director’sreport togovernors · 2 introduction a choice of two workshops and opportunities to...

Director’s Reportto Governors

Including Governors’ Training

Autumn Term 2015

2 INTRODUCT ION

A choice of two workshopsand opportunities to networkwith governors from acrossTower Hamlets.

KEYNOTE SPEAKERKhatun Sapnara,Circuit Judge at the Family Courtand High Court

THE GOVERNORS’ CONFERENCE 2015

BOW SCHOOL, TWELVETREES CRESCENT, E3 3QWSaturday, 10 October 2015

“Safeguarding andGovernance”

To reserve a placeEmail: [email protected]: 020 7364 4302

Director’s Report to Governors | Autumn Term 2015

I N TRODUCT ION 3


I N TRODUCT ION 3

IntroductionFirst I would like to introduce myself as the Interim Corporate Director of Children's Services. I joinyou as an experienced Director of Children's Services (most recently in Lambeth) and my last post wasas Regional Director for London in Ofsted.

The Director's Meeting with GovernorsI look forward to seeing you on Tuesday 22 September 2015 at 6.00pm at the ProfessionalDevelopment Centre, 229 Bethnal Green Road, E2 6AJ. There will be information and discussionabout important local developments as we prepare for the Education and Adoption Bill to becomelaw and a choice of govenors’ workshops on other topical issues. You will receive the programmewith this report.

Please send Governor Services any questions you would like to raise and confirm that you are comingso that we know how many to expect. Email: [email protected] or tel: 020 73643141.

The Governors’ Annual Conference

Our annual conference will be on Saturday 10 October at Bow School. The theme this year is“Safeguarding and Governance” and Khatun Sapnara, Circuit Judge in the Crown and Family Courtwill be a keynote speaker. As well as a distinguished legal career, Khatun has served as a director andchair of a number of chairities and voluntary sector organisations.

Mayor Biggs and Cllr Rachael Saunders, lead member for Education, Children’s Services & the ThirdSector will be joining us and there will be a good choice of workshops to choose from.

The full conference programme will be issued shortly and sent to governors by e-mail. To reserve aplace, please e-mail: [email protected] tel: 020 7364 3141/4302.

I look forward to meeting many of you on 22 September at the PDC.

Debbie JonesInterim DirectorChildren’s Services


4 INTRODUCT ION

Contents� Dates for the diary – meetings and training 5

Articles for Action 7� Admission Arrangements for 2016/17 7� Staff Restructuring and Redundancy 9

Articles for Information 10� Assessment, “life without levels” 12� Are you Ofsted ready? School website requirements 16� Health and Safety Responsibility 18� Financial Planning 19� Finance Training 20� SEN Funding 21� The Support for Learning Service 22� Diabetes Training 23� Safer Recruitment Training 24� Pupil Exclusions 26� Prevent Duty Guidance 27

Support 28� Organisations, publications and websites to support governors 28� The Governor Services Team 29� Governing Body Agenda Planner 30


T RA IN ING 5

Dates for the DiaryGovernor Services offers three types of training opportunities:

� In-school training for whole governing bodies� Central training for all governors� Clerks’ briefing for independent clerks

School based trainingSchools that have Service Level Agreements (SLAs) with the Governor Services Team can also havetraining for all their governors based at the school. We will be responsive and match that training tothe particular requirements of governors.

Governing bodies that have not taken up an SLA but would like to benefit from the school-basedtraining offer can contact Governor Services for further information.E-mail: [email protected]

Autumn Term

Courses Date/Time/Venue Description

Director’smeeting withgovernors

Tuesday 22 September,6.00pm - 8.00pm at theProfessional DevelopmentCentre, 229 Bethnal GreenRoad, E2 6AJ

The Director's termly meeting withgovernors: workshops, items fromgovernors, discussion and debate.

Email:[email protected]

SaferRecruitmentTraining

29 September,8 October,22 October,9 November and15 December at Toby Lane,Harford Street, E1 4DN. £60per person

Contact Jean Morgan to book aplace.

Email:[email protected]

Briefing forClerks toGoverningBodies

Tuesday, 29 September at10.00am - 11.30am, atMulberry Place, E14 2BG

The termly briefing session forindependent clerks and GovernorSupport Officers.

Inductiontraining fornew governors

Saturday 3 October, 9:00am– 2:00pm at the PDC BethnalGreen

To reserve a place contact GovernorServices, tel: 020 7364 3141 or e-mail:[email protected]


6 TRA IN ING

You can book a place on these courses by telephoning Governor Services on 020 7364 3141.An on-line application form is available on the Tower Hamlets website: www.towerhamlets.gov.uk/

Online ModernGovernor training courses onwww.moderngovernor.com

Tower Hamlets Governor Services offers this e-learning service as part of schools’ SLA to form andenhance the governor learning and development package.

Many governors want to be able to access training online and so we are pleased to be able to offerthis opportunity now to all schools.

Contact for enquiries and for information on cost for schools without an SLA:Tel 020 7364 4948 Email: [email protected]

GOVERNORS’ANNUALCONFERENCE

Saturday, 10 October at 9:00am– 1:15pm at Bow School, E33QW, followed by lunch

“Education and Safeguarding”Keynote speaker: Khatun Sapnara, crown courtjudge

Diabetes inSchool

Tuesday, 13 October at thePDC, E2 6ABTuesday, 20 October atSpotlight Centre, E14 6GN

Training on caring for pupils with Type 1diabetes.Director of Public Health. Limited places.Email: [email protected]

Taking theChair

Saturday 7 November 9.00am– 2:00pm at the PDC BethnalGreen

Essential training for prospective and servingchairs, vice-chairs of governing bodies andcommittees. Email:[email protected]

FinanceTraining

See page 20 for moreinformation

1. Funding and Budgeting2. Advance Financial ManagementOne hour courses that can be delivered at theschool. Email: [email protected]

PupilExclusions

Level 1

Wednesday, 18 November5.15pm – 7.45pm at the PDCBethnal Green

See page 26 for more information.Email: [email protected] tel: 0207364 4301

PupilExclusionsLevel 2

Wednesday, 25 November5.00pm – 6.45pm at the PDCBethnal Green

See page 26 for more information.Email: [email protected] tel: 0207364 4301

Admissionsand AppealsTraining

Bespoke sessions forindividual or groups ofschools

Telephone Huong Le, Pupil Services Team: 0207364 4301Email: [email protected]

Safeguardingworkshopsfor governingbodies

Sessions are arranged atschools. As much notice aspossible is requested.

Contact: [email protected] [email protected]


T RA IN ING 7

For ActionFOR ACTION

Admission Arrangements and the Requirement toConsult for 2017/18

Contact for enquiries:Terry BryanHead of Pupil ServicesTel: 020 7364 4304Email: [email protected]

Audience: Governors of own admission authority schools

What does this mean for governors?This is to remind own admission authority school governing bodies of the need to determineadmissions arrangements for the school and to also consult when changes are proposed. Agoverning body must now determine admission arrangements by 28 February every year, even ifthey have not changed from previous years and a consultation has not been required.Where changes are proposed a consultation will be required as follows:The consultation should be conducted in accordance with the timetable set out in the SchoolAdmissions Code:https://www.gov.uk/government/publications/school-admissions-code--2

It should give full details of admission arrangements, which must be consistent with the localauthority’s co-ordinated scheme including:

� the admission number for any years to which it is intended to admit pupils, including Year 12;

� application procedures and timetables, including a supplementary information form used by theschool;

� the over-subscription criteria and the order in which they will be applied to allocate places if theschool receives more applications than there are places available;

� information about any tests for aptitude, if allowed, and details of how any additionalinformation required, such as evidence of religious commitment, will be objectively considered;

� any separate entry requirements and oversubscription criteria for Year 12 or nursery places;

� Information about whether a waiting list will be maintained and for how long, plus confirmationthat this will be maintained in the order of the oversubscription criteria;

� information about how late applications can be made and will be handled;

� Where dates are mentioned within the admission arrangements, they should be consistent withthe dates noted in the local authority’s co-ordinated admission arrangements.

Manner of ConsultationFor the duration of the consultation period, the governing body must publish a copy of the school’sfull proposed admission arrangements (including the proposed admission number) on the school’swebsite together with details of the person within the governing body to whom comments may besent. It must also notify the consultees and, upon request, send a copy of the proposed admissionarrangements to the consultees inviting comment. Failure to consult effectively may give grounds forsubsequent complaints and appeals.

Notification of the Determination of ArrangementsThe governing body must publish a copy of the determined arrangements on the school website by15 March and also for the duration of the school year in which offers of places are made. Before 15March it must send a copy of the full, determined arrangements to the local authority and faithschools must also send a copy to their Diocese or other bodies representing their religion or religiousdenomination.

Each consultee should also be notified of the school’s determined arrangements and, if they differ inany way from those on which the consultation took place, a complete copy of the admissionarrangements should be provided in writing. Where the governing body has determined a pupiladmission number that is higher than in previous years, it must notify the local authority that it hasdone so, and make specific reference to the change on the school website.

What does this mean for governors?For admission in the 2017/18 school year the governing body is responsible for determining theschool admissions arrangements by 28th February 2016 and must see that they are published on theschool’s website as well as sent to the local authority by no later than 15th March 2016.If changes are being proposed the governing body must also ensure that a formal consultation takesplace before arrangements can be determined (agreed by the governing body). The consultationmust be conducted over a minimum six week period, between 1st October 2015 and 31st January2016.

Schools that have purchased the Admissions and Appeals SLA from the local authority can arrangefor the local authority to carry out the above requirements on their behalf. Further information andadvice can be obtained from Terry Bryan, Head of Pupil Services.

The local authority provides admissions and appeals training for governing bodies, which can supportgovernors in increasing their understanding of the correct admission processes and procedures.Bespoke sessions for individual schools or groups of schools can also be arranged by telephoning ore-mailing Huong Le in the Pupil Services Team, tel: 020 7364 4301 or [email protected].


8 FOR ACT ION


FOR ACT ION 9

FOR ACTION

School Redundancy Panel

Contact for enquiries:Dawn Reilly/Josephine MacaulayHR Team ManagerTel: 020 7364 4523Email: [email protected] or [email protected]

Audience: Governors and Headteachers

What does this mean for governors?Where schools need to re-organise their staffing structure, and there is a possibilty of redundanciesthe following procedure must be adhered to.

In June 2010 the LA, with the approval of the Schools Forum, set the SchoolsReorganisation/Restructing Panel to enable governing bodies to formally seek approval to accesspossible funding for redundancy cases before entering into any reorganisation process.The Schools Restructuring Panel is a formal panel comprising of the Service Head (Resources), theService Head (Learning and Achievement) and the Senior HR Business Partner for Children’s Services.

In order to facilitate the decision making process and to avoid delays to the commencement ofreorganisation consultations, the LA issues a timetable for reorganisations to be considered.

The lead member of the school’s Organisational Change Panel is expected to present the outlinebusiness case (with indicative financial implications in terms of savings and cost of severance) forinitial discussion, challenge and consideration by the Panel, supported by their SDA and HR provider.

Sufficient time is built into the timetable for revision of the outline business case (approved by theSchools HR and Finance Committees) with a view to submission to the Panel for an agreement inprinciple by the LA in order for consultation to commence at the beginning of the next term.

The final decision regarding the funding allocating by the LA will not be given until the consultationhas been concluded (when the actual costs of redundancies are known) and the final business casehas been submitted to the Panel.

There are four scheduled Panels per term, with accompanying document submission dates, whichshould allow for sufficient time and flexibility for schools in planning their reorganisations to enablediscussions to take place with the local authority and a decision in principle from the Panel beforeconsultation with staff commences.

The LBTH School Organisational Change Procedure and the Panel dates for the 2015/16 academic yearare available from Dawn Reilly, Josephine Mcaulay or your Governor Support Officer.

For InformationFOR INFORMATION

Assessment and ‘life without levels’ in primaryschools from September 2015

Contact for enquiries:Alison GawthropeHead of Primary Learning & AchievementTel: 020 7364 6381Email: [email protected]

Audience: Primary School governors

What does this mean for governors?It is now a year since the new National Curriculum was introduced in our primary schools across theborough. From September 2015 all primary school pupils from Year 1 to Year 6 in maintained schoolswill continue to follow this new curriculum.

As governors, you will be aware that the new National Curriculum for English and mathematics setsout programmes of study for each year group and the expectations pupils should reach if they areworking at the age appropriate standards. By the end of each key stage, pupils are expected to know,apply and understand the matters, skills and processes specified in the relevant programme of study.

In English, the programmes of study state the knowledge, skills and understanding needed in readingand writing, including grammar, punctuation and spelling (GPS). In mathematics pupils study number,measurement, geometry and statistics and also ratio and proportion and algebra by the end of Year 6.

We know that pupils at the end of Year 2 and Year 6 will be tested on this new curriculum in summerterm 2016. There will be new tests for reading, GPS and mathematics. At present, it is expected thatwriting will remain teacher assessed in both key stages. These tests will result in a ‘scaled score’ beingawarded to a pupil, with 100 representing the expected standard for the end of the key stage.Government expectations are that 85% of pupils at the end of Year 6 will achieve the expectedstandard in reading, writing and mathematics in 2016.

As part of these changes, central government reforms have removed the system of using numeric‘levels’ (such as 2b and 4a) to report on pupil attainment and progress. The government believes thatthe system of using levels to measure attainment and progress is complicated and difficult tounderstand. They also feel that prescribing a single approach to assessment is inconsistent with otherfreedoms that they are offering to schools.

The Department of Education (DfE) has therefore taken the decision to allow schools to introduce theirown approach to internal assessment. The DfE does not specify what this should look like, but says that


10 FOR IN FORMAT ION


FOR IN FORMAT ION 11

each school’s assessment system should be designed to check pupils are on track to meet expectationsat the end of the key stage, as set out in the programmes of study. It should enable the school toreport to parents regularly.

Primary school leaders across the borough have been working on this new system of ‘life withoutlevels’ during the past year. It is safe to say that the removal of levels has caused uncertainty andchallenge, as there is no clear definition from central government yet regarding exactly what ‘theexpected standard’ looks like. Many schools are working on a system that will assess if a pupil is‘beginning’, ‘developing’, ‘working securely’ or ‘above’ the expected level for their year group in agiven subject. In order to be able to track progress, these definitions could be awarded a ‘points score’to enable senior leaders to see which pupils are on track to meet age related expectations, whichpupils are working below the standard, or which are working above expectations.

A Commission on Assessment without Levels – an independent group of education experts – has beenset up by the DfE to identify and share best practice in assessment and publish guidance on howschools can develop assessment policies. The commission will not encourage schools to adopt anyparticular approach. It will also provide information about the legal and regulatory assessmentrequirements so that schools, governors and parents may know how and when children’s attainmentand progress will be measured and reported by the government. A report on the Commission’s workwill be available very soon. It would be useful for school leadership teams and governors to read thisreport in detail to support the school in ensuring an assessment policy is fit for purpose and links withthe new curriculum.

Governors and schools may also be concerned about how Ofsted will judge assessment systems usedwithin the coming year. At present, Ofsted says it does not have any predetermined view on whatsystem a school should use for internal assessment. Inspectors will be interested in whether theapproach the school is using is effective in measuring what progress pupils are making and how thisrelates to their expected progress. Ofsted will look at a range of assessment data and outcomes frompupils in books in order to see whether the school’s assessments are accurate.

As governors, in this time of change, it is important that you understand what system your own schoolis adopting in relation to assessment and how the leadership team will be reporting pupil attainmentand progress to both yourselves and the parents.

Schools need to develop an assessment policy which clearly demonstrates the rationale for theirchosen approach to assessment.

Governors need to ask how the school will ensure systems are robust and accurate. It is essential thatschools are moderating their judgements within the school and with other local schools to ensureteacher expectations and judgements are consistent.

Governors need to ask how assessment and progress information will be communicated to pupils andparents.

In moving from one system of assessment to another, governors will also need to ensure that theschool can track progress from previous years.

Over the next academic year, we expect further information and clarity from the Department ofEducation in relation to assessment, performance and exemplification, to support schools with ‘life afterlevels’. There will be updates and information given to schools and governors as it becomes available.


FOR INFORMATION

Are you Ofsted Ready? Latest requirements forschool websites

Contact for enquiries:Hania FranekHead of School Governance & InformationTel: 020 7364 4302Email: [email protected]

Audience: All governors

What does this mean for governors?From 1 September 2015, governing bodies will be under a duty to publish on their website theirregister of interests. The register should set out the relevant business interests of governors anddetails of any other educational establishments they govern. The register should also include anyrelationships between governors and members of the school staff including spouses, partners andrelatives.

Governing bodies should make it clear in their code of conduct that this information will bepublished on their governors and, where applicable, their associate members. Any governor failingto reveal information to enable the governing body to fulfil their responsibilities may be in breachof the code of conduct and as a result be bringing the governing body into disrepute. In such casesthe governing body should consider suspending the governor.

Statutory Content - information required by legislation to be published online (The SchoolInformation (Amendment) Regulations 2012)

School contact details: the school’s name, postal address, telephone number, the name of themember of staff who deals with queries from parents and other members of the public.

Admission arrangements:Either: publish the school’s admission arrangements, explaining how applications for every agegroup will be considered, including:� the arrangements in place for selecting the pupils who apply� the oversubscription criteria and� the process parents need to follow to apply for their child to attend the schoolOr: publish details of how parents can find out about the school’s admission arrangements throughthe local authority

Ofsted reportsEither: publish a copy of the school’s most recent Ofsted reportOr: publish a link to the webpage where the school’s most recent Ofsted report can be found.




Exam and assessment resultsMost recent key stage 2 (KS2) results� percentage of pupils who achieved level 4 or above in reading, writing and maths� percentage of pupils who have improved by 2 or more levels in reading, writing and maths

between KS1 and KS2� percentage of pupils who achieved level 5 or above in reading, writing and maths

Key stage 4 (KS4) results� percentage of pupils who achieved a C or above in GCSEs (or equivalent) in 5 or more subjects,

including English and maths� percentage of pupils who achieved the English Baccalaureate� percentage of pupils who have achieved at least the minimum expected levels of progress in

English and maths between KS2 and KS4

Performance tablesA link to the DfE school performance tables website.

Curriculum� the content of the curriculum the school follows in each academic year for every subject� the names of any phonics or reading schemes the school is using in KS1� a list of the courses available to pupils at KS4 , including GCSEs� how parents or other members of the public can find out more about the curriculum the school

is following

Behaviour policyThis must comply with section 89 of the Education and Inspections Act 2006.Advice on developing and publishing your school’s behaviour policy is available from the DfE.

Pupil premiumYou must publish details of how the school spends its pupil premium funding and the effect thishas had on the attainment of the pupils who attract the funding.� the school’s pupil premium allocation for the current academic year� details of how the school intends to spend your allocation� details of how the school spent the previous academic year’s allocation� how it made a difference to the attainment of disadvantaged pupilsThis funding is allocated for each financial year, but the information published online should referto the academic year. As allocations will not be known for the latter part of the academic year(April to July), schools should report on the funding up to the end of the financial year and updateit when all the figures are available.

Year 7 literacy and numeracy catch-up premiumIf your school receives year 7 literacy and numeracy catch-up premium funding, you must publishdetails of how your school spends this funding and the effect this has had on the attainment of thepupils who attract it.� the year 7 literacy and numeracy catch-up premium allocation for the current academic year� details of how the school intends to spend your allocation� details of how the school spent the previous academic year’s allocation� how it made a difference to the attainment of the pupils who attract the funding

PE and sport premium for primary schoolsIf the school receives PE and sport premium funding, you must publish details of how it spends thisfunding and the effect it has had on pupils’ PE and sport participation and attainment.� the PE and sport premium allocation for the current academic year� details of how the school intends to spend your allocation� details of how the school spent the previous academic year’s allocation� how it made a difference to the PE and sport participation and attainment of the pupils who

attract the funding

Special educational needs (SEN) reportThe governing bodies of maintained school must publish a report on the school’s policy for pupilswith SEN.

The report must comply with:section 69(2) of the Children and Families Act 2014regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014The report must include details of:� the school’s admission arrangements for pupils with SEN or disabilities� the steps the school has taken to prevent pupils with SEN from being treated less favorably

than other pupils� access facilities for pupils with SEN� the accessibility plan the governing body has written in compliance with paragraph 3 of

schedule 10 to the Equality Act 2010

Charging and Remissions PoliciesThe policies must include details of:� the activities or cases for which the school will charge pupils’ parents� the circumstances where the school will make an exception on a payment that would normally

be expected under the charging policy

Values and ethosA statement of the school’s ethos and values.

Desirable (but not statutory content) includes:� The published information that demonstrates the school’s compliance with the Public Sector

Equality Duty, and the equality objectives that have been set. These are statutory requirements,with a recommendation that they be “published” on the school website.

� Headteacher’s name with first name or initial� Names of staff, including teachers, their responsibilities and support staff� Governors’ page, with information about the role of the Governing Body, how to become a

Governor, forthcoming meeting dates and non-confidential minutes� A list of governors, with a pen sketch of their experience and photographs.� Annual Governance statement, including a record of governors’ attendance at meetings.� Secure area for Governors, with all policies and their review cycle, SDP, committee and GB

minutes, links to Modern Governor or GEL e-learning logins, LA Governor Services, theGovernors’ Handbook, NGA, training courses and contact details for the GB.

� School policies: Complaints Policy, Anti-bullying policy etc.� Google maps link and directions.





� Information about disabled access� Times of school day, after school clubs, and extracurricular activities� This week’s lunch menu� Homework timetable� Events calendar (e.g. sporting fixtures)� Term dates� Newsletter and copies of letters to parents� Link to Parent View - available from Ofsted for a Parent View logo� Uniform list, with contact details for local suppliers� Information about the PTA or Parents Forum Gallery of children’s work� Links to Local Authority Schools website and Gov.UK education pages



FOR INFORMATION

Health and Safety Responsibility

Contact for enquiries:Corporate Director, Children’s ServicesTel: 020 7364 4953

Audience: All Governing Bodies and Headteachers

What does this mean for governors?Governing Bodies and Headteachers need to ensure that their establishment complies with the localauthority health and safety procedures and policies.

The governing body is deemed “the responsible person” and has a statutory duty to ensure, so far asis reasonably practicable the premises and any plant or substances used therein are safe and withoutrisk to the health of any one using them.

The LA has completed a directorate health and safety policy and model policy for schools to use as atemplate. The Head must ensure that the health and safety policy is completed and up to date andshared with all staff. This policy should be signed by the chair of governors.

The Headteacher holds the responsibility for health and safety on a day to day basis, and has controlover all activities on the site. In larger establishments the Headteacher may designate a seniormember of staff to have particular responsibility for coordinating safety checklists, for keeping up todate advice from the LA and other sources, and for taking action on reports of faults and othermatters requiring attention.

The Health and Safety at Work, Act 1974 (HSWA) and the Management of Health and Safety at WorkRegulations 1999 place specific duties on the responsible person to ensure the school/establishment isa safe place with appropriate and proportionate risk management. The risk management should becompleted via suitable and sufficient risk assessments that are recorded and shared with staff for anysignificant risk. Responsibility for health and safety lies with everyone (LA, governing body, headteacher and employees).

The general objectives of the HSWA are that employers should secure the health, safety and welfareof all persons at work and protect others from the risks arising from workplace activities. This includesproviding:

� A safe working environment with welfare facilities.� A safe place of work with safe access and egress.� The necessary training, information, instruction and supervision.� Safe plant and systems of work.� Safe handling, storage and maintenance of articles and substances.

There are a number of other pieces of delegated legislation which require an assessment of risk,adequate maintenance, provision of information, instruction and training/supervision. This couldinclude induction training, and subjects such as COSHH (control of substances harmful to health),



Manual Handling, Security, DSE (display screen equipment), Asbestos Management and Fire SafetyManagement. The directorate policies and corporate policies provide advice and guidance in theinterpretation of such legislation and outline best practice.

The health and safety executive (HSE) is responsible for enforcing health and safety legislation inrespect of schools. Most of the duties placed upon employers and others are qualified by the phrase‘so far as is reasonably practicable’. This is essentially a balance between costs (in terms of money,time, trouble etc.) against the degree of risk to people involved. Where the risk is great, evenexpensive measures to prevent the risk could be considered necessary. Each case must be taken on itsown merits.

The Management of Health and Safety at Work Regulations 1999 require the responsible person tohave a full assessment of risk and to:

� Appoint competent persons.� Establish procedures for serious and imminent danger.� Provide information to employees.� Co-operate and coordinate with other employers.� Provide training.� Provide health surveillance (where required).

Under the Occupiers Liability Act, the occupier of any premises has a duty to ensure that there are no‘unreasonable’ risks to visitors and others who may be invited onto those premises. The duty evenextends to include unlawful visitors such as trespassers.

Where children are involved, it is clearly recognised that a greater degree of care is required, sincethe immaturity of children means that they cannot always be held responsible for their own actions,nor could they be expected to understand the degree of risk involved in any hazardous situation.

What this really means is that the risks from any specific hazards on site - e.g. fragile roofs, outdoorswimming pools should be adequately controlled. Thus the use of some specific signage for examplewarning of fragile roofs, preventing access to low roof areas by use of anti-climb paint or othersecurity measures would therefore be deemed reasonable.



FOR INFORMATION

Financial Planning

Contact for enquiries:Sailesh PatelSchools Finance ManagerTel: 020 7364 4527Email: [email protected]

Audience: Governors

What does this mean for governors?Financial planning is an essential part of good financial management. It provides a school with aclear view of how it intends to use its resources. It has two interrelated elements: the SchoolImprovement Plan and the school’s budget.

The School Improvement Plan forms a major building block for constructing the budget. It identifiesthe school’s educational priorities and usually has a strong focus on raising standards (or maintaininghigh standards). It is important, therefore, that the School Improvement Plan indicates the resourceimplications of each priority to guide decisions on the school’s budget.

The School Improvement Plan should reflect the decisions made about the cost-effectiveness of theoptions considered and should indicate ways in which the progress of an initiative can be monitored.An evaluation framework should also be built into school improvement plans to assess the success ofeach initiative. A summary of ongoing spending also needs to be included in the improvement planso that there is a clear link between the school’s priorities and spending plans.

Budgeting is essential to good financial management. The budget sets out how resources areallocated and provides a mechanism for monitoring expenditure through the year. It should be theconcrete expression of the School Improvement Plan. It provides a coherent framework, which allowsstaff and governors to see how the school’s spending will help the school achieve its targets andother objectives. Clearly identified links are, therefore, needed between the school’s annual budgetand its improvement plan.

Good budgeting means not running into deficit, but equally not carrying large balances of unspentmoney from year to year without good reason. This means considering how the budget for aparticular area of spending will balance out over a longer period than the next financial year.

Surpluses beyond 5% (secondary) or 8% (primary, special and nursery) of the planned budget shareshould only be allowed to accrue for a specific purpose to ensure that pupils benefit from a plannedapproach to spending that does not deprive them of resources in a given year.

These earmarked surpluses should be clearly linked to the School Improvement Plan or to coverpossible pupil roll adjustments. Surpluses must be used within three years of the end of the financialyear when they arose unless there are extraordinary circumstances. Any non-specific surplus balancesshould be kept to a minimum to cover any unexpected financial demands on the school budget.



Criteria for evaluation of Schools Surplus Balances Plan:

� Does the proposal involve a revenue contribution to an agreed capital scheme?� Are balances earmarked to support the costs incurred by the review of contracts of a significant

value?� Are balances supporting the management of the costs related to expansion of pupil numbers?� Are balances supporting the management of financial difficulties associated with a budget

reduction in the following financial year, resulting from either a significant reduction in pupilnumbers or a loss or significant reduction of a specific funding stream?

� Are balances supporting the management of exceptional circumstances in such a way as to avoidsignificant financial turbulence that may impact on standards? This may include, for example,outcomes of HR processes.



FOR INFORMATION

Finance Training Courses for Governors


Audience: Chairs and members for the Finance Committee

What does this mean for governors?Financial management training is essential for school governors. This course is aimed at newgovernors but will also be of interest to more experienced governors who have not previouslyattended a finance course.

Funding and Budgeting - The link to school improvement: ensuring your financial decisions andmonitoring drive school improvement.

This course explains the factors that generate school funding and the key factors involved in setting aschool budget. The main aspects of financial control will also be introduced. It is particularly suitablefor new chairs of governors, finance committee members and those governors who might considerjoining the finance committee.

Topics to be covered include:� School funding� Building a budget – revenue and capital� Medium term financial planning� Financial control� Signposts for additional help and information

Advanced Financial Management – The link to school improvement: ensuring your financial decisionsand monitoring drive school improvement.

This course is designed to provide governors with a detailed understanding of schools’ funding,budgeting and financial control to enable them to provide informed support to head teachers andschool financial staff.

Topics to be covered include:� Funding Forecasting� Budget Modelling� Staffing Structures� Financial Control� Outturn Forecasting� Benchmarking

These one-hour courses can be delivered at the school, as part of your SLA with Governor Services orcost £95. To book a session, please e-mail [email protected]



FOR INFORMATION

Funding for SEN(recent report)


Audience: Governors

What does this mean for governors?In the summer of 2014, the Department for Education (DfE) commissioned Isos Partnership toundertake research into SEN funding arrangements and practices. The aim of this research was toprovide insights into the way funding for young people with SEN is spent, the reasons for differencesbetween spending patterns in different local authorities and the options for changing the ways inwhich high-needs funding is distributed in future. Isos were asked to provide an analysis of how wellthe current SEN funding system was working and to suggest ways in which it might be improved infuture.

The research project ran from September 2014 and concluded in April 2015. Isos have framed theirproposals within the current SEND statutory framework.

The link to the report is https://www.gov.uk/government/publications/funding-for-young-people-with-special-educational-needs.

Governors will want to conisder the recommendations made in the report, which will have anadverse impact on Tower Hamlets in particular.

“We propose that, subject to more detailed modelling, the DfE should consider moving to a formulafor the allocation of the high needs block to local authorities. Our analysis suggests a range offactors that might be used in such a formula, including factors related to deprivation, priorattainment, disability and children’s general health. We consider that a formula-based approachwould be more objective, and easier to explain and understand, than the current arrangements. Itcould be rebased annually if desired, and would correlate better with a wider range of measures ofneed than the current funding distribution”.



FOR INFORMATION

The role of the Support for Learning Service

Contact for enquiries:Roland RamananJoint Head of the Support for Learning ServiceTel: 020 7364 6458Email: [email protected]

Audience: School governorsThe Support for Learning Service is a highly experienced and well regarded team of teachers that isavailable to support schools with including children with a wide range of Special Educational Needsand Disabilities.

We offer a free (“core”) service to schools that gives advice and training on working with all pupilswho have behaviour, language, literacy, physical, medical, hearing and vision needs, partularly themost vulnerable children.

We provide support to schools for pupils with a statement of SEN or Education Health and Care plan.This might include advice on curriculum planning and/or training for staff in school. We do notnormally carry out ongoing direct teaching, except in the case of sensory impairment where it may bespecified in the statement/EHC. Schools can purchase this support through a Service LevelAgreement.

We have a “core offer” of services which are free to schools but also provide a range of innovativetailor made services that schools can buy in on a Service Level Agreement or “SLA”.

SLAs provide a range of interventions at the individual to whole school level as well as staff trainingand pre/post Ofsted support. These could be: providing a Senco, behaviour assessment, whole schoolapproaches to social and emotional needs, counselling, language intervention programmes, theCommunication Friendly School, literacy interventions, improving vocabulary etc.

What does this mean for governors?The Support for Learning Service has been consistently very highly rated by schools in our annualsurvey, both for the core service and buy back. Governors can have confidence that with regard togetting the advice and support that their school needs to meet the challenges and opportunities ofincluding children with SEND, the SLS is on hand to provide expert assistance.



FOR INFORMATION

Diabetes in School Training Events

Contact for enquiries:Simon TwiteSenior Public Health StrategistTel: 020 7364 7355Email: [email protected]

Audience: Governors and Head Teachers

What does this mean for governors?The way schools in England need to support children with long term medical conditions such as Type1 diabetes has changed. There are new rules in England that schools must follow, which are part ofthe Children and Families Act 2014. The statutory guidance can be viewed athttps://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

It means that legally every school in England must now have a medical conditions policy in place withstaff adequately trained to care for children with medical conditions such as Type 1 diabetes.

As part of the “Make the Grade” campaign, Diabetes UK is working in partnership with Barts HealthNHS Trust paediatric diabetes teams and the London Borough of Tower Hamlets to offer dedicated‘diabetes at school’ training days to give school staff the skills and confidence they need to look aftera child with Type 1 diabetes.

We are holding two “Diabetes in School” Training Events – on both the 13 and 20 October 2015 atthe PDC on Bethnal Green Road or Spotlight Centre at Langdon Park.

The events will consist of keynote talks by the Tower Hamlets Director of Public Health and localdiabetes experts and a number of hands-on workshops that will allow participants to explore:

i. The legal framework/ medical conditions policies and independent health care providers;ii. Roles and responsibilities – schools, parents and health care professionals;iii. Insulin pen techniques, pumps and blood glucose testing, highs / lows;iv. Exercise and extracurricular activities;v. Food, snacking and carb counting

To register for a limited place please follow the links below:

13 October – at Professional Development Centre, E2 6ABhttps://diabetesinschooltraining13oct.eventbrite.co.uk

20 October - at Spotlight Centre E14 6GNhttps://diabetesinschooltraining20oct.eventbrite.co.uk

If receiving hard copy with no hyperlink to booking links please [email protected] who will register on your behalf.



FOR INFORMATION

Safer Recruitment

Contact for enquiries:Sheila LeightonSafeguarding Training CoordinatorTel: 020 7364 2327Email: [email protected]


What does this mean for governors?It is mandatory that Safer Recruitment Training is re-taken every five years. Certificates of SaferRecruitment accreditation will not be recognised by Ofsted if the date of accreditation is longer thanfive years. Safer Recruitment Training workshops in Tower Hamlets commenced in December 2007and many delegates will be due for renewed training in the coming year.

Who should attend?This one day workshop is aimed at all those who recruit staff, who work with and around childrenand young people

Every such establishment is expected to have staff who sit on recruitment panels for such posts togain accreditation for Safer Recruitment via the Safer Recruitment training workshop. All panelsrecruiting staff to work with children will be expected to have at least one member who hassuccessfully completed the Safer Recruitment training.

Participants at this workshop will have the opportunity to undertake an assessment at the end ofeach session. Those who successfully complete the assessments will receive accreditation and acertificate confirming they have attended Safer Recruitment training which complies with the aboverequirement, sight of which may be required during an Ofsted inspection.

Aims� To give participants and awareness and understanding of offender behaviour� To identify the key features of staff recruitment that help deter or prevent the appointment of

unsuitable people� To consider policies and practices that minimise opportunities for abuse or ensure its prompt

reporting� To help participants begin to review their own and their organisation’s policies and practices with

a view to making them safer places for children



Programme outline

Session 1: Profile of abuse/potential abusersSafer Recruitment within the wider context of safeguarding and promoting the welfare ofchildren and the Help Children Achieve agenda. The scale of abuse; some aspects of thecharacteristics of abusers and how child sex abusers typically operate within organisations, andrelates that to recruitment

Session 2: A Safer Recruitment processThe importance of planning a recruitment exercise; sending the right messages to potentialapplicants; following a consistent and thorough process to obtain relevant information abouteach applicant; and short listing candidates for interviews

Session 3: Making the right decisionsThe importance of making the right decisions and using structured interviews, as well as pre-employment checks on the candidate selected for appointment

Session 4: An ongoing culture of vigilanceThe need for ongoing awareness and vigilance; how organisations can develop and maintainan environment that deters and prevents abuse and challenges inappropriate behaviour,including ensuring that whistle blowing policies are effective.

The course starts at 9.00am prompt in Room 1, Toby Lane, Harford Street, E1 4DN and finishes atapproximately 4.30pm. You must be available for the whole day due to the assessment at the end ofeach session.

Fee: £80 per person. Tea and coffee available from 8.45am; lunch is provided.Please note that we need 72 hours notice for cancellations or each place will be charged at the fullrate

Confirmed dates:Tuesday, 29 SeptemberThursday, 8 OctoberThursday, 22 OctoberMonday, 9 NovemberTuesday, 15 December

To book a place: Contact Jean Morgan: [email protected]



FOR INFORMATION

Guidance and Training on Pupil Exclusion

Contact for enquiries:Terry BryanHead of Pupil ServicesTel: 020 7364 4304Email: [email protected]

Audience: All governors of maintained schools

What does this mean for governors?The local authority (LA) has issued updated guidance for schools and governing bodies on pupilexclusion, which is available from: [email protected]. It includes advice on how thegoverning body might fulfil its duty to monitor pupil exclusions effectively, the appropriate use ofalternative provision for excluded pupils and advice on preparing for an Ofsted inspection.

The local authority guidance is intended to supplement and strengthen the DfE guidance ‘Exclusionfrom School and Pupil Referral Units (2012)’ available via:https://www.gov.uk/government/publications/school-exclusion

What does this mean for governors?Governors who serve on Pupil Discipline Committees need prior knowledge of the statutory and localguidance on pupil exclusion and to attend training on exclusions. Discipline Committee membersshould attend periodic refresher training as the regulations and best practice guidance changeregularly.

Although training is not mandatory the DfE emphasises its importance; lack of familiarity with theguidance could lead to an Independent Review Panel directing a school to review its decision topermanently exclude a child and impose a significant financial penalty if the governing body fails todo so.

The local authority provides training for governors and clerks, which is delivered at two levels:Level 1: an introduction to a governor’s role in pupil exclusion for those with little or no priorexperience of pupil discipline committees.

Level 2: an advanced course for chairs, vice chairs and governors who chair pupil disciplinecommittees. Participants should have attended the Level 1 workshop, or have equivalent experienceof pupil exclusion.

Dates and times can be found on page 6.



FOR INFORMATION

Prevent Duty Guidance

Contact for enquiries:Liz VickerieHead of Support for Learning Service & Lead Officer Social InclusionTel: 020 7364 4714Email: [email protected]


What does this mean for governors?Section 26 of the Counter-Terrorism and Security Act 2015 (the Act) places a duty on certain bodies tohave “due regard to the need to prevent people from being drawn into terrorism”. This came intoforce on 1 July 2015. This includes schools.

The Government has defined extremism in the Prevent strategy as:“vocal or active opposition to fundamental British values, including democracy, the rule of law,individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include inour definition of extremism calls for the death of members of our armed forces”.

All publicly-funded schools in England are required by law to teach a broad and balanced curriculumwhich promotes the spiritual, moral, cultural, mental and physical development of pupils. They mustalso promote community cohesion. Independent schools set their own curriculum but must complywith the Independent School Standards, which include an explicit requirement to promotefundamental British values as part of broader requirements relating to the quality of education andto promoting the spiritual, moral, social and cultural development of pupils.

Key Issues:� Schools should be safe spaces in which children and young people can understand and discuss

sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, andlearn how to challenge these ideas. The Prevent duty is not intended to limit discussion of theseissues.

� Schools should make sure that staff have training that gives them the knowledge and confidenceto challenge extremist ideas which can be used to legitimise terrorism and are shared by terroristgroups.

� Staff should also know how to identify children at risk of being drawn into terrorism. They shouldknow where and how to refer children and young people for further help and be able to identifythe most appropriate referral depending on the level of risk.

� Schools will be expected to ensure children are safe from terrorist and extremist material whenaccessing the internet in school, including by establishing appropriate levels of filtering,monitoring and enforcement.


28 SUPPORT

� When assessing the effectiveness of schools, Ofsted will have regard to the school’s approach tokeeping pupils safe from the dangers of radicalisation and extremism, and what is done when it issuspected that pupils are vulnerable to these.

� Policies should set out clear protocols for ensuring that any visiting speakers – whether invited bystaff or by children themselves – are suitable and appropriately supervised.

(Please see “Tower Hamlets Guidance for Amending Safeguarding Policies to include Prevent” formore information and practical examples.)

SupportTower Hamlets Governor Services Team

To contact Governor Servicesemail [email protected] call 020 7364 3141.

Governor Services, Fourth Floor, Mulberry Place, Clove Crescent, London E14 2BG.

For more information, go to the Tower Hamlets Governor webpages:http://www.towerhamlets.gov.uk/lgsl/1-50/29_school_governors.aspx

Hania Franek Head of School Governance & Information

Abigail Eales Governor Support Officer

Andy Skelton Governor Support Officer

Asad Muzammal Governor Support Officer

Azizur Rahman Admin Assistant

David Stone Locum Governor Support Officer

Eimear Hurley Governor Support Officer

Monika Maywood Governor Support Officer

Oyetona Raheem Governor Support Officer

Sharon Bailey Finance & Admin Officer

Suzette Nichol Governor Support Officer

Tracey Lee Governor Support Officer


SUPPORT 29


30 SUPPORT

Governing Body Annual Agenda Planner

FullGove

rningBody

Curriculum

(School

Development,

SchoolStandards,

Teachingand

Learning)

Resources(including

Finance,Personnel

andPrem

ises)

Pay/Pe

rsonnel

Appea

lsPe

rform

ance

Man

agem

ent

Autumn

Term

�ElectChairandViceChair

�Registerofbusinessinterests

recorded

�CommitteeStructure

/Membership/TermsofReference/

linkgovernors

�RE-constitutionofthegoverning

body

�Head’sReport

�AgreeSFVStoreturntoLA

�Governors’developmentplan,

includingtrainingneeds

�ReviewAdmissionsPolicy(VA

school)

�Reviewschooldata

�Agreetargets

�ReviewSelfEvaluationForm

�Reportongovernorvisits

�Reporton

behaviourand

bullyingissues

�Reporton

inclusionissues

�Setschool

targets

�Review

behaviourpolicy

andanti-bullying

policy

�Curriculumarea

reports

�Monitorbudget

�Agreevirements

�CompleteSFVS

�Reviewpaypolicy

�Conditionof

premisesreport/

costofrepairs

�Asset

ManagementPlan

�Reviewchild

protectionpolicy

�Carryout

annualsalary

review

�Consider

recommenda

tionsfrom

Head’s

Performance

Management

�Arrange

review

meetingwith

headand

advisor

�Meetto

discusshead’s

PMandmake

recommendati

onstoPay

Committee

Spring

Term

�Head’sReport

�MonitorSchoolDevelopment

Plan–setnew

priorities

�Governortraining

�Monitorroll–possiblebudget

implications

�Agreebudget(orsummerterm)


�Agreeholidaydatesfornext

year(VAschools)

�Agreeschoolprospectus

�Reviewoverall

curriculumpolicy

inlightofschool

selfreview

�Reporton

inclusionissues

�Reporton

behaviourand

bullyingissues

�Curriculumarea

reports

�Completeschool

profile

�Monitorbudget

�Agreevirements

�Reviewstaffing

structure

�Plannew

budget

inlinewithnew

SDP

�ReviewService

LevelAgreements

–appointclerk

�Premisesreport

�Reviewequal

opportunities

policies

�Consider

staffing

reductions/

endingof

temporary

contractsin

August

�Monitor

Head’s

performance


SUPPORT 31

FullGove

rningBody

Curriculum

(School

Development,

SchoolStandards,

Teachingand

Learning)

Resources(including

Finance,Personneland

Prem

ises)

Pay/Pe

rsonnel

Appea

lsPe

rform

ance

Man

agem

ent

Summer

Term

�Agreebudget

�Head’sReport

�MonitorSchoolDevelopment

Plan

�ReviewSelfEvaluationForm

�MonitorGovernor’s

developmentplan

�Agreeprospectus


�Arrangementsfornominations

forChair/ViceChair

�Meetingdatesfornextyear

�Reporton

behaviour

policy

�Reporton

inclusion

issues

�Reporton

bullyingand

behaviour

issues

�Curriculum

areareports

�Monitorbudget

�Agreevirements

�Plansforuseofany

carried-forward

money

�Premisesreport

�Considerissues

fromleadership

review

of

teacherannual

salaryreviews

�Consider

succession

planning

�MonitorHead’s

performance

Every

Mee

ting

Reportson

�Racistincidents

�Pupilexclusions

�StandardItems:

�Apologiesforabsence

�Declarationofpecuniaryinterest

�Minutes/mattersarising

�Reportsfromcommittees

�Chair’sAction

�Anyconfidentialitems

�Apologiesfor

absence

�Declarationof

interest

�Minutes/

mattersarising

�Apologiesforabsence

�Declarationofinterest

�Minutes/matters

arising

�Apologiesfor

absence

�Declarationof

interest

�Minutes/

mattersarising

�Apologiesfor

absence

�Declarationof

interest

�Minutes/matters

arising

As

Necessary

�Reviewaims/ethosofschool

�GoverningBodyCodeofPractice

�Receivecurriculumareareports

�Inductionofnew

governors

�PreparationforOfsted

inspection

�Drawupfreedomof

imformationpublicationscheme

�Reviewof

Policies/cycle

ofdates

�Auditofschoolfunds

(tobedoneannually)

�HealthandSafety

Report

�Reviewpersonnel

policies

�ReviewFinanceCode

ofPractice(Spring

term)

�Reviewpolicyon

chargesand

remissions

�ReviewSEF

�Personnel

appeals

�ReviewSEF

�ReviewPolicy

including

leadershipgroup

(autumnterm)

111.4 | 08.2015

director’sreport togovernors · 2 introduction a choice of two workshops and opportunities to...

Documents