Ask the union

Free CPD webinars for all NEU members

How do I ask to go part-time?

I’D like to request part-time working – where do I begin? And how do I make sure I have a good argument for making the change?

There is a statutory right to request flexible working (which under Government proposals may soon apply from day one of employment) and the NEU encourages employers to adopt even wider policies in this area.

Ask your NEU workplace rep or school/ college office for copies of relevant policies and procedures. Consider your own needs, including the sort of flexibility you need. Think about how your request could be accommodated and how it might impact on your team or department. Bear in mind how flexible you can be and prepare to negotiate an arrangement that suits your needs and the needs of your employer and students.

You can strengthen your request by considering in detail how the arrangement you are seeking will help you, your class or department and your students flourish.

You may want to refer to: n increased motivation of staff n managed work/life balance and improved wellbeing n retention of skilled and experienced staff for the benefit of students and the workplace n less sickness absence.

Make an informal request first. You can only make one statutory request a year. Your employer then has a duty to consider and decide on your request within three months, unless you and your employer agree to extend this time limit. n Visit neu.org.uk/advice/flexible-working

Drop TLRs to go part-time?

I’VE returned from maternity leave and have requested part-time working. I’ve been told this is only possible if I relinquish my teaching and learning responsibilities (TLRs) and take a new role, as my current one isn’t suitable for part-time working.

IMAGE by Dilok Klaisataporn

This is incorrect. Part-time teachers may carry out part or all of the responsibility attached to a TLR post. You could share that responsibility with a colleague, effectively job-sharing that TLR post and receiving the appropriate proportion of the TLR payment. Or you could continue to carry out the whole of the responsibility, occupying the whole TLR post but working part-time in it.

See below for advice on how to ensure in the latter case that you receive the full value of the TLR payment rather than just part of it.

Paid 80% of the TLR salary for 100% of the duties

I AM head of maths at a school and work four days a week. I’m expected to undertake all the duties associated with the role, as well as attending all management meetings, but am only paid 0.8 of the TLR.

Where you carry out the whole responsibility attached to a TLR post, you should receive the full payment. This can be achieved by allocating some additional non-contact time to increase your contractual working time to the level that gives you the additional amount.

Where you fulfil only part of the responsibility, you should receive a proportion of the payment, so your contractual working time can again be adjusted to give you the correct amount.

If your employer refuses to pay you the full value of your TLR when you are undertaking the full responsibility, contact your NEU school rep and local office for support.

Unfair division of job share

I RECENTLY started a 50-50 job share, but the proportion of work I’m doing is greater than my colleague. How can we ensure that tasks are split equally?

You will need to discuss with your job share partner how to more fairly divide the work. It is important to conceptualise all parts of the job and divide them in the most effective way.

The two most common methods are: n split the work by each taking responsibility for certain tasks n share the same workload and simply divide up the days (usually with a bit of overlap).

It may be useful to set out in writing your job share agreement. Trial it and then tweak as necessary.

Please email your questions to

educate@neu.org.uk

NEU members have exclusive access to our continuing professional development (CPD) webinars. Here are some of the courses coming up.

Promoting positive mental health in boys and young men

This webinar will be delivered by the Charlie Waller Trust whose aim is to educate young people, and those with responsibility for them, about their mental health and wellbeing. 24 November from 3.45-5pm

NEU supply: classroom body language

This session is aimed specifically at supply teachers. It will explore the impact our body language can have in the classroom and will look at developing a classroom presence to support teaching, learning and behaviour, the use of positive visual communication modes and supporting classroom exploratory talk and oracy. 7 December from 3.45-5pm

n Webinars are recorded and made available for seven days afterwards for those who have registered, to view at a convenient time. n To book or for more information, email cpd@neu.org.uk or visit neu.org.uk/national-cpd