public services under the Brown Government. The meeting looked specifically
at the accountability of public services and the role of the private sector. The fringe
was chaired by the NASUWT National President. The speakers were the NASUWT
General Secretary, the General Secretary of FDA Jonathan Baume and the
General Secretary of Prospect Paul Noon.
6.7. The second fringe was on ‘Assaults on Public Service Workers’ and addressed the
risk of all forms of abuse of public servants, the effect it has on the professions
concerned and the delivery of public services. The NASUWT National President
chaired the fringe and the NASUWT General Secretary and Karen Jennings of
UNISON addressed the meeting. There was a very powerful input from the legal
representative of the Prison Officers’ Association.
6.8. The NASUWT was profiled in other TUC fringes. The NASUWT General Secretary
spoke at a fringe meeting organised by TUC on ‘The Face of the Union: Putting
Reps and Stewards at the Heart of Union Revival’ and another organised by TUC
LGBT Committee on ‘Promoting LGBT Equality in Education’.
6.9. The NASUWT Deputy General Secretary spoke at a fringe meeting jointly
organised by ATL, NASUWT, NUT and UNISON on ‘Academy Schools: A New
Direction?’
6.10.
The NASUWT National Treasurer spoke at a fringe meeting organised by the
Trade Union Friends of Iraq on ‘Solidarity with Iraqi Workers’.
6.11.
The NASUWT moved motions on Child Labour and Abuse of Technology
(Appendix 3).
6.12.
The Union also spoke to motions on supporting working carers, raising the
participation age in education and training and solidarity with Zimbabwean trade
unionists.
TUC/Department for International Development (DFID) Forum
6.13.
The NASUWT continued to be represented on the TUC delegations to the
DFID Forum for International Development.
6.14.
Sue Rogers represented the TUC at the Workers’ Forum of the
Commonwealth Heads of Government in November where she addressed trade
unionists on behalf of the TUC.
Trade Union Freedom Bill and Self-governance Campaign
6.15.
The Union continued to support the Campaign for a Trade Union Freedom
Bill and the Union’s Campaign for Self-governance.
6.16.
The NASUWT Trade Union Freedom Bill promotion activities included the
dissemination of information to the Union’s members, lobbying of Members of
Parliament and the provision of speakers for rallies in the English regions and at
the House of Commons.
6.17.
In October, the NASUWT participated in a public demonstration and lobby of
Parliament in support of the United Campaign Rally for Trade Union Freedom.
Over 1,000 trade unionists joined the rally which was addressed by the NASUWT
Assistant General Secretary, Patrick Roach, John Hendy QC, John McDonnell MP
and representatives from the TUC, STUC, RMT, Unite, PCS, FBU, POA, SERTUC,
NUT, and the TSSA. The NASUWT General Secretary was a joint signatory to an
the largest UK-wide teachers’ union
NASUWT
open letter, published in the Guardian on 5 October, demanding that the
Government repeal the UK’s anti-trade union laws and restore the rights and
freedoms of trade unions in the fight against poverty and inequality.
TUC Equality Conferences
TUC Women’s Conference, Scarborough
6.18.
The NASUWT continued to play an active role in the TUC Women’s
Conference in March. Eighteen NASUWT delegates attended the Conference and
participated in the debates and activities. The delegates are listed in Appendix 2.
6.19.
The NASUWT proposed a motion on ‘Age Discrimination in Accessing
Employment’. The motion (Appendix 3) was seconded by UNISON and supported
by NAPO, RMT, GMB and TGWU. It was unanimously carried by Conference.
6.20.
The NASUWT delegates made contributions to debates and supported
motions on: ‘Gender-proofing Public Service Delivery’, ‘Sexist Language, Sexist
Bullying, and Sexual Harassment’, ‘Personal Debt’, ‘Human Trafficking and
Migrant Domestic Workers’, and on ‘Childcare’.
6.21.
Jo Wright was elected to the TUC Women’s Committee, joining the
NASUWT General Secretary and Sue Rogers.
TUC Young Members’ Conference, Leicester
6.22.
Two delegates attended the TUC Young Members’ Conference held in April
on behalf of the NASUWT. The delegates are listed in Appendix 2.
6.23.
The key issues for debate at the Conference were the employment rights of
agency workers, campaigning for workplace justice, challenging racism,
organising, national minimum wage, public services, social housing and the 2012
Olympics.
TUC Black Workers’ Conference, Bristol
6.24.
The NASUWT was represented by 15 delegates at the Conference held in
April. These are listed in Appendix 2.
6.25.
The NASUWT submitted and proposed a motion on ‘Prejudice-Related
Bullying’ (Appendix 3). The motion was seconded by Prospect and carried
unanimously.
6.26.
The NASUWT seconded the ASLEF motion on ‘Globalisation and Worker’s
Rights’. NASUWT delegates also made contributions to the debates on ‘Slavery,
‘Demonisation of the Muslim Communities’, ‘Protecting and Organising Migrant
Workers’, ‘Workplace Training – Equality for Black and Minority Workers’ and
‘Tackling Institutional Racism’.
TUC Disability Conference, London
6.27.
The NASUWT was represented by 11 delegates at the Conference held in
May. These are listed in Appendix 2.
6.28.
The NASUWT submitted and proposed a motion on ‘Recruitment and
Selection of Disabled Workers’ (Appendix 3). The motion was seconded by
Prospect. UCU and Unite (Amicus) supported the motion in debate and it was
unanimously carried.
6.29.
Michael Johnson (NASUWT) was re-elected to the TUC Disability Committee
for the period 2007-2008 in Section A, where there were 14 nominations for 14
places.
TUC Lesbian, Gay, Bisexual and Transgender Conference, London
6.30.
The NASUWT was represented by 16 delegates at the TUC LGBT
Conference held in June. These are listed in Appendix 2.
6.31.
The NASUWT submitted and proposed a motion on ‘Creating a positive duty
on public bodies’ (Appendix 3). The motion was seconded by PCS and carried
unanimously.
the largest UK-wide teachers’ union
NASUWT
6.32.
The NASUWT seconded the motion ‘Monitoring Sexuality in the Workplace’,
specifically noting the need for unions themselves to monitor sexuality and
highlighting the benefits of doing this within the NASUWT. The NASUWT delegates
contributed to other debates in support of motions to remember the discrimination
faced by Trans people; tackling homophobia within education; campaigning against
the attacks on Eastern Bloc Pride events and on issues of education courses and
LGBT health.
6.33.
Mary Page was re-elected to the TUC LGBT Committee for the period 20072008.
TUC Conferences and Seminars
6.34.
The NASUWT played an active role in the TUC through the year and was
represented at a number of Conferences and Seminars organised by the TUC.
These are in Appendix 2.
TUC Equality Audit
6.35.
The NASUWT continued to develop and sustain the equalities impact of its
policies and practices. The Union identified a comprehensive equalities strategy
and action plan, which helped to ensure that equalities issues are mainstreamed
into all areas of activity and at all levels throughout the Union.
6.36.
The Union embedded the equalities review work into its day-to-day practice
by establishing an equality audit group to support the implementation of equalities
review practice across all areas of the Union’s work. Equalities review is now an
integral part of the Union’s operational and strategic activity.
6.37.
The Union reported to the TUC on progress of its equalities priorities adopted
in 2005. This involved an extensive equalities review of the Union’s operational and
strategic activity across nine areas of NASUWT organisation. The report included
the identification of a number of priorities for its future equalities work for the period
2007 to 2009 under each of the following areas.
Leadership

Secure the recruitment of Equalities Officers in every Local Association
(branch).

Establish equalities targets to improve the representation of women, BME,
disabled, LGBT and young members.
Policy and Strategy

Roll out the Union’s organising strategy at all levels within the Union and
ensure that equalities priorities are addressed and embedded in local and
workplace practice.
People

Provide training and development on equality in the context of the Union’s
organising strategy.
Resources

Advance the Union’s equalities work through the union modernisation
programme.

Ensure that all NASUWT publications are equality proofed.
Processes

Secure comprehensive equalities data collection and monitoring in key areas
of the Union’s work, including: member recruitment, conferences/events,
casework, staff employment, member services.

Complete the implementation of the national membership census.
Staff Needs

Continue the programme of training on equalities matters for all NASUWT
staff, lay activists and National Executive members.
the largest UK-wide teachers’ union
NASUWT

Develop positive action strategies to support improvements in the
representation of women, BME, disabled, LGBT and young staff at all levels
within the Union.
Members’ Needs

Develop and extend the Union’s programme of involvement and consultation
with women, BME, disabled, LGBT, young members both nationally and
regionally.
Impact Beyond the Union

Continue campaigning to secure changes in law on trade union freedom to
dismiss members of the far right.
Review of Results

Identify and develop priorities arising from equal opportunities monitoring
activity in relation to member recruitment, conferences/events, casework,
staff employment, member services.

Utilise data from the national membership census to inform the Union’s
organising strategy.

Continue to audit the Union’s equalities work and impact and report regularly
on progress to members/activists, staff, National Executive, National
Conference and the TUC.
6.38.
The NASUWT was highly commended for its contribution to the TUC
Equality Audit process and many of the Union’s activities were highlighted as
exemplars of good practice within the TUC Equality Audit report to Congress 2007.
6.39.
The Union’s progress on its 2007 priorities will be reported to the TUC in
2009.
6.40.
The NASUWT further enhanced its profile for its equalities work within the
wider trade union movement and influenced the work within the TUC.
6.41.
The NASUWT was active within the TUC Equality Officers’ Forum and is
represented on other ad hoc groups involving TUC affiliates.
IRISH CONGRESS OF TRADE UNIONS
Northern Ireland Biannual Conference, July
6.42.
The NASUWT was represented at the Biannual Conference. The delegates
are listed in Appendix 2. The Union successfully proposed motions on
Cyberbullying and Violent and Disruptive Pupils. These are in Appendix 3.
6.43.
Seamus Searson (NI Organiser) was elected to the Northern Ireland
Committee of the ICTU.
ICTU Education Standing Committee
6.44.
The NASUWT played a major role in the ICTU Education Standing
Committee and was involved in discussions with the Department of Education on
the Rationalisation of Schools, the Education and Skills Authority and the
Comprehensive Spending Review for 2008 to 2011.
Other Standing Committees
6.45.
The NASUWT was represented on:

Northern Ireland Committee;

Women’s Committee;

Global Solidarity Committee;

BME Committee;

LGBT Committee;

Disability Committee;

Arts and Culture Committee;

Strategic Implementation Committee for Equality Initiatives.
the largest UK-wide teachers’ union
NASUWT
SCOTTISH TUC (STUC)
6.46.
The NASUWT increased its involvement with STUC during the year.
STUC Congress, Glasgow
6.47.
The NASUWT was represented at the STUC Congress. The delegates are
listed in Appendix 2.
STUC Black Workers, Perth
6.48.
In October the NASUWT was represented at the STUC Black Workers’
Conference. The delegates are listed in Appendix 2.
6.49.
The NASUWT participated in the ‘One Workplace’ equal rights workshop.
6.50.
The NASUWT representatives spoke in favour of motions on:

Modern Day Slavery;

The Slave Trade;

Promotion of Black and Minority Ethnic (BME) networks in Scotland;

Civil and Public Services;

Backlash Towards and Demonisation of the Muslim Community.
STUC Women’s Conference (City Chambers, Glasgow)
6.51.
The NASUWT representatives are listed in Appendix 2.
6.52.
The theme of the 80th Annual STUC Women’s Conference was ‘Violence
Against Women and Children’. The intention behind the theme was to raise
awareness of a range of threats to women and children both at home and abroad
as well as providing an opportunity to consider the way forward regarding tackling
abuse at all levels. Furthermore, the Conference was intended to be a celebration
of the achievements of trade union women to date.
6.53.
The NASUWT proposed a motion on ‘Age Discrimination in Accessing
Employment’ (Appendix 3). The motion was passed. However, it was made clear
by the STUC Women’s Committee that they would not provide money to fund any
research. The NASUWT also seconded a motion on the ‘Education of the Girl Child
Programme’ and on ‘Child Labour’.
Anti-racism March
6.54.
The STUC called for support at the Anti-racism march held on 24 November
in Glasgow. The NASUWT participated and was pleased by the increased turn-out
of members. The Ex-President, Brian Garvey, also attended.
Black Workers’ Committee
6.55.
Muzaffar Hussain was co-opted onto the STUC Black Workers’ Committee.
Wales TUC
6.56.
The NASUWT was represented on the General Council of the Wales TUC by
Geraint Davies and Rex Phillips.
6.57.
The Union was represented on the Women’s Committee by Jane Setchfield
and Glynis Meredydd.
6.58.
Hopkin Thomas was the NASUWT representative member of the WTUC
Pan-Equalities Committee.
6.59.
The Union was represented at the Annual Conference Wales TUC held in
Llandudno in May 2007. The delegates are listed in Appendix 2.
6.60.
The Union proposed motions on ‘Pay Parity’ and ‘Tackling Racism and
Fascism’ (Appendix 3). Both were adopted unanimously.
7. International
Education International (EI)
7.1. The NASUWT Deputy General Secretary was re-elected for a second term of office
to the World Executive Board at the Triennial Congress of Education International
in Berlin.
the largest UK-wide teachers’ union
NASUWT
7.2. The NASUWT proposed motions at the EI Triennial Congress relevant to
international solidarity with persecuted teacher trade unionists in Colombia and the
reconstruction of education and teacher trade unions in Iraq. The NASUWT Deputy
General Secretary, the National President and the National Treasurer spoke in the
debates.
7.3. The particular focus of the NASUWT contribution to the work of EI continued to be
the improvement of internal democracy, arguing for greater secretariat
accountability and improving solidarity with teachers and teacher trade unions
persecuted under repressive regimes for their commitment to education,
democracy and civil society.
7.4. The Union successfully nominated the imprisoned Colombian teachers, Samuel
Morales and Rachel Castro for the prestigious ‘Mary Hatwood Futrell Human and
Trade Union Rights Award’.
7.5. The NASUWT continued during the year to attempt to build fraternal relationships
with sister organisations in developing nations and to work with colleagues from
the G8 countries in campaigning for an increase in international education
development spending.
7.6. The NASUWT worked with other EI affiliates in extending internationally the
Union’s ‘Song for Peace’ initiative, including schools from Australia, Uganda,
Pakistan, USA, Germany, Italy, Malaysia, Thailand, Gibraltar, Canada, France,
India and Iraq.
7.7. The NASUWT sponsored the attendance of the international representative of the
General Federation of Iraqi Workers at the EI International Congress and assisted
in the preparation and distribution of his Report Knowledge is a very light burden to
carry. Regrettably, despite the support of the NASUWT he was unable to secure a
visa to enter Germany.
7.8. In February, an NASUWT National Executive Member, Suzanne Nantcurvis,
accompanied two of her students in visiting the Education International Tsunami
Relief Project in Indonesia. They reported on their findings and made an interesting
contribution at the NASUWT’s Annual Conference.
7.9. In May, the NASUWT hosted at the Union’s Headquarters in Rednal an Education
International Leadership Seminar involving the participation of 37 headteachers
representing affiliates in Europe, the Americas, Asia and Africa.
7.10.
In co-operation with the charity Education Action International the NASUWT
acted on Education International initiatives to mark World Teachers’ Day and
Education Action Day.
European Trade Union Committee for Education (ETUCE) and the Education PanEuropean Committee
7.11.
At the Triennial Congress in July, the NASUWT was successful in securing
the election of the Union’s National Official (Education) Darren Northcott to the
ETUCE Council and to membership of the EI Pan-European Committee.
7.12.
Through its representation on the EI Pan-European Committee/ETUCE
Board, the NASUWT was able to play an active part in the work of these two
organisations. Particular areas of interest for EI Europe and ETUCE included the
establishment of sectoral dialogue for education at European Union (EU) level and
work to ensure that the European Qualifications Framework delivers an appropriate
and effective system for comparability of educational qualifications between EU
member states.
Trade Union Advisory Committee (TUAC) To The Organisation For Economic Cooperation And Development (OECD)
7.13.
The NASUWT continued to be represented on the TUAC to the OECD. This
Committee remained active in considering the education-related work of the
the largest UK-wide teachers’ union
NASUWT
OECD, with particular reference to issues focused on the increasing
internationalisation of education provision and the publication by the OECD of the
results of its Programme for International Student Assessment (PISA) survey data.
Education International Pan-European Equal Opportunities Committee Meeting,
Krakow
7.14.
The Equality Standing Committee reported to the Pan-European Regional
Committee and met twice to discuss issues relevant to the promotion of equality for
teachers throughout Europe and in the affiliated unions. Over 50 representatives
attended this committee meeting, which considered ongoing pension reforms
across Europe, specifically in relation to the impact on gender equality, the 2007
‘European Year of Equal Opportunities for All’, key questions about gender equality
within unions and the wider teaching profession and the success of the EI PanEuropean Women’s Network created in March 2007.
Education Action International
7.15.
The NASUWT supported the Education Action International Asylum Seekers
Project by publishing an article in Teaching Today and distributing ‘Teachers in
Adversity’ leaflets to members.
7.16.
The Union co-operated with Education Action International in marking World
Teachers’ Day by distributing to members a leaflet entitled ‘Teachers on the Front
Line’ which featured the work of nursery teachers in Southern Sudan.
Burma
7.17.
In October, the NASUWT made representations to the Chinese Embassy
protesting against attacks on peacefully demonstrating monks and other
campaigners for democracy.
Colombia
7.18.
In January, the Deputy General Secretary joined the General Secretary of
ATL in discussions with the Secretary of State for Defence to protest about the
provision of British military aid to Colombia.
7.19.
In March, the NASUWT was represented at a protest outside the Colombian
Embassy in London protesting against the murder of 84 trade unionists (including
43 teachers) in Colombia in 2006. The Union’s General Secretary was one of a
small number of protesters who gained admission to the Embassy and was able to
make direct representations to the Colombian Ambassador’s Personal Assistant.
7.20.
In April, the NASUWT jointly sponsored with NUT and ATL the visit of Zabier
Hernandez (Colombian teacher trade unionist) to the UK teacher trade union
conferences.
7.21.
Throughout the year, the NASUWT continued to contribute to the
international campaign for justice for Colombian teacher trade unionists with some
success in that Samuel Morales was freed from prison in May and Rachel Castro
was released in September.
7.22.
The Union joined with Thompsons Solicitors, NUT and ATL in funding a
Justice for Colombian Teachers Project aimed to recruit 2,000 new members to the
Colombian Teacher Trade Union, FECODE.
7.23.
In June, the National President and the Deputy General Secretary
represented the NASUWT at a campaign meeting to promote the humanitarian
exchange of political prisoners between the Government of Colombia and the
guerrillas.
Cuba
7.24.
In February, NASUWT representatives met with the Director of the Cuba
Solidarity Campaign to discuss education in Cuba.
the largest UK-wide teachers’ union
NASUWT
7.25.
In March, the Deputy General Secretary met with representatives of the
Cuban TUC to discuss trades union organisation in Cuba.
Ethiopia
7.26.
In October, the NASUWT protested to the Prime Minister of Ethiopia, the
Ethiopian Ambassador and the UN about the detainment and disappearance of
leaders of the Ethiopian Teachers Association.
Iran
7.27.
In August and October, the NASUWT made representations to the Iranian
Ambassador protesting about the treatment of the jailed Iranian trade unionist,
Mansour Osanloo.
Iraq
7.28.
In February, the NASUWT hosted a two-week study visit to the United
Kingdom by a group of ten Iraqi trade unionists, the largest delegation to visit the
UK. This involved the production of an Iraqi teacher trade union education and
training handbook in English and Arabic and led to the submission of an NASUWT
bid to EI for a teacher trade unionist training project in Iraq. The visit also allowed
the trade unionists to visit other unions and the TUC as well as to address
members of the House of Lords and attend a discussion with advisors at 10
Downing Street. The NASUWT also secured a meeting for the delegation with Alan
Johnson Secretary of State for Education and Skills who agreed to take up the
issue of the Directive which interferes in the autonomy of Iraqi trade unions in the
Cabinet.
7.29.
The NASUWT has sponsored attendance, as a guest, of the international
representative of the General Federation of Iraqi Workers at the NASUWT Annual
Conference, the Trade Union Congress and the Triennial Congress of Education
International.
Philippines
7.30.
In November, the NASUWT sent a letter of solidarity to all teacher trade
unionists in the Philippines supporting their strike action over working conditions
and protesting against the denial of their human and trade union rights.
Zimbabwe
7.31.
In April, July and October, NASUWT representatives joined TUC organised
lunchtime pickets of the Zimbabwe Embassy protesting the persecution of teacher
trade unionists by President Mugabe.
7.32.
In August, the NASUWT made representations to the Zimbabwean
Ambassador protesting about the unlawful detainment of 60 human rights activists.
7.33.
In September, the NASUWT joined an ‘Action for Southern Africa’
demonstration outside the Zimbabwean Embassy against the freezing of wages.
7.34.
In December, the NASUWT representatives joined a demonstration outside
the Portuguese Embassy in London about the attendance of President Mugabe at
the EU/Africa Summit.
EI Consultative Group Seminar on Leadership in Tertiary Education
7.35.
An event was held at NASUWT Headquarters on 15 and 16 May 2007 to
help EI develop its policy on models of leadership in the secondary sector. One of
the principal drivers of this work related to the need for the international education
trade union community to ensure that it has an effective policy that enables it to
represent effectively the interests of teachers and headteachers with influential
international organisations, particularly the OECD, which are taking forward
important work on school leadership. The seminar heard from a number of
practitioners from different education systems and from specialist researchers in
the field of school leadership.
the largest UK-wide teachers’ union
NASUWT
7.36.
The seminar identified the importance of pedagogical leadership roles being
undertaken by individuals with a teaching background. While recognising that
some aspects of leadership within the education system do not require educationrelated skills, knowledge and experience, delegates made clear that the confidence
of teachers, members of the school workforce, pupils and parents in the quality of
the education system can best be sustained when the educational life of schools is
led by those with an understanding of the challenging nature of the teacher’s role
and of effective approaches to teaching and learning.
An Alternative to the Market: The Social, Political and Economic Role of Public
Services in Europe (Brussels)
7.37.
A Conference organised by the European Trade Union Institute, the
European Federation of Public Service Unions, and SALTSA (a joint research
programme of the Swedish trade union confederations and others) to consider an
alternative to the market, comprising workshops and a series of research papers
on the themes of: the drivers of privatisation; the impact of the European Union
policies on public services; the effects of privatisation on employment and industrial
relations; and the role of public services as an alternative to
marketisation/privatisation.
Representation at International Events
7.38.
Other international events at which the Union was represented are listed in
Appendix 2.
Representations to Governments Oppressing Teachers and Trade Unionists
7.39.
The following were letters written by the General Secretary.

Burma: letter sent to Chinese Embassy in September protesting against the
attacks on peacefully demonstrating monks.

Ethiopia: letters sent in October to the Prime Minister of Ethiopia, the
Ethiopian Ambassador and to the UN protesting at the detainment and
disappearance of Ethiopian Teachers’ Association members.

Iran: letter sent to Iranian Ambassador protesting at the treatment of jailed
trade unionist, Mansour Osanloo, in August.

Zimbabwe: letter sent to the Zimbabwean Ambassador protesting about the
unlawful detainment of 60 human rights activists in August.
8. Organising
Industrial Action
8.1. The NASUWT conducted a total of 48 ballots for industrial action during the year.
Pupil Indiscipline
8.2. Ballots authorising members to refuse to teach violent and/or disruptive pupils were
organised in 29 schools. In three of the cases weapons were involved. In 12 cases
the governing body overturned the decision to exclude the pupil and in seven of the
cases the decision to exclude was overturned by an Independent Appeal Panel.
Other Action Matters
8.3. Industrial action ballots were organised in schools and colleges in respect of
disputes over:

failure to implement pay provisions;

potential compulsory redundancies;

failure to address issues relating to pay and conditions of service;

failure to comply with disciplinary and dismissal procedures;

revisions to the staffing structure and related issues;
the largest UK-wide teachers’ union
NASUWT

governance and management practices adversely affecting working
conditions;

working practices specifically with regard to cover, administration and
performance management;

failure to implement STPCD provisions;

unreasonable workload and unacceptable management practices;

failure of the prospective new employer to implement the agreements
reached with the NASUWT for the avoidance of compulsory redundancy
and the maintenance of the terms and conditions of service following TUPE
transfer.
National/Local Deputations
8.4. National/local deputations took place to the following local authorities:

Caerphilly;

Calderdale;

Cornwall;

Denbighshire;

Derbyshire;

Devon;

Hartlepool;

Sandwell;

St Helens.
8.5. Remuneration for responsibilities was an issue on which the NASUWT took action,
particularly in primary schools. The NASUWT also took successful action in
numerous schools where the employer was seeking to unfairly deny members the
extra money to which they were entitled.
8.6. The NASUWT continued with its campaign to combat malicious allegations, taking
industrial action in schools where the school’s response to a pupil making a false
allegation failed to underline its seriousness for the health, wellbeing and career of
the teacher accused.
8.7. The Union continued to take action in a number of schools as part of its action to
protect members’ conditions of service in academy schools.
8.8. The NASUWT took action against the threat of compulsory redundancy, in order
that schools continue to be resourced and staffed appropriately so that they can
continue to provide high-quality education to every child.
8.9. The Union continued to take action in schools which were not operating within
statutory contractual provisions arising from the National Agreement and taking
forward remodelling.
8.10.
Strike action was taken in the following schools:

Denbigh High School, Denbighshire;

Fountain Primary School, Leeds;

Newcastle under Lyme School.
8.11.
In many cases, disputes were resolved without recourse to any action as the
solidarity of members in the ballot encouraged initially intransigent employers to
negotiate constructively.
8.12.
The NASUWT wishes to place on record its congratulations to members who
balloted for and took action for their commitment and solidarity.
8.13.
The NASUWT also used effectively social partner relationships and RIG and
WAMG protocols to assist in dispute resolution.
8.14.
The NASUWT reviewed its practices relating to the administration of the
Union’s industrial action ballots. Staff have been trained on industrial action
legislation and a number of improvements to the administrative processes involved
the largest UK-wide teachers’ union
NASUWT
in this complex area of law have been made to ensure that this complicated
procedure continues to operate accurately and efficiently.
8.15.
Work to develop the database on industrial action taken by the Union in
cases involving pupil indiscipline is under way to allow the data to be analysed
more effectively.
9. Equal Opportunities
9.1. The NASUWT continued to develop policy on equality issues, embedding the
equalities agenda within all areas of the Union’s activity.
9.2. As part of the NASUWT commitment to the organising agenda, the equality
strategy focused on ensuring the participation of underrepresented groups,
women, black and minority ethnic, disabled, young members and lesbian, gay,
bisexual and transgender members. The programme of activities supported the
Union’s work to recruit and sustain the membership base, build effective workplace
organisation and engage with members in order that they are empowered to make
a real difference in the workplace and within the Union.
9.3. The programme of equalities work was supported by the Union’s advisory
committees for women, black and minority ethnic, disabled, young members and
lesbian, gay, bisexual and transgender members. The advisory committees had a
key strategic role in the organising of the Union’s annual consultation conference
programme as well as advising the Equal Opportunities Committee on relevant
issues.
9.4. The NASUWT submitted a comprehensive response to the 2007 TUC Equality
Audit and was noted for good practice in a number of areas in the TUC summary of
the responses from trade unions. These areas included the Union’s work around
lifelong learning which has given the Union an opportunity to organise and recruit
members from underrepresented groups, the increase in the number of
Associations with Equality Officers and the equality impact assessments carried
out by the Union in the development.
9.5. The Union used the opportunity to organise at equalities events across the UK
supporting the Pride and Mardi Gras events which took place throughout the year.
Notably, the Union had a strong presence on the London Pride march as part of
the trade union section. There was strong positive feedback from the large number
of teachers who visited the NASUWT stall in Trafalgar Square during the Pride
festival following the march. The Union also organised a vibrant and highly visible
presence at Manchester Mardi Gras.
St James’s House Diverse Britain 2007
9.6. The Union was a key sponsor of the St James’s House, Diverse Britain 2007
project. The project was established to acknowledge the Bicentenary of the
Abolition of the Slave Trade and the NASUWT was featured in the publication
Diverse Britain 2007: The Changing Face of a Nation. This publication provided an
opportunity for the Union to profile its achievements in campaigning for social
justice and equality for children, their teachers and for workers in general, both in
the UK and around the world.
Consultation Conferences
9.7. The NASUWT annual programme of Equal Opportunities Consultation
Conferences, targeting women, disabled, black and minority ethnic, young and
lesbian, gay, bisexual and transgender members grew in this fourth year of
operation.
9.8. The conferences continued to provide an opportunity for the Union to engage with
the concerns of members from specific underrepresented constituencies. The
issues raised provided vital feedback to the NASUWT to assist the process of
organisational development and planning.
the largest UK-wide teachers’ union
NASUWT
9.9. Each of the conferences was organised to support the Union’s work at the TUC, in
particular by identifying issues for debate at the TUC and in providing delegates to
TUC conferences. The NASUWT General Secretary addressed each of the
conferences taking the opportunity to promote policy issues, provide information on
key developments and to receive feedback from delegates on issues facing them
in their workplaces.
9.10.
The conferences continued to grow in popularity and included many
delegates who had not previously been active in the Union and/or had never
attended a national union event.
Equality Officers
9.11.
Local Association Equality Officers continued to play a key role in terms of
promoting equal opportunities issues at local level, advising Local Associations on
current developments in the area of equalities as well as promoting the
participation of underrepresented groups
9.12.
NASUWT Equality Officers were provided with three termly briefing sessions
held at the NASUWT Headquarters. These briefings provided information and
important updates on developments in equalities legislation, campaigns and across
the broader area of equalities work.
9.13.
Expert external speakers at the briefings included Raj Jethwa of the TUC
looking at issues for young workers in employment and Alison Philcock of Love
Music Hate Racism discussing issues around bringing the messages of anti-racism
and anti-fascism into schools through popular music.
9.14.
In addition, sessions were held covering disability discrimination in relation to
attaining qualifications, part-time teachers and flexible working, social cohesion,
the Discrimination Law Review, challenges left in the fight for equality, tackling
bullying and harassment and organising around the Arts & Minds competition. The
briefings also provided Equality Officers with the opportunity to exchange
information and provide feedback on equalities matters relevant to their work and
campaigns in Local Associations.
9.15.
The number of NASUWT Equality Officers increased during the year from
around 10% to over 40%, demonstrating good progress towards meeting the
Union’s target.
9.16.
The TUC-accredited programme of training for Equality Officers was
reviewed in light of feedback from previous courses and was run successfully with
new and existing Equality Officers. Additionally, the Equality Officers’ Handbook
was updated fully and included the provision of new resources.
Positive Action Training
9.17.
The Union started to expand its positive action training with an increase in
the planned number of courses within Regions, specifically around events for
young members. Successful courses were run nationally for black and minority
ethnic group members, lesbian, gay, bisexual and transgender members, young
members and women members and work was undertaken to ensure a viable
course for disabled members in 2008.
9.18.
In addition to the pre-existing stage one and stage two courses for women
members, the Union started developing stage two courses for lesbian, gay and
bisexual members following a comprehensive review of the stage one course to
focus more on reviewing personal experience, combating homophobia and using
an organising focus. Further work is being developed on courses aimed at young
members.
Tackling Racism and Fascism
9.19.
The NASUWT continued to develop strategies for tackling the BNP and other
far-right and fascist organisations. In response to the BNP standing an
the largest UK-wide teachers’ union
NASUWT
unprecedented 750 councillors in the May elections, the Union also supported a
range of activities led by both Unite Against Fascism and Love Music Hate Racism.
9.20.
The Union jointly produced badged leaflets with a specific focus on England,
Wales and Scotland and distributed these to every school in the nations.
Additionally, the Union produced the details of local Unite Against Fascism groups
on the NASUWT website, encouraging members to get involved in local activities.
A session was held at an Equality Officers briefing shortly before the May elections
specifically looking at combating the BNP in local communities. Joint work was also
undertaken with other anti-racist and fascist organisations such as Searchlight, the
National Assembly Against Racism and regional TUC Councils.
10.
Recruitment
Overall Membership
10.1.
The National Executive is extremely pleased to report continued success in
recruitment during the year.
10.2.
The total membership of the NASUWT for 2007 registered with the
Certification Officer, as required by the Trade Union and Labour Relations Act, was
298,884.
Newly Qualified Teacher Membership
10.3.
The recruitment of newly qualified teachers continued to increase. The
importance of this activity cannot be understated in the context of the continued
growth of the NASUWT.
10.4.
The NASUWT’s strategies to ensure conversion of students to full members
continued to be successful. This included the introduction of the ‘Unbeatable NQT
offer’.
Student Membership
10.5.
The NASUWT was represented at enrolment days and freshers’ fairs and at
specially organised presentations to talk about teacher trade union membership in
colleges and universities throughout the United Kingdom. The student diary
recruitment pack was received favourably by Initial Teacher Training students at
these events.
10.6.
The NASUWT continued to present lectures on the legal, contractual and
legislative issues in teaching to students in over 30 universities and colleges. The
presentation was given in both Welsh and English in some of the Welsh
universities.
10.7.
The Union’s previous partnership arrangement with the TES to deliver the
First Appointments lecture tour in universities throughout the United Kingdom
ended with the NASUWT taking sole responsibility for the lecture tour and
increasing the take-up to deliver in 60 colleges and universities.
10.8.
The Union sponsored a number of events and sports teams at Initial Teacher
Training institutions in order to enhance the Union’s profile.
10.9.
The National Executive places on record its thanks to everybody whose work
has led to the NASUWT maintaining its position as the preferred education union
for Initial Teacher Training students in the United Kingdom. Local Associations and
Federations are to be commended for their continued commitment to student
recruitment.
Publications
10.10.
The NASUWT Initial Teacher Training student diary was distributed as a
recruitment tool to students beginning their courses in 2007.
10.11.
All Initial Teacher Training students qualifying in 2007 were sent regular
mailings including a variety of advice and guidance documents which contain
the largest UK-wide teachers’ union
NASUWT
information to help them to find their first teaching post and support them in their
first year.
10.12.
All publications for use in Wales were produced bilingually.
Recruitment Awards
10.13.
Recruitment Awards were presented at Annual Conference. The winning
Local Associations were Whitby, Harrow, Warrington and Worcester and Vale. The
Federation prize went to Gloucestershire, whilst the Student Recruitment Award
was made to the Scotland Initial Teacher Training Recruitment Team. The winner
of the Recruiter of the Year Award was Peter Gill of the Oxfordshire Federation.
Formation, Dissolution and Amalgamation of Local Associations
10.14.
The National Executive approved changes to the following Local
Associations:

West Wiltshire;

Chippenham;

Devizes;

Salisbury.
10.15.
These Associations were merged with effect from 31 December to form the
Wiltshire Negotiating Local Association.
Facility Time
10.16.
The NASUWT continued to pursue throughout the year the provisions of the
2006 motion on more support for Local Associations. A detailed survey on facility
time was carried out and reported to the 2007 Conference.
10.17.
Further work was undertaken on model agreements and a detailed
discussion on facility time took place at the November Negotiating Secretaries’
briefing.
10.18.
The NASUWT also made a detailed submission to the Department of Trade
and Industry consultation on Union facility time. The Union also contributed to the
TUC’s response.
10.19.
The National Action Committee continued to provide national support to
address difficulties arising in local authorities with facility time. Common concerns
which arose were pressure from support staff unions for an allocation of facility
time to support school-based members resulting in some local authorities seeking
to address the issue by taking time off teacher unions, budget cuts in some local
authorities and refusal by some local authorities to allow facility time to apply to
academies.
10.20.
National Executive Members have reported a mixed picture of success, with
some identifying improvements which have been secured in their Districts as a
result of review of facility time and others reporting attempts to reduce the level of
facility time available to school workforce unions.
11.
Trade Union Education And Training
Strategic Issues
11.1.
In 2007, the Trade Union Education and Training Committee identified health
and safety, organising, equalities, behaviour management, and improving support
for school and college representatives as strategically important to developing the
Union’s education and training programme.
11.2.
The NASUWT continued to evaluate the effectiveness of the training
programme and synchronised the annual programme with the academic year,
maximising the number of courses accessible to members.
11.3.
The number of courses cancelled or rescheduled in 2007 was significantly
less than in both previous years, indicating that the NASUWT Regional
Committees planned course programmes and regional training plans more
the largest UK-wide teachers’ union
NASUWT
effectively. Significant revisions were made to 12 standard courses which reflected
new legislation, changes taking place within schools and colleges and a sharper
focus on the Union’s strategic, bargaining and organising priorities. These included
the NASUWT’s Health and Safety Stage One Course, Casework Stage Three
Course, Equality Officers’ Course and the Stage One and Stage Two Courses for
Union Learning Representatives.
Course Programme
11.4.
The NASUWT continued to evaluate its trade union education and training
programme to ensure members throughout the UK continued to receive highquality professional training. Organising and equality remained prominent features
of the Union’s courses, helping to ensure that NASUWT Representatives were
equipped with the knowledge and skills to sustain a strong, active and
representative union in the workplace, regions and at national level. The
participation of members in the NASUWT trade union training and education
programme is set out in Tables 1 and 2.
11.5.
A total of 2,633 members were trained, compared with 2,131 in 2006. The
figure of those attending training courses increased significantly compared to the
previous year, encouraging both in terms of upskilling NASUWT Representatives
and disseminating the Union’s organising and bargaining priorities. The number of
members attending trade union courses in 2007 was 2,591, compared to 2,025 in
2006.
11.6.
The percentage ratio of women to men participants, at 1,210 (46%) to 1,423
(54%) was similar to that in 2006, a plateau after a consistent increase over the
previous four years. In particular, women members attending the Working Together
Stage One Courses totalled 231 out of 470 participants, almost half the total. Union
Learning Representatives’ Courses also attracted 53 participants at Stage One
level, four out of five of whom were women. 138 participants were trained at Stage
Two level of which 56 were women, a slightly higher ratio than in 2006.
11.7.
Table 2 provides a detailed analysis of the course programme run in the
regions and numbers attending regionally based courses compared to 2006 have
increased. The involvement of local tutors, including newly trained active
practitioners, has enabled regional courses to proceed with smaller numbers of
participants than on courses running at Rednal. This in turn has helped meet local
demand and recognised the issues for course participants in reduced travelling,
environmental responsibility and caring responsibilities.
11.8.
The course for Equality Officers was restructured and updated to explore
issues in depth, specifically focused on making Local Associations as
representative as possible. The course was augmented by termly briefings for
Equality Officers which took place at Rednal.
11.9.
The Union’s Stage Three Casework Course was substantially updated and
delivered nationally and regionally to over 111 members, helping to increase the
number of Representatives trained and able to handle the ever-growing amount of
casework.
11.10.
The Union’s courses for Stages One and Two Representatives continued to
be popular throughout 2007, and a revised Stage One Course for Representatives
in the independent sector was trialled and embedded within the national training
programme. 608 Stage One and 140 Stage Two NASUWT Representatives were
trained during the year, giving a solid foundation for the Union’s organising agenda
and helping to embed union activity in workplaces.
11.11.
The National Executive places on record its thanks for the considerable
efforts of elected members, volunteer training officers and others, without whom it
would not be possible to deliver the Union’s training programme at Rednal and in
the largest UK-wide teachers’ union
NASUWT
the Regions.
Table 1: Trade Union Courses (Rednal and the Regions)
Trade Union Course
Access (Stage 1)(Members)
Access (Stage 2)(Members)
Behaviour Management
Behaviour Management Trainers
Benevolence Casework (Stage 1)
Casework Briefing
Equality Officers
Excel (Stage 1)(Members)
Getting the best out of your pc
Health and Safety (Stage 1)
Health and Safety (Stage 2)
Health and Safety Briefing
Health and Safety (Stage 3): Organising
Health and Safety Management
Independent Representatives Briefing
Introduction to Advocacy (Stage 4)
Membership Recruitment Officer
Nasuwt Governors
New Activists Course for lgbt Members
New Activists Course for Women
Performance Management Briefing
PowerPoint (Members)
Redundancy
Representatives (Stage 3): Casework
Representatives (Stage 3): Negotiation
Representatives (Stage 4): Casework
Secretaries: Organising
Supply Teacher Network Day
Trade Union Seminar
Train and Accred New Rep Tutors
Training Officer Briefing
Treasurer
Union Learning Representative Network Training
Union Learning Representatives (Stage 1)
Union Learning Representatives (Stage 2)
Union Learning Representatives Conference
Word (Stage 1)(Members)
Word (Stage 2)(Members)
Work/life Balance
Working Assertively
Working Together (Stage 1)
Working Together (Stage 2)
Working Together Independent (Stage 1)
Professional Seminar
IT Course
E-membership ‘Train the Trainers’
Total
6
5
94
13
16
30
7
4
6
104
59
57
23
16
3
25
6
13
14
9
794
7
47
111
38
19
77
36
126
36
31
25
12
53
17
4
4
3
8
25
449
138
21
36
6
the largest UK-wide teachers’ union
Male
0
0
36
9
5
20
5
1
1
63
45
48
20
10
1
16
5
8
10
0
416
1
33
69
16
13
51
7
63
24
22
16
5
11
5
1
1
0
6
10
229
82
10
23
6
Female
6
5
58
4
11
10
2
3
5
41
14
9
3
6
2
9
1
5
4
9
378
6
14
42
22
6
26
29
63
12
9
9
7
42
12
3
3
3
2
15
220
56
11
13
0
NASUWT
Table 2: Training in the Regions
Region
East
Midlands
Eastern
Greater
London
North East
North West
Northern
Ireland
Scotland
South East
South West
Wales
West
Midlands
Yorkshire
and
Humberside
Reps
Stage
1 (M)
11
Reps
Stage
1 (F)
16
Reps
Stage
2 (M)
4
Reps
Stage
2 (F)
5
H&S
Stage
1 (M)
5
H&S
Stage
1 (F)
3
H&S
Stage
1 (M)
7
H&S Other Other Total
Stage (M)
(F)
2007
1 (F)
2
88
56
197
33
13
37
11
11
4
4
2
6
1
2
5
5
7
0
0
38
5
38
4
174
52
18
34
9
15
22
15
8
11
2
4
7
1
7
10
9
4
3
7
2
5
5
2
3
1
93
142
21
99
110
12
252
347
82
3
33
24
13
27
4
42
20
5
25
5
3
5
2
13
0
5
2
1
9
4
3
1
4
7
0
2
3
2
6
3
3
0
0
2
1
3
0
0
1
17
62
67
26
170
8
78
56
26
183
45
234
178
79
443
18
34
6
5
6
4
0
0
29
34
136
Table 2b
Course category
Trade Union Course
Professional Course
Information Technology Course
Male
1,394
23
6
Female
1,197
13
0
Total
2,591
36
6
Behaviour Management Training
11.12.
During 2007, the Union piloted a revised behaviour management course to
equip members with a range of practical skills to deal with problematic behaviour
within the classroom. Sessions looked at motivating pupils, the appropriate use of
language, promoting positive behaviour, understanding anger and dealing with
violence. The Union acquired the services of a behaviour management consultant
to develop the course into a professional suite of courses adapted for new and
beginning teachers, experienced teachers, school leaders and for the whole
school.
Health and Safety Activity
11.13.
The annual briefing of NASUWT Health and Safety Co-ordinators and
Training Officers took place on 28 and 29 June at Rednal. Subjects discussed
included a work/life support programme for teachers, the gender equality duty,
asbestos in schools and the TUC health and safety survey.
11.14.
The interactive DVD-ROM training resource on risk assessment entitled
‘Take the Risk Out’ was completed and plans were made to send this to Health
and Safety Co-ordinators and trainers in January 2008 together with the
reformatted ‘Lesson In Safety’ video completing the updating of the supporting
materials for the Union’s Stage One and Stage Two Health and Safety Courses.
the largest UK-wide teachers’ union
NASUWT
11.15.
The NASUWT is committed to assuring equality of opportunity, social justice,
tackling inequality and prejudice and to fairness for all in schools, colleges and the
wider society. The Union will continue to review its training and education
programme with a view to ensuring all courses and events address issues of
equality and fair representation for all members.
11.16.
During 2007, this included the following:

delivering the new Equality Officers’ Course and the incorporation of further
equality issues into the Representatives’, Health and Safety
Representatives’, Casework and Organising Courses;

trade union education and training courses to attract members traditionally
underrepresented in this union activity.
11.17.
NASUWT lifelong learning activity and the increasing number of Union
Learning Representatives substantially improved the participation of women, black
and minority ethnic, disabled and younger members in the initial and crucial stages
of the Union’s activities.
TUC Accreditation of NASUWT Courses
11.18.
The NASUWT adopted the Open College Network (OCN) accreditation
process for its courses to enable course participants to obtain Open College
Network credits to support their continuing professional development record.
11.19.
There is a quality assurance programme for the OCN accreditation of
courses and this relies on three factors: assessment, internal moderation and
external moderation. During the year, the NASUWT has developed a
comprehensive process of quality assurance. Learners’ work was actively
assessed by tutors whilst being responsive to the learners’ needs.
11.20.
Each term, a sample of learners’ work was moderated both internally and
externally by tutors, meeting and discussing the samples of work including
‘borderline cases’ and discussing any learning points. The Union began developing
work on a process of doing this through the established Regional Training
Committees.
11.21.
To meet the requirement to adequately induct and monitor tutors, tutor
monitoring visits were undertaken by national tutors and these visits covered all of
the 13 course delivery points (the Regional Centres and Headquarters) within a
three-year cycle. These visits ensure that each of the 17 individual OCN-accredited
courses are monitored within the cycle. There were around 100 active tutors and
this number is likely to grow. A tutor monitoring form was used to complete the
visits and this form was developed and amended throughout 2007 as appropriate.
NASUWT Accreditation of Caseworkers
11.22.
The Union established two levels of accreditation for caseworkers. This
sought to address the delicate balance between encouraging activists to become
more involved and to further the Union’s organising agenda whilst also ensuring
that the Union meets its legal obligations in terms of correctly accrediting
caseworkers as competent.
11.23.
The two levels of accreditation for Representatives and Caseworkers are
‘Accredited Representatives’ and ‘Accredited Caseworkers’.
11.24.
Accredited Representatives act as a school representative, dealing with
internal issues (including informal levels of casework) and are able to get involved
in most aspects of the Union. This accreditation follows successful completion of a
Working Together Stage One Course. This does not accredit the Representative to
tackle high-level casework on a local authority level or with governing bodies.
Representatives at this level will usually only undertake formal casework at a very
the largest UK-wide teachers’ union
NASUWT
low level and this must be in liaison with Local Secretaries and the Regional
Centre.
11.25.
Accredited Caseworkers gain a new accreditation card upon successful
completion of a Casework Stage Three Course. This specifically accredits them as
an Accredited Caseworker and allows the representative to undertake formal
casework both at a higher level and across schools/colleges or local authorities.
11.26.
This project took place throughout the year and it is anticipated that all
existing Representatives will be accredited under the new system by March 2008.
A programme of Caseworker Briefings was implemented within the Regions and
this will form part of the process of training and accreditation for Accredited
Caseworkers, which they will be expected to attend on a regular basis.
12.
Legal Aid, Benevolence And Services
Legal and Casework
12.1.
The Union secured this year compensation on behalf of members the sum of
£8,119,848. This figure, which is over £1,242,653 more than last year, is a
combination of compensation won through the Union’s legal services and
casework undertaken by regional officials. £951,203 arises from casework
undertaken on behalf of members and includes compensation awarded at
Employment Tribunals and agreements secured upon the termination of a contract
(excluding compromise agreements).
12.2.
Throughout 2007, 1,348 new individual legal case files were opened in the
Legal and Casework Team. Colleagues in the regional network were provided with
advice on their casework strategy and settlement and to authorise the lodging of
Employment Tribunal claims. Solicitors were instructed for members who had an
allegation made against them and for those requiring legal advice on the terms and
effect of compromise agreements. The team also liaised with solicitors in respect of
ongoing personal injury claims, assessed members potential claims for stressrelated illness and undertook the administration of industrial action ballots and Rule
27 Hearings.
Employment Tribunals
12.3.
Forty-four applications were submitted to Employment Tribunals on behalf of
members. These included claims for unlawful deduction of wages, unfair dismissal,
breach of contract, discrimination on the grounds of sex, race, disability and age,
and breach of the Fixed-Term Employees (Prevention of Less Favourable
Treatment) Regulations 2002 and Part-Time Workers (Prevention of Less
Favourable Treatment) 2000. A member in the West Midlands claiming automatic
unfair dismissal accepted a £20,000 settlement after the Employment Tribunal
found in her favour. Four members in different parts of the UK with disability
discrimination claims accepted settlements prior to the respective tribunal hearings
totalling £78,700.
Compromise Agreements
12.4.
Four-hundred and thirty Compromise Agreements were negotiated. These
are often sought by employers upon the termination of a member’s contract and
are legislated for in Section 203 of the Employment Rights Act 1996. Such
Agreements preclude a member from bringing any proceedings before an
Employment Tribunal. In return for giving up the right of recourse to law, the Union
is able to agree a compensatory sum with the Employer and usually an agreed
reference. This year, £5,284,286 was secured for members through completed
compromise agreements.
the largest UK-wide teachers’ union
NASUWT
Generic Employment-related Casework
12.5.
A further £207,976 was achieved for members through generic employmentrelated casework handled exclusively by the Union’s solicitors. The largest value
claim concluded by the Union’s solicitors involved an independent school which
became bankrupt and entered into a Company Voluntary Arrangement (CVA);
eight NASUWT members lost their jobs as a result. The solicitors successfully
pursued claims for a protective award, breach of contract, notice pay, unfair
dismissal, and (for six of the eight members who had more than two years service)
redundancy pay, totalling £180,060. Regrettably, the members are not likely to
receive the full monies owed to them.
General Teaching Council
12.6.
The Union handled 28 cases where members faced a hearing before the
General Teaching Councils for conduct or competency. One other case concerned
an appeal against failure of the induction year. The Union continued to attend the
quarterly GTC (England) Registration and Regulation consultative meetings.
Part-time Pension Cases
12.7.
The part-time pension (Preston) cases were nearly all been resolved. There
are now only seven cases ongoing. In three of these ongoing cases, judgment was
awarded in favour of the member, but a settlement offer is still awaited. During the
year settlement was reached in 12 cases; approximately £30,000 was secured for
these members in lump sum payments and enhanced future pension benefits. In
addition, a further six Northern Ireland members with Preston cases have now
received offers to settle their claims, leaving only one Belfast Tribunal Preston
claim outstanding.
Personal Injury Claims
12.8.
In respect of employment-related personal injury claims pursued through the
Union’s specialist retained solicitors, a sum of £1,646,383 was secured on behalf
of 64 members during 2007. The largest out of court settlement achieved was
£625,000 for a member in Lincolnshire who was electrocuted due to faulty wiring
beneath a sink in a school laboratory. The member suffered a brain injury as a
result and is unlikely to be able to work again. Another member in Dorset who
severely injured her left foot when she caught it on a maypole base in a Physical
Education store cupboard accepted a settlement of £164,757. A further out of court
settlement was achieved in the sum of £107,500 for a member in London who
suffered a serious injury to his right arm when a table tennis table fell on him.
Another member in Tameside accepted £42,238 in settlement of his claim following
a head injury when a piece of pipe insulation fell from the ceiling in a classroom.
Claims for Stress-related Illness
12.9.
Sixteen members contacted the Union because they wished to progress
claims for compensation against their employers as a result of suffering from
stress-related illness. Although such claims remain extremely difficult to pursue to
a successful conclusion, the Union continues to carefully assess each application,
with a view to pursuing such claims where there are sufficient prospects of
overcoming the significant legal hurdles involved.
Employment-related Criminal Assault
12.10.
This year, 52 members requested legal assistance in relation to employmentrelated criminal assault. These cases are difficult to pursue to a successful
conclusion but this year some positive results have been achieved in gaining
compensation for members. A member in London accepted an out of court
settlement in the sum of £85,000 following injuries she sustained when she was
assaulted by a primary school pupil with a history of violence. A member in a
the largest UK-wide teachers’ union
NASUWT
primary school in Northern Ireland was awarded £7,500 by the Compensation
Agency after suffering an injury to her back and hip after a pupil assaulted her.
Another member in Leeds received a £5,500 out of court settlement after she
sustained a fractured rib following assault by a pupil.
Criminal Law Casework
12.11.
The number of members who have been required to attend a police interview
due to a child protection allegation arising out of their employment and for whom
solicitors have been instructed during 2007 was 191. The police/Crown
Prosecution Service investigations have so far found that in 123 there is ‘no case
to answer’.
12.12.
Implementation of means testing for legal aid in the Crown Court was due by
the end of 2007, but this has been delayed as further consultations were scheduled
to take place. The Union continued to closely monitor developments in respect of
the Carter Review, which is seeking to introduce regional franchises to conduct
criminal legal aid work. The Legal and Casework Team is working closely with its
criminal law solicitors to ensure that the very best service is provided to NASUWT
members.
Child Protection
12.13.
The Union continued to be heavily engaged in the consultation exercise
regarding the introduction of the Independent Safeguarding Authority (ISA) which is
due to become operational in Autumn 2008, in order to ensure that the potential
impact on teachers’ civil liberties is considered.
12.14.
A number of DCSF and Home Office ISA update meetings have been
attended during the year, and the Union was also represented at the National
Safeguarding Children Conference in November. The Union submitted responses
to (then) DfES consultations on Amendments to regulations under Section 142 of
the Education Act 2002 and the Childcare Disqualification Regulations which apply
to applications for registration made under Part XA of the Children Act 1989 and
Barring Consultation: Implementing the Safeguarding Vulnerable Groups Act 2006
and the Northern Ireland Order 2007. The Union continues to make
representations aimed at maintaining the balance between the protection of
children and teachers’ legitimate human rights and privacy concerns.
12.15.
The Union engaged with the Government consultation on the crucial issue of
the use of force to restrain pupils under Section 93 of the Education and
Inspections Act 2006. The DCSF incorporated most of the Union’s comments and
the revised guidance was published on 5 November. The Union also responded to
the DCSF’s consultation on Guidance on the Use of Power to Search (Clause 45 in
the Violent Crime Reduction Bill/Act), an area which causes the Union concern due
to the vulnerability of staff to allegations of assault if they exercise the new power
to search pupils for weapons.
12.16.
Towards the end of the year, the Union provided a detailed response to the
DCSF’s consultation on reviewing the guidance for schools when an allegation is
made against education staff. The Union has maintained, since 1991, national
statistics of allegations against members which resulted in police interviews and
the outcome of these cases. Using this data the Union continued to campaign for
greater protection for teachers when they are subject to allegations which have
often turned out to be false and malicious. The publication of the proposals for
dealing with allegations against teachers and other education staff in 2005 as a
result of the Union’s campaigns and representations on this issue was very much
welcomed by the NASUWT. As part of the proposals the NASUWT was given an
undertaking by Government that there would be a review of the impact of the
the largest UK-wide teachers’ union
NASUWT
guidance. This review began in 2007 and is scheduled to conclude in early 2008.
The NASUWT is a member of the review steering group.
12.17.
The Union also contributed to DCSF consultations on Safeguarding Children
from Abuse Linked to a Belief in Spirit Possession and The Byron Review, Call for
Evidence, a review considering the risks to children from exposure to potentially
harmful or inappropriate material on the Internet and in video games.
12.18.
The Union continued to contribute to discussions with the DCSF on the
drafting of guidance for schools on school trips, given the Union’s concerns about
the vulnerability of teachers who participate in such excursions when something
goes wrong. Virtually all of the issues of avoidable risk identified by the Union have
now been addressed by Government.
Equality Legislation
12.19.
The NASUWT continued to monitor developments in employment equality
legislation and attended the annual TUC Discrimination Law Conference. Guidance
was circulated for NASUWT caseworkers on the Fixed-term Employees
(Prevention of Less Favourable Treatment) Regulations 2002. The Union
submitted a detailed response to the Communities and Local Government,
Discrimination Law Review: A Framework for Fairness, Proposals for a Single
Equality Bill for Great Britain. In its response, the Union supported the
Government’s aspiration to rationalise the existing equalities structures and to
achieve equality of opportunity for all through a new legislative framework, but
expressed concern that some of the proposals do not go far enough in offering
protection to all those vulnerable to discrimination because of personal
characteristics or circumstances. The Union also expressed concern that the
proposals do not address adequately the experience of those who suffer
multifaceted discrimination. The current law on discrimination is deficient in this
area. Reforming the legislation to remedy these deficiencies and allow for
discrimination claims to be brought on multiple grounds would be consistent with
the move to a single equalities commission.
Dispute Resolution Regulations
12.20.
The Union responded to a consultation from the Department of Trade and
Industry on Success at Work: Resolving Disputes in the Workplace, which
proposed the repeal of the Dispute Resolution Regulations introduced in 2004. The
NASUWT expressed support for the principle behind the introduction of these
regulations which was to facilitate early resolution of disputes that arise in the
workplace and therefore expressed concern that the repeal of the procedures
might weaken the incentive to resolve these disputes swiftly and amicably.
Department for Constitutional Affairs (DCA) Consultations
12.21.
The Union responded to three DCA consultations. The first involved cost
recovery in pro bono assisted cases. The Union gave a cautious welcome to the
Government’s proposals to overrule the indemnity principle in pro bono assisted
cases, but expressed concern about the erosion of state funded legal aid and the
impact this has had and continues to have on access to justice. The second
consultation concerned the draft Freedom of Information and Data Protection
(Appropriate Limit and Fees) Regulations 2007. The NASUWT expressed
concerns that these Regulations amending the Freedom of Information Act 2000
would be detrimental and undermine the principles of transparency and openness
which underpinned the original legislation. The third concerned case track limits
and the claims process for personal injury claims. The NASUWT agreed to the
proposal to retain the small claims limit at £1,000 and welcomed any move which
could speed up the claims process and reduce costs, but stressed that it is crucial
that the rights of claimants should not be undermined by the changes proposed.
the largest UK-wide teachers’ union
NASUWT
Trade Union Legislation
12.22.
The Department for Business, Enterprise and Regulatory Reform consulted
on the European Court of Human Rights judgment in the ASLEF v UK case and
the implications it raises for trade union law. The NASUWT welcomed the
Government’s recognition that the current law was incompatible with the European
Convention of Human Rights and the Government’s acceptance of the need to
amend the law. However, the Union expressed the view that the Government’s
proposals do not go far enough and that a fundamental review of UK trade union
law needs to be undertaken to restore a proper balance in union/employer relations
and restore the right of self-governance to trade unions.
Benevolence
12.23.
The number of new applications dealt with during the year was 176 with an
ongoing caseload of 409. Excluded from these totals are the many additional
members who have received local assistance through the Union’s seven
Benevolent Federations and emergency grants from Local Associations.
12.24.
A total of £282,427 was paid out from the Central Benevolent Fund in the
form of grants to members. Of this total, £83,625 was for single payment grants to
members who were facing financial hardship for a whole variety of reasons.
12.25.
The total allocated in central grants can be further broken down to
demonstrate that individuals received £55,975 in holiday grants; £80,422 in
monthly grants and £32,175 in education grants.
12.26.
In total the Benevolent Federations received £30,230 into their imprest
accounts to provide grant aid at a local level. One Benevolent Federation applied
for additional grants and, as a result, a further £10,000 was allocated to them.
These additional sums were requested because of the number of members
assisted by these Federations.
12.27.
Interest-free loans totalling £63,106 were made from the Union’s Benevolent
Fund in response to a variety of applicants’ needs.
12.28.
The Central Benevolent Committee recovered £145,787 from members
repaying the loans awarded to them from the Fund. This is as a result of
concentrating on reviewing the cases of former loan recipients and recouping
outstanding monies where possible. The Union was also successful in obtaining
five county court judgements on cases which had proved particularly problematic
and the beneficiaries had breached the terms of the loan. In addition, loans in the
sum of £33,286 were converted to grants and loans in the sum of £20,047 were
written off as bad debts. The loan book for the Fund stands at £527,175 in total.
12.29.
Training courses for new or inexperienced Benevolence Visitors continued
and were well attended. The Annual General Meeting of Benevolence
Representatives was well attended for the third consecutive year and proved to be
a useful mechanism for receiving feedback from Benevolence Visitors and sharing
information.
12.30.
Individual members donated £177, through gifts and legacies, to the Fund.
12.31.
The Central Benevolent Committee continued to refer members to Payplan
for money and debt advice, at no cost to the member or the Union. Members find
the service very beneficial, especially with the assistance given to help consolidate
their debts.
12.32.
The face-to-face counselling service, available to members who have been
accused of child abuse, was extended for a further year.
12.33.
Following a review of NASUWT National Executive Committees, a proposal
that an independent expert review be commissioned to consider the operation of
the Benevolent Fund was adopted in 2006. This review took place during 2007.
the largest UK-wide teachers’ union
NASUWT
The outcome of the review is the subject of ongoing joint work between the Central
Benevolent Committee and National Officers.
12.34.
The Central Benevolent Committee is in discussions with the Greater London
Regional Committee to establish a structure that will facilitate Benevolent Fund
operations and activities across the entire Greater London Region.
Services
12.35.
Wesleyan For Teachers launched a new personal loan scheme for members.
12.36.
Britannia Rescue, formerly a part of the Civil Service Motoring Association,
was sold to Liverpool Victoria Friendly Society but has retained its trading name.
12.37.
UIA continued to sponsor the Union’s ‘Young Activist of the Year’ award.
12.38.
The Union severed its links with Harry Weeks Travel following sale of the
company to Capita Group Plc.
12.39.
The Union continued to develop a suite of benefits under the heading
‘NASUWT Benefits and Services’. In addition to benefit vouchers sent with issues
of Teaching Today, the Union continued to send a monthly Benefits e-zine with
offers linked to a dedicated NASUWT Benefits and Services website.
12.40.
The NASUWT undertook an audit of its ‘NASUWT Approved’ service
providers and confirmed that Wesleyan, Endsleigh, UIA, AIG Direct and Britannia
Rescue were still entitled to use the ‘NASUWT Approved’ logo.
12.41.
Total 2007 commissions from NASUWT service providers amounted to
£684,043. This was further supplemented by advertising revenues of £174,629.
12.42.
A total of 371 members made claims on the Union’s free membership
insurances. 228 members required assistance from the Union’s malicious damage
to cars cover and 143 members made claims for theft of money or property.
12.43.
All ‘NASUWT Approved’ service providers are required to indicate their
acceptance of the NASUWT equality statement.
12.44.
Agreement was reached during the year with a firm of solicitors in Gibraltar
to provide comprehensive legal services to the NASUWT members there. The
Union will be providing similar services to members in the Channel Islands and the
Isle of Man.
12.45.
The Union put in place an advice line on employment matters for members in
Northern Ireland which ran between the hours of 8.00am and 8.00pm. The service
was provided by Thompsons Solicitors. A decision was made to extend the
services to Greater London and Scotland during 2008.
Service Children’s Education
12.46.
The NASUWT membership increased within Service Children’s Education
(SCE) and the Union’s influence continued to grow across schools in Germany,
Cyprus and other Ministry of Defence establishments around the World. The Union
now represents over half of the teaching staff in the sector. The collective
bargaining and casework services which are delivered to members, via our
network of lay officials and with the support of the Peripatetic Regional Official,
continued to attract new recruits to the Union, many of whom transfer to us from
membership of other unions. Also, it is noteworthy that the NASUWT achieved
representation on the JNC (Others), to service the needs of the significant and
increasing number of members in Soulbury scale posts. The union’s profile was
enhanced further by the election of the NASUWT SCE Federation Secretary as
Chair of both the Trade Union side and the recently established Agency
Consultative Committee. The proposed draw-down of troops from North West
Europe will undoubtedly create considerable bargaining and casework challenges
over the next few years, as the threat of compulsory redundancies has not been
ruled out and the NASUWT remains in the vanguard of engagement with the
employer in this regard.
the largest UK-wide teachers’ union
NASUWT
12.47.
2007 was the 60th anniversary of SCE. The National President attended a
celebration dinner in July and later in the year visited schools.
European Schools
12.48.
The Union’s legal challenge on behalf of its members working in European
schools was still ongoing. The case revolves around the DCSF ‘nine year rule’
which prevents European school teachers from retaining their job after this period
has elapsed.
13.
Lifelong Learning
13.1.
The NASUWT secured 489 Union Learning Representatives in schools and
colleges across England. 81 Lifelong Learning Officers played a key role in
brokering learning opportunities for NASUWT members.
13.2.
The Union continued to train and develop Union Learning Representatives
and these figures are reflected in the training and Trade Union Education Section
of this Report. The vast majority of those members were women who were new to
NASUWT activity, a key group of members vital to the Union’s organising agenda.
13.3.
A significant number of NASUWT members accessed learning, training and
development courses via NASUWT Union Learning Representatives and Lifelong
Learning Officers. Courses on voice care, networking events for supply teachers in
regional centres, behaviour management, interactive whiteboard courses and
neuro-linguistic programming (NLP) proved particularly popular.
13.4.
The NASUWT Learning Organisers continued to support learning and
organising initiatives across the NASUWT’s English regional network, offering
intensive support to Local Associations and helping them map schools and
colleges, update records, identify and support representatives and deliver the
Union’s core messages on learning. The Intensive Progress Team (IPT) supported
initiatives on PPA time, cover and other issues of concern to plan, develop and
deliver targeted campaigns which aid the Union’s recruitment, retention and
development aims.
13.5.
Areas visited by the IPT included Bournemouth, Harlow, Plymouth,
Gloucestershire, Swindon, Hertfordshire, Rugby and Thurrock. In addition, a
telephone canvassing exercise for the Surrey area to update details and contact
numbers was conducted.
13.6.
In campaigns conducted so far, there have been immediate and positive
impacts for the NASUWT, including data on members in schools and colleges
being updated, the general profile of the NASUWT raised, with hundreds of
members taking the opportunity to speak to local representatives and staff. Issues
have been explored with members in person, often those who do not normally
attend Local Association meetings, and audits of, for instance, PPA time or cover
have been carried out as well as dozens of potential and actual representatives
being identified.
14.
Advertising
14.1.
The NASUWT provided financial support and raised the profile of the Union
through targeted advertising to support the campaigns and activities of a number of
organisations addressing equality issues.
14.2.
The NASUWT sponsored the leadership section of SecEd and funded two
supplements for SecEd and 5-7 on pupil behaviour and on equality.
15.
Personal
15.1.
Steve Hill, Andrew Lawson, Sirion Leggate, Jim McDaid, Peter McLoughlin
and Dafydd Morgan left the National Executive during the year. National Executive
wishes to place on record its grateful thanks for their valuable and unstinting work
for the Union.
the largest UK-wide teachers’ union
NASUWT
15.2.
Lyn Cooper, Trevor Morgan, Ian Phillips, Ian Timpany and Hopkin Thomas
joined the National Executive during 2007.
15.3.
Margaret Morgan Past President of the NASUWT died during the year.
Margaret was elected as Junior Vice-President in 1995 and became President in
1998. She gave many years of dedicated service to the NASUWT at local and
national level.
Appendix 1
NASUWT Conferences And Seminars (Other Than Training)
14-19 Education Conference (27 March 2007, The International Convention Centre,
Birmingham)
The five seminars programme, which began in 2006, concluded in 2007 with seminars for
members in England and Wales in November, and in Northern Ireland in January. The
seminars provided members with an update on the reforms and the key developments that
were taking place, including good practice: they enabled members to raise issues and
concerns with national policy makers responsible for leading the reforms.
The Conference was organised following the five 14-19 seminars held in England,
Scotland, Wales and Northern Ireland in 2006 and 2007. The seminars were used to
inform the ongoing development of policy in this important area. The Conference provided
members with a further opportunity to consider issues relating to curriculum and
qualifications reform, collaboration and partnership working and funding of 14-19
education as they impact upon each of the education systems within the UK.
The Conference compared and contrasted developments taking place across the UK. It
was held at the International Convention Centre, Birmingham, in March. Key speakers at
the Conference included Jon Coles (Director 14-19 Reform DfES); Gill Robinson
(Programme Director, A Curriculum for Excellence, Scottish Executive Education
Department); Professor David Egan (Professor of Education, University of Wales Institute,
Cardiff); Eddie McArdle (Registrar, General Teaching Council Northern Ireland); Dr Patrick
Roach (Assistant General Secretary (Policy and Communications) NASUWT); and
Suzanne Nantcurvis (NASUWT National Executive Member, Wales and Director SixthForm Studies, Ysgol Dinas Bran, Llangollen). The NASUWT used the findings from the
Conference and seminars to inform representations to the Government, devolved
administrations, and other key organisations responsible for developing and implementing
the reforms.
Black and Minority Ethnic Conference
The Conference was on the theme of ‘Career Progression and Pay: Creating
Opportunities’. The General Secretary gave an overview of pay and conditions issues
which the Union was currently addressing and answered members’ questions. Jane
Doughty, National College for School Leadership, focused on leadership development
opportunities. Wilf Sullivan, TUC, encouraged members to become more involved with the
Union and there were a number of workshops. The Conference concluded with a moving
presentation by Muzaffar Hussain on the anniversary of the abolition of the slave trade.
Disabled Members’ Consultation Conference
The Disabled Members’ Consultation Conference took place in December. The theme of
the Conference was ‘Fitness to Teach’ and delegates were addressed by the NASUWT
General Secretary, Paul Bleasdale (Head of Pensions and Medical Fitness, DCSF) and
the largest UK-wide teachers’ union
NASUWT
Richard Exell (Senior Policy Officer, TUC and Lead Commissioner for the DRC’s formal
investigation into fitness standards).
Equality Officers’ Briefings
Termly briefings for Equality Officers took place throughout the year offering important
updates on developments equalities legislation and across the broader area of equalities
work. External speakers included Raj Jethwa of the TUC looking at issues for young
workers and Alison Philcock of Love Music Hate Racism discussing issues around
bringing the messages of anti-racism and anti-fascism into schools through popular music.
In addition, sessions were held covering disability discrimination in relation to attaining
qualifications, part-time teachers and flexible working, social cohesion, the Discrimination
Law Review, challenges left in the fight for equality, tackling bullying and harassment and
organising around the Arts & Minds competition.
Health and Safety Officers’ Briefing
An account of the NASUWT involvement in the Health and Safety Executive working group
on asbestos leakage in CLASP system built schools and on the employers’ duty to
manage asbestos was shared with the Health and Safety Officers.
Inter-island Conference
In order to support NASUWT Local Associations in the States of Jersey and Guernsey,
Isle of Man and Gibraltar, the NASUWT organised an inter-island Conference in the South
East Regional Centre. National Officers, Executive Members and Senior Officials joined
with representatives to share information on pay and conditions issues.
It was agreed that plans should be laid for a further Conference in Summer 2008.
Leadership Seminar – Performance Management: Are You Ready?
A seminar for NASUWT members in leadership roles in schools and colleges took place
on 5 June 2007 at NASUWT National Headquarters. The seminar was delivered by
members of the TDA Performance Management team and provided members with the
opportunity to consider the implications of the changes to the Performance Management
Regulations which came into effect on 1 September 2007. In addition, attendees were able
to develop confidence in fulfilling their role in implementing the revised regulations, to
know what support and guidance was available and to identify the steps they needed to
take in order to put the necessary arrangements in place in their own schools and
colleges.
Lesbian, Gay, Bisexual and Transgender Teachers’ (LGBT) Consultation Conference
The Lesbian, Gay, Bisexual and Transgender Teachers’ (LGBT) Consultation Conference
was held in February at NASUWT Headquarters.
The Conference was the largest to date. The Conference explored the themes of
celebrating the progress made towards LGBT equality whilst recognising the challenges
still facing LGBT teachers. The Deputy General Secretary addressed delegates outlining
some of the achievements made through social partnership on terms and conditions
issues for LGBT teachers, noting the recent reforms to the Teachers’ Pension Scheme in
which the Union successfully argued that same-sex couples should have the same
pension rights as those in opposite-sex relationships. Peter Tatchell, LGBT and human
rights campaigner, presented his perspectives on the remaining challenges for LGBT
people including the lack of a positive duty on public bodies in relation to LGBT equality
the largest UK-wide teachers’ union
NASUWT
and the potential creation of a hierarchy of equality in the new Equality and Human Rights
Commission. Mark Jennett, consultant and author of Stand up for Us gave an informative
presentation on challenging heterosexism within the curriculum and advised teachers on
ways that sexuality can be raised through different key stages.
Negotiating Secretaries’ Briefing
Given the rapid changes in education, pay and conditions of service, the National
Executive felt that regular termly briefings for Negotiating Secretaries would provide helpful
support and information for local activists. The first of these briefings was held in
November and provided an overview of the Government’s education policy and the issues
and challenges it was posing for schools. It also covered a briefing on the Rewards and
Incentives Groups’ evidence to the School Teachers’ Review Body in respect of the pay
award for 2008-2011 and the reopener clause for 2006-2008. Information was also
provided on the development of evidence to the School Teachers’ Review Body on roles
and responsibilities of teachers and headteachers, leadership and short-notice contract
teachers. Updates were provided on performance management, national agreement
priorities and the recent Government announcement on school balances. Negotiating
Secretaries were also updated on the progress made to carry forward the 2006
Conference resolution on effective local representation. This covered the facility time
survey and a presentation on the Organising Union.
Newly Qualified Teacher (NQT) Seminars
The well-established and popular ‘Preparing For Your First Teaching Post’ Seminar
programme was held in England, Northern Ireland, Scotland and Wales throughout
August.
Many NQTs applied to attend as a result of word of mouth recommendations from
previous participants.
The seminars covered a variety of issues to equip the participants with the skills and
confidence to go into the classroom on their first day of the Autumn term. The programme
was delivered with content appropriate to the nation in which the seminar took place.
The feedback from these seminars continued to express not just satisfaction but gratitude
to the Union for preparing participants to enter the classroom on their first day in their new
job with many participants reporting that some of the sessions cover areas that had not
been adequately covered during their training. All participants stated that they would
definitely recommend the seminar to others.
Prejudice-Related Bullying Seminars
As part of the equalities strategy, the NASUWT was the first union to launch a programme
of work on prejudice-related bullying at a major national conference on 13 November
2006. This was followed by a programme of professional seminars to raise awareness of
the nature and extent of prejudice-related bullying in schools and to highlight the
increasing range of tools used by bullies, dispelling the common myths that bullying is a
fact of life, and to identify strategies to address the problem. The seminars were rolled out
in 2006-2007 and took place in Manchester, Birmingham and Belfast and considered
bullying on the grounds of an individual’s gender, ethnicity, body image/size, sexuality,
disability, age, religion or belief.
The third seminar on prejudice-related bullying took place at Botanical Gardens in
Birmingham on 13 June and explored in detail issues of gender-based, faith-based and
the largest UK-wide teachers’ union
NASUWT
racist bullying. The seminar considered the tools of the ‘bully’ including cyberbullying and
developed ideas and strategies to deal with bullying. Speakers included Julia Collar,
National Co-ordinator, Anti-Bullying Alliance; John Quinn, Development Director,
Beatbullying; Professor Gargi Bhattacharyya of Aston University; the NASUWT General
Secretary; Sue Ball, Anti-bullying Co-ordinator, Birmingham Safeguarding Children Board;
and Lucy Russell, YWCA Policy Officer.
In September the DCSF issued specific guidance on homophobic bullying in schools. The
NASUWT gave a warm welcome to this guidance and the fact that the DCSF had resisted
arguments made by some for only generic guidance. The NASUWT as a result of its work
on prejudice-related bullying had argued strongly for specific guidance to cover each
strand of prejudice-related bullying. The Union did, however, state that if the Government
was to secure tolerance and mutual respect in schools it may need to revisit the Equality
Act (Sexual Orientation) Regulations 2007 to strengthen it to create a duty to promote
LGBT equality in line with similar duties to promote gender, race and disability equality.
Public Sector Accountability and Inspection Conference
The NASUWT held the Conference to explore trends around public sector accountability
and inspection in different public sector services. The Conference provided participants
with an opportunity to discuss the impact of the use of performance tables, the inspection
system and the development of markets and contestability for schools and the teaching
workforce.
The NASUWT used the findings from the Conference to produce a report on the key
themes identified, which is being used to inform the Union’s future work on public sector
accountability mechanisms and the inspection system.
Contributors to the conference included representatives from trade unions including
Unison, Prospect, the NASUWT, the TUC, and Managers in Partnership (MIP Health);
from Government departments, inspection bodies and higher education institutions
including representatives from the DCSF, OSFTED, the Audit Commission and Keele
University Human Resource Management and Industrial Relations Department.
Presentations by contributors in the morning were followed by workshops around specific
areas of public sector accountability.
Women Teachers’ Consultation Conference
The NASUWT Women Teachers’ Consultation Conference was held in October at the
Hilton Metropole Hotel in Birmingham. This was the fourth national Conference organised
for NASUWT women members and was the largest to date with nearly 200 delegates
attending. The Conference was chaired by the NASUWT Senior Vice-President, Amanda
Haehner and the theme, ‘Balancing Your Life and Work’ provided an opportunity to hear
from delegates on their experiences and attempts to balance their life and work.
The NASUWT General Secretary outlined the work being undertaken by the NASUWT in
relation to the pay and conditions of teachers focusing on the steps being taken to drive
down working hours and on the safeguards being introduced through the revised
performance management arrangements for teacher’s pay and progression. The General
Secretary highlighted the detailed research with the University of Manchester that the
NASUWT had commissioned on the subject of women teachers’ careers and also gave
details on the Union’s campaign on cyberbullying.
the largest UK-wide teachers’ union
NASUWT
Kay Carberry, Assistant General Secretary, TUC addressed delegates during a panel
debate focusing on the issues of flexible working and her role as Commissioner on the
newly established Equality and Human Rights Commission (EHRC). Workshops included
informing delegates of practical strategies for managing time, issues around women’s
health, the menopause and work, and breast cancer awareness.
Young Members’ Consultation Conference
The Young Members’ Consultation Conference, exploring the theme of the challenges
facing young teachers today and in the future, offered young members of the Union an
opportunity to meet colleagues and network informally.
The Conference was attended by members from across the United Kingdom and had as
its central theme ensuring that teaching remains a career of choice for young graduates.
Other issues explored included performance management, CPD and career development
opportunities. Speakers at the Conference included the NASUWT General Secretary, John
Carr (TDA) and Alan Pearce (Open University). The General Secretary gave details of
current issues on pay and conditions and the extensive programme of work for young
members.
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 2
External Conferences, Seminars And Events At Which The NASUWT Was
Represented
January
Criminal Records Bureau, Education Consultative Group meeting, London
GEW/BIGTU Conference, Rednal, Birmingham
Music for Youth: Birmingham Primary Prom Concerts, Birmingham
National Behaviour and Attendance Exchange, Leicester
North of England Education Conference, Preston
Trades Union Congress (TUC)/ Equal Opportunities Commission (EOC) Discrimination
Law Conference, London
UK Athletics: Norwich Union International Athletics, Glasgow
Union Modernisation Fund Seminar, London
February
4Children: Childcare, Children’s Centres and Extended Schools Seminar, London
City of York Annual Education Lecture, York
Consortium of Local Authorities’ Special Programme: Asbestos Working Group, London
Creating Opportunities Building Futures for Children: Delivering Childcare, Children’s
Centres and Extended Schools, Manchester
General Teaching Council Registration and Regulation meeting, Birmingham
GEW: German British Teachers Union Meeting, Hamburg
Local Government Association (LGA) Conference, London
National Institute for Health and Clinical Excellence: Public Health Programme –
Management of Long-term Sickness and Incapacity, London
Public Accountability Conference, Birmingham
Schools Out National Conference, London
UK Athletics: Norwich Union European Trials and Championships, Sheffield
UK Athletics: Norwich Union Grand Prix, Birmingham
Unite Against Fascism Conference, London
Westminster Education Forum Keynote Seminar: Literacy and Numeracy, London
Youth Music: Missing Melanie, London
March
200th Anniversary of the Abolition of Slavery Legislation Conference
Association of School and College Leaders (ASCL) Annual Conference, London
Criminal Records Bureau, Disclosure Unit Conference, Hinckley
Department for Education and Skills (DfES) Vetting and Barring Scheme Update meeting,
London
Equal Opportunities Commission/DfES Conference on ‘Gender Equality Duty: Are Schools
Ready?’, London
EU Lobbying Seminar, London
HMIe – How Good is Our School – The Journey to Excellence, Scotland
National College for School Leadership (NCSL) Leadership Network Annual Conference,
London
Plaid Cymru Annual Conference, Caernarfon
Public Sector Seminar, London
Qualifications and Curriculum Authority (QCA) Annual Review 2006, London
Reconnecting Trade Unions with Arts and Culture, Liverpool
Standing Committee for the Education and Training of Teachers (SCETT): New Skills for a
New Professionalism, London
SNES-FSU National Congress, France
the largest UK-wide teachers’ union
NASUWT
States of Jersey Department of Education, Sport and Culture: Proposals for the Jersey
Teachers’ Superannuation Fund, St Helier
TUC International Development Conference, London
Ulster Teachers’ Union Annual Conference, Newcastle
Unionlearn Conference, London
Unions 21 Seminar, Leicester
Wales Conservative Party Annual Conference, Cardiff
Wales Lib-Dems Annual Conference, Swansea
April
Anne Frank Awards judging, London
Association of Secondary Teachers, Ireland (ASTI) Annual Conference, Sligo
Association of Teachers and Lecturers (ATL) Annual Conference, Bournemouth
Criminal Records Bureau, Education Consultative Group meeting, Liverpool
Department for Education and Skills (DfES) Fair Access Road Shows, Manchester
Disability Rights Commission (DRC) Formal Investigation Inquiry, London
EI Research Network Annual Meeting, Brussels
National Union of Students’ (NUS) Services Ltd Conference, Liverpool
National Union of Teachers (NUT) Annual Conference, Harrogate
Public Services Improvement Policy Group: Edge Foundation Event, London
Ruskin College: Changing the World (Climate Change: The Most Urgent Issue of Our
Time), Oxford
Statutory Leaving Age: Taking the Debate Forward (Green Paper) Campaign for Learning,
London
Training and Development Agency for Schools (TDA) School Leaders Service
Stakeholder, London
TDA: Higher Level Teaching Assistant Standards Workshops, Birmingham and York
Trade Union Advisory Committee (TUAC) Working Group on Education, Training and
Employment Policy, Paris
Trades Union Congress (TUC) Trade Unions and the Muslim Community Seminar, London
May
ATL’s book launch Subject to Change: new thinking on the curriculum, London
Campaign for Learning: Release of the Learning to Learn in Schools Project findings,
London
Children’s Services Network (CSN) Conference: Celebrating Diversity, Promoting
Cohesion, London
Chartered Institute of Public Finance and Accountancy (CIPFA): The Future of Service to
the Public, London
Centre for British Teachers (CfBT) Education Trust: Raising the Leaving Age to 18:
Symbol or Substance?, London
DfES Fair Access Road Shows, Cambridge
General Teaching Council Registration and Regulation meeting, Birmingham
Higher Level Teaching Assistant Consultation Seminar, Bristol
Home Office Vetting and Barring Scheme meeting, London
‘Hours to Suit’ Conference, London
Inaugural University and College Union (UCU) Congress, Bournemouth
iNET and Specialist School and Academies Trust: 11th Annual Lecture, London
Institute for Employment Research Conference on Gender Equality Duty, London
Launch of 11 Million: A New Five-year Strategy, Corporate Plan and Rebrands for the
Office of Children’s Commissioner, London
National Association of Head Teachers (NAHT) Annual Conference, Bournemouth
Optimus Education Conferences: Online Child Protection, London
the largest UK-wide teachers’ union
NASUWT
Primary National Strategy: Early Years Foundation Stage Local Authority Conference,
London
Scottish Secondary Teachers’ Association’s (SSTA) 63rd Annual Congress, Aviemore
TAC Schools Security Report, Birmingham
Trust Schools Briefing, Bridgewater
UCU celebration of the 2007 ‘Life Changers’ awards for students and staff in further and
higher education, Westminster
June
Anne Frank Awards Ceremony, London
Children’s Service Network Conference Governing Changing Schools, London
Cuba Solidarity Campaign, Annual General Meeting, London
DfES: Launch of Staying Safe Consultation Seminar, London
English Schools’ Athletics Association: 77th English Schools’ Sainsbury’s Track and Field
Championship, Birmingham
ETUCE Status Conference: Towards a European Sectoral Social Dialogue in the
Education Sector
Guardian Further Education and Skills Summit 2007, London
Hazards Campaign Meeting, Manchester
Institute of Employment Rights: Grievance and Disciplinary Procedures and Employment
Tribunal Rules: Fairness or Fudge?, London
Kings College: Annual Education Lecture: Religious Education for a Society of Diversity,
London
National College for School Leadership, Annual Leadership Conference, London
Neil Stewart Associates, Community Cohesion Annual Conference 2007, London
Norwich Union British Grand Prix, London
Norwich Union World Trials and UK Championships, Manchester
Trade Unions Campaigning to End Violence Against Women Conference, London
TUC and Justice for Colombia: Meeting with Colombian Civil Society Leaders, London
Unionlearn Conference, One Year On, London
Unionlearn/SKOPE, Trade Unions and the Learning and Skills Agenda, London
Working Lives Institute Seminar, What’s Happened to Black Self-Organisation, London
July
American Federation of Teachers: QuEST Conference: Strengthening Public Schools: Our
Union’s Work, Washington DC, USA
Community Cohesion Annual Conference 2007, London
Education International 5th World Congress, Berlin
DCSF Launch of Staying Safe Consultation Seminar, London
Disability Rights Commission Seminar: Enforcing the Disability Equality Duty, London
Disability Rights Commission Seminar: Proposals for a Single Equality Bill: A Framework
for Fairness?, London
English Schools Athletics Association, Birmingham
Hazards Conference, Manchester
Norwich Union World Trials and UK Championships, Manchester
Norwich Union British Grand Prix, London
PAT Annual Conference, TEAM (Together, Everyone Achieves More), Harrogate
Ruskin College: Women and Trade Unions Round Table, Oxford
Service Children’s Education Dinner in celebration of 60 Years of Education of Service
Children in Germany, Sennelager, Germany
Stonewall: Education for All: Tackling Homophobia in our Schools, London
Volunteer Reading Help Parliamentary Reception, London
Working Lives Institute, Trade Union Relations and Black Workers, London
YWCA Young Women’s Event: My Hopes for the Future: What’s Holding me Back, London
the largest UK-wide teachers’ union
NASUWT
August
Aspect Annual Conference: Closing the Gap: School Improvements and Every Child
Matters, York
Fast Track, UK School Games, Coventry
Norwich Union Grand Prix, London
September
DCSF 2nd Annual 14-19 Diplomas Conference, London
DCSF/Childnet International, National Cyber Bullying Conference, London
Trades Union Congress, Brighton
Liberal Democrats Conference: Schools Governor Training Fringe Event, Brighton
October
Campaign for Learning Event: Raising the Leaving Age, London
Capita: 14-19 reform Education Conference, London
Communities and Local Government Preventing Extremism Conference, London
Croner: A Practical Guide to Health and Safety, London
DCSF 14-19 Diploma Event, London
Edexcel IOE Seminar: Assessment – What is Assessment for Learning?, London
Inaugural Anthony Walker Memorial Lecture, London
National Union of Students Annual Reception, London
Not in Education, Employment or Training (NEETs) Conference, Raising Expectations,
London
NUT/UNISON, Kommunal and Lärarföbundet Seminar, London
Sports Provision for Children and Young People, National Conference, London
United Campaign: National Parliamentary Rally for Trade Union Freedom, London
Westminster Education Forum Keynote Seminar – Assessment: A System Fit for
Purpose? London
Westminster Eforum Event, UK IT skills gap, London
Youth Music Theatre, Force 9 1/2, London
November
CFL Event: Local Authorities Taking Forward 14-19 Funding, Bradford
Childcare Seminar, London
Corporate Accountability Seminar, London
GTC Engagement Seminar: Professional Education and Development for Teachers in
Relation to Special Educational Needs, London
London Fire Brigade Sprinkler Seminar, London
National Council of Women, London
NFER Seminar: Personalised learning – Progress and Prospects, London
Ten Alps Events: The Education Summit 2007 – Translating the Vision into Practice,
London
Westminster Education Forum Keynote Seminar, London
NUJ Standing up for Journalism – Rally and Reception
Lärarföbundet Ordinary Congress, Stockholm
TUAC Working Group on Education, Training and Market Policy, Paris
Association of Educational Psychologists Annual Dinner, London
TDA: HLTA Revised Standards: National Launch Events, Cambridge and Manchester
Music for Youth 2007 Schools Prom, London
NCSL National New Heads Conference, London
AQA Annual Seminar and Awards, London
EPSU/ETUI-REHS/SALTSA Workshop and Conference: An Alternative to the Market – the
Social, Political and Economic Role of Public Services in Europe, Brussels
Justice for Colombia Photo Exhibition, London
Runnymede Trust: Promoting Community Cohesion Through Schools, London
the largest UK-wide teachers’ union
NASUWT
Admission to Higher Education National Conference, London
The Smith Institute: Advancing Opportunity – New Models of schooling Seminar, London
TU Fund Managers, Investors Seminar, London
December
Equality and Human Rights Commission Conference ‘Diverse Britain’ QEII, London
NAHT: Launch of the Publication following the Commission of Inquiry into Assessment and
League Tables, London
NFER Christmas Reception, London
Part-Time Teachers Working Group, London
Philip Lawrence Awards Annual Ceremony, London
‘Supporting Union Learners’ Conference, London
TUC Launch of Leaflet – HIV/AIDS and Workplace, London
UK Employability Forum: Refugees into Teaching
Youth Music Theatre: UK Annual Christmas Showcase Fundraiser
Exhibitions/Conferences At Which The NASUWT Was An Exhibitor
January
Bett Show Olympia, London
National Behaviour and Attendance Exchange, Leicester
North of England Education Conference, Gateshead
TES Teaching Exhibition, Torquay
February
National Governors Council Conference, Birmingham
Northern Education Technology Show, Newcastle
TES Early Years and Primary Teaching Exhibition, Belfast
March
Education Show, Birmingham
May
National College for School Leadership’s (NCSL) Annual Conference, Birmingham
Special Needs, Manchester
TES Early Years and Primary Teaching Exhibition, Manchester
TES Wales Education Show, Cardiff
Urdd National Eisteddfod, Rhuthun
June
Association of School and College Leaders (ASCL) and National Governors’ Association
(NGA) Leading Extended Schools Conference, Birmingham
Early Years Conference, Birmingham
Urdd National Eisteddfod, Carmarthen
July
Hazards Conference, Manchester
National Eisteddfod, Llangollen
August
12th National Eisteddfod, Swansea
September
Labour Party Conference, Manchester
Liberal Democrat Party Conference, Brighton
London Schools and the Black Child, London
TES Early Years and Primary Teaching Exhibition, London
TUC Congress, Brighton
the largest UK-wide teachers’ union
NASUWT
October
Conservative Party Conference, Bournemouth
TES Special Needs, London
November
Design and Technology Show, Birmingham
Language Show, London
National College for School Leadership’s (NCSL) National New Heads Conference,
London
National Governors’ Association, London
North West Technology Show, Manchester
Specialist Schools Trust (SST) Conference, Birmingham
National Equalities Bodies With Which The NASUWT Has Worked
Anti-Bullying Alliance
Bill of Rights Seminar
DfES Homophobic Bullying Advisory Group
Equality Training on Race Discrimination – Migrant Workers
EOC Scotland
LGBT Training
NCSL Succession Planning Diversity Panel
ICTU Women’s Committee Seminar – Globalisation, Equality and Workers’ Rights in the
European Year of Equal Opportunities
Unite Against Fascism Steering Group
External Bodies On Which The NASUWT Was Represented
Absolute Return for Kids Academies Meeting
Active Training and Education
Anti-Bullying Alliance
Central Council of Physical Recreation
Council for the Awards in Children’s Care and Education (CACCE)
Criminal Records Bureau Education Consultative Group
Department of Children, Schools and Families (DCSF), Cyber Bullying Task Force
Disability Rights Commission
Educational Visits Advisory Council Management Group Meeting
Education Copyright Users Forum
Education International Pan-European Equal Opportunities Committee Anti-Bullying
Alliance
Education Welfare/Teacher Association Group
Educational Visits Advisory Council Management Group Meeting
Educational Visits Advisory Council Meeting
English Speaking Union Professional Scholarships Committee
Fulbright Teachers’ Exchange
General Teaching Council Registration and Regulation Group
Independent Schools Appeals Panel
Jersey Teachers’ Pension Review Group
Joint Council for Qualifications and Teachers Associations
Joint Negotiating Committee for Teachers in Residential Establishments
Joint Negotiating Committee Pensions
Joint Negotiating Council, Sixth-Form Colleges
Joint Negotiating Council, United Learning Trust
League for the Exchange of Commonwealth Teachers
the largest UK-wide teachers’ union
NASUWT
Local Government Association School Year Round Table
National Assessment Agency Maladministration
National Children’s Bureau Drug Education Forum
National Joint Committee: Sixth-Form Colleges (Pay and Conditions)
National Joint Committee: Teachers in Residential Establishments (Pay and Conditions)
National Joint Negotiating Council, Sixth-Form Colleges
National Literacy Association
NFER Board of Trustees
NFER Council
North of England Education Conference Executive Committee
Northern Special Educational Needs Tribunal
Oasis Academies
Oasis Joint Negotiating Committee
Oxford Entrance and Examinations Committee
Part-Time Teachers’ Working Group
Post-16 Advisory Committee
Primary Umbrella Group
Prudential Management Advisory Group
Public Sector Liaison Group
QCA/Teacher Association Group
School Funding Implementation Group
School Funding Implementation Group Efficiency Sub-Group
School Leaders, Stakeholders Advisory Group
Southern Special Educational Needs
Specialist Schools and Academies Trust Board
Standing Committee for the Education and Training of Teachers (SCETT)
Standing Conference on Schools Science and Technology
Steering Group on National Occupational Standards
Stonewall ‘Education for All’ Coalition
Teachers Pension Communications Group
Teachers Pension Review Group
Teachers Pension User Group
Teachers’ Superannuation Working Party
Trade Union Pensions Specialists
Trade Union Pensions Specialists: Age Discrimination Regulations and Pension Provision
Training and Development Agency: Induction Standards Guidance Writing Group
UK/US Teacher Exchange Committee
Union Learning Fund, Capital Infrastructure Steering Group
Unionlearn Advisory Group
Unite Against Fascism Steering Group
United Church Schools Trust, Union Recognition
United Learning Trust (Pay and Conditions)
TUC Conferences And Seminars At Which The NASUWT Was Represented
Academies Report Group
Disability Discrimination Act
Equal Pay Course
Gender and Occupational Safety and Health Meeting
200th Anniversary of the Abolition of Slavery Legislation Conference, Hull
Age and Retirement Conference
Annual Conference
Discrimination Law Review Meeting
the largest UK-wide teachers’ union
NASUWT
Black Workers Forum
Equality Officers’ Briefing
Equality Forum
Gender and Occupational Safety and Health
Globalisation Conference
International Development Conference – Building alliances with NGOs
LGBT Campaign in Education with Stonewall and other Education Trade Unions
Learning and Skills Network
Public Sector Liaison Group
Race Officers
Reconnecting Trade Unions with Arts and Culture, Liverpool
Union Health and Safety Specialists’ Forum
Women’s Conference
Working on the Edge
Young Members’ Conference
Unions’ Health and Safety Specialists Meeting
Working on the Edge
Delegates To TUC Congress And Equalities Conferences
TUC Congress:
Jerry Bartlett, Lynn Bayliss, Rachel Cashman, Julian Chapman, Brian Cookson, Lena
Davies, Kathy Duggan, Brian Garvey, John Girdley, Nigel de Gruchy, Amanda Haehner,
Steve Hill, Alan Homes, Karen Hopwood, Chris Keates, Roger Kirk, Dave Jones, Chris
Lines, Maurice Littlewood, Mick Lyons, John Mayes, Jennifer Moses, Darren Northcott,
Mary Page, Patrick Roach, Paula Roe, Sue Rogers, Peter Scott, Tracey Twist, Steve
White, Dave Wilkinson, Jo Wright.
TUC Disability Conference:
Lynda Allison, David Bryson, Laura Cameron, Steve Hill, Alan Homes, Liz Kennan,
Jennifer Moses, Helen O’Neill, Phil Sanderson and Phil Smith.
TUC Women’s Conference:
Jayne Alton, Kathy Duggan, Celia Foote, Amanda Haehner, Karen Hopwood, Christine
Johnson, Pat Lerew, Pauline Mantle, Jennifer Moses, Yvonne Murray, Kitty O’Kane, Jo
Ramsey, Paula Roe, Sue Rogers, Cathy Sutton, Narmada Thiranagama, Kathy Wallis, Jo
Wright.
TUC Young Members’ Conference:
Nadia Choudhry, Emma Jones, Craig Powell, Hafiz Qarni and Leo Rodrigues.
TUC Black Workers’ Conference:
Mildred Atubo, Samuel Awuku, Takawira Chihwayi, Beauty Chimbetete, Andrea Davis,
Ruth Duncan, Muzaffar Hussain, Lucy Jera, Owen Madivani, Jennifer Moses, Patrick
Roach, Sue Rogers, Lorna Simpson, Narmada Thiranagama and Maureen Turner.
TUC Lesbian, Gay, Bisexual and Transgender Conference:
Patricia Farmer, Siobhan Gough-Duffin, Simon Haskew, Joe Henderson-Tang, Steve Hill,
Gary Kirkham, Chris Lines, Mairead McCafferty, Jennifer Moses, Mathew O’Hagan, Mary
Page, Alan Phippen, Leo Rodrigues, Phil Siddle, David Thomas and Jo Wright.
Wales TUC:
Tim Cox, Geraint Davies, Martin Henesey, John Mayes, Glynis Meredydd, Suzanne
Nantcurvis, Rex Phillips, Jane Setchfield, Hopkin Thomas.
Scottish TUC:
Bill Cook (part), Linda Gray, Bill Matthew, Ian McCubbin, Pat O’Donnell, Jane Peckham.
the largest UK-wide teachers’ union
NASUWT
STUC Women’s Conference:
Tara Lillis, Christine McPhail, Jane Peckham.
STUC Black Workers:
Muzaffar Hussain.
Irish Congress of Trade Unions:
Linda Brooks, Fred Brown, John Devlin, Tom Magee, Fiona Mannion, Mairead McCafferty,
Jim McDaid, Denis O’Hara, Marian O’Hara, Peter Scott, Seamus Searson.
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 3
NASUWT Motions To The TUC, WALES TUC, SCOTTISH TUC, IRISH
CONGRESS OF TRADE UNIONS And TUC Equalities Conferences
TUC
Child Labour
Congress asserts that children must be protected against work that is harmful,
economically exploitative, hazardous, and likely to undermine their education, health and
physical, mental, spiritual, moral or social development.
Congress deplores the fact that there are increasing numbers of children in the UK who
are forced to work as a result of poverty and deprivation.
Congress believes that the opportunities arising from the 2012 Olympics could, if
unchecked, further exacerbate the problem of exploitative child labour.
Congress believes that continuing action is needed to ensure that:
i)
ii)
iii)
the human rights of every child are respected;
children are protected from harmful labour;
effective action is taken to eradicate all forms of forced labour, prostitution and child
trafficking.
Congress urges the Government to take action to:
i)
introduce effective legislative measures to combat harmful child labour;
ii)
tackle those factors that cause children to undertake harmful work;
iii)
provide effective alternatives to exploitative child labour;
iv)
develop a school curriculum framework that helps raise awareness of the nature
and effects of harmful work;
v)
support the efforts of trade unions in protecting the interests of child workers;
vi)
ensure that no child is exploited in the UK’s preparations for the 2012 Olympic
Games;
vii)
press the International Olympic Committee to set and enforce agreed labour
standards to protect all workers.
Abuse of Technology
Congress acknowledges that developments in technology have made significant
improvements to supporting workers and working practices.
Congress recognises, however, that there is significant and growing evidence of the abuse
of technology, particularly mobile phones, e-mails and Internet sites which is not only
contributing to increasing working hours and workload but is also providing a vehicle for
bullying and harassment of workers and for false allegations to be made publicly against
them.
Congress is concerned that such abuse is in many cases having a devastating, adverse
effect on workers’ health, wellbeing, confidence and self-esteem, and in some cases their
career progression.
Congress, therefore, calls upon the General Council to:
the largest UK-wide teachers’ union
NASUWT
i)
ii)
iii)
campaign for a review of regulatory and legislative provisions to secure more
accessible avenues of redress for those who are named, exposed to public ridicule
and subject to false allegations on websites;
produce appropriate guidance, including a model workplace protocol, to encourage
employers to take action to address such abuse and misuse;
press the HSE to include reference to technology, its use and abuse, in health and
safety good practice guidance and in all workplace health and safety audits,
including risk assessments.
WALES TUC
Pay Parity
Conference affirms its commitment to the principle of an English and Welsh pay and
conditions of service structure and pledges its opposition to any attempt by the
Government to implement regional pay for teachers.
Conference declares that it is unacceptable for teachers to be subject to different rates of
pay for undertaking the same work within a national service provision and calls upon the
Wales TUC to resist any separation of Wales from England on issues related to the pay
and conditions of service of teachers.
Furthermore, Conference acknowledges the detrimental effect of regional pay on the
provision of public services and in relation to recruitment and retention.
Conference calls upon the Minister for Education, Lifelong Learning and Skills and the
Welsh Assembly Government to publicly declare their commitment to preserving an
English and Welsh pay structure.
Tackling Racism and Fascism
Conference applauds the efforts of unions in defending communities against the threats of
the BNP and other far-right organisations.
Conference deplores attempts by the BNP and others to undermine Wales as a
multicultural nation, and their attempts to seek to destroy trade union organisations.
Conference believes there can be no complacency in defeating the far right whenever they
stand for election to public office.
Conference commits to support all unions in campaigning against the BNP in all election
campaigns in Wales.
IRISH CONGRESS OF TRADE UNIONS
Cyberbullying
Conference notes with alarm the increasing use of Internet websites such as
RateMyTeacher, Bebo and MSN by both pupils and parents to bully teachers. Conference
calls upon the Executive to mount a campaign of awareness on the issue of cyberbullying,
and to call for Government action, mobile and Internet providers to better protect teachers
and young people.
the largest UK-wide teachers’ union
NASUWT
Violent and Disruptive Pupils
Conference views with concern recent developments regarding the ability of schools to
suspend/expel violent or disruptive pupils. Decisions to suspend/expel are only taken as a
last resort and following strict adherence to schools’ disciplinary policies.
Conference notes that attacks on staff, including swearing, intimidation, physical assault,
prejudice-related bullying and persistent low-level disruption contribute to high levels of
stress and early exit from careers.
TUC EQUALITIES CONFERENCE MOTIONS
TUC WOMEN’S CONFERENCE
Age Discrimination in Accessing Employment
“Conference welcomes the recent Employment Equality (Age Discrimination) Regulations
2006 as a positive step forward towards eliminating age discrimination in the workplace.
Conference believes that women face discrimination disproportionately in the labour
market and specifically in accessing senior employment roles due principally to the
perception that in their 20s and 30s they are more likely to take time out for family
responsibilities. Conference further believes that this problem is exacerbated by the
presumption by some employers that young women do not have the requisite skills or
experience to fulfil senior employment roles.
Conference is concerned that the Age Discrimination Regulations do not address this
issue and in themselves will not lead to the cultural change required for true equality within
the workplace for women.
Conference calls upon the TUC to:
a)
campaign for changes to the Age Discrimination Regulations with a view to
strengthening the rights of women workers to gain equal access to all employment,
including high status roles; and
b)
conduct research into women’s employment with a particular focus on the impact of
age on women’s access to senior posts.”
TUC BLACK WORKERS’ CONFERENCE
Prejudice-related Bullying
“Conference deplores all forms of prejudice-related bullying and its legitimisation in
society. Conference believes that prejudice-related bullying seeks to exploit those who are
most vulnerable, creates divisions within and between communities and must not be
tolerated.
Conference recognises that black workers experience racist bullying and are also bullied
on grounds of their sex/gender, disability, LGBT status, religion/belief and body image.
Conference is particularly concerned that racist and faith-based bullying has intensified in
recent years.
Conference asserts that everyone has the right to live and work in a safe and secure
environment where they feel valued and respected.
Conference believes that effective action to tackle prejudice-related bullying starts at an
early age and requires commitment from all bodies.
the largest UK-wide teachers’ union
NASUWT
Conference calls on the TUC to:
a)
raise the profile of prejudice-related bullying and its consequences;
b)
include the issue of tackling prejudice-related bullying in its Trade Unionists in the
Classroom initiative; and
c)
lobby the Government to establish national arrangements to monitor all forms of
prejudice-related bullying in the workplace and wider society.”
TUC LESBIAN, GAY, BISEXUAL AND TRANSGENDER CONFERENCE
Creating a Positive Duty on Public Bodies
“Conference welcomes the recent Employment Equality (Sexual Orientation) Regulations
2003 as a positive step forward towards eliminating discrimination and homophobia in the
workplace. Conference notes that the Equality Act 2006 created a general duty on public
authorities to promote equality of opportunity between women and men. This follows
similar duties on public authorities created to promote disability equality and race equality.
Conference is, however, concerned that an uneven legislative framework is contributing to
a ‘hierarchy of equality’.
Conference believes that the general duty to promote equality should be extended to
cover other strands of discrimination, specifically sexual orientation. Conference asserts
that this will support the cultural change required for true equality within the workplace for
LGBT people.
Conference calls upon the TUC to campaign for changes to the equalities legislation to
extend the public duty to include sexual orientation, with a view to eliminating the structural
and systematic discrimination present within workplaces.”
TUC DISABILITY CONFERENCE
Recruitment and Selection of Disabled Workers
“Conference is appalled that disabled workers are grossly underrepresented within every
sector of the workforce and continue to face unlawful discrimination when applying for
jobs.
Conference is concerned that many disabled workers in the workplace lack support from
their employers and are often unwilling to declare openly their disability through fear of
prejudice, discrimination and victimisation.
Conference calls on the TUC to:
a)
work with the Disability Rights Commission to identify employers breaching
employment and disability legislation within recruitment, selection and retention
procedures; and
b)
lobby the Government to provide an effective and efficient mechanism whereby
when an employer fails to implement the Disability Discrimination legislation they are
subject to a substantial fine and/or custodial sentence.”
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 4
General Teaching Councils
England
The NASUWT was represented on the General Teaching Council for England (GTC(E)) by
John Mayes (President) and Dave Wilkinson (National Executive) in the two nominated
teacher union seats reserved for the Union. The NASUWT was represented on the
GTC(E) in the elected teacher categories by Terry Bladen, Peter Butler, Ron Clooney,
Sheila Mountain, John Peebles and John Rimmer. John Peebles died during the year.
The General Teaching Council for England (GTC(E)) commenced the election process for
members of the Council who will serve from 1 September 2008 to 31 August 2012. Work
was undertaken to secure candidates who would represent the views of the Union.
New guidance was produced by the Union on the work of the General Teaching Councils
in England, Wales, Scotland and Northern Ireland.
The NASUWT met with the GTC(E) to discuss the work of the Teacher Learning Academy
and highlighted the Union’s concern with this area of the GTC(E)’s work.
The NASUWT met with the new Chief Executive to express the Union’s concerns about
the wide ranging activities of the GTC urging it to focus on its regulatory functions.
The GTC(E) conducted a consultation on a statement of inter-professional values. The
statement set out the expectations of professionals within teaching, social care and
nursing. The NASUWT questioned the need for such a statement and predicted ‘a
collective wail of despair’ from the profession over yet another statement of professional
values. The NASUWT opposed the statement on the grounds that teachers were already
buckling under the weight of a plethora of codes, statements, disciplinary and competence
procedures and rigorous accountability regimes.
Northern Ireland
Peter Scott was the NASUWT nominee on the GTC(NI). Peter was elected Chair of the
Registration Committee. Teresa Graham, NASUWT was elected the Chair of the Audit
Committee.
The Council published the new professional competences for teachers in Northern Ireland
– ‘Teaching: The Reflective Profession’.
The significant business of the GTC(NI) was the ‘Approval of Qualifications’ and the
implementation of the Disciplinary function. NASUWT continues to play an important role
in the work of the GTC(NI).
Scotland
NASUWT member Linda Gray was a member of the GTC(S).
The NASUWT was represented at the GTC(S) launch of the Revised Standard for Full
Registration (SFR) in September. The SFR specified what was expected of a teacher
seeking full registration with the General Teaching Council for Scotland. The revisions
were agreed by Council in December 2006 and received ministerial approval in Spring of
2007 and were as follows:
the largest UK-wide teachers’ union
NASUWT




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
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
built in changes and development in Scottish education;
added more emphasis on child protection and legal expectations on teachers;
added references to Curriculum for Excellence;
specific reference to drug education;
international education;
multi-agency working;
reference to outdoor education;
continued emphasis on education research;
specific reference to collegiate working with colleagues, i.e. no more closing the
door;
put in clear reference to Disability Discrimination Act (DDA) and reasonable
adjustments (recommendation: there needs to be further research and advice on
what reasonable adjustments are and how they should be implemented).
The NASUWT broadly welcomed the changes.
Wales
The NASUWT’s representatives on the GTC(W) were Tim Cox, Anthony Hughes, Suzanne
Nantcurvis, Jane Setchfield and Sarah Stockford. Tim Cox was appointed as NASUWT
nominee during the year and was replaced by Neil Butler.
The GTC(W) discussed during the year:
•
•
•
•
•
•
•
•
•
•
Registration Fee 2007-08;
Professional Development Framework;
Funding of Induction and EPD;
Professional Development Funding Programme;
Professional Standards Matters;
GTC(W) Workload Strategy;
Assembly Consultation on Wales Curriculum 2008;
Election of Teacher Members to Council 2008;
Progress Report on Registration, QTS and Induction;
Risk Register.
The NASUWT continued to voice its opposition to the Professional Development
Framework which includes the development of the Chartered Teacher concept.
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 5
Affiliations, Donations And Sponsorships (Over £500)
Affiliations
The Union is affiliated to the following organisations:
Amnesty International
End Child Poverty Campaign
Irish Congress of Trade Unions
Jubilee Debt Campaign
Labour Research Department
National Campaign for the Arts
National Pensions
SCETT: Standing Committee for the Education and Training of Teachers
The Work Foundation
Unions 21
United Campaign
Workers Education Association
Donations
The Union made the following donations:
Burma Campaign
Chuckle Book
Comprehensive Future Campaign for Fair Admissions
Comprehensive Future Pamphlet Fair Enough
Disability Review Magazine Full Colour Page
From the Shed Children’s Fun Book
Hazards 2007
Hospice re: Margaret Morgan
Institute of Employment Rights
Jamaica Forum for Lesbians, All-Sexuals and Gays (J-FLAG)
Paralympic World Cup
Prostate Cancer Research
Ragged School Museum Trust
Reverend Jesse Jackson Tour
Rise – Make a Stand Against Racism
Robocop International Finals
Sandblast Festival
Support for CWU workers
Sustain – Children’s Food Campaign
Trade Union Friends of Searchlight
TUC – Unemployed Workers’ Centres
TUC – Zimbabwe Appeal
TUC Tolpuddle Martyrs Festival
TUC Sponsorship of TUC Pride
Unite Against Fascism
White Band Day
Working Class Movement Library
Working Families Emergency Appeal
Sponsorship
The Union sponsored a number of events to enhance its work and to maintain its high
profile.
the largest UK-wide teachers’ union
NASUWT
Colombia Teachers’ Union FECODE Human Rights Projects:
Together with Thompsons Solicitors, NUT and ATL, the NASUWT jointly funded a 12month campaign to assist FECODE in recruiting new members and in building capacity to
serve teachers in Colombia.
English Schools Athletics’ Association (ESAA) Award Scheme:
The NASUWT continued to provide financial support to enable the production of ESAA’s
secondary and primary school athletic award schemes which promote health and fitness
throughout education and to support athletics events throughout the UK.
English Schools Golf:
The sponsorship the NASUWT contributed supported an inter-schools competition from
grass roots to a major England v Wales event for boys and girls. The NASUWT logo is
displayed on the match programmes, letterheads and on shirts worn at some of the
competitions.
English Schools Rugby League:
The NASUWT continued to support a rugby league competition for boys and girls under 12
to under 16 years and a biannual competition against France. The NASUWT logo is
displayed on the players’ tracksuits and on the handbook.
Foundation for Youth Music Singbook England and Wales:
The NASUWT sponsored the Youth Music Singbook. The Singbook is a singing resource
created with the aim of enthusing children and young people about singing and giving
leaders a new repertoire and helpful resources to use with their singing groups.
Justice For Colombia:
Throughout the year the NASUWT continued its sponsorship of Justice For Colombia
projects including the provision of financial support for an awareness raising UK tour of an
exhibition of photographs of Colombian trade unionists at work and the production of an
information bulletin for distribution throughout the trade union and local labour movement.
Kidderminster Harriers (Iraqis):
The NASUWT sponsored liaison between a delegation of Iraqi teacher trade unionists and
Kidderminster Harriers Football Club over an initiative to unite persons of varying ethnic
origin through sport. Lessons to be learnt from the UK ‘Kick Racism out of Football’
campaign were discussed. An Iraqi teacher and members of the Iraqi National Football
Squad joined the pre-match warm-up session of Harriers players and the delegation
members enjoyed a pre-match working lunch with local trade unionists.
Love Music Hate Racism:
Love Music Hate Racism was set up in 2002 in response to rising levels of racism and the
growing emergence of the BNP in mainstream politics. Love Music Hate Racism is a highprofile organisation that organises numerous gigs and events each month to spread an
anti-racist and anti-fascist message to young people. These events often include highprofile ‘Rock against Racism’ gigs and showings of the Who Shot the Sheriff? video.
Oxfam Global Campaign for Education:
The NASUWT sponsored and supported the Make Poverty History campaign throughout
the year by regularly attending the Global Campaign for Education UK Group and the TUC
Make Poverty History Trade Union Group meetings.
the largest UK-wide teachers’ union
NASUWT
North of England Education Conference:
The NASUWT was one of the main sponsors of the North of England Education
Conference which was held in Belfast. This sponsorship involved the Union’s logo being
prominently displayed on the conference bags, folders and pens given to every delegate.
Ruskin College:
The NASUWT met the college fees relating to a scholar attending Ruskin College in
Oxford.
SecEd and 5 to 7:
The NASUWT sponsored two supplements in SecEd, one in April 2007 entitled ‘Managing
behaviour’ and one in October 2007 entitled ‘Raising Standards – Making Remodelling
Work For You’. This supplement was also badged and distributed with 5 to 7.
As part of its ongoing leadership recruitment and retention strategy the NASUWT renewed
its sponsored of the Leadership section of SecEd. This sponsorship ensures a weekly
presence in the pages that leaders and aspiring leaders refer to on a regular basis.
St James’s House Diverse Britain 2007:
The Union was a key sponsor of the St James’s House, Diverse Britain 2007 project. The
project was established to acknowledge the Bicentenary of the Abolition of the Slave
Trade and the NASUWT was featured in the publication Diverse Britain 2007: The
Changing Face of a Nation. This publication provided an opportunity for the Union to
profile its achievements in campaigning for social justice and equality for children, their
teachers and for workers in general, both in the UK and around the world.
Teachers Race Against Time:
The Teachers’ Race Against Time (TRAT), which was organised by the Bishop Simeon
Trust, is so called because it reflects the overwhelming urgency of addressing the AIDS
crisis in South Africa, and preventing the spread of HIV among young people. All funds
raised through the ride went to support life-saving interventions reaching 10,000
secondary school students a year in South Africa. The TRAT was an 874-mile endurance
cycle ride from Lands End to John O’Groats. Riders, which included NASUWT members,
did the ride in just five days. The NASUWT sponsorship provided the riders with clothing,
board and food along the journey. All of the riders wore cycling jerseys with the NASUWT
logo and the support vehicle was also emblazoned with the NASUWT logo. The race took
place between 27-31 May 2007 and the riders were given a sendoff by the National
President.
UK Athletics:
The NASUWT continued to work in partnership with UK Athletics to sponsor Elevating
Athletics, the curriculum support pack for teachers in primary and secondary schools.
Since its inception in May 2007 a total of 3,546 packs have been distributed and over
5,000 teachers had course materials. In 2007, the resource was updated working with
Youth Sport Trust, a high profile for both Beijing and 2012. Relative to this aim is NASUWT
support of the UK School Games held in 2007 in Coventry.
UK School Games:
This was a Government initiative, started in 2006, to create an Olympic environment where
a number of schools compete over a number of days.
the largest UK-wide teachers’ union
NASUWT
Visa Paralympic World Cup:
The concept of the Visa Paralympic World Cup (VPWC) is to provide and stage an annual
world-class multi-sport event for elite athletes with a disability. In 2007, for the second year
running the NASUWT was the Education Sponsor for the event. The principal aim of this
partnership was to generate passion and interest in the event and inspire the involvement
of youngsters both in the North West region and nationally. The NASUWT mailed every
UK school with a letter from the General Secretary, a promotional poster and an
application form through which to apply for complimentary tickets to the event and
promoting the online education pack. The initiative was also promoted in Teaching Today.
The online education pack was developed in line with the current citizenship and PE
curriculum. Disability sport was explored through case studies, classroom activities and
exciting competitions. There was an overwhelming response from teachers as a result of
the NASUWT promotion of the event, with in excess of 236 schools applying for tickets
across the four sports during the week of the VPWC, with attendance from schools
peaking at 1,700 students on Wednesday 9 May. Total schools attendance was calculated
at 7,565 over the week.
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 6
Policy Statements, Advice Documents And Information
10 Reasons to Join the NASUWT
40 Achievements Poster and Card
A Guide to Tax Advice for NASUWT Members
Educational Visits
E-Learning and E-Assessment: Transformation or Replication
Equality Matters
Evaluation of the Behaviour Improvement Programme
Flexible Working for Parents and Carers
Health and Safety Bulletin
Health and Safety Representatives Handbook
House of Commons Inquiry into Assessment and Testing
Induction Guide
Know your Rights
Leadership Bulletin
Maternity, Adoption and Paternity Leaflet
NASUWT Behaviour Management Pack
NASUWT Representatives’ Handbook
NASUWT Response to Leitch Review
Part-time Employment
Performance Data Advice for Representatives
Performance Management
Platform
Position Statements
PRCI Research Meeting on ‘School Autonomy’
Prejudice-related Bullying Report
Redundancy Advice for Local and Negotiating Secretaries
Reports to Schools
Representatives Bulletins
Starting Out
Student Diary
Supervision of Trainee Teachers Advice Document
Teaching Today
Testing to Destruction
Training Programme Book
Trust Schools Leaflet
Wall Planners
The above documents were translated into Welsh as appropriate.
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 7
Consultation responses
A major aspect of the work of the Union continued to be formulating formal responses to a
number of significant consultation documents from Government departments and a wide
range of organisations.
England
Cabinet Office
New Inquiry into Testing and Assessment (June)
Ministers for Women Priorities (September)
Children’s Workforce Development Council (CWDC)
Integrated Qualification Framework Consultation on Common Generic Transferable Units
for the Children’s Workforce (April)
Commission on Integration and Cohesion
Your Chance to Tell us What You Think (January)
Communities and Local Government (CLG)
Proposals for Future Unitary Structures: Means of Prioritising Proposals (July)
Discrimination Law Review: A Framework for Fairness: Proposals for a Single Equality Bill
for Great Britain (September)
Department for Business, Enterprise and Regulatory Reform (DBERR)
Workplace Reps – a Review of Their Facilities and Facility Time (March)
Increasing the Holiday Entitlement (April)
Measures to Protect Vulnerable Agency Workers (May)
Resolving Disputes in the Workplace (June)
Administration of Additional Paternity Leave and Pay (August)
The Judgment of the European Court of Human Rights in the ASLEF v UK Case:
Implications for Trade Union Law (August)
Department for Children Schools and Families (DCSF)
January
Amendments to Regulations under Section 142 of the Education Act 2002 and the
Childcare Disqualification Regulations Which Apply to Applications for Registration Made
Under Part XA of the Children Act 1989
Draft Employment Equality (Sexual Orientation, Religion or Belief) (Amendment)
Regulations 2006
Draft School Workforce Census Regulations and Guidance for Local Authorities
School Finance Regulations 2006: Draft Amendment Regulations
The Languages Review: Lord Dearing’s Interim Report on Modern Foreign Language
Learning
Draft Regulations Setting out the Process for Setting Statutory Targets for Local
Authorities under the Childcare Act 2006
February
Education and Inspections Act 2006: Consultation on School Organisation and
Governance Regulations and Guidance
School Discipline and Pupil Behaviour Guidance
the largest UK-wide teachers’ union
NASUWT
International GCSEs in the Maintained Sector in England
March
Financial Benchmarking Website – Identifying Schools by Name
Safeguarding Children from Abuse linked to a Belief in Spirit Possession. Education and
Inspections Act 2006: School Travel Guidance
Consultation on Regulations and Guidance on Management Committees for Pupil Referral
Units
Regulations and Guidance on Management Committees for Pupil Referral Units
Education and Inspections Act 2006: Consultation on Statutory Guidance on Schools
Causing Concern
Statutory Guidance on Section 6 Educations and Inspections Act (positive activities for
young people)
Making Good Progress
April
Skills Strategy Equality Impact Assessment
Draft Regulations to Apply Section 62A of the Education Act 2002 to Pupil Referral Units
May
The Revised Fitness to Teach Guidance 2007
Power to Search School Children (Clause 45 in the Violent Crime Reduction Bill/Act)
Revised Exclusions Guidance – September 2007
Securing Sufficient Childcare
Comments Requested on Revised Fitness to Teach Guidance 2007
June
Guidance to Schools on School Uniform Related Policies
School, Early Years and 14-16 Funding 2008-11
Raising Expectations: Staying in Education and Training Post-16
New Charging Regulation for Music Tuition
Draft amendments to the Education (Specified Work and Registration) (England)
(Amendment) Regulations 2003 made under the Education Act 2002
July
Mandatory collection of ‘P’ Scale Data for Pupils with Special Educational Needs (SEN)
Guidance on the Duty to Promote Community Cohesion
Education and Training for Young People in the Youth Justice System
Children’s Workforce Strategy Update – Spring 2007
Size of Management Committees for Pupil Referral Units
ContactPoint: Consultation on Draft Guidance
Safe to Learn: Embedding Anti-bullying Work in Schools
August
Safeguarding Children who may have been Trafficked
Proposed Changes to the Regulations and Guidance for the Induction of Newly Qualified
Teachers (NQTs)
September
Raising Standards, Improving Outcomes: Draft Statutory Guidance on the Early Years
Outcomes Duty
the largest UK-wide teachers’ union
NASUWT
Barring Consultation: Implementing the Safeguarding Vulnerable Groups Act 2006 and the
Northern Ireland Order 2007
CFR Framework 2007-08
Permanent Exclusions from Academies
October
Consultation about the Transfer of Responsibility for the Registration of Independent
Schools and the Regulation of Independent and Non-maintained Special Schools
(NMSSs) to Ofsted
Review of Implementation of Guidance on Handling Allegations of Abuse Against Those
who Work with Children and Young People
Definition of an Independent School
Staying Safe
November
Review of DSG Formula: Terms of Reference
The Byron Review – Call for Evidence
December
Draft Information as to Provision of Education (England) Regulations 2008
Key Stage 3 Test Absence Collection
Department for Transport
Directive – Use of Seatbelts and Child Restraints by Children Passengers on Buses and
Coaches (November)
Department for Work and Pensions (DWP)
Industrial Injuries Disablement Benefit (April)
Office for Disability Issues: Equality for Disabled People: how will we know we are making
progress? (May)
The Merger of the Health and Safety Commission and the Health and Safety Executive
(October)
Flexible Retirement and Pension Provision (December)
The Occupational Pension (Internal Dispute Resolution Procedures Consequential and
Miscellaneous Amendments) Regulations 2008 (December)
Department for Constitutional Affairs (DCA)
Draft Freedom of Information and Data Protection Regulations 2007 (June)
Cost Recovery in Pro Bono Assisted Cases – Consultation on Proposals for Secondary
Legislation (July)
Case Track Limits and the Claims Process for Personal Injury Claims (July)
General Teaching Council for England (GTCE)
Equality and Diversity Scheme – your views (March)
CWN National Reference Group Circulation (May)
Registration (June)
Health and Safety Executive (HSE)
A Stronger Voice for Health and Safety (March)
the largest UK-wide teachers’ union
NASUWT
House of Commons Education and Skills Select Committee
Inquiry into Skills (January)
Inquiry into Testing and Assessment (June)
Home Office
Establishing a Migration Advisory committee (January)
Planning Better Outcomes and Support for Unaccompanied Asylum Seeking Children
(May)
Illegal Working Consultation (June)
Planning for a Possible Influenza Pandemic – A Framework for Planners Preparing to
Manage Deaths (November)
National Institute for Health and Clinical Excellence (NICE)
Promotion of Good Mental Health in Employees – Consultation on the Draft Scope (July)
OFSTED
More Proportionate Inspection for Further Education Launched (March)
Office of Manpower Economics
Teacher Pay Survey Questionnaire (January)
Policy Studies Institute
Survey on Lesbian, Gay, Bisexual and Transgender Issues at Work (April)
Qualifications and Curriculum Authority (QCA)
Draft Regulatory Criteria for E-assessment (March)
Secondary Curriculum Review (April)
Meeting the Challenge: Achieving Equality for All – QCA Draft Equality Scheme
(November)
School Teachers’ Review Body (the Review Body/STRB)
School Teachers’ Review Body: Evidence From the Rewards and Incentives Group (May
2007)
Joint Evidence to the STRB (ATL, NASUWT, PAT) (May 2007)
Annex 1: Primary Teachers’ Pay Findings From a Survey of Primary Teachers England
and Wales (NASUWT) (May 2007)
Joint Supplementary Evidence to the School Teachers’ Review Body Submitted by ASCL,
ATL, NASUWT and PAT (June 2007)
Supplementary Information From the Rewards and Incentives Group (October 2007)
Training and Development Agency for Schools (TDA)
Teaching Assistant Standards (January)
Draft Revised HLTA Standards (May)
Graduate Teacher Programme (June)
TUC
Commission on Vulnerable Employment (November)
the largest UK-wide teachers’ union
NASUWT
Scotland
Equal Opportunities Commission (EOC)
Commission on Integration and Cohesion – Your Chance to Tell us What You Think.
(January)
Scottish Executive
Guidance on the Circumstances in which Parents may Choose to Educate their Children at
Home (February)
Education Appeals Committee – Proposals for Reform Consultation (February)
A Consultation on Draft Attendance Guidance – Engaged and Involved (February)
Getting it Right for Every Child: Draft Children’s Services Scotland Bill Consultation
(March)
Abolition of the Graduate Endowment Fee (September)
The Parental Involvement in Headteacher and Deputy Headteacher Appointments
Regulations 2007 (November)
Wales
Wales Assembly Government (WAG)
QCA/Welsh Assembly Government Department for Education, Lifelong Learning and
Skills/Council for the Curriculum Examinations and Assessment
Consultation on Revised GCSE Criteria (September)
Individual Pupil Data: Improving the Quality and Usability of Pupil Level Data (November)
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 8
NASUWT major projects, research and surveys
Major projects
Arts & Minds
The Arts & Minds annual competition, launched in 2003 to commemorate Black History
Month, took place in October and celebrated cultural diversity and promoted racial equality
in schools. Categories in the competition included prizes for creative writing and art. The
competition was a great success this year with over 1,000 entries from schools across the
UK. The quality of entries from schools showed that schools and young people take the
issue of cultural diversity very seriously. The standard of the entries was exceptionally
high, a tribute to the talent and hard work of the youngsters and the support of their
teachers.
The competition continued to receive important support from SecEd and Love Music Hate
Racism. However, the competition also enjoyed support for the first time from Wilberforce
Institute for the Study of Slavery and Emancipation, Commission for Racial Equality,
Refugee Council and the Museum of London. The Union was also grateful for the
sponsorship received from Pearson Publications who provided the prestigious venue for
the ceremony, prizes and made the ceremony a great success. The national prize was
awarded by Jim Knight MP.
Class Sizes in Practical Subjects
The Union made contact with the relevant Government department or agency in each of
the nations across the United Kingdom to initiate dialogue to define practical subjects and
to set appropriate limits for class sizes in such subjects. The NASUWT also continued its
campaign for the Health and Safety Executive to
re-establish a trade union forum focused specifically on issues in the education sector.
In the absence of statutory maxima on class sizes in practical subjects, the Union
continued its work to emphasise the importance of risk assessment and, to this purpose,
published updated advice in respect of class sizes in the Union’s handbook for Health and
Safety Representatives. The NASUWT also produced updated leaflets on class sizes and
on the use of hazardous chemicals, where the size of pupil groups is a significant
consideration.
Curriculum and Assessment Reform Post-14
A report on the outcomes of the Union’s conferences on post-14 education held during the
course of 2006/7 and of the policy priorities identified as a result of the conference and
seminars was produced.
Cyberbullying Campaign
The highly successful seminars on prejudice-related bullying held during 2006-2007
highlighted a significant and growing problem of the use of technology to bully and harass
staff and pupils. The details of the campaign can be found in the Conditions of Service
Section of this Annual Report.
Global Campaign for Education
In January, the NASUWT hosted the Global Campaign for Education planning meeting for
education development campaigns around the G8 Summit in Germany during June.
the largest UK-wide teachers’ union
NASUWT
In April, the NASUWT worked with Birmingham City Council in organising the UK’s premier
Global Campaign for Education event in promoting the Millennium Goals relevant to
providing access to primary education for all children worldwide by 2015 and equality of
access to education at all levels for women and girls.
Children from around the West Midlands gathered in Victoria Square to join hands and
make paper chains with their classmates, teachers, representatives of Non-Government
Organisations (NGOs) and members of the public. Entertainment was provided by bands
and music groups from Birmingham schools and the actress Dani Harmer, who plays
Tracy Beaker, supported the day by speaking on why education is so important.
An opening speech was given by the Lord Mayor, Councillor Mike Sharpe. The NASUWT
Deputy General Secretary was Master of Ceremonies. Other speakers included the
NASUWT General Secretary, Alison Graham (English Speakers of Other Languages) and
Councillor Les Lawrence, Cabinet Member for Children, Young People and Families. A
Students’ Parliament took place in the Council Chamber to debate the theme of Education
in Developing Countries which included speeches from visiting Kenyan, Ghanaian and
German school children.
Throughout the day’s activities various NGOs (ActionAid, Voluntary Service Overseas,
Oxfam, English for Speakers of Other Languages and Link Community Development)
exhibited stalls where curriculum materials on the theme of international development was
available for pupils and students.
In October, the Union organised sales of TUC ‘white wrist bands’ to support the Global
Campaign for Education contribution to attempts to ‘end world poverty’.
Song for Peace
In 2006, the first year of the UN International Day of Peace, the NASUWT working jointly
with Youth Music and Peace One Day engaged the involvement of 6,000 UK schools and
over two million UK children sang the song for Peace, No wars Will Stop Us Singing.
In 2007, over 7,000 UK schools registered to take part together with thousands more
young people. An international dimension was introduced to the event and using the
NASUWT contacts through Education International UK children were joined by youngsters
in Australia, Uganda, Pakistan, USA, Germany, Italy, Malaysia, Thailand, Gibraltar,
Canada, France and India. The highlight of the international dimension to the event was
school children and their teachers in Iraq defying the dangers they faced in Baghdad to
congregate in the Magic Lamp Hall in the Al Mansour district of Baghdad to sing for peace.
The contacts in Iraq were as a result of the delegation of teachers from Baghdad which the
NASUWT hosted during the year.
In the UK, the NASUWT organised events for children to perform at the Welsh Assembly
in Cardiff, Stormont in Northern Ireland and Jools Holland’s live music venue, the Jam
House in Edinburgh.
These events were attended by Ministers, Assembly Members and a range of trade unions
and other education-based organisations.
Peace One Day organised an event at the Albert Hall in London at which the National
President presented an award to youngsters for a peace song they had composed.
the largest UK-wide teachers’ union
NASUWT
All of the youngsters sung the same song for peace which was composed by Ivor Novello
award-winner Debbie Wiseman with lyrics written by academy awards winner Don Black.
Research And Surveys
The NASUWT commissioned research on a number of key issues.
Accidents and Health and Safety Management
Following the resolution passed by Annual Conference 2006, the NASUWT surveyed the
opinions of members concerning health and safety issues in schools and colleges across
the United Kingdom. A total of 5,307 responses were received to three surveys which
concentrated on:

Accidents and Health and Safety Management;

Bullying, Harassment and Personal Safety; and

Working Environment.
The survey on Accidents and Health and Safety Management focused on incidents,
reporting and reaction to accidents at work, and on how well members thought health and
safety issues are managed in schools and colleges throughout the UK. It also addressed
the important issue of asbestos in schools. Some 1,923 teachers responded to the survey.
The survey results show:




termly fire drills are not taking place in all schools and colleges;
too few members are being provided with fire safety training;
poor building, grounds and equipment maintenance results in too many accidents;
and
some schools and colleges are not complying with their duty to manage asbestos.
Bullying, Harassment and Personal Safety
The survey on Bullying, Harassment and Personal Safety focused on incidents and types
of bullying, harassment and assaults on teachers both within and outside schools and
colleges throughout the UK. Some 1,413 teachers responded to the survey. The survey
results show:

unacceptable levels of bullying and harassment both in and outside our schools and
colleges;

a need to take action to reduce the levels of bullying, harassment and assaults of
members;

a need to tackle the causes of stress within schools and colleges; and

a need to ensure effective action on reported incidents.
Provision for Pupils with SEN
The Union published research undertaken in association with Canterbury Christ Church
University on the adequacy of provision for pupils with special educational needs. This
highlighted important issues in respect of the variability in the quantity and scope of
maintained special school provision and has been used as the basis for the National
Executive to identify important areas for future research and campaigning in respect of
special schools.
Pupil Indiscipline
A significant number of surveys have been conducted by the NASUWT at both local and
national level about the impact of poor behaviour and pupil indiscipline on pupils, teachers,
headteachers and other members of the school workforce. Much of this information has
the largest UK-wide teachers’ union
NASUWT
informed the Union’s engagement with the Ministerial Stakeholder Group on Behaviour
and Attendance which is tasked with providing high-level strategic leadership on these
issues. The Union has continued to use this information to inform its campaigning work on
tackling poor pupil behaviour, particularly its high-profile activities to counter the
detrimental impact of cyberbullying.
The Union continues to progress its One More Broken Window research project with PRCI
as well as its work with the DCSF on school security issues. In addition, the Union
published updated advice and guidance on effective approaches at school level to tackling
indiscipline and promoting good behaviour supported by the development of training
courses on behaviour management and risk assessment which aim to provide practical
support to members in dealing with pupil indiscipline.
Working Environment
The survey on Working Environment focused on working environment-related issues with
school and college buildings, including facilities, building and equipment maintenance in
schools and colleges throughout the UK. Some 1,971 teachers responded to the survey.
The survey results show:

poor building, grounds and equipment maintenance is a problem in far too many
schools and colleges across the UK;

temperatures in workplaces need to be better regulated; and

dual use premises often result in an increase in problems with the working
environment.
The survey results confirmed that too many employers are flouting their legal
responsibilities to protect the health, safety and welfare of staff.
Further surveys were carried out of school and college leadership teams, Health and
Safety Co-ordinators and Health and Safety Representatives.
School Autonomy
The NASUWT sponsored a research study to investigate school autonomy. There had
been a remarkable lack of research in this area, and the study aimed to provide a better
understanding of the impact of extended management autonomy and self-governance.
Impact on a wide spectrum of educational issues including the pay and working conditions
of school staff, staffing structures, staff retention, workload, working hours, job satisfaction,
pupil intake, educational outcomes, democratic accountability and training/capacity
requirements were considered within the research. The research intended to explore both
the costs and benefits of increased self-governance.
Following a literature review over the Summer to set the scene 20 case study schools
nationally, representing varying degrees of self-governance, were found to take part in the
research. The schools were situated across a geographical spread incorporating England,
Wales, Scotland and Northern Ireland.
Each school provided a case study and was visited for a day in order to undertake a
consultation exercise with a cross-section of staff and other stakeholders. At the time of
writing the field work is under way.
the largest UK-wide teachers’ union
NASUWT
Supply Teachers Survey
A survey of supply teacher members was undertaken to update the membership records
and to inform working conditions and experiences. A postcard survey was distributed in
the August edition of Teaching Today. The survey responses were mapped and
membership records updated. A further survey was planned for January 2008 seeking
information on various aspects of their working conditions, pay and experiences.
Workload Audit
In accordance with a motion passed at Annual Conference a Workload Audit of members
was conducted. The Audit was sent to every member in England and Wales with the
December edition of Teaching Today. By the end of December over 9,000 responses had
been received with a clear indication of a high return when the Audit closed at the end of
January 2008.
Plans were also laid for Workload Audits of members in Scotland and Northern Ireland to
take place in 2008.
Primary Teachers’ Pay
The NASUWT conducted a survey of every primary school teacher member in England
and Wales. The survey set out to examine:

the nature of the pay arrangements in schools affecting primary teachers;

whether and to what extent the changes to staffing structures have impacted
positively or negatively on primary teachers’ pay;

whether primary teachers were rewarded fairly for undertaking whole school
responsibilities.
In total, 15,624 completed questionnaires were returned. The high level of response
suggested that the survey topic hit a nerve for many teachers in primary schools. The
evidence from the survey indicated that primary teachers are four times more likely to say
they are paid more rather than less for undertaking whole school responsibilities following
restructuring. However, in many instances the pre-2005 position of primary teachers not
being paid for undertaking additional whole school responsibilities continues. The
proportion of teachers who are unpaid for undertaking whole school responsibilities had
increased. One of the most significant changes was the dramatic increase in the
proportion of teachers who were paid on the leadership spine.
Pay Survey
An online pay survey was conducted in August to gather information about members’
attitudes to pay issues in advance of the pay announcement scheduled for October.
Almost 4,500 teachers responded to the survey in a period of just five days. Teachers’ top
three concerns were excessive working hours including bureaucracy, pupil behaviour and
pay. Approximately 80% of respondents said that they would be prepared to take some
form of action if the teachers’ pay award for 2008-2011 was not above inflation. However,
there was wide variation in the nature of the action they were prepared to take.
the largest UK-wide teachers’ union
NASUWT the teachers’ union
Appendix 9
Acronyms
Table 3: Table of Acronyms
ACCAC
ADEW
AIDS
APP
ASCL
ASTI
ATL
AUT
BME
BIGTU
BNP
BSF
CACHE
CES
CfBT
CICA
CIPFA
CLASP
CPD
CPI
CRB
CRE
CSR
CTS
CVA
DCA
DCSF
DEL
DENI
DBERR
DfES
DFID
DFP
DIUS
DRC
DSG
Qualifications, Curriculum and Assessment
Authority for Wales
Association of Directors of Education in
Wales
Acquired Immune Deficiency Syndrome
Assessing Pupils’ Progress
Association of School and College Leaders
(formerly SHA)
Association of Secondary Teachers, Ireland
Association of Teachers and Lecturers
Association of University Teachers
Black and Minority Ethnic
British/Irish Group of Teacher Unions
British National Party
Building Schools for the Future
Council for the Awards in Children’s Care
and Education
Catholic Education Service
Centre for British Teachers
Criminal Injuries Compensation Authority
Chartered Institute of Public Finance and
Accountancy
Consortium of Local Authorities Special
Programme
Continuing Professional Development
Consumer Price Index
Criminal Records Bureau
Commission for Racial Equality
Comprehensive Spending Review
Chartered Teacher Scheme
Company Voluntary Arrangements
Department for Constitutional Affairs
Department for Children, Schools and
Families
Department of Employment and Learning
Department of Education Northern Ireland
Department for Business, Enterprise and
Regulatory Reform
Department for Education and Skills
Department for International Development
Department for Finance and Personnel
Department for Innovation, Universities and
Skills
Disability Rights Commission
Discipline Stakeholder Group
the largest UK-wide teachers’ union
NASUWT
DWP
ECM
EHRC
EI
ELB
EOC
ESA
ET
ETUCE
EU
EYFS
FAQs
FE
FECODE
FRMA
FSP
GMB
GCSE
GTC(E)
GTC(NI)
GTC(S)
GTC(W)
HE
HMCI
HMIe
HSE
ICT
ICTU
IEA
IFL
INTO
IPPR
ISA
ISI
ITT
J-FLAG
JNC
JNCTRE
JTSF
LGA
LGBT
LGE
LRA
Department for Work and Pensions
Every Child Matters
Equality and Human Rights Commission
(formerly Commission for Equality and
Human Rights)
Education International
Education and Library Board
Equal Opportunities Commission
Education Skills Authority
Excellent Teacher
European Trade Union Committee for
Education
European Union
Early Years Foundation Stage
Frequently Asked Questions
Further Education
Federacion Colombiana de Educadores
Federation of Retired Members’
Associations
Foundation Stage Profile
General, Municipal and Boilermakers Union
General Certificate of Secondary Education
General Teaching Council (England)
General Teaching Council (Northern
Ireland)
General Teaching Council (Scotland)
General Teaching Council (Wales)
Higher Education
Her Majesty’s Chief Inspector
Her Majesty’s Inspectorate of Education
Health and Safety Executive
Information and Communications
Technology
Irish Congress of Trade Unions
Institute of Educational Assessors
Institute for Learning
Irish National Teachers’ Organisation
Institute for Public Policy Research
Independent Safeguarding Authority
Information Sharing Index
Initial Teacher Training
Jamaica Forum for Lesbians, All-Sexuals
and Gays
Joint Negotiating Committee
Joint Negotiating Committee for Teachers in
Residential Establishments
Jersey Teachers’ Superannuation Fund
Local Government Association
Lesbian, Gay, Bisexual and Transgender
Local Government Employers
Labour Relations Agency
the largest UK-wide teachers’ union
NASUWT
LSC
MA
MAG
MPs
MSP
NAPO
NATFHE
NCSL
NGA
NGO
NICE
NITC
NPQH
NQT
NRwS
NUT
OCN
OECD
OFSTED
OME
PAT
PFI
PGCE
PGDE
PISA
PNS
PPA
PPP
PRSD
PSHE
PSLG
PSP
PSPC
PwC
QCA
QTS
RIG
RPA
RPI
SAT
SCE
SCETT
Learning and Skills Council
Management Allowance
Management Advisory Group
Members of Parliament
Members of the Scottish Parliament
National Association of Probation Officers
National Association of Teachers in Further
and Higher Education
National College for School and College
Leadership
National Governors' Association
Non-Governmental Organisations
National Institute for Health and Clinical
Excellence
Northern Ireland Teachers’ Council
National Professional Qualification for
Headship
Newly Qualified Teacher
New Relationship with Schools
National Union of Teachers
Open College Network
Organisation for Economic Co-operation
and Development
Office for Standards in Education
Office Manpower Economics
Professional Association of Teachers
Private Finance Initiative
Post Graduate Certificate of Education
Professional Graduate Diploma of
Education
Programme for International Student
Assessment
Primary National Strategy
Planning, Preparation and Assessment
Public Private Partnership
Professional Review of Staff Development
Personal, Social and Health Education
Public Services Liaison Group
Professional Standards Payment
Public Sector Pensioners’ Council
PricewaterhouseCoopers
Qualifications and Curriculum Authority
Qualified Teacher Status
Rewards and Incentives Group (NASUWT,
ATL, NAHT, ASCL, LGE, DCSF, PAT)
Review of Public Administration
Retail Price Index
Standard Assessment Test
Service Children’s Education
Standing Committee for the Education and
Training of Teachers
the largest UK-wide teachers’ union
NASUWT
SCSST
SEED
SEN
SENCO
SFIG
SFR
SIP
SNCT
SSTA
STPCD
STRB
STUC
TA
TDA
TES
TLR
TNC
TPRG
TPS
TPUG
TSWP
TUAC
TUC
TUPE
TUPS
TUS
UCST
UCU
UIA
UK
ULTJNC
UPS
UTU
WAG
WAMG
WLGA
WTUC
Standing Conference on Schools Science
and Technology
Scottish Executive Education Department
Special Educational Needs
Special Educational Needs Co-ordinator
School Funding Implementation Group
Standard for Full Registration
School Improvement Partner
Scottish Negotiating Committee for
Teachers
Scottish Secondary Teachers’ Association
School Teachers’ Pay and Conditions
Document
School Teachers’ Review Body
Scottish Trades Union Congress
Teacher Allowance
Training and Development Agency for
Schools
The Times Education Supplement
Teaching and Learning Responsibility
Teachers’ Negotiating Committee
Teachers’ Pensions Review Group
Teachers’ Pension Scheme
Teachers’ Pensions Users Group
Teachers’ Superannuation Working Party
Trade Union Advisory Committee
Trades Union Congress
Transfer of Undertakings (Protection of
Employment) Regulations 1981
Trade Union Pensions Specialists
Trade Union Side
United Church Schools Trust
University and College Union
Union of International Associations
United Kingdom
United Learning Trust Joint Negotiating
Committee
Upper Pay Spine
Ulster Teachers’ Union
Welsh Assembly Government
Workload Agreement Monitoring Group
NASUWT, ASCL, ATL, NAHT, PAT,
UNISON, T&G, GMB, DCSF, WAG, LGE
Welsh Local Government Association
Wales Trades Union Congress
the largest UK-wide teachers’ union
NASUWT the teachers’ union
NASUWT
Hillscourt Education Centre, Rose Hill, Rednal, Birmingham B45 8RS
Tel: 0121 453 6150 Fax: 0121 457 6208
E-mail: nasuwt@mail.nasuwt.org.uk
Website: www.teachersunion.org.uk
the largest UK-wide teachers’ union