Tax changes continue: PAYE and child benefit

I have been involved in the world of tax as a tax advisor and tax lecturer for over 25 years, I am still of the opinion that paying tax still remains one of the only certainties in life (death being the other), the regulations however are ever changing and the old maxim applies (from an HMRC view point), ‘ignorance is no excuse for not knowing of the changes and its implications.

Amongst the many planned tax changes there are two that I wish to bring to your attention, one involves the operation of PAYE (Real Time Information), the other involves child benefit (High Income Child Benefit Charge, HICBC). The purpose of this blog is to overview those changes and to strongly recommend planning and preparation for those changes

One of the most significant changes to the administration of PAYE is Real Time Information (RTI). This will change how and when employers and pension providers report information to HMRC. The underlying principle of RTI Under is that employers and pension providers will tell HMRC about tax, National Insurance contributions (NICs) and other deductions when or before the payments are made, instead of the current annual reporting system.

One of the drivers behind RTI was in improving the perceived current inadequacies of tax collection, where it is estimated that approximately £2 billion of tax and NIC is underpaid. Some of the other perceived benefits is to make the PAYE process simpler and less burdensome for employers, reduce costs for HMRC and enable it to deal with non-compliance (such as late payment and debt collection) more effectively; support the payment of Universal Credits; support the introduction of Universal Credits (October 2013). Employers and pension providers will send this information to HMRC Online.

The fundamentals of PAYE will be unchanged, for example, use of codes, employers deducting tax and National Insurance. There were some initial concerns that HMRC wanted to centralise and take over employers payroll function, HMRC have stated that making up to gross and determining tax and NIC liability will remain the domain of employers and payroll professionals.

RTI is not optional and will eventually apply to all employers; its introduction is being phased in, it will be live for medium and large employers (50+employees) from April 2013, smaller employers will be bought into the scheme from October 2013.

The biggest impact on employers will be to ensure that their payroll systems and processes are adequate to enable them to discharge their new obligations, and that they are able to submit the level of information that HMRC will require. The initial consultation document issued in December 2010 listed 102 data items that employers may have to submit on a regular basis, from rate of pay, hours worked, information about seconded overseas employees, pensions etc.

Some annual reporting will still be retained, such as submission of P9Ds, P11Ds and P11Dbs.
The HICBC starts on 7th January 2013 and will affect those in receipt of child benefit where the individual and/or their partner earn over £50,000 per annum. Child benefit started its life as family allowance in 1946, and was one of the three tenents of the welfare state as set out by William Beveridge – the NHS and maintenance of employment being the other two.

We live in different times now, and a great deal of people may not necessarily sympathise with the withdrawal of this benefit from ‘high’ earners and can see the justification in having it means tested. HMRC have already prepared a raft of information about the proposed changes and what to do. There will be a number of people now being dragged into the self assessment system, appropriate records will have to be maintained and there seems to be an erosion of the concept of independent taxation (prior to 6th April 1990 a husband effectively signed his wife’s tax return and she would have to disclose her income to him – but not vice versa).

The easiest way to avoid this is not to claim the benefit, it is still advisable to register for the benefit since an individual’s NIC record can still be credited and thus help preserve the state pension entitlement.

If I was a cynical individual I would say that this is a win-win situation for the government – more people in self assessment and/or no claims made on child benefit – it may not be a good long-term political decision.

Exam preparation: Maximising your chances of success

Learning, training and studying is a large part of my working and business life, in this blog I want to focus on exam based qualifications, specifically question practice – a critical part of exam preparation & essential if students wish to maximise their chances of passing.   

Ultimately practising questions is the best way to demonstrate to yourself how much of an understanding of the subject you do actually have.  However, a number of students practice questions in the wrong way and consequently do not learn or acquire understanding from their endeavours. 

Question practice should be done in such a way that it simulates what the real exam scenario will be, i.e. no access to books, colleagues or the actual answer – individuals will be answering questions without any ‘safety net’, it is vital that students practice questions without referring to the answers before they fully complete their attempt.  The more imaginative student may request their friends or partners to act as exam invigilators, though some may consider that excessive.

A significant number of students will start a question, get stuck – due to a number of reasons, ranging from trying to understand the question to ‘blank’ memory, whatever the reason a brick-wall has been encountered.  It is critical that students learn how to get over that brick wall if they are to be successful.  This approach is initially a difficult one to adapt to (that temptation to look at the answer before completing the question is very strong).  In my experience students learn at a faster rate using this technique and can more easily identify their areas of strength, and ones that need more work.  A student of mine who used this approach for the first time said “My head did hurt! In fact it almost exploded, lol, but I persisted and I’m not doing that bad.

Before we explore the technique in detail it is useful to take a look behind the scenes as to how the majority of examiners set exams and how they will be assessed and marked.  Exam questions will (a) reflect the learning outcomes contained in the attendant subject syllabus; (b) the final answer in a question will require a student to complete a number of differing tasks/stages in order to get to the final answer; (c) the examiner will have produced a marking scheme for each question outlining the allocation of marks within that question; (d) most exams are not negatively marked, i.e. marks are not taken away for incorrect answers (medicine, thankfully is an exception); (e) marks are predominantly based on methodology and students own numbers; (g) the primary objective is to demonstrate understanding and not necessarily getting the correct answer.

To illustrate this technique let us use the example of a question which asks us to (say) calculate the gross profit of a product, compare it to last year and make suitable comments.  This question will require the student to perform a number of individual tasks in order to get to the final answer.  Gross profit is the difference between sales and cost of sales.  In order to achieve the full marks the student will need to identify/calculate (1) the sales figure; (2) the cost of sales figure; (3) be able to calculate the difference between (1) and (2); (4) compare the gross profit to last year; (5) make suitable comments. 

The examiner will have allocated marks for each of these aspects; the number of marks will be based on the complexity and difficulty of each task set.  If the candidate incorrectly calculates the cost of sales then full marks will not be awarded for this part of the task; however if the student then subsequently uses their cost of sales figure in the correct manner, i.e. subtract their cost of sales figure and makes appropriate comments (on their own figure) then full marks can be awarded for that part of the task.  As far as the examiner is concerned the student has demonstrated a correct understanding of how gross profit is calculated and how it is interpreted. 

When practising this technique a student should attempt the question from start to finish, if the ‘brick wall’ is encountered then take an educated guess, and proceed accordingly.   When the task is finished review your answer against the published answer as though you were a market, tick the parts of the answer which are numerically correct and using own figures, circle or mark those which are incorrect. 

Try to obtain past exam or exam styles questions and work through as many as possible, ultimately putting more pressure on yourself by timing yourself (In a 3 hour exam a question worth 10 marks has as matched time equivalence of 18 minutes!), not competing the paper and poor time management is another major reason for failure.

Training Developments

The issue of training , teaching and skills acquistion has been a major & important part of my life, both as a deliverer, teacher & trainer as well as a participant.   I have been fortunate enough to have taught pretty much at every level of education from primary level to postgraduate, from teaching important life skills such as literacy and numeracy, to teaching intricate tax rules to financial advisors at Coutts. 

Learning, in my humble opinion is a continual process, one never stops acquiring knowledge and skills, for  both practical and esoteric reasons.  Work based skills are having the spot light  shone on them with greater intensity, this needs to be done within the framewok of creating a framework of knowledge and showing how to tap into and apply that framework.  

Accredited courses provide such a framework and accreditation is also a way of applying quality control, acknowledgement and wider recognition to an individuals course of study, non-accredited courses are also an important element of a blended learning experince. 

We have recently obtained the ILM (Institute of Learning and Management) approval as an accredited learning centre , enabling us to deliver a suite of  qualifications for businesses, self employed, apprentices and managers in the Private, Creative and Not for Profit Sectors, details to follow.

A Fresh Start

I consider that I have been fortunate in my ‘working’ life to have gained, developed and been exposed to a wide and varied business background, skills and knowledge – gained from working within the commercial, not for profit and educational sectors and via academic study.  For those that might be interested there is a more detailed personal profile published on the website.

Our new website reflects the main areas that Pro Active Resolutions works in, namely self-employment, the creative and voluntary sector, businesses, education and training.  We provide practical accounting, management, training and consultancy support to businesses, the not for profit and individuals. 

The purpose of my blog is to contribute to, share information, and facilitate dialogue on a wide variety of topics.   Hopefully this will strike a chord and will provide a positive contribution to an ever changing landscape.

We have a growing library of free resources and information, such as our acclaimed freelancer guide, business planning tools and fact sheets.   Over time we will be increasing the range and variety of these resources and be announcing some new developments.

Happy reading and please feel free to comment and contribute.

Study support

We are happy to make available a free resource pack of questions and answers on cost and management accounting; in addition we have set up a number of the questions and answers in our distance learning platform. Further details can be found here.

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