School administration faces radical reform. We have more academies and free schools coming online and changes to maintained schools at local authority level. Some schools are also considering federation which will be an opportunity to enhance the strategic approach taken by a governing body. So the school governance debate that MP Robert Buckland introduced on Tuesday 1st February was a timely debate.
He described the current School Governance system as committee-based, involving school governors coming together regularly during the school year, and there being sub-committees based around various disciplines such as finance and premises that the school leadership feel should be addressed. We should fit the system around the talents of the school governors rather than trying to fit the school governors into a rather tired and stale system.
Robert's full article on Politics.co.uk can found here
http://www.politics.co.uk/comment/education/comment-school-governors-are-struggling-against-a-tired-system-$21387016.htm
The full video of the debate at Westminster Hall on School Governance can be found below
Robert Buckland, Conservative MP for South Swindon, moved a debate in Westminster Hall on Tuesday 1 February on the subject of school governance; the role of school governors and governing bodies. Westminster Hall adjournment debates allow MPs to discuss issues of local or personal interest which rarely have time to be debated in the main Chamber of the House of Commons. MPs can discuss a variety of issues and receive a response from a government Minister.
The full Commons Hansard transcript can be found here
http://www.publications.parliament.uk/pa/cm201011/cmhansrd/cm110201/halltext/110201h0001.htm#11020123000002
Members of Parliament that took part in the debate some of which were School governors or former School Governors included:
Mr Robert Buckland MP (South Swindon) (Con)
Justin Tomlinson MP (North Swindon) (Con)
Guy Opperman MP (Hexham) (Con)
Andrew Percy MP (Brigg and Goole) (Con)
Esther McVey MP (Wirral West) (Con)
Iain Wright MP (Hartlepool) (Lab)
The Minister of State, Department for Education (Nick Gibb MP)
Thursday, 3 February 2011
Wednesday, 2 February 2011
Child Protection review
Part two of the Munro review of the independent child protection review called The Child’s Journey was published yesterday by Professor Eileen Munro.
The full report and part one can be viewed on the link below
http://www.education.gov.uk/munroreview/
There are some information relating to Schools in sections 2.25 2.36 & 5.20 which are pasted below.
Summary of the review in relation to Schools
Roles such as named and designated school lead for safeguarding have an important part to play in the child protection system. Designated leads who are experienced in child protection can help colleagues think through worrying signs and decide whether or not referral to children’s social care is needed.
It says children’s problems may be noticed by a large number of professionals and the public including Schools, who may see signs for concern that a child is being abused or neglected. Deciding how serious these signs are is not always easy.
It will remain vital that the child protection and safeguarding responsibilities of institutions like schools are properly reflected in their respective inspection frameworks, including the new framework for school inspections currently being developed by Ofsted.
Full Sections mentioning Schools
2.25
Roles such as named and designated health professional or school lead for
safeguarding, for example, have an important part to play in the child protection
system. Designated leads who are experienced in child protection can help
colleagues think through worrying signs and decide whether or not referral to
children’s social care is needed. To prevent neglect and abuse, the provision and
support provided through a range of universal services, such as education and health
care is critical.
2.36
Children’s problems may be noticed by the immediate or extended family who seek
help or by professionals in contact with family members, for example primary health
care centres, health visitor services, midwifery, ante‐natal services and GP practices,
schools, early years services such as nurseries and children’s centres, the police,
adult mental health services, substance misuse services, and housing services. There
are, therefore, a large number of professionals and the public who may see signs for
concern that a child is being abused or neglected. Deciding how serious these signs
are is not always easy
5.20
The review endorses the distinct role external inspection can play in the
improvement of services for children and that inspection should continue for
safeguarding and child protection services in the future, a point that ADCS made in
their response to a recent Local Government Group consultation
in the recent Schools White Paper inspection also remains crucial for the
purposes of promoting accountability. The externality provided by inspection is
perhaps the single most important element that distinguishes inspection from
sector‐based improvement solutions discussed later in this chapter and, given the
capacity issues related to developing fully a sector‐based improvement model, it is
crucial that external inspection continues.
5.28
It will remain vital that the child protection and safeguarding responsibilities of
institutions like schools, early years settings, hospitals, and services such as police
and youth offending work are properly reflected in their respective inspection
frameworks, including the new framework for school inspections currently being
developed by Ofsted.
The full report and part one can be viewed on the link below
http://www.education.gov.uk/munroreview/
There are some information relating to Schools in sections 2.25 2.36 & 5.20 which are pasted below.
Summary of the review in relation to Schools
Roles such as named and designated school lead for safeguarding have an important part to play in the child protection system. Designated leads who are experienced in child protection can help colleagues think through worrying signs and decide whether or not referral to children’s social care is needed.
It says children’s problems may be noticed by a large number of professionals and the public including Schools, who may see signs for concern that a child is being abused or neglected. Deciding how serious these signs are is not always easy.
It will remain vital that the child protection and safeguarding responsibilities of institutions like schools are properly reflected in their respective inspection frameworks, including the new framework for school inspections currently being developed by Ofsted.
Full Sections mentioning Schools
2.25
Roles such as named and designated health professional or school lead for
safeguarding, for example, have an important part to play in the child protection
system. Designated leads who are experienced in child protection can help
colleagues think through worrying signs and decide whether or not referral to
children’s social care is needed. To prevent neglect and abuse, the provision and
support provided through a range of universal services, such as education and health
care is critical.
2.36
Children’s problems may be noticed by the immediate or extended family who seek
help or by professionals in contact with family members, for example primary health
care centres, health visitor services, midwifery, ante‐natal services and GP practices,
schools, early years services such as nurseries and children’s centres, the police,
adult mental health services, substance misuse services, and housing services. There
are, therefore, a large number of professionals and the public who may see signs for
concern that a child is being abused or neglected. Deciding how serious these signs
are is not always easy
5.20
The review endorses the distinct role external inspection can play in the
improvement of services for children and that inspection should continue for
safeguarding and child protection services in the future, a point that ADCS made in
their response to a recent Local Government Group consultation
in the recent Schools White Paper inspection also remains crucial for the
purposes of promoting accountability. The externality provided by inspection is
perhaps the single most important element that distinguishes inspection from
sector‐based improvement solutions discussed later in this chapter and, given the
capacity issues related to developing fully a sector‐based improvement model, it is
crucial that external inspection continues.
5.28
It will remain vital that the child protection and safeguarding responsibilities of
institutions like schools, early years settings, hospitals, and services such as police
and youth offending work are properly reflected in their respective inspection
frameworks, including the new framework for school inspections currently being
developed by Ofsted.
Tuesday, 1 February 2011
Headteacher Candidate Interview Questions
Last Saturday I blogged about the process to recruit a new Head teacher
http://schoolgoverning.blogspot.com/2011/01/recruiting-new-head-teacher-process.html
In the fourth and final part of the new Head Teacher recruitment process we cover off the final formal interview with the remaining Head teacher candidates.
1. What do enjoy most/least in your current job? What jobs go to the bottom of the pile? What influences the volume and quality of your work output?
2. What parts put you under the most pressure? What do you do to help you cope with the pressures? What makes you laugh?
3. Why are you interested in this job? Why here? Why now?
4.In what ways should the Headteacher of a school know about the quality and effectiveness of the curriculum delivery and also ensure consistently high quality teaching and learning is in place?
If you could is there a club or particular subject you would include in the school curriculum which isn’t there already? Why?
5. What do you consider are the key responsibilities for a Governing body and how do you see the role of the Headteacher in working with Governors?
6. How would you foster good relationships with parents?
7. A number of adults work in this school. How would you make sure they all act consistently and share the same values and attitudes?
What experience have you had in managing competency. What steps would you take when a senior manager/teacher were not effective?
8. What are the main outcomes for schools’ safeguarding processes and keeping children safe? What do you understand by safer recruitment processes?
9. What do you consider are the key strategies for closing the gap in educational achievement for children living in poverty? Provide some examples of your role within this agenda in your current school
10. What measures, In conjunction with your SENCO would you use to monitor the progress of SEN pupils? and what strategies would you put in place to ensure levels of intervention are appropriate?
11. What words would your current boss/colleagues use to describe you?
12. In as few words as possible what do you think is the most important aspect of teaching/education/school life?
http://schoolgoverning.blogspot.com/2011/01/recruiting-new-head-teacher-process.html
In the fourth and final part of the new Head Teacher recruitment process we cover off the final formal interview with the remaining Head teacher candidates.
1. What do enjoy most/least in your current job? What jobs go to the bottom of the pile? What influences the volume and quality of your work output?
2. What parts put you under the most pressure? What do you do to help you cope with the pressures? What makes you laugh?
3. Why are you interested in this job? Why here? Why now?
4.In what ways should the Headteacher of a school know about the quality and effectiveness of the curriculum delivery and also ensure consistently high quality teaching and learning is in place?
If you could is there a club or particular subject you would include in the school curriculum which isn’t there already? Why?
5. What do you consider are the key responsibilities for a Governing body and how do you see the role of the Headteacher in working with Governors?
6. How would you foster good relationships with parents?
7. A number of adults work in this school. How would you make sure they all act consistently and share the same values and attitudes?
What experience have you had in managing competency. What steps would you take when a senior manager/teacher were not effective?
8. What are the main outcomes for schools’ safeguarding processes and keeping children safe? What do you understand by safer recruitment processes?
9. What do you consider are the key strategies for closing the gap in educational achievement for children living in poverty? Provide some examples of your role within this agenda in your current school
10. What measures, In conjunction with your SENCO would you use to monitor the progress of SEN pupils? and what strategies would you put in place to ensure levels of intervention are appropriate?
11. What words would your current boss/colleagues use to describe you?
12. In as few words as possible what do you think is the most important aspect of teaching/education/school life?
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