Governors Briefing November 2015 Diocese of Shrewsbury Department of Education Introductions What school do you represent? Challenges facing your school? Diocese of Shrewsbury Department of Education Items to Be Covered Changes Effective from the Autumn Term Governors Details on School Website Audit of Website Revised Ofsted Framework and Governors Diocesan Personnel Guidance from CES New GCSE in R.E. Buildings Building Fund Insurance Diocesan Website Support for Governing Bodies Changes Effective from Autumn Term These changes have been taken from Timelines for schools: mandatory and useful information (DfE) https://www.gov.uk/government/collections/mandatory-and-useful- timelines-information-for-schools Diocese of Shrewsbury Department of Education NEW September 2015: staffing Keeping children safe in educationKeeping children safe in education is statutory guidance for all schools and colleges. Statutory guidance sets out what schools and local authorities must do to comply with the law. You should follow the guidance unless you have a very good reason not to. We updated the guidance to reflect the new prevent duty and mandatory reporting of female genital mutilation in July We also provided more information on the admission register and children that go missing from education. We are considering policy changes to the guidance, and, subject to the governments priorities, will run a public consultation that will start in September Changes Effective from Autumn Term NEW September 2015: curriculum and qualifications National curriculum levels will no longer apply to statutory assessment. The Commission on Assessment Without Levels has published advice and support for schools in developing new approaches to assessment. https://www.gov.uk/government/publications/commission-on-assessment-without- levels-final-report Changes Effective from Autumn Term UPDATED September 2015: curriculum and qualifications Reformed accountability measuresReformed accountability measures will apply to the results of pupils starting key stage 4 in September 2014, and finishing year 11 in summer term A new progress measure based on results in 8 qualifications will be the main accountability measure for secondary schools (replacing 5 A* to C grades). These reforms will apply to schools that have opted in a year early for results in summer Changes Effective from Autumn Term NEW September 2015: curriculum and qualifications Sixth-form students taking 1-year GCSE English or maths courses in September 2015 must enrol on one of the existing GCSE courses. Those starting 2-year courses in September 2015 or any course in September 2016 must enrol on the new GCSE course. From September 2015, full-time students holding a grade D GCSE in English and/or maths must enrol on GCSE English and/or maths for that students place to be funded. The Education Funding Agency (EFA) published guidance on maths and English conditions of funding post 16published guidance on maths and English conditions of funding post 16 Changes Effective from Autumn Term NEW September 2015: curriculum and qualifications The new key stage 4 English and mathematics programmes of study, set out in the revised national curriculum framework document, come into effect.revised national curriculum framework document Changes Effective from Autumn Term NEW September 2015: finance Local authorities will receive their first instalments of the primary PE and sport premium for distribution to local-authority-maintained schools on 29 October Academies and free schools will receive their payments directly from the Education Funding Agency (EFA) on 2 November. Schools should read the revised grant conditions and guidance. revised grant conditions and guidance Changes Effective from Autumn Term UPDATED October 2015: governance A new timetable for admission authorities to change and determine their admission arrangements will apply from October. We introduced these changes in the 2014 School admissions code. The important dates for the autumn term are: 1 October to 31 January; any consultation on admission arrangements must take place for a minimum of 6 weeks between these dates.School admissions code Changes Effective from Autumn Term School Websites Governors hold an important public office and their identity should be known to their school and wider communities. In the interests of transparency, a governing body should publish on its website up-to-date details of its governance arrangements in a readily accessible form**. (NB**Readily accessible means that the information should be on a webpage without the need to download or open a separate document.) This should include: a) the structure and remit of the governing body and any committees, and the full names of the chair of each; b) for each governor who has served at any point over the past 12 months: their full names, date of appointment, term of office, date they stepped down (where applicable), who appointed them (in accordance with the governing bodys instrument of government), relevant business and pecuniary interests (as recorded in the register of interests) including: governance roles in other educational institutions; any material interests arising from relationships between governors or relationships between governors and school staff (including spouses, partners and close relatives); and their attendance record at governing body and committee meetings over the last academic year. School Websites Governing bodies should also publish this information for associate members, making clear whether they have voting rights on any of the committees to which they have been appointed. Governing bodies should make it clear in their code of conduct that this information will be published on their governors and any associate members. Any governor failing to provide information to enable the governing body to fulfil their responsibilities may be in breach of the code of conduct and as a result be bringing the governing body into disrepute. In such cases the governing body should consider suspending the governor. School Websites Audit of Website Required (Information required by statutory guidance to be published online.)statutory guidance Information about each governor and any associate members (Since March 2015) their name their category of governor which body appoints them their term of office the names of any committees the governor serves on details of any positions of responsibility, such as chair or vice-chair of the governing body or a committee of the governing body. Register of governors interests (From September 2015) should set out the relevant business interests of governors and details of any other educational establishments they govern should also set out any relationships between governors and members of the school staff including spouses, partners and relatives Audit of Website Statutory (Information required by legislation to be published online)legislation School contact details your schools name your schools postal address your schools telephone number the name of the member of staff who deals with queries from parents and other members of the public Admission arrangements Either: publish your schools admission arrangements, explaining how you will consider applications for every age group, including: arrangements you have in place for selecting the pupils who apply your oversubscription criteria (how you offer places if there are more applicants than places) an explanation of the process parents need to follow if they want to apply for their child to attend your school Or: publish details of how parents can find out about your schools admission arrangements through your local authority Audit of Website Ofsted reports Either: publish a copy of your schools most recent Ofsted report Or: publish a link to the webpage where users can find your schools most recent Ofsted report Exam and assessment results Most 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 Audit of Website 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 tables A link to the DfE school performance tables website.DfE school performance tables website Curriculum the content of the curriculum your school follows in each academic year for every subject (see analysis of specific subjects below) the names of any phonics or reading schemes you are 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 your school is following Audit of Website Pupil premium You must publish details of how your school spends its pupil premium funding and the effect this has had on the attainment of the pupils who attract the funding.pupil premium funding your pupil premium allocation for the current academic year details of how you intend to spend your allocation details of how you spent your previous academic years allocation how it made a difference to the attainment of disadvantaged pupils NB The funding is allocated for each financial year, but the information you publish online should refer to the academic year, as this is how parents and the general public understand the school year. As allocations will not be known for the latter part of the academic year (April to July), you should report on the funding up to the end of the financial year and update it when you have all the figures. Year 7 literacy and numeracy catch-up premium If your school receives year 7 literacy and numeracy catch-up premium funding, you must publish details of how your school spends this funding and the effect this has had on the attainment of the pupils who attract it.year 7 literacy and numeracy catch-up premium funding your year 7 literacy and numeracy catch-up premium allocation for the current academic year details of how you intend to spend your allocation details of how you spent your previous academic years allocation how it made a difference to the attainment of the pupils who attract the funding Audit of Website PE and sport premium for primary schools If your school receives PE and sport premium funding, you must publish details of how your school spends this funding and the effect it has had on pupils PE and sport participation and attainment. your PE and sport premium allocation for the current academic year details of how you intend to spend your allocation details of how you spent your previous academic years 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) report If your school is a maintained school, then your governing body must publish a report on the schools policy for pupils with SEN. The report must comply with: section 69(2) of the Children and Families Act 2014 regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014 The report must include details of: your schools admission arrangements for pupils with SEN or disabilities the steps you have taken to prevent pupils with SEN from being treated less favourably than other pupils access facilities for pupils with SEN the accessibility plan your governing body has written in compliance with paragraph 3 of schedule 10 to the Equality Act 2010 Audit of Website Charging and remissions policies The policies must include details of: the activities or cases for which your school will charge pupils parents the circumstances where your school will make an exception on a payment you would normally expect to receive under your charging policy Values and ethos A statement of your schools ethos and values. Audit of Website Desirable A domain name that makes sense to visitors (eg stcustardsprimary.sch.uk not wearetheprovidersofeducationinyourvillage.com) Headteachers name with first name or initial (Mrs J Smith or Mr Richard Jones) Name of whoever is actually most likely to answer the phone Names of staff, including teachers, teaching assistants, midday supervisors, caretaker, with responsibilities (Head of Y6, SENCO, Science Coordinator) Google maps link. Directions, especially if parking or access are complicated. Information about disabled access Events calendar (eg sporting fixtures, concerts, Book Day, non-uniform day) Term dates for the next two years Times of school day, lessons, and assemblies After school clubs, and extra curricular activities Complaints policy A link to your VLE, with instructions on how to get a parents password Newsletter and copies of letters to parents Audit of Website Link to Parent View 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. Your twitter feed, if you have one. Uniform list, with contact details for local suppliers (& downloadable order form) Downloadable permission slips for school trips (not legally necessary) A homework timetable, with handing in dates. Spellings lists. A list of governors, with a pen sketch of their experience, and photographs. Contact details for the GB via the clerk, the chair or the school? Annual Governance statement, including a record of governors attendance at meetings, and an assessment of the effectiveness and impact of the board and any committees with details of any particular challenges that have arisen Governors page, with information about the role of the governing body, how to become a governor, forthcoming meeting dates and non-confidential minutes Information about the PTA or Parents Forum Gallery of childrens work Links to Local Authority Schools website and Gov.UK education pages This weeks lunch menu Snow and bad weather policy, with a link to the local radio station Snow Line School policies: Anti-bullying policy 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, the Governors Handbook, NGA, and training courses.Governors Handbook NGA A governors blog Audit of Website A link to the audit document can be found oncontent/uploads/2014/04/Audit-of-school-website-RAG-check-list- template.docx Ofsted Meeting those responsible for governance Inspectors will always seek to meet those responsible for governance during the inspection. This includes maintained school governors, proprietors, academy trustees or members of the schools local board. In a multi-academy trust, this is likely to include members of the local governing board or advisory board at school level as well as the multi-academy trust trustees. This is particularly important where there is limited delegation by the board of governance functions to school level. It is also important where another authority has governance functions if schools are combined in managed groups or federations. The contribution of governors to the schools performance is evaluated as part of the judgement on the effectiveness of leadership and management. As with the meetings between inspectors and pupils, parents and staff, meetings with governors should take place without the headteacher or senior staff. Ofsted Governance Many schools are cooperating as groups, federations or chains, with an overarching board and chief executive officer that assume some of the responsibilities formerly shouldered by the individual school governing body. In the case of such extended management and governance arrangements, inspectors will seek evidence of the impact of the overarching board and its staff, as well as the schools local board, committee or governing body where there are relevant delegated responsibilities. Where a childrens centre is managed directly by the schools governing body, inspectors will consider the impact of any judgements about the childrens centre or the services and activities offered through or by the centre, in judging leadership and management. Inspectors will report on the achievement of disabled pupils and those who have special educational needs. This includes reporting on the pupils in any specialist resource provision managed by the governing body and the extent to which the education the school provides meets the needs of these pupils. Ofsted Inspectors will recommend an external review if governance is weak. Under What the school should do to improve further, inspectors should use the following words in the report: An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved. The school should decide how this review will take place and commission it. Reviews should be developmental. They do not represent a further inspection, although inspectors will follow up on the review during any subsequent inspection. Full details of what might be the form and nature of such reviews can be found at:school-governancewww.gov.uk/reviews-of- school-governance Outstanding (1) Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary. Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition. The schools actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics. Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils. Ofsted Leaders and governors have a deep, accurate understanding of the schools effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas. Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers improvement. Teaching is highly effective across the school. Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils. The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning. Ofsted Pupils spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the schools work. Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour. Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan. Leaders work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staffs vigilance, confidence and competency to challenge pupils views and encourage debate. Ofsted Good (2) Leaders and governors have an accurate and comprehensive understanding of the quality of education at the school. This helps them plan, monitor and refine actions to improve all key aspects of the schools work. Leaders and governors use performance management effectively to improve teaching. They use accurate monitoring to identify and spread good practice across the school. Governors hold senior leaders stringently to account for all aspects of the schools performance, including the use of pupil premium and SEN funding, ensuring that the skilful deployment of staff and resources delivers good or improving outcomes for pupils. Leaders consistently promote fundamental British values and pupils spiritual, moral, social and cultural development. Ofsted Leaders promote equality of opportunity and diversity, resulting in a positive school culture. Staff and pupils work together to prevent any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour. Safeguarding is effective. Leaders and staff take appropriate action to identify pupils who may be at risk of neglect, abuse or sexual exploitation, reporting concerns and supporting the needs of those pupils. Leaders protect pupils from radicalisation and extremism. Staff are trained and are increasingly vigilant, confident and competent to encourage open discussion with pupils. Requires improvement (3) Leadership and management are not yet good. Safeguarding is effective. Ofsted Inadequate (4) Leadership and management are likely to be inadequate if one or more of the following apply: Capacity for securing further improvement is poor and the improvements leaders and governors have made are unsustainable, have been implemented too slowly or are overly dependent on external support. Leaders are not doing enough to tackle poor teaching, learning and assessment, which significantly impairs the progress of pupils, especially those who are disadvantaged, disabled or have special educational needs. Leaders are not aware of or are not taking effective action to stem the decline in the progress of disadvantaged pupils. The unbalanced and poorly taught curriculum fails to meet the needs of pupils or particular groups of pupils. Pupils are entered for public examinations inappropriately early. The range of subjects is narrow and does not prepare pupils for the opportunities, responsibilities and experiences of life in modern Britain. Ofsted Leaders are not taking effective steps to secure good behaviour from pupils and a consistent approach to discipline. Leaders and governors, through their words, actions or influence, directly and/or indirectly, undermine or fail to promote equality of opportunity. They do not prevent discriminatory behaviour and prejudiced actions and views. Safeguarding is ineffective. The schools arrangements for safeguarding pupils do not meet statutory requirements, or they give serious cause for concern. Insufficient action is taken to remedy weaknesses following a serious incident. Leaders and governors are not protecting pupils from radicalisation and extremist views when pupils are vulnerable to these. Policy and practice are poor, which means pupils are at risk. Ofsted Diocesan Personnel Director of Education : Very Rev Canon David J Roberts Director of Schools : Mr Damian Cunningham Assistant Director of Schools : Sister Patricia Goodstadt Assistant Director of Schools : Mrs Colette Garner Assistant Director of Schools : Mrs Sue Hudson Assistant Director of Schools : Mrs Julie Johnson Assistant Director of Schools : Mrs Ann Welsh (Primary Religious Education) Assistant Director of Schools : Mrs Pat Barker (Secondary Religious Education) Education Consultant : Mr Alex Scott (Retires December) S48 Co-ordinator (Primary) : Mrs Ann Kelly S48 Co-ordinator (Secondary) : Mr John McCann Chaplaincy Co-ordinator : Mrs Cath Duffy CCRS Co-ordinator : Mrs Rowena Nield PA to the Director of Schools: Miss Sue Jenkinson Schools and Academies Finance : To be appointed Governance and Academies Manager: To be appointed Website and Data Assistant : Mr Jake Murphy Latest Guidance from CES The Memorandum sets out as a minimum requirement, that in all Catholic schools the Headteacher, Deputy Headteacher and the Head or Co-ordinator of Religious Education must be a practising Catholic. The Memorandum has been updated to reflect the fact that there are different emerging terms for senior school leaders, such as Head of School, Executive Head, Associate Headteacher etc, and the Bishops Memorandum has been amended to reflect the fact that those with overall responsibility for the day to day management of the school, and the person who is the second most senior person in the leadership team, regardless of the descriptor applied to their role, will be required to be practising Catholics. The Memorandum also refers to the employment of practising Catholics for other teaching posts within the school as being a high priority whilst recognising the contribution of teachers of other traditions Memorandum on Appointment of Teachers FINAL Diocese of Shrewsbury Department of Education Latest Guidance from CES The governing body, as the employer, is required to ensure that the CES model documents are used in their school. Furthermore they are required to ensure that provisions of the contractual documents are fulfilled and to take steps in relation to any breaches of contract, taking advice from their diocese. The CES model workplace policies provide that where disciplinary allegations concern misconduct which could bring the Catholic character of the school into disrepute, then the school must notify the diocese.Diocese of Shrewsbury Department of Education New GCSE in R.E. New GCSEs are being introduced and Schools must: 1. A study of Catholic Christianity as Religion 1 2. A 50% study of Catholic Christianity, covering all four topics: Beliefs and teachings Practices Sources of Wisdom and Authority Forms of Expression and Ways of Life 3. A study of Judaism as Religion 2 The remaining quarter of the GCSE can either comprise a study of text or a study of philosophy and ethics, and we recommend this should be a free choice for schools. There are only two specifications which are compliant with the Bishops conferences recommendations and these are: AQA specification B Edexcel specification A Diocese of Shrewsbury Department of Education Buildings The buildings are the property of the trustees and as such all capital works must be approved by the Diocese, by referral to Richard Crawford. Richard will assess the scope of the works and if necessary engage the Diocesan building consultants Schools sometimes believe it is best value to use a local firm. Foundation Governors are appointed to uphold the wishes of the Bishop and Trustees, and as such must follow these procedures. Diocese of Shrewsbury Department of Education Building Fund The building fund was established to ensure that all schools are able to access Government funding for capital project,s even if they cannot afford the 10% chargeable to VA schools, and have access to the services of the Diocesan surveyor The Building fund will pay the 10% for a school on any capital projects funded through LCVAP- and ensure high quality building advice to schools All schools are asked to make an annual contribution of 15 per students to ensure that there is a central fund to pay the 10% of all LCVAP projects Academies pay 5 per student to ensure the services of the Diocesan surveyor on all capital projects. Schools are encouraged to ask parents for voluntary contributions towards the school contribution and it is expected that the shortfall is made up from the school budget. Foundation Governors should ensure that schools have paid their Building Fund Contribution. The Diocese will re-launch the building fund in the Spring Term Diocese of Shrewsbury Department of Education Insurance Currently the vast majority of LAs cover insurance at 90% Schools must take out a policy for the other 10% to protect the Trustees assets. Some Local Authorities will offer 100% cover and schools then see this as better value and so do not understand why they must pay the trustees policy. Local authorities have no insurable interest in the 10% and so LA cover is most likely null and void for this element. As with all insurance, the detail of policy and what it covers varies immensely. The trustees must seek a level of cover that they believe is satisfactory and use, as do many other local dioceses, Catholic Church Insurance Association (CCIA) to provide that cover. Foundation Governors need to ensure that the CCIA policy is paid. The trustees have decided to introduce on a rolling programme for 100% insurance so as to protect their assets. Diocese of Shrewsbury Department of Education Diocese of Shrewsbury Department of Education Diocesan Website Governors Page Diocese of Shrewsbury Department of Education Diocesan Website Drop Down Menu Diocese of Shrewsbury Department of Education Diocesan Website Diocese of Shrewsbury Department of Education Diocesan Website Diocese of Shrewsbury Department of Education Diocesan Website Diocese of Shrewsbury Department of Education Diocesan Website Diocese of Shrewsbury Department of Education Diocesan Website Diocese of Shrewsbury Department of Education Training and support from the Diocese