DoverDistrict Governor Briefing

Autumn 2015

Welcome

Agenda• Welcome

Tina Gimber, Governor Services, South Kent

• Kent Governor Association

Steve Hammond, Dover KGA Rep.

• Provision of School Places

David Adams, Area Education Officer, South Kent

• School Improvement

Fiona Wainde, Senior Improvement Advisor, South Kent

• In the News

Tina Gimber, Governor Services, South Kent

Polite Reminders !

• Housekeeping

• Have you signed the register?

• List two actions that you will complete following this discussion.

• Please complete the online evaluations

(direct to you via email)

Kent Governors Association

Steve Hammond

Autumn 2015

Commissioning School PlacesDover

David AdamsArea Education Officer

Autumn 2015

Progress in Implementing Proposals

For September 2015 our commissioning intentions were to:-• Permanently expand White Cliffs Primary College

for the Arts by 1FE. • Commission 15 Year R places in Whitfield – Green

Park CPS permanently expanded by 0.5FE.• Commission places at Guston CEPS – the school

provided up to 30 places in Reception for 2015.

Progress in Implementing Proposals, cont’d

• Establish SRBPs at Nonington CEPS (8 places for BESN) and River PS (12 places for SLCN).

• Increase the designated number of Portal House School by 20 places as part of the rebuild.

• Re-commission Castle Community College Secondary SRBP for dyslexia to become SLCN provision of up to 20 places (16 places for pre-16 and 4 for post-16).

Forecasting accuracy - Primary

Forecast Reception Year 2014/15 1227

Actual Reception Year Jan 2015 1214

Forecast Primary Roll 2014/15 8257

Actual Primary Roll Jan 2015 8229

• The Reception Year forecast was 1.1% higher than the actual roll at January 2015, which is marginally above the tolerance level of plus or minus 1%.

• The total primary forecast was higher than the actual roll by 0.3%.

Forecasting accuracy - Secondary

Forecast Year 7 2014/15 1163

Actual Year 7 Jan 2015 1126

Forecast Secondary Roll 2014/15 5889

Actual Secondary Roll Jan 2015 5862

• Forecasts over-estimated the number of Year 7 children by 3.3%. It is likely that parents chose Shepway schools above Dover schools.

• The total secondary forecast was higher than the actual roll by 0.5%.

Targets

Maintain between 5% and 7% surplus capacity in each District:

Reception Year: Years R - 6January 2015 8.9% January 2015 8.7%

Across Kent ensure that 85% of parents secure their first preference primary school and 84% secure their first preference secondary school: 90.9% of primary parents and 88.6% of secondary parents secured their first preference school.

Birth Rates – Dover, Kent, National

Dover births

Housing

Dover District Council has indicated that up to 8,000 new homes may be built in the District by 2021. Sites in and around Dover, Deal, Sandwich and Aylesham will impact on the need for school places.

Implications:

• Discovery Park• Aylesham• Sir Roger Manwood

• Preston• Deal Parochial• Whitfield

2016/20 Draft Commissioning Plan

Primary Commissioning Position

Secondary Commissioning Position

Planning Group

by 2016-17 by 2017-18 by 2018-19 2019–20 to 2021-22

Whitfield 30 Year R places - Whitfield Aspen PS

1FE expansion of Whitfield Aspen PS

  1FE expansion of Whitfield Aspen PS

St Margaret’s-at-Cliffe 

8 Year R places at Guston CEPS

0.3FE expansion of Guston CEPS

   

by 2016-17 by 2017-18 by 2018-19 2019–20 to 2021-22

    1FE expansion 60 Year 7 places

Dover District Governor Briefing

National, Local and Ofsted Updates

Fiona WaindeSenior Improvement Adviser - Primary

Autumn 2015

South Kent Team

Fiona Wainde Senior Adviser 07718 272360

David Adams Area Education Officer 07740 184848

Tina Gimber GDSO 07712 301352

Jenny Howarth EYFS Adviser 07919 414580

Jenny Jones IA: Ashford and Dover 07795 650850

Simon Molony IA: Ashford, Dover and Shepway 07740 183928

Sam Morgan-Price IA: Ashford and Shepway 07826 868052

Wendy Simmons IA: Shepway 07753 227715

Ruth Swailes IA: Ashford and Shepway 07872 199615

Jayne True IA: Dover and Shepway 07917 848622

Sheila Wilding IA: Dover and Shepway 07740 183966

Tom Winek SISO 07795 650813

Barbara MorrisonNatalie Briggs

Administration Team 03000 415068

School Improvement Support• Entitlement is unchanged:

– Securely good/outstanding = 3 visits– RI/Risk of RI = up to 12 visits– Category/Risk of Category = up to 20 visits– Academy = 3 keep in touch visits– Appraisal for Headteachers of RI and category schools– Support during Ofsted

• Visits include those of IA, EYFS Adviser or GDSO• Visits are evaluative, with recommended next steps• Progress and impact meetings for more schools – termly or seasonally• Each visit is approx. 3 hours• Additional visits can be purchase via School Improvement Team directly

(pay as you go) or via SLA

Contact: Jayne Bartholomew 03000415820

http://www.edukent.co.uk/news/the_school_improvement_service_level_agreement_from_september_2015_is_here/

New Headteachers in Dover

Headteacher School

Mr Ian Rowden Aylesham Primary School

Miss Helen Ward Vale View Community School

Mr Neil Brinicombe (Acting) Lydden Primary School

Mrs Juli Timoney Harbour School

South Kent AchievementsEYFS & KS1

GLD Phonics Level 2+ Reading

Level 2+ Writing

Level 2+ Maths

North 71.1 76.4 91 87.9 93.4

South 72.5 79.4 91.6 88.4 94

East 72.2 77.0 90.1 86.9 93.3

West 76.4 79.7 92.9 89.5 95

South Kent Achievements at KS2Level 4 R/W/M

Expected progressReading

Expected progressWriting

Expected progressMaths

GPS

North 80.9 91.6 94.4 89.9 79.3

East 79.6 91.1 95.1 90.1 77.5

South 79.4 91.1 95 88.5 75.9

West 81.4 92 94.9 89.4 79.4

Summer outcomesEarly Years Foundation Stage

% 2013Kent

2014Kent

2015Kent Direction

of travel

2015 Kent

Target

2015National

Kent v

National

2015Ashford

2015Dover

2015Shepway

Percentage of children achieving a Good Level of Development *based on 151 Local Authorities

63.5 68.6 73.1 73 66.2 Above 73.2 73.9 70.4

Summer outcomesEarly Years Foundation Stage

2015District %

GLD 2013

% GLD 2014

%GLD 2015

2015 comparison with National

Area/District Rank (out of 4/12)

Kent 63.5 68.6 73.1 Above -

South Kent

67.7 72.5 Above 2nd

Ashford 63.5 66.0 73.2 Above 7th

Dover 69.0 69.7 73.9 Above 5th

Shepway 58.2 67.9 70.4 Above 11th

Key Stage 1 - 2015

% 2013Kent

2014Kent

2015Kent

Direction of travel

2015 Kent

Target

2015National

Kent v

National

KS1 Phonics 66.9 64.6 67.0 -- 76.8* Above

KS1 level 2b and above Reading

79.3 81.7 84.1 85 82.1* Above

KS1 level 2b and above Writing

66.7 69.5 74.0 77 72.1* Above

KS1 level 2b and above Maths 79.2 81.5 84.0 85 81.6* Above

*based on 153 Local Authorities

Key Stage 1 - 2015

Kent South Ashford Dover Shepway

KS1 Phonics 67.0% 69.2% 69.9% 68.1% 69.1%

KS1 level 2b and above Reading

84.1% 84.1% 84.6% 86.3% 81.3%

KS1 level 2b and above Writing 74.0% 73.2% 72.4% 77.7% 70.0%

KS1 level 2b and above Maths 84.0% 82.7% 83.4% 84.4% 80.2%

Dover Key Stage 1 - 2015

2014 2015 Trend Comparisonwith National

District Rank

EYFS GLD 69.7% 73.9% 66.2%Above

5

KS1 Phonics 77.0% 78.6% -- 7

KS1 level 2b and above Reading

80.9% 86.3% 82.1%Above

4

KS1 level 2b and above Writing

70.4% 77.7% 72.1%Above

3

KS1 level 2b and above Maths

80.1% 84.4% 81.6%Above

6

Key Stage 2 - 2015% 2013

Kent2014Kent

2015Kent

2015 Kent

Target

2015National

Kent v

National

KS2 level 4 and above RWM 74 79 80 83 80 =

KS2 level 4 and above Reading 85 89 89n/a

89 =

KS2 level 4 and above Writing 83 86 87 87 =

KS2 level 4 and above Maths 83 86 86 87 Below

KS2 level 4 and above GPS 71 74 78 n/a 80 Below

2 levels progress Reading 87 91 91 93 91 =2 levels progress Writing 91 93 95 95 94 Above2 levels progress Maths 86 89 90 91 90 =KS2 level 5 and above RWM 22 25 25 27 24 Above3 levels progress Reading 28 34 33 36 -- --3 levels progress Writing 31 35 39 38 -- --3 levels progress Maths 31 35 34 38 -- --

Key Stage 2 - 2015%

Kent South Ashford Dover Shepway

KS2 level 4 and above RWM 80% 79.4% 77.8% 81.1% 79.7%

KS2 level 4 and above Reading 89% 89.1% 88.3% 90.0% 89.1%

KS2 level 4 and above Writing 87% 87.3% 86.9% 87.9% 87.4%

KS2 level 4 and above Maths 86% 85.9% 84.9% 86.7% 86.5%

KS2 level 4 and above GPS 78% 75.9% 75.3% 75.8% 76.8%

2 levels progress Reading 91% 91.1% 90.0% 93.3% 90.4%

2 levels progress Writing 95% 95.0% 95.4% 95.9% 93.6%

2 levels progress Maths 90% 88.5% 86.3% 90.6% 89.3%

Dover Key Stage 2 - 2015%

2014 2015 Trend Comparison with national

District Rank

KS2 level 4 and above RWM 81.1% 81.1% 80% Above 5KS2 level 4 and above Reading 89.2% 90.0% 89% Above 7KS2 level 4 and above Writing 86.3% 87.9% 87% Above 7KS2 level 4 and above Maths 87.2% 86.7% 87% Below 5KS2 level 4 and above GPS 74.3% 75.8% 80% Below 92 levels progress Reading 92.5% 93.3% 91% Above 22 levels progress Writing 96.5% 95.9% 94% Above 22 levels progress Maths 93.2% 90.6% 90% Above 4KS2 level 5 and above RWM 23.9% 21.9% 24% Below 93 levels progress Reading 40.9% 36.5% -- 23 levels progress Writing 41.4% 44.3% -- 13 levels progress Maths 37.7% 32.8% -- 8

Closing the Gap – 2015

District2014 FSM

attainment L4+ RWM

2014 Gap

2015 FSM attainmen

t L4+ RWM

2015 Gap

2015 Area / District Rank

Kent 65.5 17.8 67.3 17.6 N/A

South 66.8 16.6 67.5 16.7 2nd (out of 4 areas)

Ashford 63.6 17.9 64.3 18.2 7th=

Dover 68.3 18.2 70.8 14.9 3rd

Shepway 68.8 14.1 67.8 17.2 6th

The proportion of vulnerable pupils achieving a combined Level 4 in South Kent is 16.7%, which is 0.9% below the Kent gap of 17.6% in 2015. The gap has widened in Ashford by 0.3%, narrowed in Dover by 3.3% and widened in Shepway by 3.1%.

Closing the SEN Gap – 2015

District2014 SEN attainme

nt L4+ RWM

2014 Gap

2014 District Rank

2015 SEN

attainment L4+ RWM

2015 Gap

2015 Area / District Rank

Kent 42.3 47.3 N/A 37.6 51.7 N/A

South 41.8 48.3 2nd (out of 4

areas)

39.9 48.4 1st (out of 4

areas)

Ashford 35.3 54.4 11th 30.9 56.0 11th

Dover 42.1 49.7 8th 43.1 47.7 3rd

Shepway 49.3 39.7 1st 46.3 41.5 1st

Closing the Gender Gap – 2015District

2014 Female

attainment L4+ RWM

2014 Gap

2014 Rank

2015 Female

attainment L4+ RWM

2015 Gap

2015 Area/

District Rank

Kent 82.2 6.7 N/A 82.8 4.7 N/A

South 82.1 6.7 3rd (out of 4

areas)

81.4 4.0 2nd (out of 4

areas)

Ashford 81.7 9.5 11th 79.1 2.7 3rd

Dover 84.2 6.0 5th 83.9 5.3 8th

Shepway 80.7 4.0 3rd 82.2 4.7 6th=

Area and District Priorities• Closing the gap for disadvantaged pupils (Pupil Premium) and

those with additional needs (SEND)• Achievement in Mathematics• Achievement of more able children and proportions working above

expectation• Continue the work already started to improve outcomes in GPS

Ashford• Achievement in Reading

Dover• Closing the gender gap

Shepway• KS1 Achievement

Kent DirectionLaid out in: Vision and Priorities for Improvement 2015 – 2018

http://www.kent.gov.uk/data/assets/pdf_file/0016/6217/Education,-learning-and-skills-vision-and-priorities-for-improvement.pdf

Aims:• All pupils to attend a good school• Raise standards in all Key Stages and meet ambitious targets• Closing the achievement gap for disadvantaged pupils

Emphasis on:• Services for vulnerable groups• School to school support including KAH, collaborations and system

leadership• Joined up approach to district based working

National DirectionFor governors there is greater Emphasis on:• Governing bodies operating as ‘Executive Boards’ holding Headteacher to

account• Range of professional expertise being represented• Governors’ strategic role including input into, and agreeing, the SEF and

school improvement plan• Monitoring visits to evaluate implementation and impact of school

improvement plan • Demonstration of challenge of the Headteacher and other leaders• Impact of governance on standards• How governing bodies assess and meet their own training needs• Governors’ evaluation of their own performance and impact• Ensuring safeguarding arrangements are not just compliant but highly

effective

Thank you

National DirectionEducation and Adoption bill raises the profile of the responsibility of the Regional Schools’ Commissioner

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/450013/Considering_the_impact_of_the_Education_and_Adoption_Bill_provisions.pdf

Coasting schools eligible for intervention

‘Schools that are coasting by doing ‘just enough’ to avoid falling below the expected standard in any one year, will be eligible for intervention if they consistently fail to make improvements over time (3 years). We consider that these schools are not supporting their pupils to make the progress they should.’ DfE September 2015

From 2016 a coasting school will be defined as in which:

In 2014 and 2015 fewer than 85% of pupils achieved level 4 in reading, writing and mathematics and below the national median percentage of pupils make expected progress in reading, writing and mathematics, and in 2016 fewer than 85% of children achieve the new expected standard in reading, writing and mathematics.

NB Floor standard will remain at 65% in 2016

National DirectionSchools causing concern: Statutory Guidance for local authorities. January 2015

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/434047/Schools_Causing_Concern Jan2015_FINAL_24Mar.pdf

Statutory responsibility for LA if concerns are not being addressed promptly:• ‘The Local Authority should issue a warning letter, copied to Ofsted, unless there is a particularly

good reason not to’• Use statutory powers of intervention, if necessary

School causing concern defined as one with:• Low standards of performance of pupil (attainment and/or progress below floor or sudden drop, poor

achievement of disadvantaged pupils or low performance when compared with similar schools)• Leadership and management (including governance) prejudicing (or likely to prejudice) standards• Concerns over safety and/or safeguarding

Kent response is measured, balancing support with challenge:• Joint review meeting with SIA and Head of School Improvement for schools at risk of category / RI,

resulting in one of the following– Letter summarising concerns and agreed actions– Pre-warning Notice– Warning Notice

• High level of IA support and school to school support• Follow-up monitoring

Ofsted Update

Fiona WaindeSenior Improvement Adviser – South Kent

Primary

Area Ofsted Outcomes• 19 inspections in 2014/15 in the south

– 2 schools went from category to good (one in Dover, one in Shepway)– 4 schools went from RI to good (two in Ashford and two in Dover)– 1 school in Dover went from good to RI – 1 school in Shepway was judged for the first time as RI– 6 schools retained their good judgment (2 in Ashford, 3 in Dover and 1 in Shepway)– 1 school in Dover was judged to be good for the first time– 1 school in Dover moved from good to outstanding– 2 schools went from RI to outstanding (one in Dover and one in Shepway)– 1 school in Ashford retained its outstanding judgement

• Number of Category schools has decreased from 6 to 1 (4 converted, two moved to good)

• Number of RI Schools has decreased from 15 to 11

• Number of good schools increased from 67 to 73

• Number of outstanding schools increased from 12 to 15

• % of good and outstanding schools– Ashford 92.1% (from 82.5%) District rank 2– Dover 94.9% (from 87.5%) District rank 1– Shepway 78.1% (from 69.7%) District rank 9

Section 5 Current

Quality of teaching

The behaviour and safety of pupils

The achievement of pupils

Quality of leadership and management

Section 5

CIFQuality of teaching, learning and assessment

Personal development, behaviour and welfare of students

Outcomes for pupils

Effectiveness of leadership and management

Section 5

Key judgements: overall effectiveness effectiveness of leadership and management quality of teaching, learning and assessment personal development, behaviour and welfare outcomes for pupils

1 – 4 point scale as now

Judgements

Quality of teaching, learning and assessmentPersonal development, behaviour and welfare

Outcomes for pupils

EYFS or 16-19 study programme (can be higher than OE grade)

Leadership and management

OE

Frequency of inspectionFrom September, Ofsted will inspect good schools once every three years under a new short inspection model. - premise that the school or provider is still good- check that leaders have identified key areas of concern

and that they have the capacity to address them.- Focus on leaders’ vision and ambition for all children and

learners, how they set the culture and ensure that all learners – particularly the most disadvantaged – make strong progress from their different starting points.

- New short HMI led inspections for good schools - 7 out of 10 inspectors will be current practitioners leading

good or outstanding institutions

Risk assessment Normally in 3rd school year after the most recent inspection. Ofsted analyses: pupils’ academic achievement over time, taking account of

both attainment and progress pupils’ attendance the outcomes of any inspections, such as survey inspections,

carried out by Ofsted since the last routine inspection the views of parents, including those shown by Parent View qualifying complaints about the school referred to Ofsted by

parents any other significant concerns that are brought to Ofsted’s

attention.

Exemption Maintained primary and secondary schools and academies

judged outstanding at their most recent section 5 inspection can only be inspected under section 8 of the Education Act 2005

Outstanding special schools (including maintained special schools, special free schools, alternative provision academies and non-maintained special schools with residential provision), pupil referral units and maintained nursery schools are not exempt

HMCI has the power to inspect any exempt school at any time under section 8 if HMCI or the Secretary of State has concerns about performance

Exempt schools Exempt schools may be inspected where: there are safeguarding concerns, including a decline in the

standards of pupils’ behaviour a subject or thematic survey inspection raises more general

concerns Ofsted has received a qualifying complaint about a school

that, taken alongside other available evidence (specific powers under sections 11A-C of Education Act)

concerns are raised about standards of leadership or governance

concerns are identified about the breadth and balance of the curriculum

Exempt schools (continuedd)

Risk assessment identifies concerns about decline in performance

Section 8 inspection – if may no longer be outstanding can be converted to

section 5

Trainees in the school

Staff list must confirm if any NQTs or any trainees on placement including School Direct or School Direct (salaried) training routes

Inspectors should not take trainees’ performance into account when assessing quality of teaching, learning and assessment across school

Monitoring of RI schools

will be re-inspected under section 5 no later than the end of the term of 24th month after last inspection report

HMI monitoring inspection 3 – 6 months after report published

May be judged RI at second inspection – inadequate if not good after that

Short inspections – section 8

led by HMI for all secondary and large primaries notification period the same as section 5 Parent View used to gather views will not result in individual grade judgement will be converted to section 5 if inspector is unsure

if still good or could be outstanding (within 48 hours)

once had a short inspection, further short inspections at approximately 3 yearly intervals

Reporting on the short inspection

report in a letter format

judgement that the school is still providing a good

standard of education

Judgement that safeguarding arrangements are effective

any next steps the school should take

New inspection documents The new common inspection framework and handbooks for each of Ofsted’s remits come into effect from September 2015 for the inspection of schools, further education and skills and early years provision:

• The common inspection framework: education, skills and early years from September 2015

• School inspection handbook from September 2015 • School inspection handbook for inspections under Section 8 of the Educatio

n Act 2005 from September 2015• Further education and skills inspection handbook from September 2015 • Early years inspection handbook from September 2015 • Non-association independent school inspection handbook from September

2015

• Inspecting safeguarding in early years, education and skills from September 2015

Serco information (ISP)

Ofsted has also announced plans to recognise ‘exceptional leaders’.

Ofsted will send a letter to a leader who has played a key role in turning around other institutions acknowledging their leadership as exceptional.

A copy of this letter will go to the Secretary of State and Ofsted’s Annual Report will also feature those leaders who have been recognised in this way.

Emphasis of New Framework

Capacity of leaders at all levels to bring about sustainable improvementSome thoughts:• Leadership structure: roles, responsibilities and leadership time?• Involvement of middle and senior leaders in monitoring, improving the quality of teaching,

the SEF and improvement planning?• Senior/middle leaders understanding and use of data – their impact in closing gaps• How does performance of school relate to the SEF?• How is implementation and impact of items on improvement plan monitored and evaluated?• What happens to the results of performance management?• Monitoring of the quality of teaching and its follow-up including CPD• Leaders role in developing pride, ambition and confident learners• Leadership of the curriculum (rationale for design, involvement of stakeholders, use to raise

aspirations, evaluation of its impact, what information is shared with parents…)

Emphasis of New Framework

Safeguarding:

Not just about compliance but about effectiveness

Governing Body to:• ‘Walk the floor’ an consider if you feel safeguarding has a visible profile in school• Regularly monitor the single central register• Experience relevant staff training and induction, and monitor their frequency• Check colleagues understanding of the latest safeguarding updates, especially

Prevent and response to allegations against staff (including the Headteacher)• Monitor staff understanding of the whistle-blowing policy• Consider a safeguarding audit• Ensure policy reflects April 2015 changes ( ask IA to look at it)• Regularly monitor the single central register

Emphasis of the New Framework

Provision and outcomes for disadvantaged pupils - closing the performance gap

Success indicators:• Quality first teaching• High expectations by all staff – ‘can do culture’• Interventions to fill gaps and accelerate progress• Regular monitoring of impact interventions (each session)• Use of data to inform planning

Preparation for inspection

Good schools have only one day to show they are still good, underpinning the importance of:

• Brevity of written and verbal information - ‘Less is more’, ‘know the wood from the trees’….

• Staff and students showing pride and ambition• Demonstrating leadership capacity at all levels• Articulating a clear understanding of what the data shows• Summarising strengths and actions to address weaknesses confidently• Having a concise, accurate and highly evaluative SEF• Effective school improving planning with targets, milestones and

monitoring of impact• Keeping the focus on the things that make the difference to the judgments• First impressions

Thank you for your participation – any questions?

In the news …

Tina GimberGovernor Support

& Development Officer

Autumn 2015

Leadership and Governance SupportEdukent Service Level Agreement:

http://www.edukent.co.uk/images/uploads/misc_files/EduKent_School_Improvement_Support_April_2015_Web.pdf• Support for HT recruitment• Initial Advice and Guidance via the Area School Governance Officer

Leadership and Governance SLA:

http://www.edukent.co.uk/images/uploads/misc_files/Governor_Services_SLA_2015_Rev_email_add.pdf• Package 1

Best value for money and the most popular package. • Package 2

Pay as you go• Other services, such as a Review of Governance, Projects - at an additional cost, refer to

SLA

Governor Training Brochure:

http://www.kelsi.org.uk/__data/assets/pdf_file/0003/37524/Governor-and-Clerk-Professional-Development-Programme-April-15-to-March-16.pdf

AOBComplaints - new guidance for 2015 found at:

Schools: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/346867/School_Complaints_Toolkit_2014.pdf

Academies:

https://www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure/putting-in-place-a-complaints-procedure

Review the school website:

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online

Publishing business interests • the names of the governors, personal relationships, details of other

establishments where a governor/trustee/member, declared interests must be published on the school website.

• This was expected by 1 September 2015• New model Code of Conduct August 2015 to include the above expectations

(see NGA website/KELSI)• https://www.gov.uk/government/uploads/system/uploads/attachment_data

/file/459032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guidance....pdf

AOB• Joint governor panels must be agreed in advance - model terms of

reference on KELSI.• New Monthly Governor update - have you received it?• Clerking service is recruiting - over 90 clerks employed by KCC Clerking

Service in over 200 schools.• Clerk’s appraisal - has the Chair scheduled this?• British Heart Foundation CPR training pack for secondary schools

http://www.bhf.org.uk/lifesavers. • NGA website - a really useful tool, does your GB subscribe?• Free School Governor Dashboard Webinar - FFT Governor Dashboard

free webinar – extra sessions have been added to the autumn term - https://events-emea2.adobeconnect.com/content/connect/c1/1312108187/en/events/event/shared/default_template/event_landing.html?sco-id=1390144598

• The end of Stakeholder Governance? - see consultation at www.nga.org.uk/events.aspx