holiday inn governor training powerpoint 18 10 16 · 2018-10-08 · encouraged to – expect the...

Welcome

“You will be blessed, because they cannot repay you.”

Luke 14:14

Diocese of Newcastle

Guardians of the visionAs Joshua Watson realised two hundred and fifty years ago schools are key shapers of society. This means that the role of governor as a guardian of the vision has never been more important than it is today.

Joshua Watson was a wine merchant, philanthropist and a prominent member of the High Church Party that founded the “National Society for Promoting the Education of the Poor in the Principles of the Established Church of England and Wales”


The Church’s Mission in Education

• Church schools stand at the centre of its mission. Education of 1 million children.

• At this time of educational change, the Church as a major provider of schools needs to strengthen and clarify the assertion of this role at governmental, synodical, diocesan and local levels. This approach is essential if the Church’s mission and ministry to education through its school system is to thrive.

• The Church as a whole is called to recognise the forthcoming challenges and opportunities fully to meet the needs and expectations of all children in the Church school system.


Director of Education

Jeremy Fitt

Bursar

Eileen Bell

Assistant Director of

Education

(Legal and Governance)

Liane Atkin


Education, School

Effectiveness

Anne Vernon

Administrator

Suzanne Keenan

Administrator

Lisa Padgett

Diocesan Boards of Education

Joint Education Team

Director of Education

Paul Rickeard

PA to Director of

Education

Susie Taylor

Consultant serving

Head Teachers and

advisors (part-time)


Education, School

Effectiveness

Jo Warner

Diocese of NewcastleSeptember 2016

RE Advisor

Margaret Gibson

(Part-time)

RE Advisor

Caroline Weir

(Part-time)

Organagram

The Distinctiveness of provision

• A strong and distinctive “brand” of schools and proved it can manage them successfully.

• Distinctiveness is about more than organisational arrangements and designation as a school of religious character.

• High-quality religious education (RE) and collective worship should continue to make major contributions to the Church school’s Christian ethos, to allow pupils to engage seriously with and develop an understanding of the person and teachings of Jesus Christ.

• The drive for excellence and effectiveness in Church schools is paramount, but not merely because the Government says so. The enabling of every child to flourish in their potential as a child of God is a sign and expression of the Kingdom and is at the heart of the Church’s distinctive mission.

• Opportunities for new Church schools


Rethinking of partnerships

• Church schools have always worked in partnership with local and central government, but in the future will have to include new and different partners.

• Strengthening of partnerships between parishes and their local schools

• Small rural Church of England schools face additional challenges in the current environment. The Church has a responsibility to urgently advise heads and governors of appropriate ways forward.

• Ecumenical collaboration in education, which is already well established with Methodists and Roman Catholics, could be further expanded where appropriate to provide strong Christian or multi-faith schools.


The Future• Pupils in Church schools and their parents are entitled to – and should be

encouraged to – expect the highest standards of teaching and opportunities for learning.

• Church schools must be responsive to parents and the communities they serve while celebrating their distinctive Christian ethos. More than ever, as economic pressures drive a utilitarian approach to education, children in Church schools should experience Christianity as part of their moral and spiritual development, reflected throughout the curriculum.

• The opportunities afforded by such significant changes should be grasped confidently. The Church needs to review current provision and address any constraints in terms of capacity and resourcing at the diocesan and national levels. The chance further to reinvigorate the Church of England school system and to reconfirm and refresh its vital importance to children, young people and their families is an opportunity that must under no circumstances be missed.


Our vision for our specific work in

education through church schools is for:• Each and every child and young person achieving their full potential, by accelerating the

pace of their learning across the curriculum.

• Church schools to enable children and young people to have a lively, intelligent and creative engagement with the Christian faith within the setting of a Christian community

• Church schools being the very best they can be spiritually, socially and academically.

• The Christian Faith lived out in practice to make a real difference in the attainment of high standards for each child and young person according to their ability.

• Clergy being fully equipped to serve their local schools, including church schools.

• Governors whom the church appoints being able to ensure that every school does the very best it can in every aspect of its life, including excellence in progress and attainment.

• Staff flourishing, including head teachers, teachers and support staff, developing to their fullest potential and being influenced by the Christian ethos

• The dioceses to make it a priority to offer the highest quality of education in hard-pressed parts of the North East.


• Ofsted – HMI Belita Scott

• Mechanics of Governance

• Roles and Responsibilities of Governors

• Monitoring of and SIAMS Section 48

• Have you seen…

• Q and A

Training tonight…


HMI Belita Scott,

Ofsted National Lead on Governance


There are many types of schools and there

are different types of governor…

• Voluntary Aided

• Voluntary Controlled

• Academy

• Foundation

• Community

• Free School – Academy in disguise

• Grammar


Types of Governor

•What are the different types of governor?


Category of

school

Make up of

Governing

Body

Ownership of

capital assets

Staff

appointments

Curriculum Legal Status Approximate

number in

England and

Wales

Voluntary Aided

(VA)

Foundation

governors

outnumber other

governors

Charity, religious

group or governing

body (usually the

DBE)

Made by

Governing Body

National

Curriculum

Maintained 1891

Voluntary

Controlled (VC)

Local Authority

governors in the

majority;

potentially only 2

or 3 foundation

governors

Local authority Made by local

authority

National

Curriculum

Maintained 2255

Academy According to

Charitable

company

documents

Charity, religious

group or governing

body (usually the

DBE)

Made by

Governing Body

Can determine

own curriculum

Academy 575

Foundation School According to Trust

deed

Charity, religious

group or governing

body (usually the

DBE)

Made by

Governing Body

Can determine

own curriculum

Maintained 34


What is the status of the governing

body?

• Voluntary schools and academies are corporate bodies with exempt charitable status

• Protected from personal liability provided act reasonably, honestly and in good faith

• Individual governors no power to act on behalf unless specific delegation


How do Governors make decisions?

• Independent view/perspective

• Corporate responsibility

• New governors

• Chairs Action


All church school governors should

• Conduct themselves in line with the Nolan principles

• Seek to uphold the Christian foundation of the school

• Determine overall strategic direction of the school but take care not to become too involved in management

• Foster positive and effective partnerships between the governing body, Head Teacher and senior management team


Communication and confidentiality

• Confidential items

• Published minutes

• Withdrawal from meetings


Role of the Chair

• At meetings

• Chair’s role generally

• Vice Chair


Responsibilities of parent and staff

governors?

• Delegate or representative?

• Special concern for issues which affect those elected by

• Channel for concerns


Role of Foundation Governors

• Every governor whether appointed, elected or ex-officio has same duties and responsibilities

• Particular concern for RE and collective worship

• Financial decisions

• Maintenance of links

• Character of school


Role of Foundation Governors-upholding

character and ethos

• What aspects of school life could foundation governors oversee which contribute to the ethos of the school?


What is a “critical friend”?• Recognises and celebrates the achievements and strengths of

the school

• Knows where there are weaknesses and where the school is not performing as well as it should be

• Give support and encouragement in bringing about improvements

• Is fully involved in plans for developments and improvements

• Maintains the balance between support and challenge


School Visits


• Clear agreed aims – what do you hope to get out of the visit

• Clear channels of communication• Careful planning

• Empathy

SIAM’s Section 48 Inspections

• Additional inspection which is carried out with the principle objective of evaluating the principal objective of evaluating the distinctiveness and effectiveness of the school as a Church School.

• Four possible grading's:

�Outstanding

�Good

�Satisfactory

�Inadequate


Areas Inspected:• How well does the school, through its distinctive Christian

character, meet the needs of all learners?

• What is the impact of collective worship on the school community?

• How effective is the Religious Education? – VA Schools only

• How effective are leadership and management of the school as a church school?


How well does the school, through its distinctive Christian character, meet the needs of all learners?Inspectors must evaluate:

• How well the Christian Character contributes to the academic achievement, personal development and wellbeing of all learner, regardless of their ability or background.

• How well the Christian character supports the moral, social and cultural (SMSC) development of all learners whether they are Christian, of other faiths, or of none.

• How effectively the distinctively Christian character shapes the relationships between members of the school community.

• How well the Christian character promotes an understanding of and respect for diverse communities

• The contribution of religious education to the character of the school.


What is the impact of collective worship on the school community?Inspectors must evaluate:• The extent to which collective worship is distinctively Christian and central to the

life of the school community.• How well collective worship enables the participants to develop an

understanding of Jesus Christ and the Christian understanding of God as Father, Son and Holy Spirit.

• How well collective worship is relevant to, and makes a difference to the lives of all members of the school community.

• How well collective worship develops personal spirituality within the school community through a range of experiences.

• How effectively the school community is involved in the planning, leader and evaluation of collective worship.

• The extent to which opportunities for prayer contribute to the spiritual development of the school community.


How effective is Religious Education?

Inspectors must evaluate:

• The achievement of learners in RE

• The effectiveness of the curriculum in RE and especially the teaching of Christianity

• The effectiveness of the leadership and management of RE


Inspectors must evaluate:

• The extent to which leaders articulate an explicit Christian vision that has impact on standards of achievement, the distinctively Christian character of the school and the well-being of the whole school community.

• If the arrangements for RE and collective worship meet statutory requirements (daily worship and minimum 5%).

• The extent to which leaders secure the impact of the vision through evaluation and strategic planning.

• How well leaders prepare for future leadership across church schools.

• The effectiveness of partnerships with the church, the diocese/district and the wider community, including the parents and carers.


How effective are leadership and management

of the schools as a church school

Have you seen….

• The relevant edition of the DfE governors' handbook;• A copy of the Instrument of Government;

• A list of members of the governing body, giving name, type of governor, date of appointment and, if agreed, telephone number;

• The governing body’s agreed procedures or standing orders;

• A list of committees and working parties of the governing body, with membership and terms of reference;

• A copy of the staffing structure of the school, showing names of teachers and other staff, subjects (or years) taught and other responsibilities;

• The school’s current prospectus;

• The current development plan or summary of the plan;• The most recent governing body report to parents;


Have you seen….continued…

• The most recent Ofsted and Denominational inspection report on the school;• The action plans relating to the inspections;

• A list of all the policies adopted by the governing body and information on how copies can be obtained;

• Information about governors visits to the school and how they are managed;

• A calendar of governing body and committee meetings, school terms and holidays; and major school events for the current year.

• For new governors:• A plan of the school;

• The minutes of the most recent governing body meetings. It may be helpful to brief a new governor if there are any difficult of contentious decisions being made by the governing body.


•Discussion and Questions


holiday inn governor training powerpoint 18 10 16 · 2018-10-08 · encouraged to – expect the...

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