tag:blogger.com,1999:blog-71704453559260551462024-03-18T03:03:17.847+00:00School GoverningAll things relating to School Governors & Governance in the UK. I am a Chair of Governors at a small primary school plus a Parent Governor Representative on a County Council Education Select Committee. All views are my own!Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.comBlogger420125tag:blogger.com,1999:blog-7170445355926055146.post-17372931556140471222012-06-20T20:00:00.000+01:002012-06-20T20:00:05.893+01:00School prospectus is ditched but requirement to publish more online<br />
<span style="font-family: Arial, Helvetica, sans-serif;">As part of the Government's commitment to free all schools from unnecessary bureaucracy, it has also been agreed to remove the duty on schools to produce an annual school prospectus or to have a curriculum policy, to avoid duplication of effort, and unnecessary cost.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">With the increased freedoms afforded schools, however, there has to be increased transparency and accountability to ensure parents continue to receive the information they need to make the best decisions and choices about their children’s education and for communities to hold schools to account. As such, rather than publishing a School Profile, curriculum policy or annual prospectus, it is the Government's intention to introduce new regulatory requirements for schools to publish key information online. This will include information:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">About their admissions and special educational needs policies</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Details about the school’s curriculum by year and by subject</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Information about the impact of the Pupil Premium (school-wide)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Reading schemes.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">For those parents who cannot access the internet or who find hard copies of materials more accessible, the regulations will require schools to provide a hard copy where parents request it - this can be simply met by printing a hard copy of the online information. Subject to the secondary legislation being passed, this new requirement will take effect from the beginning of the 2012/13 academic year i.e. September 2012</span><br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-26879558037263429892012-06-18T20:00:00.000+01:002012-06-18T20:00:06.569+01:00School Teachers’ Appraisal Regulations 2012 (England)<span style="font-family: Arial, Helvetica, sans-serif;">The Education (School Teachers’ Appraisal) (England) Regulations 2012 (the Appraisal Regulations) which replace the Education Regulations 2006 come into force on 1st Septemebr 2012.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Schools must have an appraisal policy for teachers and a policy, covering all staff, which deals with lack of capability. This model policy applies only to teachers, including headteachers, but schools might wish to adapt it for use with all staff. </span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">It is good practice for schools to consult staff on their appraisal and capability policies. The DfE model policy has been provided as an optional resource for schools and others to which they can refer as they wish as they review and develop their own policies.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Download DfE Model Policy </span><a href="https://www.education.gov.uk/publications/standard/Download?DownloadPublicationReference=DFE-00055-2012&DownloadItemReference=Teacher%20appraisal%20and%20capability%20-%20A%20model%20policy%20for%20schools(DfES%20Online%20Store)&DocumentType=PDF&Url=%2Fpublications%2FeOrderingDownload%2FTeacher%20appraisal%20and%20capability%20-%20model%20policy.pdf"><span style="font-family: Arial, Helvetica, sans-serif;">https://www.education.gov.uk/publications/standard/Download?DownloadPublicationReference=DFE-00055-2012&DownloadItemReference=Teacher%20appraisal%20and%20capability%20-%20A%20model%20policy%20for%20schools(DfES%20Online%20Store)&DocumentType=PDF&Url=%2Fpublications%2FeOrderingDownload%2FTeacher%20appraisal%20and%20capability%20-%20model%20policy.pdf</span></a><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The Education (School Teachers’ Appraisal) (England) Regulations 2012</span><br />
<br />
<a href="http://www.legislation.gov.uk/uksi/2012/115/contents/made"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.legislation.gov.uk/uksi/2012/115/contents/made</span></a><br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-79858306803767045322012-06-17T10:00:00.000+01:002012-06-17T10:00:06.333+01:00The Ofsted Cut and Paste Inspections<span class="storyTop ">
<span style="font-family: Arial, Helvetica, sans-serif;">Education standards watchdog Ofsted is facing allegations of conducting "cut
and paste" inspections after identical sentences and phrases were used in two
reports on failing schools.</span></span><br />
<br />
<div class="body " peppycount="112">
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><span style="font-family: Arial, Helvetica, sans-serif;">Both schools – Belvedere Junior in Bexley, south-east London, and Malmesbury
Primary in Tower Hamlets, east London – were visited by David Shepherd, the same lead
inspector. </span><br />
<br />
<a href="http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/101425"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/101425</span></a><br />
<br />
<a href="http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/134160"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/134160</span></a><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">In both cases, the report said: "Some teachers do not plan learning for
pupils at their different levels of ability and marking is not leading to
improvement."</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">This is just one of a number of sentences that were repeated verbatim or
included with just one or two words that were different, the Times Educational
Supplement disclosed.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">In another section of the reports, each submission stated "the majority of
parents and carers are positive about how well the school develops their
children's skills in reading writing and mathematics" while stating the
inspectors disagreed with them.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">If you receive an unfavourable Ofsted report it might be worth checking on the report wording of your your lead inspector on Ofsted's website to see whether the words used have been lifted from another report.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">TES</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span> <br />
<a href="http://www.tes.co.uk/article.aspx?storycode=6243813"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.tes.co.uk/article.aspx?storycode=6243813</span></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span> <br />
<span style="font-family: Arial, Helvetica, sans-serif;">Independent </span><br />
<br /><a href="http://www.independent.co.uk/news/education/education-news/anger-over-copy-and-paste-ofsted-school-inspections-7827939.html"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.independent.co.uk/news/education/education-news/anger-over-copy-and-paste-ofsted-school-inspections-7827939.html</span></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span> <br />
<span style="font-family: Arial, Helvetica, sans-serif;">BBC</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span> <br />
<a href="http://www.bbc.co.uk/news/education-18353533"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.bbc.co.uk/news/education-18353533</span></a><br />
</div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-8445822914450798172012-06-16T10:00:00.000+01:002012-06-17T09:19:45.664+01:00Fischer Family Trust (FFT) for Key Stage 1<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Schools and academies with KS1 pupils are now able to access end of KS1 estimates from the </span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Fischer Family Trust (FFT)</span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">, based on EYFSP outcomes, for their Year 1 and 2 pupils, in the "Development" area of the FFTLive website.</span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;"> </span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Analyses providing estimates for Key Stage 1 (KS1) attainment using Foundation Stage Profile (EYFSP) data were piloted in 2010 </span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">and, following positive feedback, made available to all schools and LAs in July 2011.</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">The pilot examined the relationship between EYFSP and KS1 outcomes. The following charts show the average KS1 level achieved for two combinations:</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">EYFSP Communications, Language and Literacy (CLL) -> KS1 Reading Level</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">EYFSP Problem Solving, Reasoning and Numeracy (MAT) -> KS1 Mathematics Level</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">There is a consistent relationship between EYFSP scores and their ‘equivalent’ at KS1. Please note that by using the term ‘equivalent’ we are not implying that the EYFSP and KS1 outcomes are assessing the same set learning </span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">competencies and skills – merely that there is a consistent relationship between EYFSP assessments and KS1 attainment levels.</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">If we look, for example, at the range of outcomes in KS1 mathematics for pupils with MAT_AOL scores </span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">between 18 and 22, we find:</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"> Mean KS1 Mathematics Level is 2.62 (i.e. slightly above level 2B)</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">13% of pupils attained level 3</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">4% of pupils attained level 1</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">This reminds us that overall (estimated) levels can mask the range of outcomes for pupils with similar prior-attainment score.</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">A statistical method for looking at the strength of the relationship between inputs (EYFSP prior attainment) and outcomes (KS1attainment) is called correlation. In broad terms, a correlation of 0 (zero) implies that there is no relationship and a correlation of 1 implies that there is a ‘perfect’ relationship i.e. the same input always results in the same output. In most education research, a correlation of 0.7 or higher is taken to mean that the relationship is sufficiently strong for further analysis. Correlations of 0.8 or above are considered to be high.</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Overall, the FFT investigations showed that:</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">the relationship between EYFSP assessments and KS1 outcomes were sufficiently good to warrant the development of </span><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">models for analysis of value-added and calculation of estimates;</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">simplistic models, such as those using a single EYFSP overall or individual element provided lower levels of accuracy and were not felt to be sufficiently reliable</span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">More information from </span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><a href="http://csapps.norfolk.gov.uk/csshared/ecourier2/fileoutput.asp?id=11608">http://csapps.norfolk.gov.uk/csshared/ecourier2/fileoutput.asp?id=11608</a>
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<br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-16713942756598273812012-06-15T20:00:00.000+01:002012-06-15T20:00:05.505+01:00Fischer Family Trust (FFT)<span style="font-family: Arial, Helvetica, sans-serif;">This charitable organisation produces valuable information which benchmarks standards and progress measures for school. Details on these reports are available at: <a href="http://www.fischertrust.org/">http://www.fischertrust.org/</a></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">FFT provide a number of values called Type A, Type B and Type D to help schools estimate what</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">their students might achieve.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">These are based on considering what students have attained in past examinations.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• Type A: based on prior attainment (including marks where available, subject differences and teacher</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">assessments), gender and month of birth</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• Type B: as Type A, but adjusted for the school’s context including FSM and geodemographic factors</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• Type D: as Type B, but adjusted for the progress made by students in schools at the 25th</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">percentile for value added (i.e. the top quarter of schools with similar contexts)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The FFT ‘D’ value is often suggested as the starting pointfor setting targets as it provides a</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">level of challenge and aspiration based on the schools context.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">However, for some schools in challenging contexts, the FFT ‘D’ value may not be sufficient to</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">raise the school above the expected national thresholds and the context may act as a limiting</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">factor to the target set.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="background-color: white; font-family: arial;">FFT Live is available at www.fftlive.org . To see how FFT Live can help your school, login for free with the username </span><strong style="background-color: white; font-family: arial;">9994002X</strong><span style="background-color: white; font-family: arial;"> (Secondary) or </span><strong style="background-color: white; font-family: arial;">9992004X</strong><span style="background-color: white; font-family: arial;">(Primary). The password for both accounts is </span><strong style="background-color: white; font-family: arial;">ANON</strong><span style="background-color: white; font-family: arial;">.</span>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-42549916377084151762012-06-14T20:00:00.000+01:002012-06-14T20:00:00.867+01:00The school improvement cycle and target setting<br />
<span style="font-family: Arial, Helvetica, sans-serif;">1. How well are we doing? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Involves assembling and analysing evidence of:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• pupil performance and </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• contributory factors -most notably teaching, leadership and management</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">2. How much better should we </span><span style="font-family: Arial, Helvetica, sans-serif;">aim to achieve and how do we </span><span style="font-family: Arial, Helvetica, sans-serif;">compare with similar schools?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Information on pupil performance </span><span style="font-family: Arial, Helvetica, sans-serif;">in other similar schools, </span><span style="font-family: Arial, Helvetica, sans-serif;">particularly those schools</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">achieving the best results</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">3. What must we change to achieve this?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">This is where schools determine their priorities for the year ahead and set themselves realistic and challenging targets for improvement. It is important for schools to involve all staff in the</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">target-setting process. It helps them to own the targets and to accept responsibility for achieving them.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">4. Planning for improvement and what actions will we take?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The closer development plans get to the work of children in classrooms, the greater the</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">impact on achievement.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Implementation and review - Taking action and reviewing progress</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">If pupil achievement is to rise, implementation of the plan needs to influence classroom practice and improve the quality of teaching and learning.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">it is vital that schools: monitor the action being taken against their plans and evaluate the impact of that action on pupil progress and achievement</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">National comparative data is available through RAISEonline and Fischer Family Trust (FFT)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">which provide details of the range of outcomes pupils have achieved so far given their various starting points and circumstances.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.knowsley.gov.uk/pdf/school_performance_data2.pdf">http://www.knowsley.gov.uk/pdf/school_performance_data2.pdf</a>
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<br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-548773049056386462012-06-13T20:00:00.000+01:002012-06-13T20:00:04.869+01:00Making Sense of School Performance Data<br />
<span style="font-family: Arial, Helvetica, sans-serif;">School Governors need to be satisfied that their schools are reaching high enough standards and exceeding national thresholds and that this demonstrates at least satisfactory and preferably better progress for all groups of pupils, given their starting points when they joined school.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Data alone is simply not enough to make the judgement but needs to be balanced by an understanding of the wider issues facing the school. In addition, an understanding of the quality of the school’s provision including teaching and learning, the curriculum and care support and guidance.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Pupil performance information needs to be considered:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• in relation to the context of the school</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• in the context of the national demands placed on schools</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">For example, the current national expectations are that:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• pupils should demonstrate good progress but also</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• reach or exceed nationally defined thresholds, particularly in literacy and numeracy</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">This is to ensure pupils can access suitable employment, play an active part as citizens and crucially enjoy life to the full, drawing on and engaging in all it can offer.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What is laid down, ordered, factual is never enough to embrace the whole truth: life spills over the rim of every cup. (Boris Pasternak 1890-1960)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">In order to support and challenge effectively governors need to ask three key questions:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">1 What is the context of our school and how does this compare to other schools?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">2 What do our pupils attain in each year group and in national tests?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">3 What progress do our pupils make given their starting points?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<a href="http://www.knowsley.gov.uk/pdf/school_performance_data2.pdf">http://www.knowsley.gov.uk/pdf/school_performance_data2.pdf</a>
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-49824161775451578892012-06-12T20:00:00.000+01:002012-06-12T20:00:05.352+01:00School Governors Guide to the Law (GTTL) Update<br />
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">The long awaited
update to the Governors’ Guide to the Law has finally been published by the
Department for Education.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">The Guide to the
Law has been on a strict diet and shed a little weight and now fills 210 pages
down from 254 pages. One of the major changes is to replace the word
Headteacher with Head Teacher 272 times!<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Much of the old
guidance remains the same with a makeover and re-formatting in places but some
sections have </span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">been significantly re-written.
<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">It should be
remembered that as the title suggests this is a Guide to the Law and cannot
change the law itself. Please check the original legalisation referenced at the
end of each section if in doubt. <o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">The major
legislation since the last revision have been the Equality Act 2010, Academies
Act 2010 and the Education Act 2011 and this is reflected in parts of the
guide.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">The guide
reminds governors that full governing bodies can delegate most things, the significant
exceptions being major changes to the way the school is organised; the organisation and operation of, and
delegation by, the governing body; and
appointing the Head Teacher and any deputies.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Here they seem
to have made an omission by removing appointment of clerk from the list of
things Governing bodies cannot delegate. However, since the School Governance
Procedures of 2003 has not been revised this seems a mistake.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">A few eye brows
have also been raised with assertion that the Chair of Governors is responsible
for CRB checks in Academies. Many governors are asking where that
interpretation came from?</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">There is a brand new section dedicated to Academy
conversion. It sets out the consultation progress, passing a resolution to
convert and TUPE issues. This guidance relates to the Academies Act 2010.</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">Constitution of Governing
bodies has not been updated significantly beyond changing the name of LEA
Governors to Authority. It explains that the Constitution will change and
come in to force in September 2012 as part of The Education Act 2011. They
have slightly changed the wording relating to electing parents governors
using the words reasonably practicable instead of not. </span><span style="line-height: 115%;"> </span><span style="line-height: 115%;">Equality duties now makes mention of the
Equality Act of 2010. </span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<a href="http://www.education.gov.uk/schools/leadership/governance/b0065507/gttl"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.education.gov.uk/schools/leadership/governance/b0065507/gttl</span></a>
</div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-71501653768280680672012-06-11T20:00:00.000+01:002012-06-12T18:05:35.593+01:00Sharing Best Practice: Manchester Decision Planner<span style="font-family: Arial, Helvetica, sans-serif;">The formatting did not display well on the blog so I removed it. You can download the<br />Decision Planner in Word Format from </span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: x-small;"><br /></span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><a href="http://www.manchester.gov.uk/governors/download/40/governing_body_decision_planner">http://www.manchester.gov.uk/governors/download/40/governing_body_decision_planner</a></span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: x-small;"><br /></span><br />
<br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-69996815183867831932012-06-10T10:00:00.000+01:002012-06-10T10:00:02.488+01:00Sharing Best Practice: Manchester Code of Conduct<br />
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<span style="font-size: 11pt;"><span style="font-family: Arial, Helvetica, sans-serif;">The governing body accepts the
following principles and procedures:<o:p></o:p></span></span></div>
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<br /></div>
<h4 style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: -.05pt; margin-top: 0cm;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">General<o:p></o:p></span></span></h4>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">1.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We have responsibility for determining, monitoring and
keeping under review the broad policies, plans and procedures within which the
school operates.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">2.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We recognise that the head teacher is responsible for the
implementation of policy and day-today management of the school and the
implementation and operation of the curriculum.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">3.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We accept that all governors have equal status, and although
appointed by different groups (i.e., parents, staff, local authority, diocese)
our overriding concern will be the welfare of the school as a whole.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">4.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We have no legal authority to act individually, except when
the governing body has given us delegated authority to do so.<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">5.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We have a duty to act fairly and without prejudice, and in
so far as we have responsibility for staff, we will fulfil all the legal
expectations as, or on behalf of, the employer.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">6.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will encourage open government and should be seen to be
doing so.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">7.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will consider carefully, how our decisions may affect
other schools.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<h4 style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: -.05pt; margin-top: 0cm;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Commitment<o:p></o:p></span></span></h4>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">8.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We acknowledge that accepting office as a governor involves
the commitment of significant amounts of time and energy.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">9.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will each involve ourselves actively in the work of the governing
body, attend meetings regularly, and accept our fair share of responsibilities,
including membership of committees or working groups.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">10.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will get to know the school well and respond to
opportunities to involve ourselves in school activities.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">11.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will ensure that our individual and collective needs for
training and development are consistently monitored, and opportunities to
undertake relevant training are encouraged.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<h5 style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: -.05pt; margin-top: 0cm;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Relationships<o:p></o:p></span></span></h5>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">12.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will strive to work as a team.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">13.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will seek to develop effective working relationships with
our head teacher, staff, parents, the local authority, and other relevant
agencies (including the diocesan authorities where appropriate), and the
community.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<h5 style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: -.05pt; margin-top: 0cm;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Confidentiality<o:p></o:p></span></span></h5>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">14.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will observe confidentiality regarding proceedings of the
governing body in meetings and from our visits to school as governors.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">15.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will observe complete confidentiality when required or
asked to do so by the governing body, especially regarding matters concerning
individual staff or students.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">16.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will exercise the greatest prudence if a discussion of a
potentially contentious issue affecting the school arises outside the governing
body.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<div class="MsoHeading9" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: -.05pt; margin-top: 0cm;">
<b><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Conduct<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin-right: -.05pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">17.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will encourage the open expression of views at meetings,
but accept collective responsibility for all decisions made by the governing body
or its delegated agents. We will not speak out against decisions, in public or
private, outside the governing body.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 21.3pt; margin-right: -.05pt; margin-top: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 21.3pt; text-indent: -21.3pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">18.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We will only speak or act on behalf of the governing body
when we have been specifically authorised to do so.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">19.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">In making or responding to criticism or complaints affecting
the school we will follow the procedures established by the governing body.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">20.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">Our visits to school will be undertaken within the framework
established by the governing body, in agreement with the head teacher and
staff.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">21.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">In discharging our duties we will always be mindful of our
responsibility to maintain and develop the ethos and reputation of our school.<o:p></o:p></span></span></div>
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<b><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Suspension<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">22.<span style="font-size: 7pt;">
</span>If the need arises to use the sanction of
suspending a governor, we will do so by following the procedures regulations so
as to ensure a fair and objective process.<o:p></o:p></span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Removal<o:p></o:p></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">23.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">We recognise that removing a governor from office is a last
resort, and that it is the appointing bodies, which have the power to remove
those they appoint.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">24.<span style="font-size: 7pt;">
</span></span><span style="font-size: 11pt;">If the need arises to use the sanction of removing a
governor, we will do so by following the constitution regulations so as to
ensure a fair and objective process.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 11pt;">A word copy can be downloaded from here </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 15px;"><a href="http://www.manchester.gov.uk/governors/download/105/code_of_conduct">http://www.manchester.gov.uk/governors/download/105/code_of_conduct</a></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 15px;"><br /></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 15px;"><br /></span></span></div>
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<br /></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-83409539777776094182012-06-09T10:00:00.000+01:002012-06-09T10:00:06.296+01:00RAISEonline for Governors of Primary Schools<br />
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<span class="pollquestion"><span style="font-family: Arial, Helvetica, sans-serif;">The NGA published some briefing notes at beginning of this year to
help school governors understand their schools.
This briefing, <i>Knowing your
school: RAISEonline for governors of primary schools, </i>is aimed at helping primary governors understanding of the latest version of RAISEonline.<o:p></o:p></span></span></div>
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<span class="pollquestion"><span style="font-family: Arial, Helvetica, sans-serif;">Unlike NGA material for members only, these briefing notes are available to all governors.</span><o:p></o:p></span></div>
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<span class="pollquestion"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span class="pollquestion"><span class="pollquestion"><span style="font-family: "Arial","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-GB; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Download from here <a href="http://www.nga.org.uk/Resources/Useful-Documents/Knowing-Your-School.aspx">Knowing
Your School - Primary</a> </span></span></span></div>
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<span class="pollquestion"><span class="pollquestion"><br /></span></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-48057526360278910852012-06-08T20:00:00.000+01:002012-06-08T20:00:02.205+01:00Funding Trouble Ahead for Small schools?<br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The new School funding proposals which have recently undergone consultation by the department of Education could spell trouble for small schools it is claimed.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is highlighted in a recent article in Norfolk which explores one scenario.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">'The <span style="line-height: 18px; text-align: left;">Government plans to bring in a “one size fits all” approach to funding will leave Norfolk’s smaller schools facing significant financial challenges'</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18px;"><br /></span></span></div>
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<span style="line-height: 18px; text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>'</i>Officers have warned small primary schools with between 75 and 210 pupils “will be faced with financial challenges” </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The department for education (DfE) wants local authorities to introduce a single lump sum for all small schools in their areas in need of additional support on top of their per-pupil funding.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">And it wants that amount capped at between £100,000 and £150,000.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The government claims the measure – part of a wider funding reform aimed at simplifying school funding – will help protect the country’s very small schools.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">But its funding reform report also admits the changes will mean only “<b>efficient, small schools are able to exist where they are genuinely needed</b>”.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">while the county’s smallest schools could emerge better off as a result of the changes, many more small primary and secondary schools will lose out.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>“</i>Our very small schools [under 75 pupils] get a lump sum somewhere in the order of £75,000 to £100,000. If we were able to set a lump sum at £120,000, the view would be that those very small schools in Norfolk would probably be financially stable in the longer term.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Full story at</span></div>
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<span style="color: #1155cc; font-family: Arial, Helvetica, sans-serif; line-height: normal; text-align: -webkit-auto;"><a href="http://www.edp24.co.uk/news/education/government_reform_will_leave_norfolk_s_smaller_schools_facing_funding_challenge_1_1372132" style="color: #1155cc; line-height: normal; text-align: -webkit-auto;" target="_blank">http://www.edp24.co.uk/news/<wbr></wbr>education/government_reform_<wbr></wbr>will_leave_norfolk_s_smaller_<wbr></wbr>schools_facing_funding_<wbr></wbr>challenge_1_1372132</a></span>
</div>
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18px;">Story from Lancashire </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.lep.co.uk/community/village-schools-in-closure-warning-1-4527785">http://www.lep.co.uk/community/village-schools-in-closure-warning-1-4527785</a></span>
</div>
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<span style="font-family: Arial, Helvetica, sans-serif;">School Funding Proposals</span></div>
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<a href="http://www.education.gov.uk/consultations/downloadableDocs/July%2011%20Consultation%20on%20School%20Funding%20Reform%20FINAL.pdf"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.education.gov.uk/consultations/downloadableDocs/July%2011%20Consultation%20on%20School%20Funding%20Reform%20FINAL.pdf</span></a>
</div>
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<i><br /></i></div>
</div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-32952936715375739762012-06-07T20:00:00.000+01:002012-06-07T20:00:05.325+01:00The strange case of Bolton Muslim Girl School Governing Body<br />
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">In March this year
Bolton Muslim Girls School <a href="http://www.bmgs.bolton.sch.uk/home"><span style="color: black; mso-themecolor: text1;">http://www.bmgs.bolton.sch.uk/home</span></a> received an Interim
assessment from Ofsted . </span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Ofsted’s letter said that their interim assessment shows that the
school’s performance has been sustained and that they can defer its next full inspection not earlier
than 2013.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><span style="color: black; mso-themecolor: text1;"><a href="http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/135096">http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/135096</a></span><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Then last last month over 300 school workers,
parents, residents and students lobbied school governors arriving for a meeting
at the Muslim Girls School in Bolton to discuss moving towards academy status</span><o:p></o:p></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><span style="color: black; mso-themecolor: text1;"><a href="http://www.socialistworker.co.uk/art.php?id=28410">http://www.socialistworker.co.uk/art.php?id=28410</a></span></span></div>
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<span style="font-family: Arial, sans-serif;">Now
it is being reported that the School Governors are at risk of being suspended and
are locked in a fight with Bolton’s education bosses but the reason remains a mystery.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;">Bolton Muslim Girls School’s governing board
is battling to have a council formal warning overturned.</span></div>
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<span style="background-color: white; font-family: Arial, sans-serif; line-height: 18.25pt;">The notice, which was issued earlier this month, could
lead to Bolton Council stepping in and replacing governors with an IEB.</span></div>
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<span style="background-color: white; font-family: Arial, sans-serif; line-height: 18.25pt;">Now the School’s governing
body is appealing to education watchdog Ofsted to overturn the notice</span><span style="background-color: white; line-height: 18.25pt;">.</span></div>
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<o:p></o:p></div>
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<span style="font-family: Arial, sans-serif;"><span class="apple-converted-space"><span style="background: white;">Bolton Council </span><span style="background: white;">has refused to reveal the grounds for the notice,
other than to say it had “a number of concerns about the governance”</span></span><o:p></o:p></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">The council has are awaiting
for a response from the school governors before considering its next step.</span><o:p></o:p></div>
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<br /></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">Governors have said they were
exploring the idea of becoming an academy, which would allow the school to
break away from the local authority and become a state-funded independent
school.</span><o:p></o:p></div>
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<br /></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">A Bolton Council spokesman
said: “The school has appealed against the formal warning notice and we are
waiting for Ofsted’s decision on this.”</span><span style="font-family: Arial, sans-serif;"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, sans-serif;">Story:</span></div>
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<span style="font-family: Arial, sans-serif;"><br /></span></div>
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<span style="font-family: Arial, sans-serif;"><a href="http://www.theboltonnews.co.uk/news/districtnews/districtatog/9727132.School_governors_appeal_to_Ofsted_over_formal_warning/"><span style="color: black; mso-themecolor: text1;">http://www.theboltonnews.co.uk/news/districtnews/districtatog/9727132.School_governors_appeal_to_Ofsted_over_formal_warning/</span></a><o:p></o:p></span></div>
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<br /></div>
<div style="background: white; line-height: 18.25pt; margin-bottom: .0001pt; margin: 0cm; vertical-align: baseline;">
<span style="font-family: Arial, sans-serif;">Bolton Muslim Girl’s School Governing Body<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, sans-serif;"><span style="color: black; mso-themecolor: text1;"><a href="http://www.bmgs.bolton.sch.uk/governing-body">http://www.bmgs.bolton.sch.uk/governing-body</a></span><o:p></o:p></span></div>
<div style="background: white; line-height: 18.25pt; margin-bottom: .0001pt; margin: 0cm; vertical-align: baseline;">
<span style="font-family: Arial, sans-serif;"><br /></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-44181170455848862972012-06-06T20:00:00.000+01:002012-06-06T20:00:04.889+01:00Almost No Warning Ofsted Inspections<span style="background-color: rgba(255, 255, 255, 0.917969); color: #333333; line-height: 1.4; margin-bottom: 0px; outline: none; text-align: left;"></span><br />
<div style="outline: none;">
<span style="line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif;">As expected the head of Ofsted has backed down on plans for no-notice inspections of schools in England.</span></span></div>
<div style="outline: none;">
<span style="line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: rgba(255, 255, 255, 0.917969); color: #333333; text-align: left;"></span></span><div style="background-color: rgba(255, 255, 255, 0.917969); color: #333333; line-height: 1.4; outline: none; text-align: left;">
<div style="outline: none;">
<span style="font-family: Arial, Helvetica, sans-serif;">Sir Michael Wilshaw has said instead that schools will be notified the afternoon before. <span style="line-height: 1.4;"> Heads currently get 48 hours' notice</span></span></div>
<div style="outline: none;">
<span style="line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div style="outline: none;">
<span style="line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif;">But plans to scrap the "satisfactory" grade will go ahead. From September these schools will be labelled "requires improvement", because many "satisfactory" schools have failed to improve.</span></span></div>
<div style="outline: none;">
<span style="line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div style="outline: none;">
<a href="http://www.bbc.co.uk/news/education-18255040" style="color: #1155cc; line-height: 1.4;" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.bbc.co.uk/news/<wbr></wbr>education-18255040</span></a>
</div>
</div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-33754723272114867492012-06-05T10:00:00.000+01:002012-06-05T10:00:01.686+01:00Serious Case Review highlights some School Governor failings<br />
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;">The National
Governors’ Association (NGA) recently highlighted a Serious Case
Review in North Somerset at an Infant school where a serious case of sexual
abuse of pupils by a teacher who had taught at the school for 15 years. The
report highlights some failings by the governors at the school.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;">The full report can be found here:</span></span></div>
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<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span lang="EN-US" style="color: #222222;"><span style="line-height: 115%;"><a href="http://www.northsomersetlscb.org.uk/uploads/files/283.pdf"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.northsomersetlscb.org.uk/uploads/files/283.pdf</span></a></span></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-48806037704539988982012-06-04T10:00:00.000+01:002012-06-04T10:00:08.410+01:00Are CRB checks required for Governors and/or Volunteers?<br />
<div class="MsoNormal">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Ofsted have clarified
the position for volunteers which include Governors<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span lang="EN-US" style="color: #222222;">Volunteers </span></b><span lang="EN-US" style="color: #222222;">Checks are required
for those who have regular and <b>unsupervised</b> access to children and
young people. The definition of supervision is currently being considered under
the terms of the <i><a href="http://services.parliament.uk/bills/2010-11/protectionoffreedoms.html" title="Opens in a new window"><b><span style="color: #1b7c9b; text-decoration: none; text-underline: none;">Protection of Freedoms Bill</span></b></a></i> and
will be the subject of guidance from the Department for Education when the bill
becomes law next year.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: #222222;"><br /></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;">However, schools and
colleges have been advised by CRB and in <a href="http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DFES-04217-2006&" target="_blank" title="Opens in a new window"><b><i><span style="color: #1b7c9b; text-decoration: none; text-underline: none;">Safeguarding children and safer
recruitment in education</span></i></b></a> that a risk assessment should
take place when volunteers are recruited. Schools and colleges should be able
to provide such risk assessments and be able to explain the rationale for those
who have been checked and those who have not. The key criterion for checking
volunteers is regular and unsupervised contact with children.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;">School Governors do not require a CRB check unless they will have regular and unsupervised access to children and young people.</span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;">However, it should be noted that refusal by a School Governor to have a CRB check carried out is a disqualification factor as detailed in the School Governors Guide to the law (GTTL)</span></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<span lang="EN-US"><span style="background-color: transparent; line-height: 22px;"><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;">Schedule 6 of the Constitution Regulations covers the disqualifications of governors. This includes 'If a governor </span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif; line-height: 22px;">refuses to allow an application to the Criminal Records Bureau for a criminal records certificate'</span></span></div>
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<span lang="EN-US"><span style="color: #222222; font-family: Arial, Helvetica, sans-serif; line-height: 22px;"><br /></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><a href="http://www.ofsted.gov.uk/schools/for-schools/safeguarding-children">http://www.ofsted.gov.uk/schools/for-schools/safeguarding-children</a><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.education.gov.uk/schools/leadership/governance/b0065507/gttl">http://www.education.gov.uk/schools/leadership/governance/b0065507/gttl</a>
</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<br />
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<span style="color: #222222; font-family: Arial, sans-serif; font-size: x-small;"><br /></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-77912473405893314022012-06-03T10:00:00.000+01:002012-06-03T10:00:06.805+01:00No Need to renew CRB Checks every 3 years<br />
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Ofsted have clarified that CRB’s do not need to be
reviewed on a 3 year rolling programme.<span class="apple-style-span"><b><i><o:p></o:p></i></b></span></span></span></div>
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">Ofsted say '</span><span style="background-color: white; color: #222222; line-height: 115%;">The ‘three year rolling programme’
for all staff is a myth. There has never been a requirement for a rolling
programme of three-yearly checks for staff who have unbroken service (that is,
no break of three months or more). </span></span></div>
<div class="MsoNormal">
<span style="background-color: white; color: #222222; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #222222; line-height: 115%;">The only reference to three-year checks in<span class="apple-converted-space"> </span></span><span style="line-height: 115%;"><a href="http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DFES-04217-2006&" target="_blank" title="Opens in a new window"><em><b><span style="border: 1pt none windowtext; color: #1b7c9b; padding: 0cm; text-decoration: none;">Safeguarding
children and safer recruitment in education</span></b></em></a><span style="background: white; color: #222222;"> is in appendix 11, where it is<span class="apple-converted-space"> </span><strong><span style="border: 1pt none windowtext; padding: 0cm;">recommended</span></strong><span class="apple-converted-space"> </span>for agency staff. Ofsted and the
Department for Education have repeatedly pointed out that such routine checks
for staff directly employed by a school or college are not required. Ofsted
will consider such routine re-checks to be excessive, as they go beyond what
the law requires or the Government recommends. They will not be considered
evidence of good practice, and may be considered to represent a poor use of
resources'.</span></span></span></div>
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<span style="line-height: 115%;"><span style="background: white; color: #222222;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></span></div>
<div class="MsoNormal">
<span style="background-color: white;"><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">It considered best </span><span style="line-height: 14px;">practice</span><span style="line-height: 115%;"> for for governing bodies to note this at their next full governing body meeting and record it in their minutes.</span></span></span></div>
<div class="MsoNormal">
<span style="background-color: white;"><span style="color: #222222; font-family: Arial, sans-serif; font-size: x-small;"><span style="line-height: 115%;"><br /></span></span></span></div>
<div class="MsoNormal">
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><a href="http://www.ofsted.gov.uk/schools/for-schools/safeguarding-children">http://www.ofsted.gov.uk/schools/for-schools/safeguarding-children</a></span></div>
<div class="MsoNormal">
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br /></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-2075289096450147212012-06-02T10:00:00.000+01:002012-06-02T10:00:05.267+01:00NGA/TES Joint Survey 2012: A chance to give your views<span style="background-color: white; line-height: 18px; text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">The NGA and Times Educational Supplement (TES) are running a joint survey on issues for School governors. </span></span><br />
<span style="background-color: white; line-height: 18px; text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><br />
<span style="background-color: white; line-height: 18px; text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">The survey is open to all School governors and not just NGA members</span></span><br />
<span style="background-color: white; line-height: 18px; text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; line-height: 18px; text-align: left;">The survey is open until 11 June</span>
</span><br />
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18px;"><br /></span></span></div>
<div style="text-align: left;">
<a href="https://www.surveymonkey.com/s/BVZKRX2"><span style="font-family: Arial, Helvetica, sans-serif;">https://www.surveymonkey.com/s/BVZKRX2</span></a>
</div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-75541174795264139992012-06-01T21:09:00.000+01:002012-06-01T21:09:09.748+01:00Pupil Premium<br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">In
these times of financial austerity school budgets are being squeezed despite
the Coalition’s claim the education budget is frozen and being ring fenced. School
Governors on finance committees are coming under increasing pressure to balance
the books and have a financially sustainable model for their school.<span style="font-size: small;"> <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">The one
area governors can have an impact is to implement a strategy for promoting the Pupil
Premium and free school meals awareness amongst their parents. The Pupil Premium
provides additional funding and is targeted at pupils from disadvantaged
backgrounds to ensure they benefit from the same opportunities as pupils from less
deprived families. For 2011-2012, the pupil premium grant was worth £488 per
pupil and went to children who were receiving Free School Meals. Children in care who had been looked after by
local authorities for more than six months also qualified for the Pupil
Premium.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">The
Department for Education announced that the April 2012/2013 Pupil Premium for
disadvantaged pupils, including looked after children, will increase by £112
per pupil to £600.<o:p></o:p></span></div>
<div class="DeptOutNumbered">
<span style="font-family: Arial, Helvetica, sans-serif;">It is estimated that
over half a million additional children will also qualify for the premium as
the scheme now covers any child that has been registered for Free School Meals
(FSM) in the past six years, as well as those first known to be eligible
at January 2012. The DfE refers to this
type of eligible pupil as <b>‘Ever 6 FSM’</b>.
</span></div>
<div class="DeptOutNumbered">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">For
2012-2013, the premium will be worth £1.25 billion in total. Extra funding
through the Pupil Premium is set to continue, with total funding due to rise to
top £2.5 billion a year by 2014-15. The Department for Education has been
reminding schools and parents to make sure those children eligible for Free
School Meals are registered before the Pupil Census Day in January so that
schools receive the funding.<o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div class="DeptOutNumbered">
<span style="font-family: Arial, Helvetica, sans-serif;">From April 2012,
there will also be an increase of £50, from £200 to £250, for the pupil premium available to each pupil recorded (on the January 2012 School Census) as
a Service child aged 4 and over in Year
Groups R to 11 in mainstream schools. The extra funding is planned to
help schools focus on providing additional pastoral support to service children.<o:p></o:p></span></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">The Department for Education published
the Pupil Premium 2012-2013 Conditions of Grant in December 2011. It states
that the PPG (Pupil Premium Grant) may be spent for the educational benefit of
pupils registered at the school, or for the benefit of pupils registered at
other maintained schools and on community facilities.<o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">The PPG does not have to be completely
spent by schools in the financial year beginning April 2012 - some or all of it
may be carried forward to future financial years. DfE guidance says it is for
individual schools to decide whether to transfer the grant into a separate
account; however, the money will not be subject to separate auditing procedures.
Although Local Authorities are responsible for passing on the pupil premium to
state schools and for managing its distribution in respect of looked after
children, there is no requirement to monitor how the grant is spent.<o:p></o:p></span></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">The DfE confirm that there is no
guidance to schools regarding keeping records of how the pupil premium is
spent, only that at present there is no requirement for schools to maintain
formal records. However, although schools will be free to spend the pupil
premium as they see fit, they will be held accountable for how they have used
the additional funding to support pupils from low-income families. The focus
should be on the reporting of outcomes for those eligible for the grant and new
measures will be included in the performance tables that will capture the
achievement of those deprived pupils covered by the pupil premium. <o:p></o:p></span></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">From September 2012, the DfE will also
require schools to publish online information about how they have used the
premium. The DfE claim this will ensure that parents and others are made fully
aware of the progress and attainment of pupils covered by the premium.<o:p></o:p></span></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">If a parent did enquire about how a
school was going to use the pupil premium to support their children, the first
enquiry should be to the governing body through their finance committee.<o:p></o:p></span></div>
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<br /></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">Many schools now regularly communicate
with all parents in an effort to create awareness, promote the pupil premium
and encourage those who may be eligible to confidentially apply.<o:p></o:p></span></div>
<div style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;">However, schools still report a low
take up, possibly because parents of eligible pupils regard the Free Schools
Meals tag a stigma that they are too embarrassed or proud to consider claiming
it. In small schools parents can be worried that the school staff will know
their business - what benefits they get, what their income is etc and
understandably wish to keep that information private.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">In <st1:place w:st="on">Surrey</st1:place>
and the small school where I am Chair of Governors, the Local Authority offers
a FSM eligibility checking service for a small fee of £250 per year. This works
for us by making the process anonymous as the parent just has to provide their
National Insurance number and the local authority does the rest. This means that
school admin staff do not need to see any sensitive documents, in turn
minimising parental embarrassment and the school is also protected from the risk
of getting the eligibility checks wrong. </span><span style="font-family: Arial, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-43349278399007814242012-05-01T11:07:00.000+01:002012-06-03T09:09:16.142+01:00New List of Statutory Policies for Schools<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Governing bodies are required, as outlined </span><span style="font-family: Arial, Helvetica, sans-serif;">below, to hold each of these documents. However, the drafting of school policies </span><span style="font-family: Arial, Helvetica, sans-serif;">can be delegated to any member of school staff. Model policies are available from a </span><span style="font-family: Arial, Helvetica, sans-serif;">variety of sources and schools are free to adopt these as they see fit. There is no</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">requirement for all policies to be reviewed annually. We have outlined below how </span><span style="font-family: Arial, Helvetica, sans-serif;">often each policy must be reviewed, where this is prescribed in regulations.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Academies and Free Schools have greater freedoms than maintained schools in </span><span style="font-family: Arial, Helvetica, sans-serif;">relation to school policies and other documents. Where relevant, arrangements </span><span style="font-family: Arial, Helvetica, sans-serif;">applying to these schools are outlined in legislation or in their funding agreements, </span><span style="font-family: Arial, Helvetica, sans-serif;">which may vary between individual </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Academies and Free Schools.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">As part of the Department’s ongoing commitment to reducing bureaucracy for </span><span style="font-family: Arial, Helvetica, sans-serif;">schools, we will continue to review these requirements and look to simplify the legal </span><span style="font-family: Arial, Helvetica, sans-serif;">obligations wherever possible.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">From September 2012, subject to parliamentary procedure, maintained schools will </span><span style="font-family: Arial, Helvetica, sans-serif;">no longer be required to have in place a:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• Curriculum policy</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">• Prospectus</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<a href="http://media.education.gov.uk/assets/files/pdf/s/statutory%20policies%20for%20schools%20%20%209%20february.pdf">http://media.education.gov.uk/assets/files/pdf/s/statutory%20policies%20for%20schools%20%20%209%20february.pdf</a>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-76204778548609130052012-04-01T08:56:00.000+01:002012-06-03T09:03:35.396+01:00Ministerial Working Group report on the governance system<br />
<div style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 0.9em; line-height: 1.35; margin-bottom: 15px; padding: 0px;">
The Ministerial Working Group on School Governance review of the current system concludes that governors have done good work to support school improvement.</div>
<div style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 0.9em; line-height: 1.35; margin-bottom: 15px; padding: 0px;">
Key findings of the report, <em style="margin: 0px; padding: 0px;">The 21st century school: Implications and challenges for governing bodies</em>, include:</div>
<ul style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 0.9em; line-height: 1.35; list-style-image: initial; list-style-position: initial; margin: 0px 0px 15px; padding: 0px 0px 0px 30px;">
<li style="margin: 0px 0px 5px; padding: 0px;">The majority of governing bodies do a good job.</li>
<li style="margin: 0px 0px 5px; padding: 0px;">Governing bodies need to be clear about their purpose and follow a defined set of principles for good governance of schools. </li>
<li style="margin: 0px 0px 5px; padding: 0px;">There needs to be more clarity concerning the strategic management role of the governing body and the day-to-day management role of headteachers to ensure neither party crosses over into each other's role.</li>
<li style="margin: 0px 0px 5px; padding: 0px;">The principle of stakeholder representation on governing bodies is essential but needs to be balanced against a requirement that all governing bodies have the necessary skills to carry out their tasks.</li>
<li style="margin: 0px 0px 5px; padding: 0px;">Improvements to the training for chairs, new governors and clerks are required.</li>
</ul>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 14px; line-height: 19px;"><br /></span></span></div>
<div>
<a href="http://media.education.gov.uk/assets/files/pdf/2/the%2021st%20century%20school%20implications%20and%20challenges%20for%20governing%20bodies.pdf">http://media.education.gov.uk/assets/files/pdf/2/the%2021st%20century%20school%20implications%20and%20challenges%20for%20governing%20bodies.pdf</a>
</div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 14px; line-height: 19px;"><br /></span></span></div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-12384647860708542392012-03-01T09:05:00.000+00:002012-06-03T09:05:35.865+01:00New Guidelines Published on Internet Safety for Children<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
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<span style="border: 0px; font-family: Arial, Helvetica, sans-serif; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">New internet safety guidelines for children have been published by the UK Council for Child Internet Safety (UKCCIS). The new guidelines are aimed at giving clear advice about protecting children online and what the dangers are.</span></div>
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<span style="border: 0px; font-family: Arial, Helvetica, sans-serif; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The new guidelines aim to give parents the facts about internet safety and set out what measures they can take to improve internet safety in a readily accessible way.</span></div>
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<a href="http://media.education.gov.uk/assets/files/ukccis%20advice%20on%20child%20internet%20safety.pdf"><span style="font-family: Arial, Helvetica, sans-serif;">http://media.education.gov.uk/assets/files/ukccis%20advice%20on%20child%20internet%20safety.pdf</span></a>
</div>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-49596812328317941052012-02-01T09:04:00.000+00:002012-06-03T09:04:43.917+01:00Three satisfactories = special measures: Ofsted rings more changes<span style="background-color: white; line-height: 18px; text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">Sir Michael Wilshaw, the head of Ofsted, has proposed that the both the ‘Satisfactory’ and ‘notice to improve’ categories should be abolished and replaced with one new category ‘requires improvement’. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In particular, he highlighted the fact that too many schools have been judged ‘satisfactory’ in successive inspections. His view is that if after two inspection cycles schools have not improved then more drastic measures are needed. His proposal is that if a school judged satisfactory/‘requiring improvement’ in each of its last two inspections has not improved sufficiently to be classed as good in its next inspection, then in future it would automatically be placed in special measures. The maximum gap between inspections would also be reduced to between 12-18 months. Sir Michael noted that 3,000 schools have been judged satisfactory in their last two inspections and of these 300 are in relatively affluent areas. A list of these schools along with a list of 700 schools in the most deprived areas which have improved from satisfactory to good or outstanding can be found via the link to Sir Michael’s statement below. Any changes will be the subject of consultation.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Prime Minister, David Cameron, voiced his support for the proposals by saying <span style="background-color: white; border: 0px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">“I don't want the word 'satisfactory' to exist in our education system. Just good enough' is frankly not good enough. Every teacher, every head and every school should be aiming for excellence – no lower."</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Christine Blower, the General Secretary of the National Union of Teachers, responded to the proposal by stating that labelling schools as coasting and underperforming was “derogatory and insulting to <span style="background-color: white; border: 0px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">pupils, teachers, school leaders and governors.” The Association of School and College Leaders (ASCL) announced qualified support for the proposals, but expressed concern about the fact that the changes had been announced without warning when a new framework had only just been implemented.</span></span></div>
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<span style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><a href="http://www.ofsted.gov.uk/news/ofsted-announces-scrapping-of-%E2%80%98satisfactory%E2%80%99-judgement-move-designed-help-improve-education-for-mill?news=18389">http://www.ofsted.gov.uk/news/ofsted-announces-scrapping-of-%E2%80%98satisfactory%E2%80%99-judgement-move-designed-help-improve-education-for-mill?news=18389</a>
</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.number10.gov.uk/news/coasting-schools/">http://www.number10.gov.uk/news/coasting-schools/</a>
</span></div>
<div style="border: 0px; font: inherit; line-height: 18px; margin-top: 15px; padding: 0px; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.teachers.org.uk/node/14779">http://www.teachers.org.uk/node/14779</a>
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</h2>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-24136260465110112022012-01-01T11:05:00.000+00:002012-06-03T09:04:07.348+01:00New Year Honours for School Governors<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;">The following school governors have been appointed MBEs in the New Year Honours: Michael </span><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;">Bonsier</span><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;"> (Surrey), Len Cockcroft (Cumbria), Derek Connelly (Essex), George Davies (Cleveland), Dr Charles Gould (Northern Ireland), Alan </span><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;">Goulding</span><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;"> (Lincolnshire), Colin Henry (Surrey), Gustav Macleod (Tyne and Wear), Derek Nicholson (Northumberland), Vernon </span><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;">Petherick</span><span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;"> (Hampshire), and John Waugh (Tyne and Wear). </span><b style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;">Eleven governors is a record</b></span>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="background-color: rgba(255, 255, 255, 0.917969); color: #222222;"><br /></b></span><br />
<a href="http://www.direct.gov.uk/en/Nl1/Newsroom/DG_200708"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.direct.gov.uk/en/Nl1/Newsroom/DG_200708</span></a>Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0tag:blogger.com,1999:blog-7170445355926055146.post-59117360988765745672011-12-22T20:00:00.000+00:002011-12-22T20:00:03.655+00:00NPQH to become optional with effect from early 2012<span style="font-family: Arial;"><span style="font-family: Arial, Helvetica, sans-serif;">The NPQH Qualification is to become non mandatory f</span><span style="font-family: Arial, Helvetica, sans-serif;">rom next year, prospective head teachers will be able to take a new enhanced qualification. </span></span><br />
<span style="font-family: Arial;"><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> The current qualification – the National Professional Qualification for Headship (NPQH) – is to be overhauled to allow prospective head teachers from all types of schools the chance to develop the best skills for the job.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">All first-time head teachers in the maintained sector are currently required to hold the NPQH. </span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">As signalled in the Schools White Paper 'The Importance of Teaching', the National College was asked to review the qualification to ensure it matches the best in the world, learns from other leading qualifications such as MBAs, meets the highest standards for leadership development and is based on what is required to be an effective head teacher.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"> In the light of the review, Ministers have today announced that:</span><br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;"> NPQH will become optional with effect from early 2012 – subject to the Parliamentary process – and developed for all prospective heads in both the </span><span style="font-family: Arial, Helvetica, sans-serif;">maintained and the non-maintained sector such as academies and independent schools.</span></li>
</ul>
<br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;"> The bar for entry and assessment for the qualification will be raised.</span></li>
</ul>
<br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;"> The content made more demanding through the introduction of a core curriculum focusing on the key skills of headship including leadership of teaching and learning, and with a greater emphasis on behaviour.</span></li>
</ul>
<br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;"> The revised qualification will be launched in spring 2012 with the first participants </span><span style="font-family: Arial, Helvetica, sans-serif;">starting in September 2012.</span></li>
</ul>
</span><br />
<span style="font-family: Arial;"><strong>NGA Press Release</strong></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">The NGA welcomes the announcement by the Department for Education that the National Professional Qualification for Headship (NPQH) is to be made more rigorous. A redesigned NPQH must ensure that prospective heads have the full range of skills and knowledge to lead schools effectively not only in terms of teaching and learning but in managing the organisation. School governors are responsible for appointing headteachers and the NGA is not clear how making the qualification non-compulsory will improve the quality of headship candidates.</span><br />
<br />
<br />
<span style="font-family: Arial;">DfE Press release <a href="http://www.education.gov.uk/inthenews/inthenews/a00200533/overhaul-of-head-teachers-qualification-to-help-train-the-next-generation-of-great-school-leaders">http://www.education.gov.uk/inthenews/inthenews/a00200533/overhaul-of-head-teachers-qualification-to-help-train-the-next-generation-of-great-school-leaders</a></span><br />
<br />Sean Whetstonehttp://www.blogger.com/profile/06502468166331287269noreply@blogger.com0