“All rents, annuities, dividends, and other periodical payments in the nature of income (whether reserved or made payable under an instrument in writing or otherwise) shall, like interest on money lent, be considered as accruing from day to day, and shall be apportionable in respect of time accordingly.”
“In the construction of this Act - … The word ‘annuities’ includes salaries and pensions.”
“The provisions of this Act shall not extend to any case in which it is or shall be expressly stipulated that no apportionment shall take place.”
“2 WORKING TIME 2.1 Subject to the provisions in the other paragraphs of this section, you may be required to work for 195 days in any year of which 190 will be days on which you may be required to teach in addition to carrying out other duties. Within these 195 days, up to 1,265 hours a year will be allocated reasonably to you by the Principal. Details of this directed time will be provided by the Principal. 2.2 Within the 1,265 hours you may be required to teach for up to six hours over two evenings per week. Any teaching in the evening beyond this level would be undertaken only on a voluntary basis. 2.3 In addition to the requirements in 2.1 above, you will work such additional hours as may be needed to enable you to discharge your duties effectively including, in particular, the marking of students’ work, the writing of reports on students and the preparation of lessons, teaching material and teaching programmes. 2.4 In this section, ‘year’ means a period of 12 months commencing on 1st September. 2.5 Details of your holiday periods will be made available to you by the Principal. You will be paid full salary during these holiday periods unless you are receiving less than full salary arising from the application of the sick pay scheme, maternity scheme etc.”
“The following duties shall be deemed to be included in the professional duties which a teacher employed by a Sixth Form College may be required to perform. Teaching 1(a) planning and preparing courses and lessons; (b) teaching, according to their educational needs, the students assigned to you including the setting and marking of work to be carried out by the student in college and elsewhere; (c) assessing, recording and reporting on the development, progress and attainment of students in each case having regard to the curriculum for the college. Other Activities 2(a) promoting the general progress and well-being of individual students and of any class or group of students assigned to you; (b) providing guidance and advice to students on educational and social matters and on their further education and future careers, including information about sources of more expert advice on specific questions; making relevant records and reports; (c) making records of and reports on the personal and social needs of students; (d) communicating and consulting with the parents of students; (e) communicating and co-operating with persons or bodies outside the college; (f) participating in meetings arranged for any of the purposes described above. Assessments and Reports Providing or contributing to oral and written assessments, reports and references relating to individual students and groups of students.”
“In considering the scope of a teacher’s professional obligations as a teacher, it is convenient to start with those matters that are common ground. It is accepted that the teachers have an obligation to teach their classes in accordance with the timetable from time to time in force. It is accepted that they have obligations properly to prepare for their classes and to mark the schoolwork done by their pupils either in class or as homework. It is accepted that these latter obligations may require work to be done outside normal school hours. To put the point another way, a teacher could not excuse a failure to be properly prepared for a class or a failure to mark schoolwork within a reasonable time after it had been done by pointing out, correct though the observation might be, that he or she had not had time within school hours to do the work. It is, perhaps, one of the hallmarks of professional employment, as opposed to employment in non-professional capacities, that professionals are employed to provide a particular service and have a contractual obligation to do so properly. A worker in a car factory or shop may clock off at 5.30 pm or, perhaps, work late on an overtime basis. An employed professional does not usually have an overtime option. He is employed to provide a particular service to proper professional standards. His contract may require his attendance in an office or other place of work for particular hours but his contractual obligations are not necessarily limited to work done within those hours. So, too, teachers’ duties are not necessarily confined to their obligation to be on school premises during school hours and to take their classes during those hours. The professional obligations of a teacher cannot, in my opinion, be confined to the imparting of academic knowledge to the pupils.”
“It is unusual for the holder of an office to take industrial action and the consequences will depend on the rights and obligations conferred and imposed on the office-holder by the terms of his appointment. But if an ambassador and the embassy porter were both on strike then I would expect both to be liable to lose or both to be entitled to claim their apportioned remuneration attributable to the period of the strike. A judge and an usher on strike should arguably be treated in the same manner. The ambassador might be required to decode a declaration of war on Sunday, and a judge might devote his Christmas holidays to the elucidation of legal problems arising from industrial action, so that it would be necessary to divide their annual salaries by 365 to define a daily rate applicable to the period of strike, whereas the weekly, daily or hourly wages of the porter and the usher provide a different basis for apportionment, …”
“Under the contracts, the salaries are based on a yearly scale but are paid by monthly payments. Each month a contractual right to a salary payment vests in the teacher. By reason ofsection 2 of the Apportionment Act 1870 , the salaries are deemed to accrue day by day. If a teacher’s contract were, in the middle of a month, to come to an end, by death, dismissal or some other event, section 2 would entitle the teacher, or his estate, to an apportioned part of the month’s salary payment. So the salaries may be regarded as accruing day by day. But they do not accrue minute by minute. And for as long as the contract is continuing, the only payment that can be claimed by a teacher is a monthly payment and the only obligation to make a payment of salary that rests on the education authority is an obligation to make a monthly payment.”
“The undirected duties are subsidiary and directed towards the directed duties. As a matter of common sense it is obvious that pay is, as Jay J expressed it at para 42, ‘tied to the measurable part of a teacher’s work’. This is further supported by the fact that part time workers are paid as a proportion of the full-time teaching hours that they work; that a teacher who agrees to teach an additional day is paid 1/195 of the annual salary; and that sick pay is calculated on the basis of working days.”
“Accordingly the real question is what is meant by the expression ‘from day to day’ in section 2 of the Act. In our view it can only be calendar days and not working days.”
“In my judgment these authorities show that, where the language of the contract is plainly inconsistent with an apportionment of income, no apportionment is permissible. But there is a presumption that the Act will apply, and if the contract is ambiguous or lacks clarity on that question, it cannot displace the operation of the Act.”
“59. It will be clear from my discussion of the effect of the 1870 Act that I believe that the arguments have been advanced on a false premise. It is a fundamental feature of the claimants’ case that section 2 implies the principle of equal daily accrual unless excluded by a clear inconsistent clause. If that is the wrong analysis of section 2, and there is no such principle which needs to be excluded, the question of what pay would have been earned on the strike day has to be gleaned purely from the construction of the contract, modified by the assumption that pay accrues daily at a rate which is appropriate in the context of that contract to the particular day in question. 60. Applying that modified principle of construction, I do not think that the claimants can be right. The natural interpretation of the contract (as modified by that assumption) would not in my view be that pay accrues at an equal rate day by day, and I do not accept that the fact that work may be carried out on any day of the year would justify that conclusion. There is plainly a close link between the directed hours and pay, and in my judgment Jay J was right [in Amey] to say the undirected work is essentially ancillary to the directed work. There is little point, and no value to the employer, in a teacher preparing for lessons which are not given. The judge also held that pay is tied to the measurable part of the teacher’s work. Although Mr Segal did not accept that analysis, it seems to me justified by the way in which part time teachers are paid. They receive that proportion of the full time directed hours which they perform. It is also supported by the fact that if a teacher voluntarily agrees to work an extra day, the amount paid is 1/195 of the annual salary. No doubt that extra day will generate undirected working time, but this is taken into account by treating it as a contributory part of the value provided by the teaching day. 61. Taken to its logical conclusion that would tend to justify the principle that the pay referable to a strike day is 1/195 of the annual salary. But the College does not seek to follow the logic that far, perhaps with good reason. Some of the undirected work, such as writing references, preparing materials and so forth will not necessarily be directly and inextricably linked to the directed time, in the sense that a failure to work for a day will lead to a proportionate reduction in the work done in the undirected hours. So relating the work to the total number of annual working days, including days which are paid holidays, provides a sensible and acceptable principle which possibly errs in the employee’s favour.”
“64. Mr Segal puts forward a forceful argument that it is far from clear precisely how the contract envisages that the pay will accrue. I accept that is so, but for reasons I have given I think that the principle of equal daily accrual will be excluded if it is clear that the contract is inconsistent with that principle, even if it is not obvious precisely how the pay is deemed to accrue. For reasons I have given, in my view the contract plainly does not envisage that pay will accrue by equal amounts per day.”