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Braeside Primary School Workforce Plan

Braeside Primary School

Workforce Plan 2017-2019


WORKFORCE MANAGEMENT PROFILE

The purpose of a Workforce Management Profile is to inform the shape and composition of Braeside Pri-

mary School’s workforce.

In providing a responsive environment for students and staff it is essential to identify how the school will

best deliver and support the future directions and innovations of the school and the education system as a

whole.

Enrolment trends have fluctuated as a result of the movement of Year 7s into the High School and increas-

ing numbers in the early years. Important to note is the school transiency rate for 2016 of 26%.

PROCESS ADOPTED

How best will the profile of the school support our purpose?

ACADEMIC – teachers and education assistants with an understanding of effective teaching and

learning pedagogy; (this includes assessment to inform teaching, enrichment and a differentiated cur-

riculum based on need)

PHYSICAL specialist teachers together with classroom teachers committed to the provision of appro-

priate physical opportunities

ARTISTIC

SOCIAL OUTCOMES

Use a GAP ANALYSIS to determine the difference between the current and future workforce.

Feedback from staff and the School Council on future needs for School Leadership, type of Teacher

facilitating student learning, Specialist programs on offer now and in the future, transition to teaching

LOTE, and the use of Education Assistants in a mainstream or special needs role.

Workforce Issues identified in the Profile

A high percentage of teaching and support staff work part time. This creates additional professional

learning costs.

Shortage of male staff..

A high percentage of support staff with an average age of 50 years

A high percentage of beginning teachers—between 1-3 years experience, who after 2 years at Brae-

side become permanently attached to the school.

2 years or less turnover of teaching staff due to lack of incentives, less value of permanency.

Other Related Issues impacting on the Workforce Plan

Catering for the increased number of special needs students requires increasingly skilled Special

needs assistants and Administration staff to support the SEN role. Staff willing to work with SEN stu-

dents.

Need for Education Assistants to have Certificate 3 qualifications.

The recruitment and training of support staff and Administration staff to minimise turnover rate—6 As-

sociate Principals and 4 MCS in an 18 month period prior to 2017.

Leave Management to monitor accrued long service leave entitlements and to regulate the number of

staff on leave at the same time, especially as Education Assistants and teaching staff become eligible

in 2018-2019 and leave needs to be used in a 2 year time frame.

Desire to increase the number of aspirant Level 3 Classroom Teachers and support the achievement


WORKFORCE MANAGEMENT

A high percentage of staff work on a part time basis. This impacts on professional development costs,

time spent on performance management and timetabling issues

The median male and female age groups indicate the need to commence succession training and recruit-

ment drives.

Aim to increase permanency rate for all employment categories by the end of 2018.

Although there is a declining population, staff numbers have increased due ot the complexity of student

need as a result of the Student Centred Funding Model.

9. Teacher Data (Non-leadership staff under teachers agreement)

Table 15 compares the contract type of teachers to identify those employed under permanent and fixed-term contracts.

Table 15 Employment Class (Teachers)

Year Headcount Percentage

Permanent Fixed-Term Permanent Fixed-Term

2012 14 3 82% 18%

2013 10 5 67% 33%

2014 13 6 68% 32%

2015 10 6 63% 38%

2016 12 6 67% 33%

Table 3 Total employment headcount with proportion of full time employees

Occupation Groups

Total Headcount

% Full Time

Leadership 3 67%

Heads of Dept/ Coordinators

0 0%

Teacher 18 61%

Education Assistant

6 33%

Admin 3 33%

Cleaner 3 0%

Gardener 1 0%

Other 1 0%

Total 35

5. Age Profile

Table 7 compares the age profile of staff in the categories of all staff, teaching and non-teaching staff in 2012 with the current 2016 data.

Table 7 Comparison of age profile data

Age All Staff Teaching staff Non-teaching staff

2012 2016 2012 2016 2012 2016

Under 25 2 3 2 3 0 0

25 to 34 9 12 8 7 1 5

35 to 44 8 5 5 3 3 2

45 to 54 12 10 5 5 7 5

55 to 64 2 4 0 2 2 2

Over 65 0 1 0 0 0 1


Table 4 presents the student and staff numbers (teaching and non-teaching) for each year since 2012.

Table 4 Students and staff trend

Total Staff Headcount

Teaching Staff Head-

count

Non-Teaching

Staff Head-count

Students

35 20 15 236

31 18 13 224

34 22 12 235

33 20 13 221

35 21 14 216

* Note: student numbers are taken from Semester 1 schools online figures each year and include Kindergarten students. Non-Teaching Staff includes the MCS, School Officers, Library Officer. Teaching Staff includes the Principal and Associate Principals.


WORKFORCE GAP ANALYSIS

Future Work force Needs 2019 Current Workforce 2017 GAPS

(short term and long term)

Teaching Staff

1.0 Principal Level 4 1.0 Principal Level 4

1.4 Associate Principal L3 1.4 Assistant Principal Level 3

32.45 FTE Teachers

0.4 The Arts 0.4 Visual Arts

0.4 Physical Education 0.4 Physical Education 0.6 reallocated

0.2 ICT Consultant ICT Consultant Create a new position

0.4 Teacher Leader 0 Literacy Leaders Create a new position

Support Staff

1.0 MCS Level 4 1.0 MCS Level 4

0.7 Office Support

0.8 Office Support Level 2

0.2 School Officer Level 1 0.2v School Officer Level 1

0.4 Marketing and PR Level 2 0.2 Marketing and PR Level 2 Increase this role from 0.2 to 0.4

0.2 ICT Education Assistant Create a new position

0.4 Library Officer 0.4 Library Officer NO CHANGE

2.0 Education Assistant Level 1/2

3.0 Education Assistant Level 1/2

Reduce due to SEN students in K-2

Education Assistant – Special Needs No change, based on Schools Plus fund-

ing

Gardener/Handyperson 0.7 Grounds person (reduced)

0.8 Grounds person Reduce work fraction but continue to spread over 4 days.

Cleaning staff Cleaning staff No changes

Aboriginal Education Officer 0.40 AIEO 0.8 Aboriginal Education Officer Reduce to 0.4 position


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CONSULTATION AND ENDORSEMENT

The WORKFORCE PLAN for Braeside Primary School is developed in consultation with staff and the School Board.

This consultation occurred through use of after-hours staff meetings and scheduled School Board meetings.

Braeside Primary School’s Workforce Plan 2017 was formally endorsed by the School Board in

The Principal and Chair of the School Board would like to acknowledge the contribution of staff and parents in developing this plan to ensure our students are provided with optimum learning opportunities.


Carinya Gardens

Katanning WA 6317

Our Workforce Plan can be viewed by visiting the school website www.braesideps.wa.edu.au

Teresa Wigg

Principal


XXXX

Chair


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