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A TotalM T o t a l % O O B Warning Text? W a r n i n g T e x t % X T a b l e S t y l e M e d i u m 2 P i v o t S t y l e L i g h t 1 6 ` ۅ R Duties 2022 & 2223 , ; 7 ; 5 N C Relevant Expenditure6 Categories / Description - as set out in Dfe Guidance '000 A. Statutory and Regulatory C. Asset Management * Total# This is an important part of the Education Improvement Plan and covers a variety of services. Alongside safeguarding it is an issue of paramount importance to the delivery of a good education service. Work has taken place to produce a coherent and robust data list of those children who find themselves not in education. This data is being interrogated to identify the risk factors that make children vulnerable e.g. domestic violence, CSE etc. Multi agency approaches are being developed to share information and prioritise those children that other agencies may need to visit, linked to education. With regards to Admissions and Fair Access we are developing an increased oversight of the actions needed to return children back into the school system or signpost them to other services. A new project is currently being scoped which will lead to a changed co-construction approach with head teachers. The outcome of this work will be a new approach in the delivery to fair access and in year admissions to ensure all children needs are being addressed.
! Participation team (3 fte's) - The team is part of the Improvement Plan for the service in respect of the tracking and safeguarding of young people post 16. This includes responsibility for the reporting of NEET figures for the city, which is a statutory duty. The Department for Education expects us to report regularly on these figures, and Birmingham is benchmarked against other areas and core cities. Understanding the destinations of young people at Year 11 provides the service with intelligence to work with schools and sixth forms to improve attainment and attendance, alongside ensuring that young people have a positive outcome post 16. This is something that Ofsted are increasingly looking at within inspections. All these measures impact upon the ratings given to schools. The service is also responsible for supporting good careers advice; NEET preventative work and ensuring that there is appropriate provision and courses across the city post 16 (also a statutory duty). The service has also produced good practise guidance for Sixth forms which has been reflected in National DfE documentation, and is working with Head teachers in establishing a school-led post 16 forum for the city.
included in cost below< Director of Children Services and personal staff to director
Sch 2, 15a- Planning for the education service as a whole
Sch 2, 15b Sch 2,22N Authorisation and monitoring of expenditure not met from schools budget shares Sch 2,15cA Formulation and review of local authority schools funding formula Sch 2,15d Internal Audit and other tasks related to the authority's chief finance officer's responsibilities under section 151 of LGA 1972 except duties specifically related to maintained schools . Sch 2,15e2 Consultation costs relating to non-staffing issues Sch 2,19R Plans involving collaboration with other LA services or public or voluntary bodies Sch 2,15f> Standing Advisory Committees for Religious Education ( SACREs) Sch 2,17r Provision of Information to or at the request of the Crown other than relating specifically to maintained schools Sch 2,21v Functions in relation to the exclusion of pupils from schools, excluding any provision of education to excluded pupils Sch 2, 20 School attendance Sch 2, 165 Responsibilities regarding the employment of children Sch 2, 18 SCh2, 14ak General Landlord duty for all buildings owened by the local authority, including those leased to academies. SCh2, 14b Revenue budgets prepration, prepration of information on income and expenditure relating to education, and external audit relating to education. B. Education Welfare % Corporate Director -Children services, Dfe Document 'Savings to the ESG for 2015/165 Costs relating to LA monitoring role incurred by SFS Intelligent Client Function These are the Asssitant Director posts that support the strategic delivery of the education service and are crucial to the ongoing improvement and progress of the service, and our ability to provide our statutory duties plus the comms post Management of LA's capital programme including preparation and review of an asset management plan, and negotiation and management of private finance transactions. This is made up of :D * Overall responsibility for Capital Strategy, Capital Programme etc *Management of Pfi Contracts Statutory and Regulatory Duties[P l a c e P l a n n i n g - - t h e E d u c a t i o n A c t 1 9 9 6 S e c t i o n 1 4 a n d S e c t i o n 2 9 r e q u i r e s t h e C o u n c i l t o f u l f i l i t s s t a t u t o r y d u t y t o s e c u r e s u f f i c i e n t p r i m a r y a n d s e c o n d a r y s c h o o l s p a y i n g p a r t i c u l a r r e g a r d s t o t h e n e e d t o s e c u r e s p e c i a l E d u c a t i o n a l N e e d s p l a c e s . T h e E d u c a t i o n a n d S k i l l s I n f r a s t r u c t u r e t e a m ( a p p r o x . 6 f t e ' s ) i s r e s p o n s i b l e f o r e n s u r i n g s u f f i c i e n t m a i n s t r e a m a n d s p e c i a l s c h o o l p l a c e s a r e a v a i l a b l e a t t h e r i g h t t i m e a n d i n t h e r i g h t p l a c e t o e n s u r e s a f e g u a r d i n g m a k i n g s u r e e v e r y c h i l d h a s a l o c a l s c h o o l p l a c e . T h e t e a m s u b m i t s a n A n n u a l S c h o o l C a p a c i t y r e t u r n ( S C A P ) w h i c h i n v o l v e s f o r e c a s t i n g a n d p u b l i s h i n g r e q u i r e m e n t s f o r a d d i t i o n a l p l a c e s t o t h e D f E t o m e e t b a s i c n e e d . F o r t h e 1 9 / 2 0 S C A P r e t u r n t h e D f E h a s a l s o a s k e d t h e L A t o r e a l i g n i t s p l a n n i n g a r e a s t o b r i n g t h e m i n l i n e w i t h t h e i r g u i d a n c e . A l t h o u g h t h i s i s a t i m e l i m i t e d e x e r c i s e w h i c h w i l l b e c o m p l e t e d w i t h i n o n e f i n a n c i a l y e a r , c o n c e n t r a t e d r e s o u r c e s a r e r e q u i r e d t o m e e t D f E d e a d l i n e s . P a r t n e r s h i p w o r k i n g w i t h s c h o o l s t a f f , g o v e r n i n g b o d i e s a n d p a r e n t s i s c r u c i a l t o s e c u r i n g d i v e r s i t y o f p r o v i s i o n a n d i n c r e a s i n g o p p o r t u n i t i e s f o r p a r e n t a l c h o i c e . T h e t e a m a l s o a s s e s s t h e n e t c a p a c i t y o f a l l m a i n t a i n e d m a i n s t r e a m s c h o o l s a n d k e e p u p d a t e d r e c o r d s . A c t i n g i n a c c o r d a n c e w i t h t h e r e l e v a n t l e g i s l a t i o n s ( E d u c a t i o n a n d I n s p e c t i o n s A c t 2 0 0 6 ) E d I e n s u r e s c o u n c i l f u l f i l s i t s r e s p o n s i b i l i t y t o m a k e p r e s c r i b e d c h a n g e s a s p e r S c h o o l O r g a n i s a t i o n P r e s c r i b e d A l t e r a t i o n s t o M a i n t a i n e d S c h o o l s ( E n g l a n d ) R e g u l a t i o n s 2 0 1 3 - c h a n g i n g a g e r a n g e , a d d i n g o r r e m o v i n g S E N p r o v i s i o n , c h a n g e s t o a d m i s s i o n n u m b e r s a n d / o r c r i t e r i a , c h a n g e s t o s c h o o l s t a t u s e t c . * I n r e l a t i o n t o t h e P u p i l P l a c e P l a n n i n g w o r k , a s w e l l f o r e c a s t i n g a n d p u b l i s h i n g r e q u i r e m e n t s t o m e e t B a s i c N e e d , L A m u s t f u l f i l i t s s t a t u t o r y d u t y f o r s u f f i c i e n t < s c h o o l p l a c e s t h r o u g h t h e d e l i v e r y o f t h e C i t y s B a s i c N e e d p r o g r a m m e . E d u c a t i o n I n f r a s t r u c t u r e t e a m i s r e s p o n s i b l e f o r t h e a n n u a l s c h o o l p l a c e p l a n n i n g c y c l e w h i c h i n c l u d e s p r o c u r i n g a n d d e l i v e r i n g s c h o o l s ' c a p i t a l p r o g r a m m e w i t h i n t h e a v a i l a b l e B a s i c N e e d g r a n t f u n d i n g . T h i s i n c l u d e s c a r r y i n g o u t s t a t u t o r y s c h o o l o r g a n i s a t i o n t o c h a n g e a g e r a n g e a n d a d m i s s i o n n u m b e r / a r r a n g e m e n t s a s w e l l a s t h e d e l i v e r y o f t h e s c h o o l s c a p i t a l p r o g r a m m e t h r o u g h t e m p o r a r y , p e r m a n e n t e x p a n s i o n s o f e x i s t i n g s c h o o l s a n d m a j o r n e w b u i l d p r o j e c t s . T h e c o s t t a k e s i n t o a c c o u n t c a p i t a l i s a t i o n o f e l i g i b l e s t a f f c o s t s t o r e l e v a n t s c h e m e s w h e r e t h i s i s a l l o w a b l e - School Standards and Framework Act 1998 Section 22 requires the Council to fulfil its landlord responsibility for the education portfolio, regulate any third party arrangements on education sites and provide guidance and support to schools on statutory compliance. The LA is also expected to maintain local authority managed school estate so that the health and safety of children is not put at risk and provide effective maintenance of school buildings to prevent school closure. Under the Academies Act 2010 Where an Academy order under section 4(A1) or (1)(b) has effect in respect of a school, the governing body of the school and the local authority must take all reasonable steps to facilitate the conversion of the school into an Academy. Where the Secretary of State notifies the governing body or local authority that the Secretary of State is minded to enter into Academy arrangements with a specified person, their duty under subsection (1) includes a duty to take all reasonable steps to facilitate the making of Academy arrangements with that organisation. T h e C o n t r a c t M a n a g e m e n t f u n c t i o n m a n a g e s a n d a d m i n i s t e r s P F I , P P P B S F a n d I C T c o n t r a c t s f r o m c o n t r a c t a w a r d , t h r o u g h t o t h e e n d o f t h e c o n c e s s i o n p e r i o d . Commitment 2021/22R Increase the number of GR5 posts by 1 on the Senior Management Team so that the team will comprise of 4 Area Finance Managers (GR5) plus the Head of Section post (GR6). The additional posy at GR5 level will provide the section with suitably skilled and graded staff to improve and strengthen the Local Authority financial monitoring roleA d d i t i o n a l f u n d i n g f o r S c h o o l s H R i s t o e n a b l e t h e m t o p r o v i d e g r e a t e r t e c h n i c a l H R s u p p o r t a n d b e t t e r B C C s t a t u t o r y o v e r s i g h t f o r a l l s c h o o l s d u r i n g t h e i r r e s t r u c t u r e a c t i v i t y a n d t o h e l p d r i v e t h e r e d u c t i o n i n s c h o o l - b a s e d b u d g e t d e f i c i t s . T h i s c a n b e a c h i e v e d b y i n v e s t i n g i n f u r t h e r f u n d e d s t a f f - t i m e ( a n d p o s s i b l y a d d i t i o n a l p o s t s ) w i t h i n t h e E m p l o y e e R e l a t i o n s a r e a a n d t h e E m p l o y m e n t P o l i c y c o m p l i a n c e a n d d e v e l o p m e n t , t o s u p p o r t t h e H R - r e l a t e d c o m p l i a n c e / a u d i t f u n c t i o n Option 1 Option 2 Option 33 D. Others as agreed by Schools Forum (13 June 2019) Schools Financial Services Human Resources: Schools and early years finance (England) regulations 2017 Proposed Commitment 2022/23 Appendix 4 Directorate Finance/ Management accounts team. This covers the whole range of Education Finance activity, including
a) ensuring compliance with the financial and regulatory requirements on DSG +supporting school forum and other working groups b) DSG financial modelling, formual development, implementing funding reforms, determining and issuing school budgets, etc c) supporting academy conversions pre and post conversion eg finanlising final accounts and balances d) day to day monitoring of all Education activity (including the Capital programme) however funded, preparation of budgets/ financial planning, final accounts etc., grant claims e) financial monitoring YT h e C i t y C o u n c i l h a s 4 P F I / B S F p a c k a g e d c o n t r a c t s s e r v i c i n g 2 8 s c h o o l s / a c a d e m i e s a n d 1 3 S c h o o l s / a c a d e m i e s w i t h a n I C T c o n t r a c t . T h e c e n t r a l a i m s o f c o n t r a c t m a n a g e m e n t a r e t o e n s u r e S e r v i c e s a r e d e l i v e r e d i n a c c o r d a n c e w i t h t h e c o n t r a c t a n d t h a t t h e l o c a l a u t h o r i t y s c o n t r a c t u a l p o s i t i o n i s p r o t e c t e d w h i l s t m a i n t a i n i n g t h e a g r e e d a l l o c a t i o n o f r i s k a n d a c h i e v i n g B e s t V a l u e f o r m o n e y . M o n i t o r i n g o f t h e s e r v i c e p r o v i d e r s p e r f o r m a n c e a g a i n s t t h e o u t p u t s p e c i f i c a t i o n t o e n s u r e t h a t t h e f i n a n c i a l i m p l i c a t i o n o f a n y e s t a t e r e l a t e d f a i l u r e t o p e r f o r m h a s b e e n t a k e n i n t o c o n s i d e r a t i o n a n d a p p r o p r i a t e a c t i o n t a k e n i s a k e y f u n c t i o n o f E d I s C o n t r a c t s M a n a g e m e n t t e a m . P a y m e n t f o r t h e s e r v i c e t o t h e p r o v i d e r s i s c o n t r a c t u a l , h o w e v e r c a n b e c h a l l e n g e d b a s e d u p o n t h e q u a l i t y o f p e r f o r m a n c e o f t h e s e r v i c e p r o v i d e r a n d / o r t h e a v a i l a b i l i t y o f t h e b u i l d i n g s . J H WM S
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