Diocesan Governor Briefing 23 rd May 2016 Huw

Diocesan Governor Briefing 23 rd May 2016 Huw Thomas, Derek Grover and Alan Richards

Education White Paper 2016 Implications for Governors

Every school an academy � No longer compulsion but…… � Increase in Multi Academy Trusts � 500 new free schools

Changing role of local authorities � Ensuring provision � Meeting needs of vulnerable pupils � Acting as champions for all parents and families � But fading away……. .

Governance � No requirement for elected parent governors � More training for governing bodies � Database of governors and trustees

Accountability � Changes to floor standards and accountability measures � Changes to timing of data release � Changes to OFSTED inspection framework

Funding � National funding formula � Pupil premium v guaranteed until 2020 v Governance challenge

Teacher recruitment � Reduce costs and increase P/T opportunities � Changed framework for Initial Teacher Training � Changes to accreditation

Leadership development � Leadership training � National Teaching Service � Growth of teaching school alliances � Excellence in leadership fund � Promoting under-represented groups

Other issues � Assessment and curriculum � Pupils with additional needs � Reform of the alternative provision system � Working with parents � Extending the secondary school day

Systems Leadership Photo of School Wickersley School and Sports College, Rotherham Alan Richards NLG

The Governance Handbook 2015 “A school-led system doesn’t mean schools working in isolation; it means schools that are fully integrated with their local community and, crucially, connected with and learning from each other. I want to see more schools seeking out opportunities to collaborate. I believe there are still many cases in which pupils would benefit from their school being part of something bigger. . ” John Nash Parliamentary Under Secretary of State for Schools

Teaching Schools Teaching schools are outstanding schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the government's plan to give schools a central role in raising standards by developing a self-improving and sustainable school-led system

Systems Leaders NLE National Leader of Education Heads of Good or Outstanding Schools that have experience of supporting other schools in a formal capacity (often as an Executive Head) Licensed by the National College of Teaching and Leadership

Systems Leaders LLE Local Leader of Education Heads of Good or Outstanding Schools that have the capacity to support other schools Licensed by a Teaching School SLE Specialist Leader of Education Teachers, Business Managers or support staff recognised as good or outstanding in field. Licensed by a Teaching School

Systems Leaders NLG National Leader of Governance Chairs of Governors of Good or Outstanding Schools committed to supporting other Chairs of Governors and Governing Bodies Licensed by the National College of Teaching and Leadership

Mintzberg Forms of Strategy Intended strategy Deliberate strategy Unrealised strategy Realised strategy Emergent strategy 18

SO WHAT?

Changing Emphases in Governance

The White Paper � No requirement for elected parent governors � Emphasis on skills

What do OFSTED look for? 1 � � � Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary. Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition. The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics. Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the primary PE and sport premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils. Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.

What do OFSTED look for? 2 � � � � Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school. Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils. The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning. Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work. Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school prevents any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour. Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan. Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

Questions for governing bodies � Do we have the right skills? � Are we as effective as we can be? � Does the chair give strong and effective leadership? � Does the school have a clear strategy and priorities? � Do we hold school leaders to account?

Strategic Governance

Strategic Governors for the Diocese “In order to enable the continued development of successful schools, high quality governance is essential… The governance of our schools cannot be left to chance; schools need governors with the right skills and gifts to provide strategic oversight and direction. ” A Diocesan Board of Education for the future – July 2013

Effective and values – led governance in our schools We seek governance in all our schools which : � Strives for the best possible standards of education and outcomes for our children � Maintains and develops the Christian ethos and character of our schools � Ensures that there is clarity of vision, ethos and strategic direction � Provides strong strategic leadership, accountability and appropriate challenge � Fulfils its statutory roles and responsibilities

Strategic governors A team of skilled practitioners who were able to be deployed as follows: � Act as Additional Governors to a school in need – capitals, it is a category of its own � Leadership of a vulnerable governing body � Membership of Interim Education Board or similar necessary solution

Further Thought… • “outsider” and “insider” • level of intensity • singles or doubles • you are the Diocese’s • drawing and diplomacy • leaving

Academies in the Diocese of Sheffield

Academies In addition, the government will bring forward legislation which will trigger conversion of all schools within a local authority in 2 specific circumstances: � firstly, where it is clear that the local authority can no longer viably support its remaining schools because a critical mass of schools in that area has converted. Under this mechanism a local authority will also be able to request the Department for Education converts all of its remaining schools � secondly, where the local authority consistently fails to meet a minimum performance threshold across its schools, demonstrating an inability to bring about meaningful school improvement DFE Announcement 6/5/16

Academies There are 16 local authority areas in England where less than 60% of the children attend good or outstanding secondary schools, have lower than national GCSE attainment and make less than national levels of expected progress. All but three of these are in the North and Midlands: Middlesbrough; Hartlepool; Blackpool; Oldham; Doncaster; Bradford; Barnsley; Stoke-on-Trent; Derbyshire; Liverpool; Knowsley; St Helens; and Salford. HMCI Annual Report 2015

Academies As a result of these conversations, the government has decided, while reaffirming our continued determination to see all schools to become academies in the next 6 years, that it is not necessary to bring legislation to bring about blanket conversion of all schools to achieve this goal. DFE announcement 6/5/16

Academies � Bottom � MATs up � Mitigates risk � Develops capacity � Faces outwards � Secure the Christian character

The structure of a MAT Members Directors LGB LGB LGB

“The Secretary of State accepts that DBEs will not usually expect to see a Church of England VA school joining an existing or new Church minority MAT” Memorandum of Understanding between the Df. E and Church of England

SCHOOL Voluntary Aided Voluntary Controlled Community MAT Voluntary Aided Voluntary Controlled Community “The Secretary of State accepts that DBEs will not usually expect to see a Church of England VA school joining an existing or new Church minority MAT” Memorandum of Understanding between the Df. E and Church of England

Christianity in Schools

Christianity “Christian identity is established not primarily by denying and combating what is outside but by embracing and highlighting the centre of what is inside – Jesus Christ as the Word” Miroslav Volf

We will �enquire into belief �encounter Christianity �engage with scripture �experience prayer �explore church