SNCT Handbook - New pages [en]

Part 2 Appendix 2.1 - Revised 1125

2025-11-14T11:18:29Z

Summary:

=='''PART 2 APPENDIX 2.1 SNCT SALARY TABLES'''==

'''Main Grade Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|0 (Probationer)||£33,594||£34,938||£35,022||£36,159
|-
|1||£40,305||£41,916||£42,018||£43,383
|-
|2|| £42,591|| £44,295||£44,400||£45,843
|-
|3|| £45,063|| £46,866||£46,977||£48,504
|-

|4|| £47,922|| £49,839||£49,959||£51,582
|-
|5|| £50,589|| £52,614||£52,740||£54,453
|-
|}

'''Chartered Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £52,158|| £54,243||£54,375||£56,142
|-
|2|| £53,913|| £56,070||£56,205||£58,032
|-
|3|| £55,155|| £57,360||£57,498||£59,367
|-
|4|| £57,429|| £59,727||£59,871||£61,818
|-
|5|| £59,727|| £62,115||£62,265||£64,290
|-
|6 || £62,022|| £64,503||£64,659||£66,759
|-
|}

'''Lead Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £57,429|| £59,727||£59,871||£61,818
|-
|2|| £73,110 ||£76,035||£76,218||£78,696
|-
|3 ||£81,579|| £84,843||£85,047||£87,810
|-
|}

'''Principal Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £55,155|| £57,360||£57,498||£59,367
|-
|2|| £57,429|| £59,727||£59,871||£61,818
|-
|3|| £59,727|| £62,115||£62,265||£64,290
|-
|4|| £62,022|| £64,503||£64,659||£66,759
|-
|5|| £64,320|| £66,894||£67,053||£69,231
|-
|6 ||£66,606|| £69,270||£69,438||£71,694
|-
|7|| £68,892|| £71,649||£71,820||£74,154
|-
|8 ||£71,181|| £74,028||£74,205||£76,617
|-
|}

'''Depute Headteachers and Headteachers'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £62,556|| £65,058||£65,214||£67,332
|-
|2 ||£64,479|| £67,059||£67,218||£69,402
|-
|3 ||£66,606|| £69,270||£69,438||£71,694
|-
|4|| £68,892|| £71,649||£71,820||£74,154
|-
|5 ||£71,181|| £74,028||£74,205||£76,617
|-
|6|| £73,110|| £76,035||£76,218||£78,696
|-
|7|| £75,237|| £78,246||£78,435||£80,985
|-
|8|| £77,358|| £80,451||£80,646||£83,268
|-
|9|| £79,461|| £82,638||£82,839||£85,530
|-
|10|| £81,579|| £84,843|||£85,047||£87,810
|-
|11 ||£85,104|| £88,509||£88,722||£91,605
|-
|12 ||£88,563|| £92,106||£92,328||£95,328
|-
|13 ||£91,884|| £95,559||£95,790||£98,904
|-
|14 ||£95,166|| £98,973||£99,210||£102,435
|-
|15|| £98,685|| £102,633||£102,879||£106,224
|-
|16 ||£103,197|| £107,325||£107,583||£111,078
|-
|17 ||£106,785|| £111,057||£111,324||£114,942
|-
|18 ||£111,159|| £115,605||£115,884||£119,649
|-
|19 ||£115,539|| £120,162||£120,450||£124,365
|-
|}

'''Music Instructor Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£35,190|| £36,597||£36,687||£37,878
|-
|2|| £37,290|| £38,781||£38,874||£40,137
|-
|3|| £39,396|| £40,971||£41,070||£42,405
|-
|4|| £41,691|| £43,359||£43,464||£44,877
|-
|5 ||£44,331|| £46,104||£46,215||£47,718
|-
|6|| £46,773|| £48,645||£48,762||£50,346
|-
|}

'''Educational Psychologist Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|-
|1|| £58,923|| £61,281||£61,428||£63,423
|-
|2|| £61,122|| £63,567||£63,720||£65,790
|-
|3|| £63,915|| £66,471||£66,630||£68,796
|-
|4|| £67,590|| £70,293||£70,464||£72,753
|-
|5|| £69,726|| £72,516||£72,690||£75,051
|-
|6|| £72,204|| £75,093||£75,273||£77,718
|-
|}

'''Senior Educational Psychologist'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£76,701|| £79,770||£79,962||£82,560
|-
|}

'''Depute Principal Educational Psychologist and Principal Educational Psychologist Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £76,701|| £79,770||£79,962||£82,560
|-
|2|| £78,168|| £81,294||£81,489||£84,138
|-
|3|| £79,719|| £82,908||£83,106||£85,806
|-
|4 || £81,249|| £84,498||£84,702||£87,456
|-
|5|| £82,785|| £86,097||£86,304||£89,109
|-
|6 ||£84,291|| £87,663||£87,873||£90,729
|-
|7|| £85,776|| £89,208||£89,421||£92,328
|-
|8|| £87,306|| £90,798||£91,017||£93,975
|-
|9|| £88,806|| £92,358||£92,580||£95,589
|-
|}

'''Education Support Officers Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£57,429|| £59,727||£59,871||£61,818
|-
|2|| £59,727|| £62,115||£62,265||£64,290
|-
|3 ||£62,022|| £64,503||£64,659||£66,759
|-
|}

'''Quality Improvement Officer Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £73,110|| £76,035||£76,218||£78,696
|-
|2 ||£77,358|| £80,451||£80,646||£83,268
|-
|3 ||£81,579|| £84,843||£85,047||£87,810
|-
|}

'''Quality Improvement Manager'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£85,104|| £88,509||£88,722||£91,605
|-
|}

Administrative Note: Each annual rate of salary shown has been increased or reduced to the nearest multiple of £3.

Part 2 Appendix 2.1 Revised 1125

2025-11-14T11:17:55Z

Summary:

Appendix 2.5 Annex A Revised 1125

2025-11-14T10:03:11Z

Summary:

PART 2

APPENDIX 2.5: ANNEX A

REMOTE SCHOOLS ALLOWANCE

The Remote Schools Allowance from 1 April 2025 is:

• £2,037 per annum for payments in accordance with paragraph 1.3(a)

• £3,819 per annum for payments in accordance with paragraph 1.3(b)

DISTANT ISLANDS ALLOWANCE

The Distant Islands Allowance from 1 October 2025 is £2,997 per annum.

Note: The allowance is based on the ONS figure for the increase in Average Weekly Earnings (total pay) over a three-month average. The months April and October will continue to be used for the Remote Schools Allowance and Distant Islands Allowance respectively. In calculating three monthly averages the three months directly preceding will be used.

RESIDENTIAL SPECIAL SCHOOLS

The Residential Special School Allowances are as follows:

Residential Responsibility Allowance:

• Headteacher From 1 August 2025 £26,076 per annum

• Headteacher From 1 April 2026 £26,139 per annum

• Headteacher From 1 August 2026 £26,988 per annum

• Depute Headteacher From 1 August 2025 £21,018 per annum

• Depute Headteacher From 1 April 2026 £21,069 per annum

• Depute Headteacher From 1 August 2026 £21,753 per annum

Extra-Curricular Activities Allowance:

From 1 August 2025 £12,012 per annum

From 1 April 2026 £12,042 per annum

From 1 August 2026 £12,432 per annum

Appendix 2.5 Annex A Revised 072025

2025-09-04T10:33:10Z

Summary:

PART 2: APPENDIX 2.5 - ANNEX A - ALLOWANCES
REMOTE SCHOOLS ALLOWANCE

The Remote Schools Allowance from 1 April 2025 is:

£2,037 per annum for payments in accordance with paragraph 1.3(a)
£3,819 per annum for payments in accordance with paragraph 1.3(b)

DISTANT ISLANDS ALLOWANCE

The Distant Islands Allowance from 1 October 2025 is £2,997 per annum.

Note: The allowance is based on the ONS figure for the increase in Average Weekly Earnings (total pay) over a three month average. The months April and October will continue to be used for the Remote Schools Allowance and Distant Islands Allowance respectively. In calculating three monthly averages the three months directly preceding will be used.

RESIDENTIAL SPECIAL SCHOOLS

The Residential Special School Allowances are as follows;

Residential Responsibility Allowance:

* Headteacher From 1 August 2025 £26,076 per annum

* Headteacher From 1 April 2026 £26,139 per annum

* Headteacher From 1 August 2026 £26,988 per annum

* Depute headteacher From 1 August 2025 £21,018 per annum

* Depute headteacher From 1 April 2026 £21,069 per annum

* Depute headteacher From 1 August 2026 £21,753 per annum

Extra Curricular Activities Allowance:

From 1 August 2025 £12,012 per annum

From 1 April 2026 £12,042 per annum

From 1 August 2026 £12,432 per annum

Appendix 2.5 Annex A Revised

2025-09-03T20:02:10Z

Summary:

=='''PART 2 APPENDIX 2.5: ANNEX A'''==

'''REMOTE SCHOOLS ALLOWANCE'''

The Remote Schools Allowance from 1 April 2025 is:

*£2,037.00 per annum for payments in accordance with paragraph 1.3(a)

*£3,819.00 per annum for payments in accordance with paragraph 1.3(b)

'''DISTANT ISLANDS ALLOWANCE'''

The Distant Islands Allowance from 1 October 2024 is £2,859 per annum.

'''Note:'''
''The allowance is based on the ONS figure for the increase in Average Weekly Earnings (total pay) over a three-month average. The months April and October will continue to be used for the Remote Schools Allowance and Distant Islands Allowance respectively. In calculating three monthly averages the three months directly preceding will be used. ''

'''RESIDENTIAL SPECIAL SCHOOLS'''

The Residential Special School Allowances are as follows:

Residential Responsibility Allowance:

*Headteacher From 1 August 2024 £25,074 per annum

*Depute Headteacher From 1 August 2024 £20,211 per annum

Extra-Curricular Activities Allowance:
From 1 August 2024 £11,550 per annum

Appendix 2.5 Annex A Revised 1224

2024-12-18T10:55:33Z

Summary:

Appendix 2.5 Annex A Revised 1024

2024-10-30T13:32:54Z

Summary:

===PART 2: APPENDIX 2.5 - ANNEX A - ALLOWANCES===

'''REMOTE SCHOOLS ALLOWANCE'''

The Remote Schools Allowance from 1 April 2024 is:

* £1,932 per annum for payments in accordance with paragraph 1.3(a)

* £3,621 per annum for payments in accordance with paragraph 1.3(b)

'''DISTANT ISLANDS ALLOWANCE'''

The Distant Islands Allowance from 1 October 2024 is £2,859 per annum.

'''Note''': ''The allowance is based on the ONS figure for the increase in Average Weekly Earnings (total pay) over a three month average. The months April and October will continue to be used for the Remote Schools Allowance and Distant Islands Allowance respectively. In calculating three monthly averages the three months directly preceding will be used.''

'''RESIDENTIAL SPECIAL SCHOOLS'''

The Residential Special School Allowances are as follows;

Residential Responsibility Allowance:

{|
|-
|* Headteacher ||From 1 August 2024 || £25,074 per annum
|-
|-
|* Depute headteacher || From 1 August 2024|| £20,211 per annum
|-
|-
|-
|}

Extra Curricular Activities Allowance:

* From 1 August 2024 £11,550 per annum

Part 2 Appendix 2.1 - Revised 1024

2024-10-30T11:18:45Z

Summary:

=='''PART 2 APPENDIX 2.1 SNCT SALARY TABLES'''==

'''Main Grade Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|0 (Probationer)||£33,594||£34,938||£35,022||£36,159
|-
|1||£40,305||£41,916||£42,018||£43,383
|-
|2|| £42,591|| £44,295||£44,400||£45,843
|-
|3|| £45,063|| £46,866||£46,977||£48,504
|-

|4|| £47,922|| £49,839||£49,959||£51,582
|-
|5|| £50,589|| £52,614||£52,740||£54,453
|-
|}

'''Chartered Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £52,158|| £54,243||£54,375||£56,142
|-
|2|| £53,913|| £56,070||£56,205||£58,032
|-
|3|| £55,155|| £57,360||£57,498||£59,367
|-
|4|| £57,429|| £59,727||£59,871||£61,818
|-
|5|| £59,727|| £62,115||£62,265||£64,290
|-
|6 || £62,022|| £64,503||£64,659||£66,759
|-
|}

'''Lead Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £57,4297|| £59,727||£59,871||£61,818
|-
|2|| £73,110 ||£76,035||£76,218||£78,696
|-
|3 ||£81,579|| £84,843||£85,047||£87,810
|-
|}

'''Principal Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £55,155|| £57,360||£57,498||£59,367
|-
|2|| £57,429|| £59,727||£59,871||£61,818
|-
|3|| £59,727|| £62,115||£62,265||£64,290
|-
|4|| £62,022|| £64,503||£64,659||£66,759
|-
|5|| £64,320|| £66,894||£67,053||£69,231
|-
|6 ||£66,606|| £69,270||£69,438||£71,694
|-
|7|| £68,892|| £71,649||£71,820||£74,154
|-
|8 ||£71,181|| £74,028||£74,205||£76,617
|-
|}

'''Depute Headteachers and Headteachers'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £62,556|| £66,058||£65,214||£67,332
|-
|2 ||£64,479|| £67,059||£67,218||£69,402
|-
|3 ||£66,606|| £69,270||£69,438||£71,694
|-
|4|| £68,892|| £71,649||£71,820||£74,154
|-
|5 ||£71,181|| £74,028||£74,205||£76,617
|-
|6|| £73,110|| £76,035||£76,218||£78,696
|-
|7|| £75,237|| £78,246||£78,435||£80,985
|-
|8|| £77,358|| £80,451||£80,646||£83,268
|-
|9|| £79,461|| £82,638||£82,839||£85,530
|-
|10|| £81,579|| £84,843|||£85,047||£87,810
|-
|11 ||£85,104|| £88,509||£88,722||£91,605
|-
|12 ||£88,563|| £92,106||£92,328||£95,328
|-
|13 ||£91,884|| £95,559||£95,790||£98,904
|-
|14 ||£95,166|| £98,973||£99,210||£102,435
|-
|15|| £98,685|| £102,633||£102,879||£106,224
|-
|16 ||£103,197|| £107,325||£107,583||£111,078
|-
|17 ||£106,785|| £111,057||£111,324||£114,942
|-
|18 ||£111,159|| £115,605||£115,884||£119,649
|-
|19 ||£115,539|| £120,162||£120,450||£124,365
|-
|}

'''Music Instructor Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£35,190|| £36,597||£36,687||£37,878
|-
|2|| £37,290|| £38,781||£38,874||£40,137
|-
|3|| £39,396|| £40,971||£41,070||£42,405
|-
|4|| £41,691|| £43,359||£43,464||£44,877
|-
|5 ||£44,331|| £46,104||£46,215||£47,718
|-
|6|| £46,773|| £48,645||£48,762||£50,346
|-
|}

'''Educational Psychologist Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|-
|1|| £58,923|| £61,281||£61,428||£63,423
|-
|2|| £61,122|| £63,567||£63,720||£65,790
|-
|3|| £63,915|| £66,471||£66,630||£68,796
|-
|4|| £67,590|| £70,293||£70,464||£72,753
|-
|5|| £69,726|| £72,516||£72,690||£75,051
|-
|6|| £72,204|| £75,093||£75,273||£77,718
|-
|}

'''Senior Educational Psychologist'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£76,701|| £79,770||£79,962||£82,560
|-
|}

'''Depute Principal Educational Psychologist and Principal Educational Psychologist Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £76,701|| £79,770||£79,962||£82,560
|-
|2|| £78,168|| £81,294||£81,489||£84,138
|-
|3|| £79,719|| £82,908||£83,106||£85,806
|-
|4 || £81,249|| £84,498||£84,702||£87,456
|-
|5|| £82,785|| £86,097||£86,304||£89,109
|-
|6 ||£84,291|| £87,663||£87,873||£90,729
|-
|7|| £85,776|| £89,208||£89,421||£92,328
|-
|8|| £87,306|| £90,798||£91,017||£93,975
|-
|9|| £88,806|| £92,358||£92,580||£95,589
|-
|}

'''Education Support Officers Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£57,429|| £59,727||£59,871||£61,818
|-
|2|| £59,727|| £62,115||£62,265||£64,290
|-
|3 ||£62,022|| £64,503||£64,659||£66,759
|-
|}

'''Quality Improvement Officer Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £73,110|| £76,035||£76,218||£78,696
|-
|2 ||£77,358|| £80,451||£80,646||£83,268
|-
|3 ||£81,579|| £84,843||£85,047||£87,810
|-
|}

'''Quality Improvement Manager'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£85,104|| £88,509||£88,722||£91,605
|-
|}

Administrative Note: Each annual rate of salary shown has been increased or reduced to the nearest multiple of £3.

Part 2 Appendix 2.1 Revised 1024

2024-10-07T11:11:18Z

Summary:

Appendix 2.5 Annex A Revised 0924

2024-10-04T15:04:50Z

Summary:

Appendix 2.5 Annex A Revised 0323

2023-03-15T14:22:46Z

Summary:

===PART 2: APPENDIX 2.5 - ANNEX A - ALLOWANCES===

'''REMOTE SCHOOLS ALLOWANCE'''

The Remote Schools Allowance from 1 April 2024 is:

* £1,932 per annum for payments in accordance with paragraph 1.3(a)

* £3,621 per annum for payments in accordance with paragraph 1.3(b)

'''DISTANT ISLANDS ALLOWANCE'''

The Distant Islands Allowance from 1 October 2023 is £2,742 per annum.

'''Note''': ''The allowance is based on the ONS figure for the increase in Average Weekly Earnings (total pay) over a three month average. The months April and October will continue to be used for the Remote Schools Allowance and Distant Islands Allowance respectively. In calculating three monthly averages the three months directly preceding will be used.''

'''RESIDENTIAL SPECIAL SCHOOLS'''

The Residential Special School Allowances are as follows;

Residential Responsibility Allowance:

{|
|-
|* Headteacher ||From 1 April 2022 || £22,455 per annum
|-
|'''||From 1 April 2023 || £23,577 per annum
|-
|'''||From 1 January 2024 || £24,048 per annum
|-
|* Depute headteacher || From 1 April 2022|| £18,096 per annum
|-
|'''||From 1 April 2023 || £19,002 per annum
|-
|'''||From 1 January 2024 || £19,383 per annum
|-
|}

Extra Curricular Activities Allowance:

* From 1 April 2022 £10,344 per annum

* From 1 April 2023 £10,860 per annum

* From 1 January 2024 £11,076 per annum

Part 2 Appendix 2.1 Revised 0323

2023-03-15T14:07:49Z

Summary:

Part 2 Appendix 2.1 - Revised 0323

2023-03-15T14:07:07Z

Summary:

=='''PART 2 APPENDIX 2.1 SNCT SALARY TABLES'''==

'''Main Grade Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|0 (Probationer)||£33,594||£34,938||£35,022||£36,159
|-
|1||£40,305||£41,916||£42,018||£43,383
|-
|2|| £42,591|| £44,295||£44,400||£45,843
|-
|3|| £45,063|| £46,866||£46,977||£48,504
|-

|4|| £47,922|| £49,839||£49,959||£51,582
|-
|5|| £50,589|| £52,614||£52,740||£54,453
|-
|}

'''Chartered Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £52,158|| £54,243||£54,375||£56,142
|-
|2|| £53,913|| £56,070||£56,205||£58,032
|-
|3|| £55,155|| £57,360||£57,498||£59,367
|-
|4|| £57,429|| £59,727||£59,871||£61,818
|-
|5|| £59,727|| £62,115||£62,265||£64,290
|-
|6 || £62,022|| £64,503||£64,659||£66,759
|-
|}

'''Lead Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £57,4297|| £59,727||£59,871||£61,818
|-
|2|| £73,110 ||£76,035||£76,218||£78,696
|-
|3 ||£81,579|| £84,843||£85,047||£87,810
|-
|}

'''Principal Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £55,155|| £57,360||£57,498||£59,367
|-
|2|| £57,429|| £59,727||£59,871||£61,818
|-
|3|| £59,727|| £62,115||£62,265||£64,290
|-
|4|| £62,022|| £64,503||£64,659||£66,759
|-
|5|| £64,320|| £66,894||£67,053||£69,231
|-
|6 ||£66,606|| £69,270||£69,438||£71,694
|-
|7|| £68,892|| £71,649||£71,820||£74,154
|-
|8 ||£71,181|| £74,028||£74,205||£76,617
|-
|}

'''Depute Headteachers and Headteachers'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £62,556|| £66,058||£65,214||£67,332
|-
|2 ||£64,479|| £67,059||£67,218||£69,402
|-
|3 ||£66,606|| £69,270||£69,438||£71,694
|-
|4|| £68,892|| £71,649||£71,820||£74,154
|-
|5 ||£71,181|| £74,028||£74,205||£76,617
|-
|6|| £73,110|| £76,035||£76,218||£78,696
|-
|7|| £75,237|| £78,246||£78,435||£80,985
|-
|8|| £77,358|| £80,451||£80,646||£83,268
|-
|9|| £79,461|| £82,638||£82,839||£85,530
|-
|10|| £81,579|| £84,843|||£85,047||£87,810
|-
|11 ||£85,104|| £88,509||£88,722||£91,605
|-
|12 ||£88,563|| £92,106||£92,328||£95,328
|-
|13 ||£91,884|| £95,559||£95,790||£98,904
|-
|14 ||£95,166|| £98,973||£99,210||£102,435
|-
|15|| £98,685|| £102,633||£102,879||£106,224
|-
|16 ||£103,197|| £107,325||£107,583||£111,078
|-
|17 ||£106,785|| £111,057||£111,324||£114,942
|-
|18 ||£111,159|| £115,605||£115,884||£119,649
|-
|19 ||£115,539|| £120,162||£120,450||£124,365
|-
|}

'''Music Instructor Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£35,190|| £36,597||£36,687||£37,878
|-
|2|| £37,290|| £38,781||£38,874||£40,137
|-
|3|| £39,396|| £40,971||£41,070||£42,405
|-
|4|| £41,691|| £43,359||£43,464||£44,877
|-
|5 ||£44,331|| £46,104||£46,215||£47,718
|-
|6|| £46,773|| £48,645||£48,762||£50,346
|-
|}

'''Educational Psychologist Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|-
|1|| £58,923|| £61,281||£61,428||£63,423
|-
|2|| £61,122|| £63,567||£63,720||£65,790
|-
|3|| £63,915|| £66,471||£66,630||£68,796
|-
|4|| £67,590|| £70,293||£70,464||£72,753
|-
|5|| £69,726|| £72,516||£72,690||£75,051
|-
|6|| £72,204|| £75,093||£75,273||£77,718
|-
|}

'''Senior Educational Psychologist'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£76,701|| £79,770||£79,962||£82,560
|-
|}

'''Depute Principal Educational Psychologist and Principal Educational Psychologist Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £76,701|| £79,770||£79,962||£82,560
|-
|2|| £78,168|| £81,294||£81,489||£84,138
|-
|3|| £79,719|| £82,908||£83,106||£85,806
|-
|4 || £81,249|| £84,498||£84,702||£87,456
|-
|5|| £82,785|| £86,097||£86,304||£89,109
|-
|6 ||£84,291|| £87,663||£87,873||£90,729
|-
|7|| £85,776|| £89,208||£89,421||£92,328
|-
|8|| £87,306|| £90,798||£91,017||£93,975
|-
|9|| £88,806|| £92,358||£92,580||£95,589
|-
|}

'''Education Support Officers Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£57,429|| £59,727||£59,871||£61,818
|-
|2|| £59,727|| £62,115||£62,265||£64,290
|-
|3 ||£62,022|| £64,503||£64,659||£66,759
|-
|}

'''Quality Improvement Officer Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1|| £73,110|| £76,035||£76,218||£78,696
|-
|2 ||£77,358|| £80,451||£80,646||£83,268
|-
|3 ||£81,579|| £84,843||£85,047||£87,810
|-
|}

'''Quality Improvement Manager'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.8.2024
! scope="col" width="100px" | Annual Salary 1.8.2025
! scope="col" width="100px" | Annual Salary 1.4.2026
! scope="col" width="100px" | Annual Salary 1.8.2026
|-
|1 ||£85,104|| £88,509||£88,722||£91,605
|-
|}

Administrative Note: Each annual rate of salary shown has been increased or reduced to the nearest multiple of £3.

Part 2 Appendix 2.1 Revised 0422

2022-04-05T15:41:56Z

Summary:

=='''PART 2 APPENDIX 2.1 SNCT SALARY TABLES'''==

'''Main Grade Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|0 (Probationer)||£28,113||£30,081||£31,584||£32,217
|-
|1||£33,729||£36,090||£37,896||£38,655
|-
|2||£35,643|| £38,139|| £40,047|| £40,848
|-
|3|| £37,713|| £40,353 ||42,372|| £43,218
|-

|4|| £40,107 ||£42,915|| £45,060|| £45,960
|-
|5|| £42,336|| £45,300|| £47,565|| £48,516
|-
|}

'''Chartered Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £43,650|| £46,707|| £49,041|| £50,022
|-
|2|| £45,117|| £48,276|| £50,691|| £51,705
|-
|3|| £46,158|| £49,389|| £51,858|| £52,896
|-
|4|| £48,063|| £51,426|| £53,997|| £55,077
|-
|5|| £49,989|| £53,487|| £56,160|| £57,282
|-
|6 ||£51,903 ||£55,536|| £58,314|| £59,481
|-
|}

'''Lead Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £48,063|| £51,426|| £53,997|| £55,077
|-
|2|| £61,185|| £65,469 ||£68,742 ||£70,116
|-
|3 ||£68,271 ||£73,050|| £76,704|| £78,237
|-
|}

'''Principal Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £46,158 ||£49,389|| £51,858|| £52,896
|-
|2|| £48,063 ||£51,426|| £53,997|| £55,077
|-
|3|| £49,989|| £53,487|| £56,160|| £57,282
|-
|4|| £51,903|| £55,536 ||£58,314|| £59,481
|-
|5|| £53,829|| £57,597|| £60,477|| £61,686
|-
|6 ||£55,740 ||£59,643|| £62,625|| £63,879
|-
|7|| £57,657 ||£61,692|| £64,776|| £66,072
|-
|8 ||£59,571|| £63,741 ||£66,927|| £68,265
|-
|}

'''Depute Headteachers and Headteachers'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £52,350|| £56,016|| £58,818|| £59,994
|-
|2 ||£53,964|| £57,741 ||£60,627|| £61,839
|-
|3 ||£55,740|| £59,643|| £62,625|| £63,879
|-
|4|| £57,657|| £61,692 ||£64,776|| £66,072
|-
|5 ||£59,571|| £63,741|| £66,927|| £68,265
|-
|6|| £61,185|| £65,469 ||£68,742|| £70,116
|-
|7|| £62,964|| £67,371 ||£70,740|| £72,156
|-
|8|| £64,737|| £69,270|| £72,735|| £74,190
|-
|9|| £66,498 ||£71,154|| £74,712|| £76,206
|-
|10|| £68,271 ||£73,050|| £76,704|| £78,237
|-
|11 ||£71,223 ||£76,209|| £80,019|| £81,618
|-
|12 ||£74,175|| £79,368 ||£83,337|| £84,936
|-
|13 ||£77,124|| £82,524|| £86,523|| £88,122
|-
|14 ||£80,070|| £85,671 ||£89,670|| £91,269
|-
|15|| £83,445 ||£89,046|| £93,045|| £94,644
|-
|16 ||£87,771|| £93,372 ||£97,371|| £98,970
|-
|17 ||£91,212|| £96,813 ||£100,812|| £102,411
|-
|18 ||£95,409|| £101,010|| £105,009|| £106,608
|-
|19 ||£99,609|| £105,210|| £109,209|| £110,808
|-
|}

'''Music Instructor Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£29,451 ||£31,512 ||£33,087|| £33,750
|-
|2|| £31,206|| £33,390|| £35,061|| £35,763
|-
|3|| £32,970 ||£35,277|| £37,041|| £37,782
|-
|4|| £34,893|| £37,335 ||£39,201|| £39,984
|-
|5 ||£37,098|| £39,696 ||£41,682|| £42,516
|-
|6|| £39,147|| £41,886|| £43,980|| £44,859
|-
|}

'''Educational Psychologist Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|0 ||£47,505|| £50,829 ||£53,370|| £54,438
|-
|1|| £49,314|| £52,767|| £55,404|| £56,511
|-
|2|| £51,153|| £54,735|| £57,471|| £58,620
|-
|3|| £53,490|| £57,234|| £60,096|| £61,299
|-
|4|| £56,562|| £60,522 ||£63,549|| £64,821
|-
|5|| £58,350 ||£62,436|| £65,559|| £66,870
|-
|6|| £60,423 ||£64,653|| £67,887|| £69,246
|-
|}

'''Senior Educational Psychologist'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£64,188 ||£68,682|| £72,117|| £73,560
|-
|}

'''Depute Principal Educational Psychologist and Principal Educational Psychologist Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £64,188|| £68,682|| £72,117|| £73,560
|-
|2|| £65,418|| £69,996|| £73,497|| £74,967
|-
|3|| £66,714|| £71,385|| £74,955|| £76,455
|-
|4 ||£67,995|| £72,756|| £76,395|| £77,922
|-
|5|| £69,279|| £74,130|| £77,838|| £79,395
|-
|6 ||£70,542 ||£75,480 ||£79,254|| £80,838
|-
|7|| £71,799|| £76,824|| £80,664|| £82,263
|-
|8|| £73,101|| £78,219 ||£82,131|| £83,730
|-
|9|| £74,382 ||£79,590|| £83,571|| £85,170
|-
|}

'''Education Support Officers Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£48,063|| £51,426 ||£53,997|| £55,077
|-
|2|| £49,989 ||£53,487 ||£56,160|| £57,282
|-
|3 ||£51,903|| £55,536|| £58,314|| £59,481
|-
|}

'''Quality Improvement Officer Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £61,185|| £65,469 ||£68,742|| £70,116
|-
|2 ||£64,737|| £69,270 ||£72,735|| £74,190
|-
|3 ||£68,271|| £73,050|| £76,704|| £78,237
|-
|}

'''Quality Improvement Manager'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£71,223|| £76,209 ||£80,019|| £81,618
|-
|}

Administrative Note: Each annual rate of salary shown has been increased or reduced to the nearest multiple of £3.

Part2 Appendix 2.1 Revised 0422

2022-04-05T15:39:22Z

Summary:

=='''PART 2 APPENDIX 2.1 SNCT SALARY TABLES'''==

'''Main Grade Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|0 (Probationer)||£27,498||£27,834||£28,113
|-
|1||£32,994||£33,396||£33,729
|-
|2||£34,863|| £35,289|| £35,643
|-
|3|| £36,891|| £37,341 ||£37,713
|-

|4|| £39,231 ||£39,711|| £40,107
|-
|5|| £41,412|| £41,916|| £42,336
|-
|}

'''Chartered Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1|| £42,696|| £43,218|| £43,650
|-
|2|| £44,133|| £44,670|| £45,117
|-
|3|| £45,150|| £45,702|| £46,158
|-
|4|| £47,013|| £47,586|| £48,063
|-
|5|| £48,897|| £49,494|| £49,989
|-
|6 ||£50,772 ||£51,390|| £51,903
|-
|}

'''Lead Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Lead Teacher Role
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1|| School based Lead Teacher|| £47,586|| £48,063
|-
|2|| Local authority Lead Teacher|| £60,579 ||£61,185
|-
|3 ||Regional or national Lead Teacher ||£67,596|| £68,271
|-
|}

'''Principal Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1|| £45,150 ||£45,702|| £46,158
|-
|2|| £47,013 ||£47,586|| £48,063
|-
|3|| £48,897|| £49,494|| £49,989
|-
|4|| £50,772|| £51,390 ||£51,903
|-
|5|| £52,653|| £53,295|| £53,829
|-
|6 ||£54,522 ||£55,188|| £55,740
|-
|7|| £56,400 ||£57,087|| £57,657
|-
|8 ||£58,269|| £58,980 ||£59,571
|-
|}

'''Depute Headteachers and Headteachers'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1|| £51,207|| £51,831|| £52,350
|-
|2 ||£52,785|| £53,430 ||£53,964
|-
|3 ||£54,522|| £55,188|| £55,740
|-
|4|| £56,400|| £57,087 ||£57,657
|-
|5 ||£58,269|| £58,980|| £59,571
|-
|6|| £59,850|| £60,579 ||£61,185
|-
|7|| £61,590|| £62,340 ||£62,964
|-
|8|| £63,321|| £64,095|| £64,737
|-
|9|| £65,046 ||£65,841|| £66,498
|-
|10|| £66,780 ||£67,596|| £68,271
|-
|11 ||£69,669 ||£70,518|| £71,223
|-
|12 ||£72,555|| £73,440 ||£74,175
|-
|13 ||£75,438|| £76,359|| £77,124
|-
|14 ||£78,321|| £79,278 ||£80,070
|-
|15|| £82,644 ||£83,445|| £83,445
|-
|16 ||£86,970|| £87,771 ||£87,771
|-
|17 ||£90,411|| £91,212 ||£91,212
|-
|18 ||£94,608|| £95,409|| £95,409
|-
|19 ||£98,808|| £99,609|| £99,609
|-
|}

'''Music Instructor Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1 ||£28,809 ||£29,160 ||£29,451
|-
|2|| £30,525|| £30,897|| £31,206
|-
|3|| £32,250 ||£32,643|| £32,970
|-
|4|| £34,131|| £34,548 ||£34,893
|-
|5 ||£36,288|| £36,732 ||£37,098
|-
|6|| £38,292|| £38,760|| £39,147
|-
|}

'''Educational Psychologist Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|0 ||£46,467|| £47,034 ||£47,505
|-
|1|| £48,237|| £48,825|| £49,314
|-
|2|| £50,037|| £50,646|| £51,153
|-
|3|| £52,320|| £52,959|| £53,490
|-
|4|| £55,326|| £56,001 ||£56,562
|-
|5|| £57,075 ||£57,771|| £58,350
|-
|6|| £59,106 ||£59,826|| £60,423
|-
|}

'''Senior Educational Psychologist'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1 ||£62,787 ||£63,552|| £64,188
|-
|}

'''Depute Principal Educational Psychologist and Principal Educational Psychologist Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1|| £62,787|| £63,552|| £64,188
|-
|2|| £63,990|| £64,770|| £65,418
|-
|3|| £65,259|| £66,054|| £66,714
|-
|4 ||£66,513|| £67,323|| £67,995
|-
|5|| £67,764|| £68,592|| £69,279
|-
|6 ||£69,000 ||£69,843 ||£70,542
|-
|7|| £70,230|| £71,088|| £71,799
|-
|8|| £71,505|| £72,378 ||£73,101
|-
|9|| £72,759 ||£73,647|| £74,382
|-
|}

'''Education Support Officer Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1 ||£47,013|| £47,586 ||£48,063
|-
|2|| £48,897 ||£49,494 ||£49,989
|-
|3 ||£50,772|| £51,390|| £51,903
|-
|}

'''Quality Improvement Officer Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1|| £59,850|| £60,579 ||£61,185
|-
|2 ||£63,321|| £64,095 ||£64,737
|-
|3 ||£66,780|| £67,596|| £68,271
|-
|}

'''Quality Improvement Manager'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.4.2020
! scope="col" width="100px" | Annual Salary 1.4.2021
! scope="col" width="100px" | Annual Salary 1.1.2022
|-
|1 ||£69,669|| £70,518 ||£71,223
|-
|}

Administrative Note: Each annual rate of salary shown has been increased or reduced to the nearest multiple of £3.

Appendix 2.5 Annex A Revised April 2022

2022-04-05T13:32:42Z

Summary:

==PART 2 APPENDIX 2.5: ANNEX A==

'''REMOTE SCHOOLS ALLOWANCE'''

The Remote Schools Allowance from 1 April 2021 is:

* £1,614 per annum for payments in accordance with paragraph 1.3(a)

* £3,024 per annum for payments in accordance with paragraph 1.3(b)

'''DISTANT ISLANDS ALLOWANCE'''

The Distant Islands Allowance from 1 October 2021 is £2,397 per annum.

Note: The allowance is based on the ONS figure for the increase in Average Weekly Earnings (total pay) over a three-month average. The months April and October will continue to be used for the Remote Schools Allowance and Distant Islands Allowance respectively. In calculating three monthly averages the three months directly preceding will be used.

'''RESIDENTIAL SPECIAL SCHOOLS'''

The Residential Special School Allowances are as follows;

Residential Responsibility Allowance:

* Headteacher From 1 April 2021 £20,778 per annum
From 1 January 2022 £20,985 per annum

* Depute Headteacher From 1 April 2021 £16,743 per annum From 1 April 2020 £16,911 per annum

Extra-Curricular Activities Allowance:

From 1 April 2021 £9,570 per annum
From 1 January 2022 £9,666 per annum

Part 2 Appendix 2.1 - Revised 0422

2022-04-05T11:08:16Z

Summary:

=='''PART 2 APPENDIX 2.1 SNCT SALARY TABLES'''==

'''Main Grade Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|0 (Probationer)||£28,113||£30,081||£31,584||£32,217
|-
|1||£33,729||£36,090||£37,896||£38,655
|-
|2||£35,643|| £38,139|| £40,047|| £40,848
|-
|3|| £37,713|| £40,353 ||42,372|| £43,218
|-

|4|| £40,107 ||£42,915|| £45,060|| £45,960
|-
|5|| £42,336|| £45,300|| £47,565|| £48,516
|-
|}

'''Chartered Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £43,650|| £46,707|| £49,041|| £50,022
|-
|2|| £45,117|| £48,276|| £50,691|| £51,705
|-
|3|| £46,158|| £49,389|| £51,858|| £52,896
|-
|4|| £48,063|| £51,426|| £53,997|| £55,077
|-
|5|| £49,989|| £53,487|| £56,160|| £57,282
|-
|6 ||£51,903 ||£55,536|| £58,314|| £59,481
|-
|}

'''Lead Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £48,063|| £51,426|| £53,997|| £55,077
|-
|2|| £61,185|| £65,469 ||£68,742 ||£70,116
|-
|3 ||£68,271 ||£73,050|| £76,704|| £78,237
|-
|}

'''Principal Teacher Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £46,158 ||£49,389|| £51,858|| £52,896
|-
|2|| £48,063 ||£51,426|| £53,997|| £55,077
|-
|3|| £49,989|| £53,487|| £56,160|| £57,282
|-
|4|| £51,903|| £55,536 ||£58,314|| £59,481
|-
|5|| £53,829|| £57,597|| £60,477|| £61,686
|-
|6 ||£55,740 ||£59,643|| £62,625|| £63,879
|-
|7|| £57,657 ||£61,692|| £64,776|| £66,072
|-
|8 ||£59,571|| £63,741 ||£66,927|| £68,265
|-
|}

'''Depute Headteachers and Headteachers'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £52,350|| £56,016|| £58,818|| £59,994
|-
|2 ||£53,964|| £57,741 ||£60,627|| £61,839
|-
|3 ||£55,740|| £59,643|| £62,625|| £63,879
|-
|4|| £57,657|| £61,692 ||£64,776|| £66,072
|-
|5 ||£59,571|| £63,741|| £66,927|| £68,265
|-
|6|| £61,185|| £65,469 ||£68,742|| £70,116
|-
|7|| £62,964|| £67,371 ||£70,740|| £72,156
|-
|8|| £64,737|| £69,270|| £72,735|| £74,190
|-
|9|| £66,498 ||£71,154|| £74,712|| £76,206
|-
|10|| £68,271 ||£73,050|| £76,704|| £78,237
|-
|11 ||£71,223 ||£76,209|| £80,019|| £81,618
|-
|12 ||£74,175|| £79,368 ||£83,337|| £84,936
|-
|13 ||£77,124|| £82,524|| £86,523|| £88,122
|-
|14 ||£80,070|| £85,671 ||£89,670|| £91,269
|-
|15|| £83,445 ||£89,046|| £93,045|| £94,644
|-
|16 ||£87,771|| £93,372 ||£97,371|| £98,970
|-
|17 ||£91,212|| £96,813 ||£100,812|| £102,411
|-
|18 ||£95,409|| £101,010|| £105,009|| £106,608
|-
|19 ||£99,609|| £105,210|| £109,209|| £110,808
|-
|}

'''Music Instructor Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£29,451 ||£31,512 ||£33,087|| £33,750
|-
|2|| £31,206|| £33,390|| £35,061|| £35,763
|-
|3|| £32,970 ||£35,277|| £37,041|| £37,782
|-
|4|| £34,893|| £37,335 ||£39,201|| £39,984
|-
|5 ||£37,098|| £39,696 ||£41,682|| £42,516
|-
|6|| £39,147|| £41,886|| £43,980|| £44,859
|-
|}

'''Educational Psychologist Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|0 ||£47,505|| £50,829 ||£53,370|| £54,438
|-
|1|| £49,314|| £52,767|| £55,404|| £56,511
|-
|2|| £51,153|| £54,735|| £57,471|| £58,620
|-
|3|| £53,490|| £57,234|| £60,096|| £61,299
|-
|4|| £56,562|| £60,522 ||£63,549|| £64,821
|-
|5|| £58,350 ||£62,436|| £65,559|| £66,870
|-
|6|| £60,423 ||£64,653|| £67,887|| £69,246
|-
|}

'''Senior Educational Psychologist'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£64,188 ||£68,682|| £72,117|| £73,560
|-
|}

'''Depute Principal Educational Psychologist and Principal Educational Psychologist Spine'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £64,188|| £68,682|| £72,117|| £73,560
|-
|2|| £65,418|| £69,996|| £73,497|| £74,967
|-
|3|| £66,714|| £71,385|| £74,955|| £76,455
|-
|4 ||£67,995|| £72,756|| £76,395|| £77,922
|-
|5|| £69,279|| £74,130|| £77,838|| £79,395
|-
|6 ||£70,542 ||£75,480 ||£79,254|| £80,838
|-
|7|| £71,799|| £76,824|| £80,664|| £82,263
|-
|8|| £73,101|| £78,219 ||£82,131|| £83,730
|-
|9|| £74,382 ||£79,590|| £83,571|| £85,170
|-
|}

'''Education Support Officers Scale'''
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£48,063|| £51,426 ||£53,997|| £55,077
|-
|2|| £49,989 ||£53,487 ||£56,160|| £57,282
|-
|3 ||£51,903|| £55,536|| £58,314|| £59,481
|-
|}

'''Quality Improvement Officer Scale'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1|| £61,185|| £65,469 ||£68,742|| £70,116
|-
|2 ||£64,737|| £69,270 ||£72,735|| £74,190
|-
|3 ||£68,271|| £73,050|| £76,704|| £78,237
|-
|}

'''Quality Improvement Manager'''

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Point
! scope="col" width="100px" | Annual Salary 1.1.2022
! scope="col" width="100px" | Annual Salary 1.4.2022
! scope="col" width="100px" | Annual Salary 1.4.2023
! scope="col" width="100px" | Annual Salary 1.1.2024
|-
|1 ||£71,223|| £76,209 ||£80,019|| £81,618
|-
|}

Administrative Note: Each annual rate of salary shown has been increased or reduced to the nearest multiple of £3.

Appendix 2.23

2021-10-11T13:54:55Z

Summary:

='''PART 2 APPENDIX 2.23'''=

='''Self-Funded Sabbaticals'''=

===1.0 Definition of a self-funded sabbatical===

1.1 The purpose of a self-funded sabbatical is to provide employees with an opportunity to refresh and re-energise their careers and as such, there are no prescribed activities that a sabbatical must involve.

1.2 A self-funded sabbatical is separate and distinct from family leave as set out in Part 2: Section 7, Family Leave or Career Breaks as set out in paragraph 9.21 and Appendix 2.15.

1.3 A self-funded sabbatical provides a formal opportunity to obtain an extended break from work of up to 1 year. The allocation of self-funded sabbaticals should be undertaken by LNCTs in accordance with a mechanism agreed at LNCT.

1.4 Each LNCT will agree a mechanism for reviewing requests and allocating sabbaticals in fair and equitable manner. Annually, each council will approve self funded sabbaticals up to a figure representing 1% of the total number of employees covered by SNCT terms and conditions. An LNCT may agree to exceed this percentage if it is assessed that local circumstances permit it.

===2.0 Eligibility===

2.1 Eligible employees are required to have at least 5 years of continuous employment, on a permanent or temporary basis, with any Scottish council.

2.2 It is for each LNCT to agree, on an annual basis, the number of self-funded sabbaticals which may be approved each year, subject to the minimum provision required under paragraph 1.4 above.

===3.0 Duration and Frequency===

3.1 A self-funded sabbatical will last for a minimum of 3 months and a maximum of 1 year. The intended duration of the self-funded sabbatical should be identified when application is made.

3.2 An employee may be granted up to 3 self-funded sabbaticals within the employee’s career. A minimum of 5 years of continuous service with any Scottish council is required between each period of self-funded sabbatical.

===4.0 Application===

4.1 Employees should submit their applications for a self-funded sabbatical in writing to the council, stating the anticipated length of the self-funded sabbatical. Applications should be submitted at least 12 months prior to the proposed date of commencement. The date of commencement should correspond with the beginning of a school term.

4.2 Following application for a self-funded sabbatical, employees will be given a written response setting out the decision in principle. Where the application has been denied the employee may apply again for the following school session.

4.3 An employee who has been granted a self-funded sabbatical and who, prior to the date of commencement, decides not to proceed must give the council 8 working weeks’ notice.

===5.0 Extension or Reduction===

5.1 An employee on a self-funded sabbatical may apply for an extension to the duration of such, subject to the cumulative total of the time elapsed and the extension period not exceeding 1 year.

5.2 An employee is entitled to early termination of a self-funded sabbatical but may be required to wait up to 8 working weeks before resuming work.

5.3 Any application for extension or early termination of a self-funded sabbatical should be made at least 8 working weeks prior to the original date of termination.

5.4 Where the reason for wishing to end the self-funded sabbatical is pregnancy the employee should be returned to paid work as quickly as possible in order to be eligible for statutory benefits such as maternity leave and pay.

===6.0 Contact During Sabbaticals===

6.1 Prior to the commencement of a self-funded sabbatical agreement should be reached regarding arrangements, if any, for contact during the period. There should be a clear understanding of the nature and frequency of any contact. The employee is obliged to provide the council with appropriate contact details.

===7.0 Conditions of Service===

7.1 A self-funded sabbatical is unpaid. The contract of employment continues during the self-funded sabbatical and the employee retains statutory and contractual rights as applicable. This includes the right to notice of termination of employment.

7.2 Entitlement to annual leave and public holidays during the leave years in which the self-funded sabbatical commences and ends will be calculated pro-rata to the part year period of service. During the period of a self-funded sabbatical employees will not accrue any annual leave entitlement under the Working Time Regulations.

7.3 A self-funded sabbatical will be taken into account and counted as service in relation to compulsory transfer arrangements as agreed by LNCT.

7.4 Time spent on self-funded sabbatical will impact on entitlements to statutory maternity pay and leave, which is calculated based on periods of paid work in the period ending 15 weeks before the expected date of childbirth. Employees should take account of this when planning a sabbatical.

===8.0 Pension Rights and National Insurance===

8.1 The Scottish Teachers’ Pension Scheme (STPS) and Scottish Teachers’ Superannuation Scheme (STSS) are administered by the Scottish Public Pensions Agency (SPPA). Contributions to the STPS and STSS will cease at the point at which the self-funded sabbatical begins and will recommence upon return to work. It is the responsibility of the employee to ensure that the appropriate parties are made aware of the self-funded sabbatical.

8.2 There is currently a facility within the teachers’ scheme to purchase additional pension on return to work, details of which can be obtained from the SPPA. It is the responsibility of teachers to consider the implications of taking a self-funded sabbatical with regard to pension benefits.

8.3 For employees who contribute to the Local Government Pension Scheme (LGPS), contributions will cease at the point at which the sabbatical begins and will recommence upon return to work. It is the responsibility of the employee to ensure that the appropriate parties are made aware of the self-funded sabbatical.

8.4 Since 1 April 2009 there has been a facility within the Local Government Pension Scheme to purchase additional pension on return to work, details of which can be obtained from the LGPS. It is the responsibility of employees to consider the implications of taking a self-funded sabbatical with regard to pension benefits.

8.5 It is the responsibility of employees to consider the implications of taking a self-funded sabbatical with regard to national insurance. Employees should consult with the Department of Work and Pensions (DWP) on this matter. DWP may also advise on how a self-funded sabbatical could affect entitlement to state benefits.

===9.0 Paid Employment During a Self-Funded Sabbatical===

9.1 An employee can undertake alternative employment while on a self-funded sabbatical, subject to the agreement of the employer. However, a self-funded sabbatical should not normally be used to undertake alternative full-time employment, although placement and internship arrangements may be acceptable.

===10.0 Return to Work===

10.1 Employees who are granted a self-funded sabbatical have the right to return to the substantive post which they held prior to their self-funded sabbatical subject to the outcome of any intervening school closures, amalgamations or other organisational restructuring.

10.2 Where a post considered by a council to be suitable is offered on different terms and conditions from the post held prior to the self-funded sabbatical then placement should be by agreement of the employee.

===11.0 Non-return to Work===

11.1 Teachers or associated professionals on a self-funded sabbatical who wish to resign from their post must provide contractual notice.

===12.0 Review===

12.1 The provisions in this appendix will be reviewed no later than 2 years from the date of implementation.

Appendix 2.22

2021-08-24T15:18:21Z

Summary:

=='''PART 2 APPENDIX 2.22'''==

=='''Lead Teacher Framework'''==

'''ROLE'''

===1. School-based Lead Teacher===

:The role of a school-based lead teacher would include the duties of a teacher and the following in a stage, department, faculty, school or cluster as appropriate:

:(a) Provide a lead role in the development of an area of specialism.

:(b) Lead career-long professional learning opportunities on their area of specialism.

:(c) Share, demonstrate and model effective practice in their area of specialism.

:(d) Provide support for the professional needs of colleagues on their area of specialism.

:(e) Collaborate through, and contribute to, local, regional and national networks related to their area of specialism.

:(f) Keep abreast of developments in content and methodology related to their area of specialism.

===2. Local Authority Lead Teacher===

:The role of a local authority lead teacher would include the duties of a teacher and the following in a local authority as appropriate:

:(a) Provide a lead role in the development of an area of specialism.

:(b) Lead career-long professional learning opportunities on their area of specialism.

:(c) Share, demonstrate and model effective practice in their area of specialism.

:(d) Provide support for the professional needs of colleagues, including school leaders, on their area of specialism.

:(e) Lead local networks and collaborate through, and contribute to, regional and national networks related to their area of specialism.

:(f) Keep abreast of developments in content and methodology related to their area of specialism.

===3. Regional or National Lead Teacher===

:The role of a regional lead teacher or a national lead teacher may include the duties of a teacher and the following in a region or nationally as appropriate:

:(a) Provide strategic leadership in the development of an area of specialism.

:(b) Lead career-long professional learning opportunities on their area of specialism.

:(c) Share, demonstrate and model effective practice in their area of specialism.

:(d) Provide support for the professional needs of colleagues, including school and system leaders, on their area of specialism.

:(e) Lead, collaborate through, and contribute to, regional and national networks related to their area of specialism.

:(f) Keep abreast of developments in content and methodology related to their area of specialism.

===4. Examples of Specialisms===

:Lead teacher areas of specialism could include, but are not limited to:

:• Literacy

:• Numeracy

:• Health & wellbeing

:• Specific subjects or curricular areas

:• Additional support needs

:• Classroom practice

:• Coaching & mentoring

:• Student/probationer support

:• Assessment & moderation

:• Digital learning

:• Enquiry

:• BGE

:• STEM

:• Early years

:• Raising attainment

:• Transitions

:• Developing the young workforce (DYW)

:• Parental & community engagement

:• Learner empowerment

:• Professional learning

:• Inclusive practice

:• Learning for sustainability

===5. Time===

:Lead teachers must be given a reduction in weekly class contact to enable them to carry out those roles which are in addition to their roles as classroom teacher. Its extent may vary according to the nature and scope of those roles. The roles as classroom teacher and additional roles of lead teachers must be capable of being undertaken within the 35 hour working week and, where a lead teacher retains a classroom teacher role, within the arrangements agreed at establishment level through the working time agreement.

Appendix 2.21

2021-06-14T15:37:05Z

Summary:

=='''PART 2 APPENDIX 2.21'''==
=='''Secondments'''==
===1.0 Aims and Purpose===
:1.1 The aims of this Code of Practice are to establish good practice in the use of secondments and to develop the principles for secondments outlined in the SNCT report following the recommendations within the Independent Panel on Career Pathways for Teachers.
:1.2 The purpose of this Code of Practice is to provide a straightforward, coherent and fair mechanism to facilitate movement within and between different parts of the education system in Scotland.
:1.3 This Code of Practice should provide greater consistency of approach to movement within and across schools, local authorities, regional improvement collaboratives and other organisations such as higher education and national agencies.

===2.0 Definitions===
:2.1 A secondment exists where an employee is assigned, on a temporary basis, to work for another organisation or agency or to a different part of the employee’s organisation.
:2.2 This Code of Practice defines the employer organisation (or part of the employer organisation) as the ‘original employer’. The organisation receiving the employee is defined as the ‘host’ and the employee concerned is defined as the ‘secondee’.

===3.0 The Purpose of Secondments===
:3.1 Secondments can offer several benefits for employers and employees. They enable the secondee to gain experience in a specific area and/or insight into the work of the host. In addition, they offer career pathwaysfor the secondee and the individual filling the substantive post or posts. For these reasons, the SNCT encourages the use of secondments.
:3.2 The purpose of a secondment may include:
:• Provision of strategic direction
:• Supporting, coaching, or mentoring others
:• Development of an area or specialism
:• Building understanding in a local, regional or national role

:3.3 The SNCT recognises the following as potential hosts for secondment. The list below is not exhaustive and is provided for illustrative purposes only:
:• Education Scotland
:• Scottish Government
:• GTCS
:• RICs/other Councils
:• TEI/Universities
:• Internal secondments to central roles and to RIC roles
:• Possibly charities involved in education
:• FE Colleges
:• Businesses
:• Third sector
:• Professional Associations/Trade Unions
:• Other public bodies e.g. Police Scotland

:3.4 Consideration should be given to how a secondment will enhance life-long learning. The following should be considerations in any secondment process:
:• What will the experience bring to the employer and the secondee’s workplace when the secondee returns?
:• Will there be opportunity for individuals to cover the substantive post on an acting basis?

===4.0 Eligibility for Secondment===
:4.1 Eligible employees are required to have at least 2 years’ continuous employment, on a permanent or temporary basis, with any Scottish council. In the case of teachers, the employee is required to have at least 2 years’ continuous employment after achieving the Standard for Registration with the General Teaching Council for Scotland.
:4.2 In judging individual applications, councils will consider a range of operational issues, such as the number of teachers on approved leaveof absence along with the prospects of recruiting a suitably qualifiedreplacement.

===5.0 Planning for a Secondment===
:5.1 It is for any council to decide whether the exigencies of the service provision allow for a secondment to be granted.
:5.2 Where an expression of interest in a secondment is made by an employee, or where a council is considering seconding an employee (internally or externally), equality of opportunity should be the overarching principle. There also needs to be a balance between the needs of councils in terms of succession planning and with equality of opportunity across Scotland.
:5.3 It is recognised that there is not one single employer for all employees covered by the SNCT Handbook. It is also recognised that a secondment will be entered into as the result of a decision by a host to second a particular individual. Nevertheless, all secondment opportunities within Councils should be advertised and the appropriate web portals should be utilised in the same way as with normal recruitment.
:5.4 Following the application process, an assessment of each candidate should be made against selection criteria based on a job description and/or a person specification. An objective selection process within Councils should be adhered to in the same way as any type of recruitment selection. In considering whether a secondment request to an external organisation should be supported, the original employer may wish to take account the fairness and transparency of how the position was advertised and how the candidate was selected.

===6.0 Secondment Agreements===
:6.1 If an employee is being seconded to another department or workplace within the same council, then it may only be necessary to make minor changes to the seconded employee's employment contract. However, if the secondment is to a separate legal entity, for example to an external organisation or agency, then the arrangement should be more formally documented in the form of a written secondment agreement.
:6.2 This Code of Practice recognises that there is not one single employer for all employees covered by the SNCT Handbook and that individual councils will have individual policies on secondment and associated issues. Nevertheless, the following points should be identified, expanded upon and made explicit in the written secondment agreement:
:• Parities to the agreement (identification of the original employer, the host and the secondee).
:• Structure of the agreement. (Bipartite: original employer and the secondee) or;(Tripartite: original employer, host employer and the secondee).
:• Duties to be undertaken by the secondee during the secondment.
:• Day-to-day supervision of the secondee.
:• Sickness leave, special leave and absence management arrangements during the secondment.
:• Payment arrangements during the secondment.
:• Travel and subsistence arrangements during the secondment (especially those involving overnight stays and/or overseas travel).
:• Contact arrangements between the original employer and thesecondee during the secondment.
:• Contact arrangements between the original employer and the host during the secondment.
:• Liability and insurance.
:• Confidentiality.
:• Intellectual property rights.
:• Duration of the secondment.
:• Arrangements for early termination of the secondment (by either side).

===7.0 Duration of secondments===
:7.1 The duration of a secondment will be dependent on the purpose of the secondment and may vary. However, in all cases, secondments should be for a maximum of 23 months.
:7.2 At the end of a secondment, the secondee will return to her/his originalpost with the original employer.

===8.0 Conditions of Service===
:8.1 During the period of a secondment, the secondee will remain employed by the original employer and the terms and conditions contained within her/his written statement of employment particulars will remain in force.
:8.2 The original employer will continue to pay the secondee's salary and all connected costs (in particular, income tax, national insurance and pension contributions). The original employer will be responsible passing the employer and employee pension contributions to the Scottish Public Sector Agency (SPPA) for the period of the secondment.
:8.3 On an employee’s return from a secondment, the period of the secondment will be treated as continuous for statutory and contractual purposes and will count towards reckonable service.
:8.4 The period of any secondment will be recognised for the following:
:i) Incremental progression of pay.
:ii) Qualification for and entitlement to sickness allowance.
:iii) Annual leave entitlement (where applicable).

:8.5 A secondee is entitled to request early termination of a secondment. Application must be made to the council requesting this. The council is not obliged to grant the contraction but should consider the merits of the application in line with paragraphs 3.1 to 3.3 above.
:8.6 In applying for an extension of, or reduction in, the duration of a secondment, the secondee must provide the council with a minimum of 8 working weeks’ notice. Extensions should not be granted if the time of the secondment will exceed the maximum 23 months.

===9.0 Resultant Vacancies===
:9.1 A post vacated by a teacher or associated professional undertaking a secondment should be filled by a suitably qualified replacement. When appointing a temporary replacement the employer should be guided by the SNCT Code of Practice on the Use of Temporary Contracts (Part 2,Appendix 2.8), where it exists, the local agreement deriving from that Code of Practice.
:9.2 Where a teacher is seconded within a council on a temporary basis to carry out the duties of a promoted post-holder in a school, education establishment or education team, pending a permanent appointment to the promoted post or in place of a teacher who is temporarily absent, the council shall pay the salary applicable to the post.
:9.3 Where a head teacher or depute is being seconded, the council should nonetheless consult with the Parent Council of any schools that are affected by the change, in accordance with the requirements of the Scottish Schools (Parental Involvement) Act 2006.

===10.0 Application, Decision and Appeals===
:10.1 An employee who has been granted a secondment and who, prior to the date of commencement, decides not to proceed with the secondmentmust give the council 4 working weeks’ notice of their intention to not so proceed.
:10.2 Where an employee has made an application for a secondment and that application has been rejected, the employee may appeal against this decision through a properly constituted appeals committee of the council. There is no right of appeal to the SNCT

Appendix 2.20

2019-12-16T15:34:39Z

Summary:

==PART 2 APPENDIX 2.20==

==SNCT Code of Practice on Headteacher Responsibility in Recruitment and Selection of Staff==

1. The Joint Empowering Schools Agreement published in June 2018, outlines the shared commitment to a number of principles including:

* headteachers are involved in the design of recruitment and appointment processes;
* headteachers design the staffing structure that best supports learning and teaching in the school, within the staffing budget delegated to the school by the Local Authority;
* headteachers choose the staff who work in their school, with due regard to employment law and the contractual obligations of their Local Authority, and;
* the Local Authority must be able to intervene should any statutory duty, or contractual obligation be in breach.

2. The Empowering School Leaders’ Guidance and Headteachers’ Charter were published, as agreed drafts, in February 2019 and this Code of Practice has been developed to support the implementation of the principles contained in the Charter. The Charter states that headteachers will:

* Play an active role in designing and reviewing recruitment and staffing approaches, for their own school/s, for the wider Authority.
* Be empowered to design a staffing structure which best supports the school’s curriculum and leadership requirements, working within their delegated staffing budget and supported by their Local Authority and SNCT/LNCT agreements, and guidance.
* Be integral to the appointment of staff in accordance with the best interests of children and young people and work in partnership with the Local Authority to ensure good practice in recruitment and appointment, in line with SNCT/LNCT agreements and guidance.

The Local Authority can intervene in a school-level decision if a statutory, contractual, LNCT or financial obligation would be breached. Clear processes and mutually respectful and supportive relationships should be in place to minimise the need for such intervention.

Headteachers, Local Authorities and LNCTs have a shared role in ensuring this Code of Practice operates smoothly and in maintaining the continuity of education provision.

3. Good practice

The overarching principles of Good Practice in the procedures for recruitment and selection of staff are to:

* ensure that a collegiate and inclusive approach is applied to recruitment and deployment of staff;
* ensure fair, consistent, transparent and robust procedures are in place to support the recruitment and appointment of staff;
* ensure that the procedures have due regards to applicable LNCT agreements and;
* recognise that LNCT recruitment and selection procedures may need to be reviewed to ensure the role of headteacher is reflected in locally agreed recruitment and selection procedures.

4. Headteachers are involved in the design of recruitment and appointment processes • The Headteacher, working in conjunction with their Local Authority will:

:(a) receive appropriate training on recruitment procedures and comply with policies on all employment legislative requirements;
:(b) use myjobscotland for all internal and external recruitment;
:(c) ensure that they are familiar with the SNCT Handbook, especially Part 2, The National Scheme of Salaries and Conditions of Service for Teachers and Associated Professionals and Part 2: Appendix 2.8 A of the Handbook, the Code of Practice on the Engagement of Short-Term Supply Teachers;
:(d) ensure that they follow Local Authority guidance, SNCT agreements and applicable LNCT agreements, policies and guidelines;
:(e) recognise the Local Authority Devolved School Management (DSM) guidance in relation to employees’ salaries, including that of Chartered Teachers and Assimilated Teachers
:(f) ensure they are familiar with Appendix 2.19 of the SNCT Handbook, National Pay and Leave Specification and be aware of the impact of the timing of appointments on pay;
:(g) in the exercise of their function, and as required by the Public Sector Equality Duty, have due regard to the need to eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act; advance equality of opportunity between people who share a protected characteristic and those who do not and; foster good relations between people who share a protected characteristic and those who do not.

5. Headteachers design the staffing structure that best supports learning and teaching in the school, within the budget available to the school

* The Headteacher shall:

:(a) follow Scottish Government DSM Guidance in conjunction with Local Authority DSM guidance;
:(b) ensure that they are familiar the SNCT Handbook Part 2: [[Appendix 2.8]], Code of Practice on the use of fixed term temporary contracts and any LNCT agreements on the transfer to a permanent post.
:(c) recognise that costs of salary conservation agreements may need to be borne from devolved school management budgets. Recognition of the change in school rolls should be taken into account in this regard
:(d) ensure that they are familiar with LNCT agreements, particularly in relation to staffing models and structures
:(e) ensure they are aware of Job Sizing implications and take account of any potential salary changes
:(f) take account of costs relating to redeploying staff in accordance with Local Authority agreements.

6. Headteachers choose the staff who work in their school (except student and probationer placements), with due regard to employment law and the contractual obligations of their Local Authority

* The Local Authority may:

:(a) as the employer, require to transfer staff into establishments out with an agreed recruitment process, following consultation and discussion with Headteachers. Such transfers may be required due to a variety of reasons, including but not limited to: health issues, staff identified as surplus, conduct, competence or the Local Authority seeking to deliver its statutory duty in accordance with the Education (Scotland) Act 1980,
:(b) Local Authorities will allocate students and probationer teachers in line with current arrangements.

* The Local Authority will ensure that headteachers are provided with advice on:

:(a) employment law, contractual obligations, equalities legislation and any other relevant legislation, statutory guidance, Local Authority guidance and SNCT National Scheme of Salaries and Conditions of Service for Teachers and Associated Professionals and applicable LNCT agreements.
:(b) the specific requirements relating to denominational appointments and parental involvement.
:(c) the need to recruit and support a diverse workforce and to embed this responsibility firmly into recruitment processes

Appendix 2.19 Annex D

2018-07-04T13:28:56Z

Summary:

==Appendix 2.19 Annex D==

Excel documents are available for each section.

[http://www.snct.org.uk/library/2509/Appendix2.19NewStartandLeaveCalculatorRef5.7.xls - New Start and Leave Calculator in relation to section 5.7]

[http://www.snct.org.uk/library/2525/Appendix%202.19%20Annex%20D%20Sick%20Pay%20Calculator%20-%20LUNAR%20ref%207.1.xlsx - Sick Pay Calculator Lunar Calendar in relation to section 7.1]

[http://www.snct.org.uk/library/2521/Appendix%202.19%20Annex%20D%20Sick%20Pay%20Calculator%20-%20PS%20ref%2011.3.xlsx - Sick Pay Calculator in relation to section 11.3]

[http://www.snct.org.uk/library/2526/Appendix%202.19%20Annex%20D%20Sick%20Pay%20Calculator%20-%20PS%20ref%2014.2.xlsx - Sick Pay Calculator in relation to section 14.2]

Appendix 2.19 Annex C

2018-07-04T13:16:41Z

Summary:

==Appendix 2.19 Annex C==

Asymmetric Week Changes Required to Leaver Calculator

In relation to section 5.6

Can be accessed via PDF here:

[http://www.snct.org.uk/library/2506/Appendix2.19AnnexCRef5.6.pdf Annex C - Asymmetric Week Changes Required to Leaver Calculator]

Appendix 2.19 Annex B

2018-07-04T13:12:41Z

Summary:

==Appendix 2.19 Annex B==

Example of Negative Balance

In reference to section 4.6

This can be accessed via PDF here:

[http://www.snct.org.uk/library/2507/Appendix2.19AnnexBRefPara4.6.pdf Annex B Example of Negative Balance]

Appendix 2.19 Annex A

2018-07-04T13:05:30Z

Summary:

==Appendix 2.19 Annex A==

New Model Start Letter

In reference to section 4.3

This can be accessed via PDF here:

[http://www.snct.org.uk/library/2508/Appendix2.19AnnexARefPara4.3.pdf Annex A - New Start Model Letter]

Appendix 2.19

2018-07-03T12:58:20Z

Summary:

===PART 2===

===APPENDIX 2.19===

'''NATIONAL PAY AND LEAVE SPECIFICATION'''

'''INDEX OF ITEMS'''

1. Basic Principle to a Teacher/Music Instructor pay.

2. When a New Start/Leaver calculation should be used.

3. The Leave Year

4. How to calculate a ‘New Start’ payment.

5. How to calculate a ‘Leaver Payment’.

6. Temporary Employees.

7. Lunar Payrolls

8. Quality Improvement Manager/Officers, Education Support Officers and Educational Psychologists

9. Transferring from Teacher/Music Instructor to a Quality Improvement Manager/ Education Support Officer or Educational Psychologist or vice-versa.

10. Maternity Pay

11. Sick Pay

12. Pensionable Service for SPPA

13. Accrual of Service.

14. Unpaid Leave Calculations

15. Effect of pay specification on historic calculations.

16. Next Steps

'''BACKGROUND'''

On behalf of the Scottish Negotiating Committee for Teachers (SNCT), the Joint Secretaries issued several revisions to the conditions of service for teachers and associated professionals effective from 1st September 2011. These changes were implemented based on local interpretation from that date. The principal change was a reduction of teacher’s annual leave from 66 days per annum to 40 days per annum, with the remaining 26 days being defined as ‘non-payment’ days. This resulted in the daily rate of pay increasing from 1/261 x annual rate of salary to 1/235th x annual rate of salary.

Due to historic methods of calculation and local interpretation this has resulted in a lack of consistency across local authorities in calculating teachers’ pay. This Pay and Leave Specification identifies an agreed SNCT position for various scenarios and must be used by all Scottish Local Authorities with effect from 1st August 2018.

'''1. BASIC PRINCIPLE TO TEACHER/MUSIC INSTRUCTOR PAY'''

1.1 Staff receive 1/235th of their spinal column point for each working day. A working day is defined as each pupil and in-service development day (195 days). They further receive paid annual leave at 0.20513 of a day’s pay for each day worked (0.20513 being 40/195) of the daily rate of salary for each working day.

1.2 Therefore, a member of staff who works all 195 days will receive 195/235ths of the annual rate of salary uprated by 0.20513, which equates to the full annual salary for the year. This equates to 195 days’ pay for working and 40 days annual leave.

1.3 Due to the annual leave and closure days being determined at a local level, if a teacher changes local authority, it is possible for such a teacher to work more or less than 195 days in the period of a year. In such a case, the salary they receive in that particular year could be more or less than the annual rate of salary.

'''2. WHEN A NEW START/LEAVER CALCULATION SHOULD BE USED'''

2.1 The new start and leaver calculations, as detailed in paragraphs 4 and 5 respectively, should be used in the following circumstances.

:*When an employee joins the council for the first time.
:*When an employee leaves the council.
:*When an employee moves to a post with a different annual rate of salary.
:*When an employee moves from part time to full time or vice versa.
:*When an employee increases or decreases their part time rate of hours.
:*When an employee commences or returns from a career break.

2.2 It should be noted that a different calculation is used if the change to salary/new start/leaver payment is at the beginning or end of the academic session (this is detailed in paragraphs 4.1 to 4.6 and 5.1 to 5.6 below. This will ensure, over the course of an academic session, the employee is paid the same amount in August in each authority irrespective of the start and end date of the session.

'''3. THE LEAVE YEAR'''

3.1 This Pay and Leave Specification aligns all pay and leave calculations to run parallel to the academic session of the local authority in which the teacher works

'''4. HOW TO CALCULATE A ‘NEW START’ PAYMENT'''

4.1 Each authority has a locally agreed calendar which shows the following: pupil days, in-service/development days, annual leave days, and school closure days (unpaid). Added together in an academic session, these will total 235 paid days with the balance being unpaid. A new start’s first month’s pay is therefore calculated as set out below. (It is recommended the leave is allocated as follows: 5 days in autumn, 10 days at the festive period, 10 days at Easter and 15 days in the summer (2 weeks at the beginning and 1 week at the end).

A = Number of paid days from start date until end of academic session.

B = A X 0.20513 (being number of days’ holiday accrued on A)

C = Number of full months remaining in current academic session from date of commencement of employment to and including July;

D = 50% of August salary (i.e. 50% of annual salary 1/12 or 1/24 of annual salary).

''Calculation''

X= A/235 X annual rate of salary

Y = B X Annual rate of salary/235

Z = C/12 X annual rate of salary + D

'''Payment to make'''
'''X + Y- Z'''

Example of Salary split for teacher working a full year (based on SCP 6 as at 01/01/2018)
{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Annual Rate of Salary
! scope="col" width="100px" | £36,480
|-
| Salary for Month||
|-
| Start of Session - 31at August 50% of 1/12th|| £1,520
|-
| September|| £3,040
|-
| October|| £3,040
|-
| November|| £3,040
|-
| December|| £3,040
|-
| January|| £3,040
|-
| February|| £3,040
|-
| March|| £3,040
|-
| April|| £3,040
|-
| May|| £3,040
|-
| June|| £3,040
|-
| July|| £3,040
|-
| 1st August to end of School Holidays (Balance of salary)|| £1,520
|}

4.2 To calculate a new start payment if calculation is due on first day of academic session:

:*A Teacher who commences on the first day of the session will be paid at 50% of 1/12th of the annual salary in August. A teacher commencing at any other point in August will be paid in line with the new start calculation.

4.3 New start payment when employee has a negative balance:

:*Employee to be notified by the authority of how the balance will be deducted from salary payments in writing prior to the first salary payment being made / prior to taking up employment.

:*A standard letter ([http://www.snct.org.uk/library/2508/Appendix2.19AnnexARefPara4.3.pdf Annex A]) is available on the SNCT website which the Joint Secretaries would recommend be issued to all new start employees.

4.4 When an employee has a negative balance on starting, the following action should take place
:*If the employee has commenced from another Scottish local authority, they will have received a balancing payment through that local authority’s leaver payment. In these circumstances, the negative balance should be recovered as quickly as possible.

:*If the employee has commenced and has not joined from another Scottish local authority the negative balance should be spread equally amongst the remaining months of the year.

4.5 This principle will also apply when the employee has a low pay in their first month’s salary. A low pay is determined when the calculated pay for the month is less than 70% of the number of 1/235ths due in the month.

4.6 [http://www.snct.org.uk/library/2507/Appendix2.19AnnexBRefPara4.6.pdf Annex B]: Example of Negative Balance gives examples of how to facilitate this.

The payroll systems will require to allow operators to agree to the following options:
:*Immediate deduction
:*Spread deduction

'''5. HOW TO CALCULATE A “LEAVER PAYMENT”'''

5.1 Each authority has a calendar, which shows the following: pupil days, in-service/development days, annual leave days, and school closure days (unpaid). Added together in any school year these will total 235 paid days with the balance being unpaid. A leaver’s final month’s pay is therefore calculated as follows:

A = No of paid days from start of academic session (or start date) until leaving date.

B = A X 0.20513 (being number of days’ holidays accrued on A)

C = Salary paid since start of academic session (or start date until end date of previous pay period. (This should include the 50% August payment).

''Calculation''

X = A/235 X annual rate of salary

Y = B X annual rate of salary /235

'''Payment to make'''

'''X + Y – C'''

5.2 How to calculate a Leaver payment for August when employee is leaving at end of academic Session:

:*Annual Rate of Salary / 12 x 50% (This would result in full annual salary being paid in the leave year).

5.3 How to calculate a Leaver payment when an employee returns at the start of the academic session but leaves before the end of August:

:*For each pupil day and in service/development day worked following the start of the school session, a Leaver payment calculated in paragraph 5.1 is added to end of session payment, set out in 5.2 for a final payment.

5.4 How to calculate a Leaver payment when an employee leaves the authority during an academic session:

:*Employees moving to another authority should receive a final payment as calculated in paragraph 5.1.

5.5 Permanent Employees retiring or leaving teaching should receive a final payment calculated in paragraph 5.1 with the payment being split between pay to date of leaving (pensionable) and pay in lieu of holidays (non-pensionable). This will ensure correct employee and employer pension deductions are made. If an employee is retiring and has indicated their pension is to start from a certain date but the accrued holidays take them to past that date, pay in lieu of holidays should be paid as opposed to an extension of service.

5.6 Where an authority operates an asymmetric week and pays different amounts dependant on the number of hours in the day, it is advisable to calculate new-start and leaver payments for part-time workers in hours rather than days. An example of how to calculate this is attached at [http://www.snct.org.uk/library/2506/Appendix2.19AnnexCRef5.6.pdf Annex C]. The alternate method of calculating an asymmetric week is to pay staff 0.2 for each day irrespective of the hours worked and ensure appropriate time is given via class contact hours. An exemplar letter gives an example of how this works.

5.7 [http://www.snct.org.uk/library/2509/Appendix2.19NewStartandLeaveCalculatorRef5.7.xls Annex D] – examples of mid-session leavers’ payments

'''6. TEMPORARY EMPLOYEES'''

6.1 Long Term Temporary Employees should, where practical, be paid in line with sections 4 and 5 above as per paragraphs 1.2 of Section 2 of the SNCT handbook.

6.2 Where it is not practical to pay temporary employees in terms of paragraphs 4 and 5 above they should be paid 1/235th of the appropriate annual rate of salary for every worked day. They will accrue annual leave at the rate of 0.20513 per day for each day worked. The administrative arrangement for paying in this manner is as agreed at each LNCT.

6.3 Temporary teachers employed for a full academic session should receive a contract to the last day of the summer annual leave period in August to ensure that they receive the same remuneration and pension contributions as a permanent teacher.

6.4 Whilst it is for each LNCT to determine when to pay using the calculation detailed in sections 4 and 5, examples of when that calculation method is appropriate include– Maternity Leave, Long Term Vacancy and temporary posts lasting more than 8 weeks.

'''7. LUNAR PAYROLLS'''

7.1 Councils that operate a [http://www.snct.org.uk/library/2528/Appendix2.19AnnexDSickPayCalcLUNARRef7.1.xlsx lunar payroll] should take the following action:

7.2 For new start and leaver calculations, firstly determine the number of weekdays from the start of the academic session until the last day of the summer school holidays. This will be either 260,261 or 262. This will become the offset factor detailed in the calculation below.

7.3 New Starts:

A = number of paid days from the new start date until the end of the academic session

B = A x .20513

C = number of week days from start of next pay period until end of summer school holidays

Payment

((A + B) x annual Rate of salary) / 235) = Payment due until end of academic session (D)

C / 260 or 261 or 262 as above = offset of salary to be paid (E)

D – E = Payment due

Leavers

A = number of paid days from start of academic session until leaving date

B = A x .20513

C = number of week days from start of academic session until end of previous pay period

Payment

((A + B) x annual Rate of salary) / 235) = Payment due until leave date (D)

C / 260 or 261 or 262 as above = offset of salary already paid (E)

D – E = Payment due

'''8. QUALITY IMPROVEMENT MANAGER/OFFICERS, EDUCATION SUPPORT OFFICERS AND EDUCATIONAL PSYCHOLOGISTS.'''

8.1 Quality Improvement Manager/Officers, Education Support Officers and Educational Psychologists will be paid 1/12th of the annual rate of salary for each month worked.

8.2 For part months the payment will be as follows -

If the Council pays based on Calendar days per month

A = Annual Rate of Salary / 12

B = Calendar Days in the month

C = No of Calendar Days worked in the month

Payment

A / B x C

If the Council pays based on working Days in the month

A = Annual Rate of Salary / 12

B = Working Days in the month

C – No of Working Days worked in the month

Payment

A / B x C

For the above calculations the following should be noted –
:*If the council pays the local government employees on an hours’ basis substitute days for hours

'''9. TRANSFERRING FROM TEACHER/MUSIC INSTRUCTOR TO A QUALITY IMPROVEMENT MANAGER/ EDUCATION SUPPORT OFFICER OR EDUCATIONAL PSYCHOLOGIST OR VICE-VERSA.'''

9.1 In the above situation, the employee could transfer, and their annual rate of salary could remain the same, because of the differing methods of calculation. The salary in the month of transfer will not be 1/12th of the salary.

'''10. MATERNITY PAY'''

10.1 For determining the weekly rate of pay, staff on maternity leave will receive 7/365ths of the annual rate of salary for each week of Maternity Pay. During the part month prior to the commencement of maternity leave, or on returning from maternity leave, the part month payment will be paid as outlined below.

10.2 On commencement of Maternity Leave

A = salary paid in academic session to date including 50% for August

B = number of calendar days from the start of the academic session until the commencement of Maternity leave

C = annual rate of salary

Payment

(B/365 x C) – A

10.3 On return from Maternity Leave
A = Salary that will be paid from the 1st of the month following return until the end of the summer school holidays. (This is based on 1/12th of the annual rate of salary for months September to July and 1/24th for the periods being start of school session to 31st August and 1st August to end of school summer holidays)
B = No of calendar days from the date of return until the end of the school summer holidays
C = annual rate of salary
Payment
(B/365 x C) – A

10.4 Annual Leave prior to and on return from maternity leave.
As a result of the calculation detailed in 10.1 above, there is no need to make any balancing adjustment for maternity either post or pre-leave. Authorities only require to give the paid days leave back as determined by the calendar they set via their LNCT. i.e. 5 days for Autumn, 10 days for Festive, 10 days for Easter and 15 days for summer.
Local authorities can agree to allocate some of the accrued leave to school closure days subject to the employee having received a minimum of 28 days’ actual leave in each leave year of the maternity leave period.

'''11. SICK PAY'''

11.1 Sick Pay for teachers and associated professionals will be based on a daily rate of 1/365th for each day they qualify for sick pay. This may result in a carry forward being required of sick pay calculations from one month to another. An employee in receipt of 6 months full pay and 6 months half pay will receive 183 days’ full pay and 182 days’ half pay.

11.2 This is a precise calculation for sick pay but could cause potential issues as there will be carry forward of amounts or months where the sick pay amount is less than the 1/12th being paid. This is overcome by having offsetting amounts so as not to confuse employees. The main issue will be when an employee moves to half or no pay as shown in 11.3 below.

11.3 An employee’s monthly salary is calculated as 1/12th of the annual salary. Based on a 365-day year, this equates to 30.41667 days per calendar month. Therefore, as the number of calendar days in each month can be either 28,29,30 or 31, there will be months that the reduction of basic pay and offset of sick pay will be more or less than the average basic salary which will result in potentially the deduction and offset being required over a 2-month period or the employee receiving more or less than half pay. - See [http://www.snct.org.uk/library/2529/Appendix2.19AnnexDSickPayCalcPSRef11.3.xlsx Annex D]

{| border="1" style="border-collapse:collapse;"

! scope="col" width="100px" | Service at Commencement of Absense from Duty
! scope="col" width="100px" | Full Salary for a period of
! scope="col" width="100px" | Half salary for a period of
|-
| Less than 18 weeks|| Nil|| Nil
|-
| 18 weeks but less than 1 year|| 31 days|| 31 Days
|-
| 1 year but less than 2 years|| 61 days|| 61 days
|-
| 2 years but less than 3 years|| 122 days|| 122 days
|-
| 3 years but less than 5 years|| 152 days|| 152 days
|-
| 5 years or more|| 183 days|| 182 days
|}

'''12. PENSIONABLE SERVICE FOR SPPA'''

12.1 Pension returns are based on the Financial Year. Work is continuing on this issue between the SNCT and SPPA and this will be issued on completion. It is proposed that these returns will be made based on the number of hours in each working day uprated by annual leave in the period. This will then be converted to a notional 365th basis through a pre-agreed calculator.

'''13. ACCRUAL OF SERVICE'''

13.1 Employees will accrue service based on the calendar year; a break brought about as a result of a temporary cessation of work will not be counted as a break in service. For example, if an employee leaves one employer at the end of term and as a result of the old and new employer having different leave years, there is no work for a week, this will not count as a break in service. It will result in SPPA service (as per paragraph 12) not being 365 days for that particular year.

'''14. UNPAID LEAVE CALCULATIONS'''

14.1 Any deductions for unpaid leave will be made by deducting the salary due for the day plus any annual leave accrued for working the day. If a teacher is only due to work part time on the day in question, the full time equivalent of the 7-hour day uprated by 0.20513 should be deducted.

14.2 For example, a teacher will be deducted 1/235th x annual rate of salary uprated by 0.20513 for each day of unpaid leave. Therefore, the deduction for a teacher taking unpaid leave for an entire calendar month will not equate to the average monthly salary paid. This is along the same basis as the occupational sick pay calculations detailed in [http://www.snct.org.uk/library/2530/Appendix%202.19AnnexDSickPayCalcPSref14.2.xlsx Annex D].

'''15. EFFECT OF PAY SPECIFICATION ON HISTORIC CALCULATIONS'''

15.1 It is noted that due to historic and localised arrangements for pay calculations there will be situations when an employee retires from teaching that they will not have been paid accurately across the course of their careers for accrued holidays. In such cases, it is for the retiring teacher to provide accurate details of any underpayment for the local authority to determine.

'''16. NEXT STEPS'''

16.1 This Pay and Leave Specification identifies an agreed SNCT position for various scenarios and must be used by all Scottish Local Authorities with effect from 1st August 2018.

SNCT Circulars Pre 1 August 2007

2017-02-23T16:41:45Z

Summary:

== The SNCT Handbook of Conditions of Service ==

[[Table of Contents]]

=== Circulars Pre 1 August 2007 ===

SNCT/52 - [http://www.snct.org.uk/library/398/SNCT-52%20Collegiality.pdf Collegiality]

SNCT/51 - [http://www.snct.org.uk/library/397/SNCT-51%20Keeping%20in%20Touch%20Days.pdf Keeping in Touch Days]

SNCT/50 - [http://www.snct.org.uk/library/396/SNCT-50%20Distant%20Islands%20Allowance.pdf Distant Islands Allowance]

SNCT/49 - [http://www.snct.org.uk/library/344/SNCT-49.pdf Maternity and Adoption Leave and Pay]

SNCT/48 - [http://www.snct.org.uk/library/327/SNCT-48.pdf Employment Equality (Age) Regulations]

SNCT/47 - [http://www.snct.org.uk/library/296/SNCT-47.pdf Remote Schools Allowance]

SNCT/46 - [http://www.snct.org.uk/library/291/SNCT-46.pdf Constitution and Appeals Procedure]

SNCT/45 - [http://www.snct.org.uk/library/290/SNCT-45.pdf Distant Islands Allowance]

SNCT/44 - [http://www.snct.org.uk/library/289/SNCT-44.pdf Maternity Support Leave, Adoption Leave and Paternity Leave]

SNCT/43 - [http://www.snct.org.uk/library/288/SNCT-43.pdf Adoption Leave]

SNCT/42 - [http://www.snct.org.uk/library/287/SNCT-42.pdf Communications Protocol]

SNCT/41 - [http://www.snct.org.uk/library/277/SNCT-41.pdf Remote Schools Allowance]

SNCT/40 - [http://www.snct.org.uk/library/276/SNCT-40%20%20Appeals%20Procedure.pdf Appeals Procedure]

SNCT/39 - [http://www.snct.org.uk/library/275/SNCT-39.pdf Distant islands Allowance]

SNCT/38 - [http://www.snct.org.uk/library/274/SNCT-38%20-%20Residential%20Special%20Schools%20Allowances.pdf Residential Special School Allowances]

SNCT/37 - [http://www.snct.org.uk/library/273/SNCT-37.pdf Job Sizing – Principal and Depute Principal Educational Psychologists]

SNCT/36 - [http://www.snct.org.uk/library/272/SNCT-36.pdf Remote Schools Allowance]

SNCT/35 - [http://www.snct.org.uk/library/271/SNCT-35.pdf Salary Placement on to the Main Grade Salary Scale]

SNCT/34 - [http://www.snct.org.uk/library/270/SNCT%2034.pdf National Teacher Induction Scheme Terms of Training Agreement]

SNCT/33 - [http://www.snct.org.uk/library/269/SNCT%2033.pdf Salary Agreement 2004-2008]

SNCT/32 - [http://www.snct.org.uk/library/268/SNCT%2032.pdf Salary Structure Quality Improvement Officers and Education Support Officers]

SNCT/31 - [http://www.snct.org.uk/library/267/SNCT%2031.pdf Code of Practice on the use of Temporary Contracts]

SNCT/30 - [http://www.snct.org.uk/library/266/SNCT%2030.pdf Educational Psychologists Salary Structure]

SNCT/29 - [http://www.snct.org.uk/library/265/SNCT%2029.pdf Conditions of Service, Distant Islands Allowance]

SNCT/28 - [http://www.snct.org.uk/library/264/SNCT%2028%20(revised).pdf Job Sizing - Criteria to be Considered in Determining the Need for a Review of the Size of Promoted Posts]

SNCT/28 - [http://www.snct.org.uk/library/261/SNCT%2028%20(revised)%20%20Appendix%204%20-%20Local%20Authority%20Info.pdf (Revised) Appendix 4 - Local Authority Information]

SNCT/28 - [http://www.snct.org.uk/library/260/SNCT%2028%20(revised)%20%20Appendix%203%20-%20Guidelines.pdf (Revised) Appendix 3 - Guidelines]

SNCT/28 - [http://www.snct.org.uk/library/263/SNCT%2028%20(revised)%20Appendix%202%20-%20Questionnaire.pdf (Revised) Appendix 2 - Questionnaire]

SNCT/28 - [http://www.snct.org.uk/library/262/SNCT%2028%20(revised)%20Appendix%201%20-%20Criteria.pdf (Revised) Appendix 1 - Criteria]

SNCT/27 - [http://www.snct.org.uk/library/259/SNCT%2027.pdf Remote Schools Allowance]

SNCT/26 - [http://www.snct.org.uk/library/258/SNCT%2026.pdf Changes to Scheme of Salaries and Conditions of Service and Previous SNCT Circulars 1 August 2003]

SNCT/25 - [http://www.snct.org.uk/library/257/SNCT%2025.pdf Salary Progression as Part of the Chartered Teacher Programme June 2003]

SNCT/24 - [http://www.snct.org.uk/library/256/SNCT%2024.pdf Job Sizing]

SNCT/23 - [http://www.snct.org.uk/library/253/SNCT%2023.pdf Revised Grievance Framework - 2003]

SNCT/22 - [http://www.snct.org.uk/library/252/SNCT%2022.pdf Changes to Maternity Provisions]

SNCT/21 - [http://www.snct.org.uk/library/251/SNCT%2021.pdf Salaries and Conditions of Service Agreement - Music Instructors. Amendment to SNCT 13]

SNCT/20 - [http://www.snct.org.uk/library/250/SNCT%2020.pdf Distant Islands Allowance]

SNCT/19 - [http://www.snct.org.uk/library/249/SNCT%2019.pdf Addendum to SNCT Circular SNCT/16]

SNCT/18 - [http://www.snct.org.uk/library/248/SNCT%2018.pdf Revised Disciplinary Framework - 2002/2003]

SNCT/17 - [http://www.snct.org.uk/library/247/SNCT%2017.pdf Remote Schools Allowance]

SNCT/16 - [http://www.snct.org.uk/library/246/SNCT%2016.pdf Salaries and Conditions of Service Agreement Psychologists]

SNCT/15 - [http://www.snct.org.uk/library/245/SNCT%2015.pdf National Teacher Induction Scheme 2002/2003 Terms of Training Agreement]

SNCT/14 - [http://www.snct.org.uk/library/244/SNCT%2014.pdf The Position of Assistant Principal Teachers and Senior Teachers at August 2003]

SNCT/13 - [http://www.snct.org.uk/library/243/SNCT%2013.pdf Salary Placement Regulations]

SNCT/12 - [http://www.snct.org.uk/library/242/SNCT%2012.pdf Salaries & Conditions of Service Agreement - Education Advisers]

SNCT/11 - [http://www.snct.org.uk/library/241/SNCT%2011.pdf Music Instructors Agreement]

SNCT/10 - [http://www.snct.org.uk/library/240/SNCT%2010.pdf Distant Islands Allowance]

SNCT/9 - [http://www.snct.org.uk/library/239/SNCT%209.DOC.pdf Salaries Agreement 2001 - Amendment]

SNCT/8 - [http://www.snct.org.uk/library/238/SNCT%208.pdf Local Framework Recognition and Procedure Agreement]

SNCT/7 - [http://www.snct.org.uk/library/297/SNCT7.pdf Remote Schools Allowance]

SNCT/6 - [http://www.snct.org.uk/library/286/SNCT%206.pdf Salary Placement Regulations]

SNCT/5 - [http://www.snct.org.uk/library/235/SNCT%205.pdf Salary Placement Structure]

SNCT/4 - [http://www.snct.org.uk/library/41/SNCT%204.pdf Music Instructors' Scale]

SNCT/3 - [http://www.snct.org.uk/library/40/SNCT%203.pdf Salaries Agreement 2001]

SNCT/2 - [http://www.snct.org.uk/library/38/SNCT%202.pdf Residential Schools Allowance]

SNCT/1 - [http://www.snct.org.uk/library/37/SNCT%201.pdf New Negotiating Machinery]

SNCT Circulars Pre 2007

2017-02-23T16:26:24Z

Summary:

== The SNCT Handbook of Conditions of Service ==

[[Table of Contents]]

=== Circulars Pre 2007 ===

SNCT/51 - [http://www.snct.org.uk/library/397/SNCT-51%20Keeping%20in%20Touch%20Days.pdf Keeping in Touch Days]

SNCT/52 - [http://www.snct.org.uk/library/398/SNCT-52%20Collegiality.pdf Collegiality]

Appendix 2.18

2015-10-26T15:10:01Z

Summary:

===PART 2 ===

===APPENDIX 2.18===

===Working Time Agreements – Managing Teacher Workload===

The Tackling Bureaucracy Report in November 2013 asked the SNCT and LNCTs to “consider the outcome of the Group’s work in the context of their existing role.”

The SNCT recognised the main drivers of excessive bureaucracy in the Report and commits to strengthen extant mechanism to control teacher workload. The SNCT will share on its website examples of practice taken by some local authorities and LNCTs to tackle workload at local level – such examples will inform discussions across the LNCTs.

The SNCT agreed the Statement of Teacher Professionalism (Part 2: [[Appendix 2.6]]), that the focus on teaching and learning is about empowering teachers to improve outcomes for learners. This approach brings real benefits and at a local level we need to guard against too much paperwork and overly complex processes which get in the way of teaching and learning. Everyone has a part to play in tackling excessive workload which is:

Anything that makes it impossible for teaching staff to complete their duties within the 35 hour week.

The SNCT seeks to control workload through the 35 hour working week. The SNCT has issued previous guidance on Working Time Agreements (JS/05/08) and the management of workload The SNCT requires schools’ negotiating committees to conclude written Working Time Agreements, subject to guidance provided by each LNCT. Working Time Agreements should provide the context to undertake the collegiate activities set out in the SNCT Handbook ([[Appendix 2.7]]) and should also inform the targets, time and resources in a School Improvement Plan.

The SNCT wishes to discourage unnecessary bureaucracy. School improvement plans should set out agreed actions to reduce bureaucracy and tackle workload. The impact of changes made should be evaluated by LNCTs and reported to the SNCT which may offer supplementary advice. The SNCT shall report its findings to the CFE Working Group on Tackling Bureaucracy.

Each LNCT will have agreed monitoring mechanisms on Working Time Agreements.

This guidance offers further advice about local approaches to managing workload.

In preparing a Working Time Agreement Schools require to consider:

:(i) The time available for collegiate activities within the 35 hour working week.
:(ii) The School Improvement Plan.
:(iii) The lessons arising from the current WTA.

Collectively we have a duty of care to staff and learners, and recommend the following best practice principles. These principles should inform future practice in all schools and should be used when reviewing current practice.

===Key Principles===

:a. Acknowledging the professionalism of teachers to meet the needs of young people for whom we have professional responsibility and to manage their own workload. Working relationships based upon shared responsibility, mutual respect and understanding should inform the management of workload.

:b. Professional dialogue is key to improving learning and managing workload. Paperwork should be kept to the minimum required to support this. Time should be set aside to facilitate this important process.

:c. Curriculum Planning planning should be proportionate and based on agreed policy guidance and capacity to deliver. Agreement about planning should be reached through consultation and negotiation. LNCTs should monitor the implementation of school curriculum planning and annually consider opportunities for change and improvement.

:d. Documentation should be concise and relevant, and allow scope for flexibility within a clear framework, subject to controlling workload demands.

:e. Monitoring and reporting systems must be fit-for-purpose. Reports should be relevant and meaningful for learners and parents/carers, and prepared by staff within agreed allocations of time.

:f. IT systems and software should support effective learning and teaching and their use should be guided by the principles of:
:i. Continuity,
:ii. Accessibility,
:iii. Ease-of-use,
:iv. Removal of duplication

Review and Evaluation should be robust, evaluative and supportive and should build on professional self-evaluation, through a collegiate approach. The impact of curriculum change should be fully reviewed and evaluated by all stakeholders before being subject to further change. Schools should review and evaluate on a regular basis each session’s Working Time Agreement to inform negotiations on the Working Time Agreement for the session ahead.

Working Time Agreements are developed and agreed at a School level, in advance of each academic session. The Local Negotiating Committee for Teachers will have oversight to ensure the principles as set out in this guidance are implemented and should consider approaches to annually sampling the Working Time Agreements.

There needs to be a collective effort to ensure workload is manageable within the 35 hour working week.

Appendix 2.17

2014-07-30T11:58:10Z

Summary:

===PART 2 APPENDIX 2.17===

===CODE OF PRACTICE ON WORKING HOURS, WORKING WEEK===

There is evidence that current provisions have been set aside on an ad hoc basis in some schools. These include where the arrangement of providing Class Contact Time is organised in larger blocks of time, or where a teacher has provided cover in unforeseen circumstances.

Where there is a collegiate agreement in the school’s Negotiating Group on a planned, flexible approach to working hours within an individual establishment and the national criteria outlined below is met, a school can develop an alternative approach to working hours. Schools are encouraged to engage with LNCT Joint Secretaries if advice is required on formulating an alternative approach. These will be submitted to LNCTs with the WTA for confirmation that they meet the national criteria.

LNCTs should also confirm:

*that agreements are set within a clear and transparent process which will be monitored by the school’s negotiating group and the LNCT to ensure agreements have been reached collegiately.

*That there is a facility for monitoring the flexible approach within schools

*that advice and guidance, in accordance with this Code of Practice, is provided by LNCT Joint Secretaries to establishments on situations which may arise including emergency cover.

*that the implementation of this Code of Practice is monitored by LNCTs and reported to the SNCT on any unresolved difficulties which arise.

Thereafter, LNCTs will note plans on the basis of informed consent unless there is evidence that the national criteria have not been met or where the proposal produces staffing consequences which cannot be delivered.

National Criteria:

:(i) A school may operate class contact time, preparation and correction time and remaining time over a longer period, normally 2 weeks, but not exceeding 4 weeks;

:(ii) Maximum class contact time in any single week is restricted to 25 hours, subject to an average of 22.5 hours over the agreed period of variation.

:(iii) Any reconfiguration of class contact time would be subject to discussion and agreement between the Headteacher and the relevant teaching staff.

:(iv) The school proposal signed by the Headteacher and a representative of the teaching staff should be submitted to the LNCT Joint Secretaries.

:(v) Preparation, correction and collegiate activities are key elements of the work of teaching professionals and Headteachers must allow appropriate time for such core activities.

:(vi) The working week must average 35 hours over the agreed period of variation. Preparation and correction remains as a minimum, one third of the class contact time delivered each week. The remaining time is for collegiate activities, as per the schools Working Time Agreement. Where class contact time is varied from 22.5 hours per week the agreement must show how this will be averaged out over the period of variation, including staffing arrangements; time for preparation and correction will be guaranteed within that period.

:(vii) This flexible approach should be planned prior to the beginning of the academic year; this should be part of the school’s annual working time discussions and not normally used to deal with short term cover situations. Any flexible approach will be reviewed on a regular basis by the school Negotiating Group, any revisions which are deemed necessary will be subject to the same level of joint agreement outlined in (iii) and (iv) and reported to LNCT.

:(viii) Planning at school level should be characterised by collaborative, consultative and collegiate processes focused on the best outcomes for the school and its pupils.

Time and place arrangements will be retained.

Appendix 2.8A

2011-07-14T14:53:04Z

Summary:

===Part 2: Appendix 2.8 A ===

=== Code of Practice on Short Term Supply===

'''Code of Practice on the Engagement of Short Term Supply Teachers'''

Short term supply teaching is defined as a period of cover teaching for 2 days or fewer. This Code of Practice sets out the basis of engagement of short term supply teachers. Supply teaching is where teachers may be offered work on a short term temporary basis, generally with little notice. Short term supply teachers will fulfil the duties set out in the SNCT Handbook (Part 2, Section 2, paragraph 2.2).

'''(1) Terms of Engagement of Short Term Supply Teachers'''

The arrangements for engaging short term supply teachers should be as follows:

:a. In every short term supply engagement there can be no mutuality of obligation; there is no duty to offer work and no requirement to accept work. Engagement should be on a daily basis.

:b. The reasons for each engagement should be made explicit.

:c. Where it is known at the outset that the requirement for cover is likely to extend beyond 2 days a fixed term temporary contract (in accordance with the SNCT Code of Practice on the Use of Fixed Term Temporary Contracts) and any relevant LNCT Agreements should be issued.

:d. The deployment of a short term supply teacher may occur in a number of circumstances when cover is required for absences including:

::• in service training/staff development/working groups
::• short term special leave, for example, bereavement leave, jury duty
::• short term sickness absence
::• trade union duties arranged on an ad-hoc basis
::• SQA duties
::• public duties

'''(2) The Role of Headteachers'''

The Headteacher has a crucial role in ensuring the Code of Practice operates smoothly and in maintaining, as far practicable, the continuity of education provision. The Headteacher shall ensure that, within the constraints of the SNCT Pay and Conditions Agreement, the circumstances in which pupils are taught by different short term supply teachers should be limited and should not exceed 2 days regardless of individual engagement of supply teachers during any absence.

The Headteacher shall:

:a. state the specific arrangement orally as set out in Section 1 above and ensure the arrangements are confirmed in writing at the outset of any engagement, including the hours to be worked.

:b. take responsibility for arranging the daily renewal of engagements of up to 2 days.

:c. ensure that the duties of short term supply teachers do not extend beyond the duties set out in the SNCT Handbook (Part 2 Section 2, Paragraph 2.2). Headteachers may, however, require short term supply teachers to cover classes during the class contact time of the school. During a short term engagement Headteachers may deploy the supply teacher for full pupil contact hours but this deployment should be clear to the supply teacher at the outset of the engagement. Authorisation should be sought from the Council for payment in accordance with the provision of the SNCT Handbook in circumstances where a short term supply teacher is asked to take on the full range of duties of a teacher before the engagement extends beyond 2 days.

:d. ensure that where there is a pattern of recurrent work a fixed term contract is issued.

:e. ensure that in circumstances where a part time teacher provides absence cover for a class or classes they normally teach, that teacher will be expected to maintain the full range of duties of a teacher and be paid accordingly. However a part time teacher who provides absence cover for a class or classes they do not normally teach should be deployed in accordance with the provisions of the SNCT handbook set out in Section 4 below for the first 2 days of that engagement as per the SNCT Pay and Conditions Agreement.

:f. When a short term engagement extends to long term contract it will be important to manage non class contact time appropriately. The reduction of non-class contact operates on a weekly basis. Where a long term engagement commences during a week, the pay provisions commence immediately. The non-class contact time for the remainder of the week should be pro-rated for that week but should disregard the hours worked when the short term supply engagement was being undertaken.

'''(3) The Role of the Council'''

The Council has prime responsibility in ensuring short term supply is managed efficiently and properly and shall:

:a. issue clear guidelines on supply teaching when placing teachers on supply lists. In particular, those on supply lists should be provided with the Code of Practice on the Engagement of Short term Supply Teachers and the Code of Practice on the Use of Fixed Term Temporary Contracts and, where applicable, relevant LNCT agreements.

:b. ensure that engagements are confirmed in writing signed by the supply teacher and Headteacher or nominated manager.

:c. ensure clear mechanisms for recording deployment as short term supply and deployment on fixed term contracts.

:d. support these by clear pay mechanisms.

:e. ensure that service as a short term supply teacher counts in full for pay increments, as set out in the SNCT Handbook, Part 2, Section 1 paragraphs 1.11 to 1.26.

'''(4) SNCT Handbook'''

The SNCT Handbook sets out the provisions for short term supply teachers as follows:

:a. Pay – SNCT Handbook, Part 2, Paragraphs 1.5 to 1.7.

:b. Duties – SNCT Handbook, Part 2, Paragraph 2.2.

:c. Working Year, Working Week – SNCT Handbook, Section 3, paragraphs 3.2 and 3.3.

Appendix 2.16

2009-10-02T13:07:40Z

Summary:

===PART 2 ===

===APPENDIX 2.16===

===UPDATED CODE OF PRACTICE ON THE ROLE AND ENHANCED CONTRIBUTION OF THE CHARTERED TEACHER===

'''1. Introduction '''

The SNCT has updated this Code of Practice following the SNCT Agreement on the Role and Enhanced Contribution of Chartered Teachers and Future Pay Arrangements as outlined in circular 12/35.

'''2. Background'''

In 2009 the SNCT agreed guidance on the role of the Chartered Teacher which was issued as a Code of Practice taking into account the revised Standard for Chartered Teachers.

The SNCT continues to recognise that Chartered Teachers and those who were working towards achieving the Standard bring benefits to the school or wider educational community through the impact of their professional actions.

'''3. The Enhanced Contribution of the Chartered Teacher '''

All Chartered Teachers will display the four components in the Standard for Chartered Teacher – Professional Values and Personal Commitment, Professional Knowledge and Understanding, Professional Skills and Abilities and the Associated Professional Actions.

The Chartered Teacher and those who were working towards the Standard remain primarily classroom teachers '''and should not be regarded as part of the school’s management structure.''' Therefore, the contribution which could be made must be consistent with the duties of a teacher as set out in the SNCT Handbook, should maintain the primacy of the teacher’s focus in learning and teaching and must be both realistic and capable of being delivered within the 35 hour working week and a school’s Working Time Agreement. It must also reflect the Chartered Teacher’s own expertise which will take account of their teaching experience, interests, Career-Long Professional Learning (CLPL) and programmes of study undertaken.

'''4. Professional Review and Development (PRD) '''

The SNCT has agreed that the PRD process provides a means to facilitate dialogue about how Chartered Teachers make a distinctive contribution to the school and education community, taking full cognisance of the professional actions contained in the revised Standard for Chartered Teachers under the following headings:

*Educational and social values
*Critical self-evaluation and development
*Impact and evidence of sustained enhanced practice
*Collaboration with, and influence on, colleagues

The PRD process requires reference to the CLPL needs of Chartered Teachers and those who were on the Chartered Teacher Programme and to school and authority improvement plans. The PRD process for Chartered Teachers and those who were working towards achieving the standard should record the planned and agreed contribution to be made by that person in the year ahead.

The process will identify both the contribution to be made and the time and resources required to facilitate the contribution.

The use of the PRD process builds on the existing good practice of professional review procedures agreed by LNCTs. It is crucial that the managers who lead the process are fully conversant with the revised Standard for Chartered Teachers (2009), SNCT guidance on the Role and Enhanced Contribution of Chartered Teachers (2012) and with this updated Code of Practice on the role of the Chartered Teacher (2012). Further advice on the PRD process is set out in Annex 1.

'''5. Chartered Teachers as Leaders of Learning '''

The SNCT has acknowledged the evolving and diverse models of educational leadership. While the debate on models such as distributed and distributive leadership will continue to evolve the SNCT endorses the growing movement away from the traditional concept of leadership within schools simply being the responsibility of the head teacher and senior managers to the view that every qualified teacher has, by definition, a leadership role to play.

A broader range of staff, including Chartered Teachers, will have a leadership role promoting inclusiveness, and contributing towards enhancing a culture of collegiality as set out in the SNCT Code of Practice on Collegiality. The Chartered Teacher should be able to promote and develop creative approaches to teaching and learning and contribute to the quality of educational experience.

'''Professional Actions and Illustrative Examples '''

The Revised Standard for Chartered Teachers stated that "Chartered Teachers are expected to be at the forefront of critically engaging with practice and to take a leading role in its development and implementation of change in current and future educational initiatives." The professional actions required of the Chartered Teacher are set out in Annex 2. Illustrative examples of the professional actions are set out below, the list of which is not intended to be exhaustive or prescriptive.

'''(a) Leading and/or contributing to projects. '''

The Chartered Teacher could introduce focused projects to initiate change.

Such projects could relate to, for example, pupil health and wellbeing, eco schools, equal opportunities, citizenship or enterprise; and may involve identifying and promoting practices within the school which support and develop citizenship, personal responsibility, social competence, justice and life in a multi ethnic society.

Alternatively this may involve working as a leading member of a team, inside and/or outside the classroom, to share good practice, improve teaching and learning and develop a range of appropriate resources with a view to enhancing attainment and achievement across the school and/or educational community.

'''(b) Supporting, advising and mentoring colleagues. '''

All Chartered Teachers should demonstrate, promote and lead effective quality learning and teaching and effective and innovative practice in and beyond the classroom. They will be able to create, promote, lead and sustain a positive and challenging learning environment by actively engaging with others in the critical discussion of educational policy and practice.

This might include supporting, advising and mentoring probationary teachers or students on initial teacher education programmes; working with Higher Education staff on Initial Teacher Education in the context of good practice in learning and teaching. In addition the Chartered Teacher’s modelling and sharing good practice with colleagues may assist in supporting underperforming teachers. The Chartered Teacher may support a teacher teaching a different stage or teaching a subject in which the teacher may be qualified but may not have taught previously or after a significant time interval. The Chartered Teacher may also support colleagues seeking professional recognition in other sectors or subjects.

In supporting colleagues the Chartered Teacher will be able to exemplify good practice and provide a theoretical framework for such practice, which may assist colleagues in developing their skills of self evaluation and identifying CLPL needs.

'''c) Developing aspects of the curriculum and leading curricular change and assessment in the school. '''

The Chartered Teacher will have a deep understanding of the curriculum and evaluate how it relates to learners and learning.

The Chartered Teacher is able to develop an aspect of the curriculum and promote new educational initiatives in school both as an individual and as a member of a team leading collegiate activities and professional enquiry. This may, for example, be in one area of the curriculum, a particular subject or working across the curriculum to implement Curriculum for Excellence.

The Chartered Teacher is able to be an innovator of curricular change, trialling and evaluating new areas of work, alternative methodologies or resources and new technology. He/She should also be able to access relevant research aimed at promoting effective learning and study techniques and actively share this professional analysis, knowledge and best practice with colleagues.
The Chartered Teacher may have a particular expertise in knowledge and understanding of assessment frameworks and provide a leadership role in methods of assessment.

'''d) Leading in-service on research work or educational development '''

The Chartered Teacher is well placed to act in a leadership role in terms of providing support to colleagues on a range of educational initiatives. This may take the form of actively promoting and leading collegiate activities, sharing professional analysis, knowledge and best practice for the benefit of the school and wider educational community. Equally, the Chartered Teacher is able to direct colleagues towards current educational thinking, writing and research on contemporary policies and practices. Finally, the Chartered Teacher is able to support the school's improvement plan by either actively researching an agreed area or alternatively leading and supporting an objective which related to a personal area of particular expertise or interest.

'''e) Developing relationships in school and beyond to the wider community '''

A Chartered Teacher will be able to develop a range of high quality relationships in and beyond the school. This may take the form of supporting and leading cross curricular or cross sectoral initiatives in order to improve pupil experience, achievement and attainment. Equally, the Chartered Teacher will be able to promote and develop effective partnerships with parents, stakeholders and the wider community in areas such as study support, curricular workshops, or promote and support citizenship, community, business or global initiatives. Finally, the Chartered Teacher, as a result of particular expertise, may support or lead a specific area at network, cluster or local authority level.

'''In any agreement on the contribution to be made by the Chartered Teacher the professional actions to be undertaken must be capable of being delivered within the time and other resources provided for that purpose and having regard to the primacy of learning and teaching. '''

'''6. Conclusion '''

The SNCT recognises that this updated Code of Practice is to assist Chartered Teachers and those who were working towards achieving the Standard to identify the professional actions they are required to undertake as part of their enhanced contribution and to assist those who manage the PRD process.

===Annex 1===

'''Agreeing the Contribution of Chartered Teachers through the Professional Review and Development Process '''

The enhanced contribution to be made by the Chartered Teacher will be identified and agreed mainly through the PRD process.

The PRD process is determined locally by LNCTs.

Local guidance will set out how teachers and managers will prepare for the PRD meeting and how CLPL needs are recorded. The PRD process should be informed by mutual respect and a collegiate approach.

In relation to Chartered Teachers and those who were still working towards achieving the standard it is expected that reviewers and reviewees will be aware of both the revised Standard and this updated SNCT Code of Practice.

A number of Councils will also have issued examples of good practice to assist the process.

As for all teaching staff, the PRD process will identify and record the CLPL needs of Chartered Teachers and of those following the modular programmes who are working towards the revised Standard. These should be undertaken within the 35 hours maximum set by the SNCT for continuing professional development. In addition, the PRD process should record the planned and agreed enhanced contribution to be made in the year ahead.

For those who in session 2012/13 are allowed by SNCT exception to complete CT modules it should be recognised that their agreed contribution will largely determined by the school based actions required by their chosen programme and they are allowed to link the particular CT modules with their annual CLPL activities.

The PRD process should also identify the time and resources required to allow Chartered Teachers to provide an enhanced contribution. Chartered Teachers should not be given, as a matter of routine, reductions in weekly class commitment. The Chartered Teacher is, first and foremost, a classroom teacher who will often be required to teach up to a contractual maximum of 22.5 hours. Any additional contribution will take place within the 35 hours working week and within the arrangements agreed at establishment level through the school’s Working Time Agreement.

Some Chartered Teachers may make a contribution across schools within the educational community or at authority level. Councils should make arrangements to support such working where this is agreed with the Chartered Teacher.

===Annex 2===

The Standard for Chartered Teacher revised 2009 states that there are Professional Actions which relate to the enhanced contribution to be made by the Chartered Teacher. These are as follows:

'''Educational and social values:'''

The Chartered Teacher Embraces and actively promotes the values, principals and practices of equality and social justice in all aspects of his/her practice.

* relating practice to wider school aims and social values

* articulating a personal, independent and critical stance in relation to contrasting perspectives on educational issues, policies and developments,

'''Critical self-evaluation and development:'''

The Chartered Teacher demonstrates a sustained commitment and capacity to systematically evaluate and reflect upon his/her effectiveness as a teacher and as a leader of learning in order to further develop his/her practice.

* reflect and evaluate on practice and constantly seeks to improve learning experiences,

* ensure that teaching is informed by reading and research,

'''Impact and evidence of sustained enhanced practice:'''

The underpinning values and commitments of the Chartered Teacher ensure that pupils' self-esteem, well-being and the development and promotion of successful learning experiences are central to all aspects of his/her practice.

* effect further progress in all aspects of pupils' learning and development,

* create and sustain a positive climate for learning,

* use a variety of strategies which enhance individual pupils' learning,

'''Collaboration with, and influence on, colleagues:'''

The Chartered Teacher plays a leading role in the professional development of colleagues and makes a recognised contribution to the educational effectiveness of the school and the wider professional community.

* contributes to enhancing the quality of the educational experience provided by the school and to the wider professional context of teaching.

SNCT Appeals - Flow Diagram

2009-08-18T10:52:09Z

Summary:

=== SNCT Appeals - Flow Diagram ===

A copy of the flow diagram for the appeals procedure can be found [http://www.snct.org.uk/library/1050/Appeals%20Flow%20Diagram.pdf here]

Appendix 1.1 Annex A

2009-08-17T11:24:31Z

Summary:

=== PART 1 APPENDIX 1.1 ANNEX A ===

=== SNCT APPEALS PROCEDURE ===

'''1. PURPOSE'''

1.1 The SNCT has a conciliation and appeals mechanism to permit disputes on conditions of service matters to be settled at national level. Where an employee has a grievance with his/her employing council which relates to national conditions of service and which remains unresolved after the Council’s grievance/appeals procedure has been exhausted, then he/she may refer the case to the SNCT.

'''2. COMPETENCE'''

2.1 Every case will first of all be considered by the Joint Secretaries representing the Convention of Scottish Local Authorities (COSLA), ie the Employers’ Side, and the Teachers’ Side.
2.2 The Joint Secretaries will consider whether the appeal is competent by reference to the National Scheme of Salaries and Conditions of Service for Teachers and Associated Professionals (SNCT Handbook: Part 2).
2.3 It shall not be competent to appeal matters devolved to Local Negotiating Committees for Teachers (LNCTs) as listed in Part 1: Appendix 1.3, Local Framework Recognition and Procedure Agreements.

'''3. APPEAL TO SNCT'''

'''3.1 Appeal Procedure'''

3.1.1 Notice of appeal to the SNCT must be lodged, in writing, by the appellant, or his/her representative, with both the Joint Secretary Employers’ Side and the Joint Secretary Teachers’ Side within 20 working days of the outcome of the final local appeal being notified to the appellant. This notification should be accompanied by a copy of all the supporting papers.
3.1.2 Within 5 working days of receipt of the notification of appeal the Joint Secretary (Employers’ Side) will write to the employing body involved (the respondent) to notify that there is an appeal and to request that they provide papers in support of their case. A copy of the supporting papers should be provided to both Joint Secretaries (Employers’ Side and Teachers’ Side) within 20 working days of receipt of notification.
3.1.3 The supporting papers, ie the evidence and papers submitted in support of a case, shall be those presented at the local hearing unless otherwise agreed by both parties. Where more than one teacher is involved in an appeal, separate submissions should be made unless the details are identical.

3.1.4 Within 5 working days, following receipt of the respondents’ response, the Joint Secretary (Teachers’ Side) and the Joint Secretary (Employers’ Side) shall meet to consider the case. Where the Joint Secretaries consider the appeal is not competent the Appellant and Respondent shall be so advised. Where the appeal is competent the Joint Secretaries shall seek to reach agreement on joint advice. A response providing the joint advice shall normally be issued within 5 working days of the Joint Secretaries’ meeting unless additional information is sought from the appellant or the respondent. In such circumstances the response to both parties will be within 10 working days of the receipt of the additional information.

3.1.5 Where the Joint Secretary (Teachers’ Side) and the Joint Secretary (Employers’ Side) cannot agree joint advice they will write to both parties to inform them of this and to provide a date for the Appeal Hearing. The Appeal Hearing will normally be held within 25 working days from the date of this notification.

3.1.6 Where joint advice is issued but is not accepted by either or both of the parties the Joint Secretaries should be advised of this, in writing, within 10 working days of the joint advice being received. The Appeal Hearing will normally be held within 25 working days from notification from either or both parties of a failure to agree.

3.1.7 Notification of witnesses to be called in support at the Appeal Hearing must be provided, in writing, to the Joint Secretaries at least 10 working days before the date for the Appeal Hearing.

3.1.8 The SNCT expects the time limits prescribed in this procedure to be strictly adhered to. The SNCT also expects both parties to ensure that the summary of their case, both in written form and in presentation at the Appeal Hearing, is as concise as is reasonably practicable.

'''3.2 Appeals Panel'''

3.2.1 The SNCT Appeals Panel will consist of one member from each of the three sides of the SNCT; Employers’ Side, Teachers’ Side and Scottish Government. No member of the panel shall have a previous involvement with the case being considered.
3.2.2 A chairperson will be appointed for each case heard. Each side will take the chair by rotation.
3.2.3 The decision of the Appeals Panel will be final and is binding on all parties to the Appeal. This does not restrict the appellant’s right to seek redress through tribunal or court.

'''3.3 Appeal Hearing'''

3.3.1 The appellant, or his/her representative, will state the appellant's case, calling any witnesses. Any persons attending as witnesses shall not normally speak except to answer questions.

3.3.2 The representative of the respondent will then be given the opportunity of questioning the appellant, his/her representative, or any witness.

3.3.3 The members of the Appeals Panel may then question the appellant, his/her representative, or any witness to clarify areas of uncertainty. The witness will then withdraw.

3.3.4 The representative of the respondent will then state the respondent’s case, calling any witnesses. Any persons attending as witnesses shall not normally speak except to answer questions.

3.3.5 The appellant, or his/her representative, will then be given the opportunity of questioning the representative of the respondent employer or any witness.

3.3.6 The members of the Appeals Panel may then ask questions of the representative of the respondent employer or any witness to clarify areas of uncertainty. The witness will then withdraw.

3.3.7 The chairperson shall ensure that all questioning is completed before each side is given the opportunity to sum up its case. No further questioning or other contribution shall be allowed after the process of summing up has commenced.

3.3.8 The representative of the respondent will then sum up the employer's case and may reply to any points raised at the hearing but may not introduce fresh evidence.

3.3.9 The appellant, or his/her representative, will then sum up his/her case and may reply to any points raised in the course of the hearing but may not introduce fresh evidence.

3.3.10 After the case for the appellant has been summed up, all parties will withdraw.

3.3.11 If the members of the Appeals Panel need to ask further questions to help in their deliberations, both parties will be recalled, even if questions are to be asked of one party only.

3.3.12 The parties will not normally be called back to hear the decision of the Appeals Panel.

'''3.4 Decisions of the Appeals Panel'''

3.4.1 The Appeals Panel shall reach its decisions by voting, each member having one vote. Where the majority of the panel decide in favour of the appellant, the appeal shall be upheld. Where a majority of the panel decide against the appellant, the appeal shall be rejected.

3.4.2 Within 10 working days both parties will be informed of the decision of the Appeals Panel. This information will be provided, in writing by the Joint Secretaries.

'''3.5 Report to the SNCT'''

3.5.1 Decisions of the Appeals Panel will be reported to the next full meeting of the SNCT.

'''4. LNCT FAILURE TO AGREE'''

4.1 Where a failure to agree occurs on a condition of service matter, the LNCT constitution shall determine what happens in such circumstances.

4.2 It shall be open to either side to refer the failure to agree to the SNCT for conciliation. If the conciliation is unsuccessful the Joint Chairs of the SNCT may recommend further procedures for resolution of the difference. This could include external conciliation, mediation or binding arbitration.

4.3 Before a failure to agree is reached a joint approach can be made to the Joint Secretary (Teachers’ Side) and the Joint Secretary (Employers’ Side) for advice. Such advice is not binding.

Appendix 2.15 Annex A

2008-08-04T15:16:31Z

Summary:

=== PART 2 APPENDIX 2.15: ANNEX A ===

===CONTACT DURING CAREER BREAKS===

#During a career break the Council and employee should where possible maintain informal contact.
#Prior to a commencement of the career break a meeting should be arranged to discuss how contact will be maintained. Both the council and employee should have an understanding of the nature and frequency of the contact.
#Communication should be facilitated, where possible, by electronic communications.
#The council will advise an employee on a career break, of vacancies and, in the later stages of the career break, of acting appointments, in service or CLPL where appropriate. The employee should also be informed of changes to the workplace or work organisation that may impact on her or him.
#Such informal contact, as detailed in paragraphs 1, 3 and 4 above, does not constitute “work” and employees will not receive any remuneration in respect of such informal contact.
#For the purposes of preparation for a return to work it shall be open to the council and employee to agree either a formal engagement during the career break and/or an induction period on return to work. A formal engagement will normally be undertaken in the 3 month period prior to the end of the career break and may encompass:
:(i) Attending INSET days.
:(ii) Team teaching.
:(iii) Attending CLPL events, including annual review discussions.
:(iv) Attending team or departmental meetings
:(v) Attending a refresher course.
:(vi) Work shadowing with a colleague or liaison with a colleague.

A formal engagement would be paid or subject to time off in lieu on return to work. An induction would take place on the commencement of paid employment following the career break.

Appenxid 2.15

2008-08-04T15:15:08Z

Summary:

PART 2

APPENDIX 2.15

1.0 Definition of a Career Break

1.1 A Career Break is defined as a period of special leave without pay. The purpose of a career break is to provide teachers and associated professionals with an opportunity to obtain an extended break. While there are no prescribed activities that a career break must involve, examples might include the care of children (or other family members), voluntary work, travel or study.

1.2 Career breaks should not be confused with arrangements for family leave as set out in Part 2: Section 7, Family Leave, but can be used in addition to such leave.

1.3 Career breaks are different from other periods of special leave. The arrangements for special leave are devolved to the Local Negotiating Committee for Teachers (LNCTs) (Part 2: Section 9, paragraph 9.19). This is distinct from the career break scheme, which provides a formal opportunity to obtain an extended break of up to 5 years.

1.4 In addition to special leave, all employees have a statutory right to take reasonable time off work, without pay, to deal with unexpected or sudden problems concerning a dependant and to make any necessary long-term arrangements (Part 2: Section 9, paragraph 9.20). Time taken off work for this purpose does not constitute a career break.

2.0 Eligibility

2.1 Eligible employees are required to have at least 2 years’ continuous employment, on a permanent or temporary basis, with any Scottish Council. In the case of teachers, the employee is required to have at least 2 years’ continuous employment following full registration with the General Teaching Council of Scotland.

2.2 It is for the council to decide whether the exigencies of service provision allow for a career break to be granted. In judging individual applications, the council might wish to consider a range of operational issues, such as the number of teachers on approved leave of absence (including those already undertaking a career break), along with the prospects of recruiting a suitably qualified replacement. The needs of pupils should take precedence over other matters when applications are considered.

2.3 Teachers and associated professionals who are on maternity, paternity or adoption leave, and who otherwise meet the criteria set out in paragraph 2.1 above, may apply for a career break. The start-date of the career break could commence from the end-date of the maternity, paternity or adoption leave period, if so desired by the applicant.

3.0 Duration and Frequency

3.1 A career break will last for a minimum of 6 months and a maximum of 5 years. Breaks of a shorter duration will be covered by special leave requests (see paragraph 1.3 above). The length of the intended career break should be identified at the point of application and it will be for the council to consider whether to grant the career break as requested or whether, taking into account factors arising from paragraph 2.2 above, to grant the request but to place a condition on the duration of the request.

3.2 Within a 20 year service period in Scottish Local Government, a teacher or associated professional may be granted a single 5 year break or may be granted a maximum of 3 shorter breaks, the cumulative total of which must not exceed 5 years. The employee must undertake a minimum of 1 year’s continuous service with any Scottish Council between career breaks.

4.0 Extension of or Reduction in the Duration of a Career Break

4.1 A teacher or associated professional on a career break can apply for an extension, with the provision that the cumulative total of the time already taken together with the extension period does not exceed the 5 year limit within the 20 year service period. The council is not obliged to grant the extension, but should consider the merits of the application in line with paragraphs 2.1 to 2.3 above.

4.2 An employee is entitled to apply for early return from a career break. In this circumstance, an application should be made to the council asking for a contraction of the agreed period. The council is not obliged to grant the contraction but should consider the merits of the application in line with paragraphs 2.1 to 2.3 above.

4.3 In applying for an extension of or reduction in the duration of a career break the employee must provide the council with a minimum of 3 months’ notice.

5.0 Contact During Career Breaks

5.1 Prior to the commencement of a career break the council and employee must discuss if and how contact can be maintained. Both parties should have a clear understanding of the nature and frequency of any contact. The employee is obliged to provide the council with appropriate contact details.

5.2 A Council and employee are allowed to make reasonable contact during a career break to discuss a range of work-related issues. Recommended arrangements are set out in Annex A.

6.0 Conditions of Service

6.1 A career break is a period of special leave without pay.

6.2 On an employee’s return from a career break their separate periods of employment (ie before the career break and after the career break) will be treated as continuous for statutory and contractual purposes. The period of the career break is not a period of employment and will not count towards reckonable service.

6.3 Entitlement to annual leave during the leave years in which the career break commences and ends will be calculated pro rata to the part year period of service.

For associated professionals entitlement to public holidays will only be for those public holidays which occur during the part year of service

6.4 The period of the career break will not be recognised for the following:

i) Incremental progression of pay.

ii) Qualification for and entitlement to sickness allowance.

iii) Annual leave entitlement.

The career break will however be taken into account in relation to compulsory transfer arrangements as agreed by the Local Negotiating Committee for Teachers.

6.5 All occupational remuneration including employment benefits will be suspended during the period of the career break and will recommence when the employee returns to work. For the avoidance of doubt, in particular:

i) Employees on a career break who become pregnant have no entitlement to Occupational Maternity Pay (OMP).

ii) Employees on a career break who become ill have no entitlement to occupational sick pay.

6.6 During the period of a career break employees will not accrue any annual leave entitlement under the Working Time Regulations.

7.0 Pension Rights and National Insurance

7.1 The Scottish Teachers’ Superannuation Scheme (STSS) is administered by the Scottish Public Pensions Agency (SPPA). Contributions to the STSS will cease at the point at which the career break begins and will recommence upon return to work. It is the responsibility of the employee to ensure that the appropriate parties are made aware of the career break.

7.2 There is currently a facility within the teachers’ scheme to purchase additional pension on return to work, details of which can be obtained from the SPPA. More broadly, it is the responsibility of teachers to consider the implications of taking a career break with regard to pension matters.

7.3 For employees who contribute to the Local Government Pension Scheme (LGPS), contributions will cease at the point at which the career break begins and will recommence upon return to work. It is the responsibility of the employee to ensure that the appropriate parties are made aware of the career break.

7.4 From 1 April 2009 there will be a facility within the Local Government Pension Scheme to purchase additional pension on return to work, details of which can be obtained from the LGPS. More broadly, it is the responsibility of employees to consider the implications of taking a career break with regard to pension matters.

7.5 Employees considering a career break must also be aware of implications regarding National Insurance benefits. It is the responsibility of employees to consult with the Department of Work and Pensions (DWP) on this matter. DWP will also advise on how a career break could affect entitlement to state benefits.

8.0 Paid Employment During a Career Break

8.1 A teacher or associated professional can undertake alternative employment while on a career break, subject to the agreement of the employer. However, a career break should not normally be used to undertake alternative full-time employment.

9.0 Resultant Vacancies

9.1 A post vacated by a teacher or associated professional taking a career break should be filled by a suitably qualified replacement. When appointing a temporary replacement the employer should be guided by the SNCT Code of Practice on the Use of Temporary Contracts (Part 2, Appendix 2.8) , where it exists, the local agreement deriving from that Code of Practice.

9.2 Where a teacher is appointed on a temporary basis to carry out the duties of a promoted post-holder in a school, education establishment or education team, pending a permanent appointment to the promoted post or in place of a teacher who is temporarily absent, the Council shall pay the salary applicable to the post.

9.3 Where a head teacher or depute is being replaced on a temporary basis, the council should nonetheless consult with the Parent Council of any schools that are affected by the change, in accordance with the requirements of the Scottish Schools (Parental Involvement) Act 2006.

10.0 Return to Work

10.1 Employees who are granted a career break of 2 years or less will be offered the right to return to the post which they held prior to their career break. This will be subject to the outcome of those circumstances where there are school closures, amalgamations, other organisational restructuring.

Confirmation of return to work must be given 3 months prior to the agreed return date.

10.2 Where employees return to their previous post, there will be implications for incumbent post-holders. In this circumstance, where necessary, the employer should be guided by the SNCT Code of Practice on the Use of Temporary Contracts (Part 2, Appendix 2.8) or, where it exists, the Local Agreement deriving from the Code of Practice.

10.3 Employees who are granted a career break of more than 2 years duration are entitled to be deployed by the Council but not necessarily to the post vacated prior to the career break. While there is a need to be sensitive to the needs and preferences of the returning employees the employer is entitled to place the returning employee in any similar post within the council.

10.4 In the circumstances set out in paragraph 10.3 above teachers on the Main Grade Scale and Chartered Teacher Scale and associated professionals will be returned to a post of the same remuneration. The pay of promoted teacher post holders will be determined in line with paragraph 10.6 below. Principal teachers will be returned to a post of the same status. In the cases of headteachers and depute headteachers the council should offer an equivalent post.

10.5 Where a post considered by a council to be suitable is offered on different terms and conditions from the post held prior to the career break then placement should be by agreement of the employee.

10.6 It is recognised that there may be issues for promoted teacher post holders who are transferred to a differently-sized post following a career break. In this circumstance, the provisions for salary conservation should be followed (Part 2, Section 1.60-1.66).

11.0 Non-return to Work

11.1 Teachers or associated professionals on a career break who wish to resign from their post must provide contractual notice.

12.0 Application, Decision and Appeals

12.1 Employees should submit their application for a career break in writing to the council, stating the anticipated length of the career break. The application should be submitted at least 3 months prior to the proposed date of commencement. The date of commencement should correspond with the beginning of a school term.

12.2 Employees will be given a written response, setting out the decision in principle normally within four working weeks of application. Where the decision taken has been to refuse the request for a career break the council will set out the reasons for this decision in writing.

12.3 An employee who has been granted a career break and who, prior to the date of commencement, decides not to proceed must give the council 4 working weeks notice.

12.4 Where an employee has made an application for a career break and that application has been rejected, the employee may appeal against this decision through a properly constituted appeals committee of the council. There is no right of appeal to the SNCT.

Appendix 2.15

2008-08-04T15:14:15Z

Summary:

===PART 2 APPENDIX 2.15===

===Career Break===

'''1.0 Definition of a Career Break '''

1.1 A Career Break is defined as a period of special leave without pay. The purpose of a career break is to provide teachers and associated professionals with an opportunity to obtain an extended break. While there are no prescribed activities that a career break must involve, examples might include the care of children (or other family members), voluntary work, travel or study.

1.2 Career breaks should not be confused with arrangements for family leave as set out in Part 2: Section 7, Family Leave, but can be used in addition to such leave.

1.3 Career breaks are different from other periods of special leave. The arrangements for special leave are devolved to the Local Negotiating Committee for Teachers (LNCTs) (Part 2: Section 9, paragraph 9.19). This is distinct from the career break scheme, which provides a formal opportunity to obtain an extended break of up to 5 years.

1.4 In addition to special leave, all employees have a statutory right to take reasonable time off work, without pay, to deal with unexpected or sudden problems concerning a dependant and to make any necessary long-term arrangements (Part 2: Section 9, paragraph 9.20). Time taken off work for this purpose does not constitute a career break.

'''2.0 Eligibility'''

2.1 Eligible employees are required to have at least 2 years’ continuous employment, on a permanent or temporary basis, with any Scottish Council. In the case of teachers, the employee is required to have at least 2 years’ continuous employment after achieving the Standard for Full Registration with the General Teaching Council for Scotland.

2.2 It is for the council to decide whether the exigencies of service provision allow for a career break to be granted. In judging individual applications, the council might wish to consider a range of operational issues, such as the number of teachers on approved leave of absence (including those already undertaking a career break), along with the prospects of recruiting a suitably qualified replacement. The needs of pupils should take precedence over other matters when applications are considered.

2.3 Teachers and associated professionals who are on maternity, paternity or adoption leave, and who otherwise meet the criteria set out in paragraph 2.1 above, may apply for a career break. The start-date of the career break could commence from the end-date of the maternity, paternity or adoption leave period, if so desired by the applicant.

'''3.0 Duration and Frequency '''

3.1 A career break will last for a minimum of 6 months and a maximum of 5 years. Breaks of a shorter duration will be covered by special leave requests (see paragraph 1.3 above). The length of the intended career break should be identified at the point of application and it will be for the council to consider whether to grant the career break as requested or whether, taking into account factors arising from paragraph 2.2 above, to grant the request but to place a condition on the duration of the request.

3.2 Within a 20 year service period in Scottish Local Government, a teacher or associated professional may be granted a single 5 year break or may be granted a maximum of 3 shorter breaks, the cumulative total of which must not exceed 5 years. The employee must undertake a minimum of 1 year’s continuous service with any Scottish Council between career breaks.

'''4.0 Extension of or Reduction in the Duration of a Career Break'''

4.1 A teacher or associated professional on a career break can apply for an extension, with the provision that the cumulative total of the time already taken together with the extension period does not exceed the 5 year limit within the 20 year service period. The council is not obliged to grant the extension, but should consider the merits of the application in line with paragraphs 2.1 to 2.3 above.

4.2 An employee is entitled to apply for early return from a career break. In this circumstance, an application should be made to the council asking for a contraction of the agreed period. The council is not obliged to grant the contraction but should consider the merits of the application in line with paragraphs 2.1 to 2.3 above.

4.3 In applying for an extension of or reduction in the duration of a career break the employee must provide the council with a minimum of 3 months’ notice.

'''5.0 Contact During Career Breaks'''

5.1 Prior to the commencement of a career break the council and employee must discuss if and how contact can be maintained. Both parties should have a clear understanding of the nature and frequency of any contact. The employee is obliged to provide the council with appropriate contact details.

5.2 A Council and employee are allowed to make reasonable contact during a career break to discuss a range of work-related issues. Recommended arrangements are set out in Annex A.

'''6.0 Conditions of Service'''

6.1 A career break is a period of special leave without pay.

6.2 On an employee’s return from a career break their separate periods of employment (ie before the career break and after the career break) will be treated as continuous for statutory and contractual purposes. The period of the career break is not a period of employment and will not count towards reckonable service.

6.3 Entitlement to annual leave during the leave years in which the career break commences and ends will be calculated pro rata to the part year period of service.

For associated professionals entitlement to public holidays will only be for those public holidays which occur during the part year of service

6.4 The period of the career break will not be recognised for the following:

:i) Incremental progression of pay.

:ii) Qualification for and entitlement to sickness allowance.

:iii) Annual leave entitlement.

The career break will however be taken into account in relation to compulsory transfer arrangements as agreed by the Local Negotiating Committee for Teachers.

6.5 All occupational remuneration including employment benefits will be suspended during the period of the career break and will recommence when the employee returns to work. For the avoidance of doubt, in particular:

:i) Employees on a career break who become pregnant have no entitlement to Occupational Maternity Pay (OMP).

:ii) Employees on a career break who become ill have no entitlement to occupational sick pay.

6.6 During the period of a career break employees will not accrue any annual leave entitlement under the Working Time Regulations.

'''7.0 Pension Rights and National Insurance'''

7.1 The Scottish Teachers’ Superannuation Scheme (STSS) is administered by the Scottish Public Pensions Agency (SPPA). Contributions to the STSS will cease at the point at which the career break begins and will recommence upon return to work. It is the responsibility of the employee to ensure that the appropriate parties are made aware of the career break.

7.2 There is currently a facility within the teachers’ scheme to purchase additional pension on return to work, details of which can be obtained from the SPPA. More broadly, it is the responsibility of teachers to consider the implications of taking a career break with regard to pension matters.

7.3 For employees who contribute to the Local Government Pension Scheme (LGPS), contributions will cease at the point at which the career break begins and will recommence upon return to work. It is the responsibility of the employee to ensure that the appropriate parties are made aware of the career break.

7.4 From 1 April 2009 there will be a facility within the Local Government Pension Scheme to purchase additional pension on return to work, details of which can be obtained from the LGPS. More broadly, it is the responsibility of employees to consider the implications of taking a career break with regard to pension matters.

7.5 Employees considering a career break must also be aware of implications regarding National Insurance benefits. It is the responsibility of employees to consult with the Department of Work and Pensions (DWP) on this matter. DWP will also advise on how a career break could affect entitlement to state benefits.

'''8.0 Paid Employment During a Career Break'''

8.1 A teacher or associated professional can undertake alternative employment while on a career break, subject to the agreement of the employer. However, a career break should not normally be used to undertake alternative full-time employment.

'''9.0 Resultant Vacancies'''

9.1 A post vacated by a teacher or associated professional taking a career break should be filled by a suitably qualified replacement. When appointing a temporary replacement the employer should be guided by the SNCT Code of Practice on the Use of Temporary Contracts (Part 2, [[Appendix 2.8]]) , where it exists, the local agreement deriving from that Code of Practice.

9.2 Where a teacher is appointed on a temporary basis to carry out the duties of a promoted post-holder in a school, education establishment or education team, pending a permanent appointment to the promoted post or in place of a teacher who is temporarily absent, the Council shall pay the salary applicable to the post.

9.3 Where a head teacher or depute is being replaced on a temporary basis, the council should nonetheless consult with the Parent Council of any schools that are affected by the change, in accordance with the requirements of the Scottish Schools (Parental Involvement) Act 2006.

'''10.0 Return to Work'''

10.1 Employees who are granted a career break of 2 years or less will be offered the right to return to the post which they held prior to their career break. This will be subject to the outcome of those circumstances where there are school closures, amalgamations, other organisational restructuring.

Confirmation of return to work must be given 3 months prior to the agreed return date.

10.2 Where employees return to their previous post, there will be implications for incumbent post-holders. In this circumstance, where necessary, the employer should be guided by the SNCT Code of Practice on the Use of Temporary Contracts (Part 2, [[Appendix 2.8]]) or, where it exists, the Local Agreement deriving from the Code of Practice.

10.3 Employees who are granted a career break of more than 2 years duration are entitled to be deployed by the Council but not necessarily to the post vacated prior to the career break. While there is a need to be sensitive to the needs and preferences of the returning employees the employer is entitled to place the returning employee in any similar post within the council.

10.4 In the circumstances set out in paragraph 10.3 above teachers on the Main Grade Scale and Chartered Teacher Scale and associated professionals will be returned to a post of the same remuneration. The pay of promoted teacher post holders will be determined in line with paragraph 10.6 below. Principal teachers will be returned to a post of the same status. In the cases of headteachers and depute headteachers the council should offer an equivalent post.

10.5 Where a post considered by a council to be suitable is offered on different terms and conditions from the post held prior to the career break then placement should be by agreement of the employee.

10.6 It is recognised that there may be issues for promoted teacher post holders who are transferred to a differently-sized post following a career break. In this circumstance, the provisions for salary conservation should be followed (Part 2, Section 1.60-1.66).

'''11.0 Non-return to Work'''

11.1 Teachers or associated professionals on a career break who wish to resign from their post must provide contractual notice.

'''12.0 Application, Decision and Appeals '''

12.1 Employees should submit their application for a career break in writing to the council, stating the anticipated length of the career break. The application should be submitted at least 3 months prior to the proposed date of commencement. The date of commencement should correspond with the beginning of a school term.

12.2 Employees will be given a written response, setting out the decision in principle normally within four working weeks of application. Where the decision taken has been to refuse the request for a career break the council will set out the reasons for this decision in writing.

12.3 An employee who has been granted a career break and who, prior to the date of commencement, decides not to proceed must give the council 4 working weeks notice.

12.4 Where an employee has made an application for a career break and that application has been rejected, the employee may appeal against this decision through a properly constituted appeals committee of the council. There is no right of appeal to the SNCT.