Xx Xxxxxx. No waiver or modification of this Agreement or any of its terms is valid or enforceable unless reduced to writing and signed by the party who is alleged to have waived its rights or to have agreed to a modification.
Xx Xxxxxx. Except as otherwise specifically provided in this Agreement, no failure to exercise, or delay in exercising, any right, power, or privilege set out in this Agreement will operate as a waiver of any right, power, or privilege.
Xx Xxxxxx. Schools Finance Team Leader Description of our service Schools Finance support services are available in three plans as follows with add on options as required (see appendix 2 and 3) Bespoke services can be offered subject to availability, please enquire. • Bronze (available to LA maintained schools only) • Silver (for LA maintained or academies) • Gold (for LA maintained or academies) Individual responsibilities of our staff Roles Responsibilities Xx Xxxxxx Schools Finance Team Leader • Responsible for the management of Schools Finance Team Named Schools Finance Officer • Responsible for the support and guidance of individual schools finances in line with the service level that they have selected. Our obligations and requirements (subject to buyback level see appendix 2a) What we will do for you: Ref. P1 Support initial set up of suppliers and update in line with accounting software requirements Advice and support in the set up and on-going maintenance of the chart of accounts coding structure Attend school accounting software initial and on-going training sessions Telephone Helpline Prepare academic year salary forecast for budgeting Salary spreadsheet with formulae available on request annually Annual budgeting site visit with Business Manager Prepare commitment statement with multiple updates Prepare budget plan Prepare future year financial budgets on request Preparation of monthly payroll journal Input of monthly payroll journal Input of journals and budget virements as directed Monthly monitoring of actual salaries against budget Bespoke monitoring reports as required such as EFA annual staffing return Remote Access support (Bomgar) Support closedown of accounts as directed Assist with gathering data requested by the school’s accountants in order for them to be able to prepare and verify the statutory accounts (through on-site working over 1 ½ days per year) Benchmarking/sharing best practice on request Input of budgets as directed Update suppliers database in line with accounting software requirements What we require from you… Ref. Date required (if applicable) C1 Arrange annual meeting between Headteacher and Schools’ Finance Officer C2 Considering the needs of the School Development Plan, finalise the current and subsequent (where appropriate) year’s budget plans. C3 Meeting between Headteacher and appropriate financial support to discuss:- • Actual Year End Carry forward • Finalising of the Budget Plan • Future NOR C4 Keep all financial records ...
Xx Xxxxxx. Supplier [insert name of the successful bidder], a corporation incorporated under the laws of [insert the country where the Supplier is domiciled] and having its principal place of business at [insert Supplier’s address] (Supplier) Commencement Date [insert the date when signed by both Parties] Type of Goods [insert short title describing the type of Goods] FA Reference No. [insert Purchaser’s reference number for Framework Agreement] Framework Agreement This Framework Agreement is made, on the date set out above, between:
Xx Xxxxxx. The failure of the DISTRICT in any one or more instances to insist upon strict performance of any of the terms and provisions of this Contract or to exercise any option herein conferred shall not be construed as a waiver of relinquishment, to any extent, of the right to assert or rely upon any such terms, provisions, or option on any future occasion.
Xx Xxxxxx. As you have said, it is a statutory responsibility of the governing body to look at the work-life balance of headteachers. The words ‘work-life balance’ are difficult; think, for example, if I asked you about your work-life balance. It can come down to personal choice. Some will be good at dealing with it, and some will not. For governors, it is difficult. We noticed that, in the proposed compliance structure that will possibly be put in place, there could be a compliance notice on governing bodies if they do not comply with, for example, looking at the work-life balance of headteachers. [22] I am sure that you are aware that, a few years ago, there was a resource pack for governing bodies. We assisted with this at the time. It is a good document, but when I looked through it yesterday, I noticed that with all of the other sections to do with the teacher workload agreement, there are case studies, but nothing when it comes to work-life balance. I think that it is about how governors speak to the chair or head about this; they need to monitor and review the work within the school to ensure that it is not unmanageable. [23] I would hope that the national professional qualification for headship and the professional headship induction programme and so on would cover this, because I think that it is incredibly important. I know that the NPQH will be reviewed soon. When scrolling through the internet, I found that one authority in England has produced quite a nice document that looks at how headteachers try to bring work-life balance into their lives. It gives lots of nice examples. I think, and it is certainly the perception that we get from governors, that although they find documents such as this useful, it is the practical examples that the heads and governors will find really useful. I think that it has to be some kind of holistic approach that governors have to take on board. I mentioned in the evidence that it may be all tied in to the self-evaluation that goes on within a school. I think that governors need to be asking not just the headteacher, but the teachers, about this via a survey or questionnaire, to ensure that what is going on is manageable. I do not know whether my colleagues have anything else that they would like to say on that. [24] Xx Xxxxxx: I have one thing to add. When I was working more closely with headteachers and local authorities, headteachers always thought that there should be some sort of acknowledgement of headship time. Again, ...
Xx Xxxxxx xxxxxxxx/xxxx/xxxxxx.xxxx) or call 0-000-000-0000. Assignment of benefits and responsibilities for payment: This allows us to xxxx your health plan or company and receive payment directly. There is no cost for the COVID-19 vaccine, although you may be billed an administration fee. I authorize this health provider to xxxx my health plan or other payers on my behalf, and to receive payment of authorized benefits.
Xx Xxxxxx. This is where we need to sit down to discuss some of the issues with trade unions. [65] Xxxxxx X.X. Xxxxxx: I think that you have been gracious in saying that the lights are on, Xxx. Personally, I think that they are still looking for the switch. There will be big problems, but I do not want to go over that point because it has already been touched upon. However, you have referred in your evidence to the future viability of the whole teacher workload agreement due to the resource issue. I would be interested to hear how you see the future of the agreement panning out. [66] We have heard in previous evidence that resources in the form of engagement from local education authorities and the dedicated facility officers, if you like—there is proper terminology, but it escapes me at present; I think that they have been renamed even—to support governors and headteachers in the continued implementation of the teacher workload agreement are diminishing. The final tranche of that agreement will come in in September 2009, but there is no new additional resource to meet that requirement which, in itself, puts an increasing burden on governors and headteachers to try to work with what they have, and it is already proving inadequate. [67] Listening to various contributions around this table, it is interesting to hear about the legal obligation that might well be placed on governors. I would suggest that there is a diminishing desire among people to put themselves forward as governors. In the case of the school of which I am a governor—and I do not know whether we are exceptional—it is still very much a case of the butcher, xxxxx and candlestick maker, if you like, who put themselves forward. Sitting here, I was thinking about those who make up the governing team—there is a builder, a farmer, an accountant, an auctioneer and a solicitor. Therefore, we have a strong mix of people, and they put themselves forward because their children are in the school or they see the school as a community asset. When more liability and responsibility is passed back to governors, I would suggest that we will see a decrease in the number of people putting themselves forward to be governors. [68] Therefore, there are two questions to be asked. The first is about the future viability of the teacher workload agreement, and the second is about the engagement of governors at grass-roots level to take on the extra responsibilities that might well be placed upon them. I would be interested to hea...
Xx Xxxxxx. 15.1 Any delay or failure to exercise any of our rights under this vPayment T&Cs does not constitute a waiver of our rights and will not prevent us from fully exercising them later.
Xx Xxxxxx. 3. (a) The records maintained by the Bank of the Custody Accounts and the Deposit Accounts will reflect all Securities and Cash maintained in accordance with Section 1 hereof.
