Overview

This calculator aims to stimulate discussion about the value for money the IES policy will bring to your school compared with alternative investments in education.

The calculator generates hypothetical possibilities for your school based on your school roll along with the number of roles you think your school might get under the IES’ Community of Schools model. So it is based on the figures you choose to enter.

When 93% of primary and area school principals and teachers voted “no confidence” in the IES policy in August, it was not because of opposition to increased investment in education or a rejection of genuine collaboration between schools.

Instead, there was concern that the IES model – which relied on the “best” principals and teachers spending the equivalent of two days a week working out of their own schools – was unworkable in the primary context.  There was concern that a very large new investment in education -  $360 million over four years – was being spent on significant additional payments to a few while the urgent needs of many students remained under-resourced.

The $360 million IES investment is spread over four years and it is predicted the annual expenditure will be $155m.

Currently, New Zealand primary schools $ per student funding is beneath the OECD average, and we strongly support increased investment in education. For this reason, the Better Plan provides a menu of options which if implemented in total would cost in excess of the $360m over four years that the IES is budgeted at. The Better Plan options could be implemented separately or concurrently; actual costings would depend on how each initiative was scaled and phased in. For example, reducing class sizes, introducing 100% qualifed and registered ECE teachers to ensure quality ECE and increasing support for te reo would cost considerably less than the IES’ $155 m a year.  On the other hand, our teacher aide calculations are costed at a total of $133m per annum compared with the IES’ $155 m, but changing the ratio of teacher aide:students would result in either smaller or larger expenditure. Increasing ORS funding to cover 3 percent of students (the actual percentage of students the Ministry estimates need it)  rather than the current 1% would cost nearer $180 million.

We are also committed to supporting genuine collaboration. We have not itemised resourcing for any specific model of collaboration in this calculator because this needs to be subject to much deeper consultation within the sector as part of a broader discussion about priorities for investment.

By providing the Better Plan comparisons, we aim to provoke discussion about what level of resources are required to genuinely meet the needs of students and educators in a 21st century education system and test whether the IES actually offers value for money to schools.  The calculator takes six areas that parents and educators have identified as priorities, and suggests how alternative investments could be configured for the benefit students and staff in your school.

Explanatory notes

Calculations behind the IES option:

When you enter your roll, this generates numbers on the Better Plan side of the calculator.  However, it does not impact on the IES figures generated because the impact of the IES on a particular school depends on the number of roles each school in a Community of Schools (“CoS”) is allocated following the approval of its establishment by the Minister of Education. The allocation of roles is not strictly numerical in the Government’s model but will instead depend on attestation against as yet unknown professional criteria. Therefore, our calculator can only give you a guide to the impact of the IES based on how many IES role you think – knowing your own staff – that your school might have if it were to be part of a CoS.

The three roles that schools need to give an indicative figure for the calculation are:

  • CoS Leadership role (formerly ‘Executive Principal’)
  • CoS Teacher – Across-school (formerly ‘Expert Teacher’)
  • CoS Teacher – Within-school (formerly ‘Lead Teacher’)

While there is a fourth role/allowance – the Principal Recruitment Allowance (formerly ‘Change Principal’) – this allowance is limited to a small number of struggling schools and is unlikely to create any impact on the vast majority of schools using this calculator.

To ensure that that the calculator shows the most realistic and up to date impact of the IES resourcing on your school, we have based the calculations on the Memorandum of Agreed Elements for the STCA and the SPCA, agreed in August between PPTA, SPANZ (principals only) and the Ministry of Education. You should note that, as of 20 October 2014, these Memoranda have not yet been ratified by members of PPTA and SPANZ.

The impacts of the IES produced in the dynamic calculator are indicative only. Assumptions were made to account for a number of unknown variables:

  1. An average of ten schools in each CoS (as per the government’s original model)
  2. An average of four Across-school teachers in each CoS (total of about 1000 nationally)
  3. An average of 20 In-school teachers in each CoS (total of about 5000 nationally)

Based on these assumptions, the following calculations were made:

  1. There is a specific increase to the Operations Grant per annum that comprises:
      1. $1000 per school in every CoS
      2. $1000 for the employing school of a CoS Leader
      3. $750 for the employing school for every Across-school teacher
      4. $400 for the employing school for every CoS In-school teacher
  2. The approximate amount of Inquiry Time (release time) per teacher per school is fixed at 5 hours, as per the original quantum under the government’s IES model. At the time this calculator was developed, there was no further detail of any increase to the amount of Inquiry Time. Subsequently, further detail has been published that clarifies that Inquiry Time is not a teacher entitlement, but rather a resource that is determined by the Board and Community of Schools leader and so may be used variably.
    The formula expressed in the PPTA terms of settlement is 50 hours per school where there are fewer than ten teachers and 6 hours per teacher in schools where there are 10 or more teachers.  However the exact number of hours per teacher that may be generated on average appears differently in different documents, for example:“Inquiry Time is additional staffing to schools to be provided each year.  It would be about 200 FTTE of additional staffing per year under full implementation of the IES.  The amount of Inquiry Time depends on the school’s guaranteed staffing allocation each year. It represents approximately 4 hours per year per FTTE across all teachers… There is no individual entitlement to the time.”(PPTA Inquiry Time Summary)
    “The formula to be used to generate the Inquiry Time entitlement in [SECONDARY] in 2015 is:

    1. Where a school’s guaranteed staffing entitlement is <10, then the Inquiry Time allocation will remain 50 hours per annum
    2. Where a school’s guaranteed staffing entitlement is  10 or more, then the Inquiry Time allocation will be the guaranteed staffing entitlement divided by 10 FTTE multiplied by 60 hours per annum.

    The parties and the NZSTA agree they will review the impact of the formula before the end of the 2016 school year.

    A board in an approved Community of Schools will be entitled to allocate a number of hours of inquiry time in each school year which will be generated by the relevant Staffing Order. The board will determine the allocation of the inquiry time following consultation with its teaching staff and the person in the Community of Schools Leadership role.”

    (Variation to the Secondary Teachers Teachers’ Collective Agreement Terms of Settlement 30 September 2014)

    Sources:
    http://www.education.govt.nz/assets/Documents/Ministry/Investing-in-Educational-Success/Information-Sheets/IESTheFactsTheNumbersOct2014.pdf
    http://www.ppta.org.nz/events/consulting-on/3146-ies-information-kit-branches
    http://www.ppta.org.nz/events/consulting-on/3144-ies-summary-variation

  3. The calculation of the impact of the three new roles in terms of staffing is outlined below. The salary allowance is not included in the IES impacts calculation as this money goes directly to the principal or teacher. ‘Backfill’ is used to describe the time allowance your school will be given to be able to release the relevant staff member. The secondary sector Memoranda note that individual schools will be given the flexibility in how to use the allocated time allowances (i.e. this could be regular release of a weekly basis or release for blocks of time of a part-year basis).
      1. CoS Leadership Role: a principal in this role will be released to work across the CoS for 0.4 FTE. As we have assumed an average of ten schools per CoS, this means that (regardless of whether the CoS Leader is employed by your school Board) each school in the CoS will have access to the CoS for 0.04FTE per annum. If the CoS is from your school (as indicated by you), then there will also be a provision of 0.4FTE to backfill your principal while they are away from your school.
      2. CoS Across-school Teacher: a teacher in this role will be released to work across the CoS for 0.4 FTE. As we have assumed an average of four Across-School teachers in each CoS and ten schools per CoS, this means that (regardless of how many Across-school teachers are employed by your school Board) each school in the CoS will have access to a CoS Across-school teacher for 0.16 FTE per annum. If the Across-school teacher(s) are employed by your school Board (as indicated by you), then there will also be a provision of 0.4FTE per teacher to backfill staff while they are away from your school.
      3. CoS In-school Teacher: if you have indicated that there will be a teacher or teachers in this role at your school, there will be a provision of 0.08FTE per teacher (backfill) to allow the teacher(s) to be released to carry out the functions of the role in your school.

Better Plan:

The NZEI Te Riu Roa Better Plan reflects alternative areas of investment to the IES model, based on what parents and teachers say are higher priorities that will directly benefit children’s learning.

To calculate the individual impact of the Better Plan on your school, we have asked you to provide your school roll. The school roll then fits into a U-grade category. We have then calculated the impact of one version of the Better Plan based on the U-grade into which your school fits. To determine the proportion of spend that would go to your individual school, each U-grade grouping of schools is given a proportion based on the number of primary-age children in that group against the assumed total of primary age children in New Zealand state or state-integrated schools.

For example:

There are xxx U-2 schools. Using an assumption that each U2 schools has the maximum roll number (as this is as granular as is possible without introducing a significant amount of complexity), this means that there are a maximum of xxxx primary age students in U2 primary and area schools across the country. Against the total maximum of xxx primary age students in U1-U11 primary and area schools across the country, this means that students in U2 schools make up xx% of the total primary age students. Therefore, the group of U2 schools will receive a proportion of xx% of any national funding initiative. The actual amount per U2 school is found by dividing the U2-group allocation by the number of U2 schools.

Background information on each element of the Better Plan:

1Additional Teacher Aide hours

This was calculated under a ratio of one (1) full-time teacher aide (i.e. employed for 25 contact hours per week) per 100 primary age children. For example:The maximum roll size for a U2 school is 100. Under a ratio of 1 teacher aide to every 100 students, this school would be allocated 25 full-time teacher aide contact hours per week (or one additional teacher aide per annum).To calculate the total cost of employing the relevant number of teacher aides per U-grade grouping, a further ratio of 4:1 Grade B:Grade C (under the new SSCA scales to be implemented 27 June 2014) was applied to the total number of full-time teacher aides. To ensure that the maximum cost was calculated, it was assumed that each teacher aide would be paid at the top pay rate of the relevant grade.

2Increase in ORS funding

The estimated cost of increasing ORS funding to ensure all 3% students who have high needs are funded (rather than the current 1%) is $180 million per annum nationally. ORS funding is based on the needs of individual children meeting specific criteria but to provide a sense of the impact of increased ORS funding, the calculator applies a 2% increase to the the roll number you enter to generate a number of children.  Meanwhile, the dollar amount generated is based on projecting the current ORS budget of $90 million per annum up to a total cost of $270 million. To find the proportion of that additional spend for primary age children, the ratio of primary to secondary age children was calculated based on 2013 roll figures published by the Ministry of Education. This resulted in a national figure of$113 million per annum. The increase in ORS funding to your school is based on your indicated U-grade and the relevant proportion of primary age children in your U-grade grouping.

3ECE Funding

The figure of $35 million per annum nationally has been based on projections from current funding (since Budget cuts in 2012, the government no longer funds the top funding band to services employing between 80-100% qualified and registered teachers). Based on previous workforce data, it is likely to take 3-5 years to attain a fully qualified and registered teaching workforce in ECE.

4Decrease in class size (years 4-8)

Years 4-8 have the biggest class sizes in primary schooling.  Adjusting staffing ratios by phasing in a reduction from 1:29 to 1:25 over four years is estimated to cost $50 million per annum in the first year (that is, a reduction from 1:29 to 1:28), with additional costs in the three subsequent years as ratios improved.

The Ministry of Education has provided a figure of $113, 558  a year for a 1:25 ratio. This is based on a teacher salary of $70,000 and includes costs for units, CRT, principals’ salaries, MMAs and reliever staffing, which were not included in NZEI’s figure.

5Sharing success fund

NZEI Te Riu Roa members strongly support the sharing of effective, innovative and evidence-informed practice to boost student success. We want to see the Teacher-led Innovation Fund, which is not dependent on the IES policy, increased from its current $10 million over four years to at at least $20 million. Rather than the IES roles, we support the establishment of a “Sharing Success” Fund. This would resource networks or clusters of early childhood education services and schools that have identified effective and innovative ways to collaborate on issues impacting on student success across their student population. These issues could include transition, student engagement, equity, bilingual learning, building leadership, special learning needs, family and whanau learning partnerships, digital learning or curriculum development. Details of the size, criteria and parameters of the Sharing Success Fund would need to be developed in consultation with the sector. Currently the Learning and Change Networks programme receives $7m annually; we would anticipate the Sharing Success Fund being significantly better resourced than this.

6Investment in Māori Initiatives

Under this version of the Better Plan, there is a proposed investment of $20 million nationally for Māori Initiatives. These would include increased access to Kaiarahi i te Reo (four-fold increase) and Resource Teachers of Māori in your school. The most effective way to increase the number of RT: Māori is to invest in PLD to upskill teachers who already have some proficiency in Te Reo Māori.

For further information on the calculator and background calculations, please contact nzei@nzei.org.nz