Report by Kathy Bell (Schools’ Group Accountant), Hywyn Lewis Jones (Education, Economy and Community
Group Accountant) and Ffion Madog Evans (Assistant Head of Finance, Accounting
and Finance) – Paper to follow
Minutes:
The Schools' Group Accountant apologised that the paper had
been distributed late, but it was hoped that the message, about a very complex
matter, had come across in a straightforward manner. Forum Members were guided through the paper
which had been produced in response to a request from the Secondary Group,
asking for clarification on how funding reached the Council and was then
shared.
The background that led to the situation was outlined,
noting that the Welsh Government had announced a 5% increase. At the end of March, 3% had been offered by
the Welsh Government, with a further rise of 1.5% and a non-consolidated 1.5%
as the teachers' salaries proposal.
In terms of Cyngor Gwynedd, it was confirmed that 3% had
been earmarked in the original budget for teachers' pay rise, but there was a
clear gap as the pay rise was 5%. In
response, Cyngor Gwynedd released 1% and, following discussions with the WLGA,
Cyngor Gwynedd dealt with the other 1%.
In terms of the 3%, the Welsh Government announced that it
would provide a grant - i.e., 1.5% for seven months and a non-consolidated 1.5%
for a whole academic year, namely £1.1 million.
In order to close the accounts, it
was confirmed that the amount had to be estimated but there was a sense that it
had not been sufficient to fill the gap.
It was further confirmed that the settlement was based on
data, and funding had reached Cyngor Gwynedd and then the Cyngor would
determine the allocation for individual schools based on a formula. It was noted that every penny had been
targeted and reached schools. The grant
was £480,000, namely a permanent 1.5% and one-off £638,000, which was a full
grant. It was noted that there was also
an element of a Sixth Form grant. It was
reported that the game changed at each stage and that it was very complex. Attention was drawn to the side effects,
noting that although everyone accepted that a form of allocation was required,
that the situation affected staff who were employed by Schools, and not the
teaching staff.
It was confirmed that the Authority had allocated the grant
based on the 'FTE' staffing level in the formula but there were situations
where there was a difference between the number of staff in this formula and
how many were employed. This was
elaborated upon noting that the substantial gap was due to the
methodology. It was further enquired
about the figure for teaching staff costs and what the Welsh Government had
released. Forum Members were in agreement that it was a very unfair situation.
The Chair noted that the pay rise in the salaries of
ancillary staff had not been met in 2022/23 and that a decision had not yet
been made on pay rises. The Finance
Manager noted that a higher percentage had been earmarked for 2023/24 but there
was no assurance that it would be sufficient.
Concern was raised that some schools had balances to be
able to absorb the situation and it was questioned whether or
not match funding would come to Wales?
It was confirmed that this was a matter for the Welsh Government but
there was no obligation for them to do anything.
One Member noted that the Westminster Government had
confirmed the pay rise in England, but no funding had been allocated for it,
which was again a concern that no consequential funding would reach Wales.
It was questioned how some Organisations received assurance
about the level of their budget over 2 to 3 years. It was noted that no organisation now
received assurance - these would only be predictions. This was elaborated upon confirming that it
was not possible to give assurance to organisations as this figure depended on
the settlement.
The Cabinet Member for Finance confirmed that the financial
forecast for the coming financial year did not look good in terms of Welsh
Government.
RESOLVED : to accept
the report and to receive an update at the next meeting.
Supporting documents: