Governors Induction Programme North Tyneside Council Barry Piercy
Governors’ Induction Programme North Tyneside Council Barry Piercy barry. piercy@durham. gov. uk November 2017 V 1 1
Housekeeping 2
3
Schedule for the day 10: 00 am – 12: 00 pm – Session 1 12: 00 pm – 12: 30 pm - Lunch 12: 30 pm-2: 00 pm – Session 2 2: 00 pm – 2. 10 pm - Break 2. 10 pm – 3: 30 pm - Session 3 4
Learning Objectives • To develop your understanding of your role • To enable you to engage in school improvement • To give you knowledge, skills and confidence • To enable you to network • To get your burning questions answered – pop them on a post it!! 5
Introductions On your tables, introduce yourself • Your name; your school, type of Governor you are Reasons why people become Governors? What do you want most from the programme? 6
Governors’ Core Functions Core Function Setting strategic direction Creating robust accountability Ensuring best use of financial resources Ofsted criteria for effective governance § clarity of vision and ethos § engaging stakeholders § meeting statutory duties § using data to provide challenge and hold leaders to account for teaching, achievement, behaviour and safety § strengthening school leadership, including skills of GB § performance managing the Headteacher § contributing to school self-evaluation and evaluating GB’s impact § solvency and effective financial management § use of Pupil Premium and other resources to overcome barriers to learning 7
First Steps • Make arrangements to visit the school, meet with the Headteacher and have a look around • Look at school website • Find out dates of meetings 8
Key Messages • Your role is to help provide the very best education for all the pupils at your school • Governing Bodies need to be strategic and see the big picture • You are not on your own – you make collective decisions • You work in partnership with the Headteacher and staff as a team of equals • You have a real job to do – not “just a volunteer” 9
Challenges for Governing Bodies • • • Knowing how to hold leaders to account Understanding the strategic role Knowing how Governors and teachers work together Making time to manage the workload Keeping up to date with the changes in education, legal responsibilities, inspection Recruiting Governors with the required skills Accessing good advice and support Preparing for Ofsted Any others? ? 10
Governor Induction • What induction have you had? • How could induction be improved on your Governing Body? 11
12
A Competency Framework for Governance 2017 13
Constitution of the Governing Body • Parents, staff, community (co-opted), LA • The Headteacher is a Governor by virtue of office (ex officio) but can step down as a Governor. They must still attend all meetings of the Governing Body, and its committees. • In aided schools, the majority of Governors are appointed by the Diocese, known as foundation Governors whose role includes : Ø continuation of the distinctive character and ethos of the school Ø collective worship, RE 14
Structures Maintained School Multi Academy Trust Members Governing Body Trustees/Directors Committees Local Governing Bodies/Committees Funding via LA Funding direct from Df. E 15
The Constitution – Maintained Schools Type of School Foundation/ Trust Governors Partnership Governors Parent Governors Staff Governors (Including Headteacher) Local Authority Governors Co-Opted Governors Community N/A At Least 2 with no limit Headteacher +1 1 Foundation or foundation special with no Foundation N/A At least 2 but no more than a ¼ of the total Foundation with a Foundation special with a foundation At least 2 but no more than 45% of the total N/A As determined by the GB and no more than 1/3 of total membership where they are also eligible to be elected as staff governors when counted with the staff governor and Headteacher. Qualifying Foundation Overall control of GB. Majority of up to 2 over all other categories of governor N/A Voluntary controlled At least 2 but no more than ¼ of total N/A Voluntary aided Overall control of GB. Majority of up to 2 over all other categories of governor N/A 16
The Constitution - Academies Define own constitution - set out in Articles of Association An Academy Trust is a charitable company limited by guarantee Members - Responsibilities • Agree the Articles of Association that defines how Trust runs • Appoint/remove Directors/Trustees • Review company accounts • Hold Trustees to account • Meet infrequently 17
The Constitution - Academies Directors/Trustees - Responsible for: • Strategy • Successful operation of all schools • Ensuring legal and financial compliance Local Governing Board – responsibilities as delegated by the Directors/Trustees No more than 19. 99% of Members or Trustees may be LA influenced 18
Other Types of Governing Body • Federations • Management Committees • Interim Executive Boards Are you a maintained school, a voluntary aided school, a foundation trust school, an academy or soon to be an academy in a Multi Academy Trust? Governance is Governance 19
Representation: Staff and Parent Governors • • • Not appointed to represent the views of all staff and parents. Staff/Parent perspective Each member is free to vote in accordance with their own views. All Governors have the same status Are representative members of the staff/parent body rather than representatives of staff/parents. Governor first Parent/Staff second 20
How your Governing Body is organised • • • Regulations/Procedures Instrument of Government/Articles of Association Terms of office Governors with particular responsibilities Chair, Vice Chair, Clerk, special interest and link Governor • Committees • Meetings 21
Terms of Reference/Delegation • Committees operate in accordance with their own Terms of Reference, they should be; Ø Clear & transparent Ø Show levels of delegation including delegation of leadership, teaching and support staff appointments Have you got a copy of your Committee Structure and Term of Reference? 22
Corporate Responsibility • Authority rests with the whole Governing Body • Collective responsibility should be taken for outcomes • All Governors are equal • The Chair can act in an emergency, but must inform the full Governing Body at the earliest opportunity and have their action ratified 23
Confidentiality • Always observe confidentiality regarding meetings and visits to school • Voting is always confidential • Governors should not be involved in a discussion of potentially contentious issues arising outside the Governing Body • Code of Conduct 24
Powers and Duties of Governing Bodies Can do, Don’t do, Not sure 25
Powers and Duties – Wheel of Governance • • Curriculum Special Educational Needs Budget Staffing & Performance Management Admissions Equal Opportunities Behaviour & Attendance Health, Safety & Welfare • Charging for School Activities • Control and Community Use of School Premises • Reporting results • Organisational Changes to the School • Inspection & Validating self evaluation • Providing Information • Safeguarding • Radicalisation/British Values 26
And sometimes Governing Bodies have to… • • • deal with complaints (statutory duty) respond to community concerns consider exclusions make redundancies appoint a new Headteacher dismiss staff investigate safeguarding concerns respond after emergency incidents close the school (amalgamation) 27
Animal School Strategic Direction Not Operational Management • Define strategic • What is the strategic role of the Governing Body? • Can you give examples of strategic decisions and the impact they have had? 28
Roles and Responsibilities Every Governor • Participates in the work of the Governing Body • Gets to know the school • Takes part in training • Promotes the best interests of the school • Declares personal or business interests to the school • Does not use their position for personal gain • Does not hold powers to act as an individual 29
Roles and Responsibilities The Chair (Vice Chair in Chairs absence) • Elected for between one and four years • Ensures meetings are efficient, focused on priorities and make best use of time • Ensures all members have equal opportunity to participate • Encourages the Governing Body to work as a team • Liaises with the Headteacher • Can take action in cases which may be deemed 'urgent'. 30
Roles and Responsibilities The Clerk • Appointed by the Governing Body • Cannot be a Governor or the Headteacher • Monitors membership/attendance • Prepares agenda, produces accurate minutes, clearly recording challenge, discussion, decisions and follow-up work • Provides advice and guidance, ensures that business is conducted in accordance with procedure, regulation and legal requirements 31
Roles and Responsibilities The Headteacher • Is a Governor in an ex-officio capacity • Has a right to attend any meeting of the Governing Body • Formulates aims, objectives, policies, targets for Governing Body to consider adopting • Advises on/implements the Governing Body’s strategic framework • Operates in accordance with delegated powers/duties from the Governing Body • Responsible for internal organisation, day to day management/control of school and deployment/supervision of staff • Has a duty to keep the Governing Body regularly informed about what happens in school and provides information Governors need to help raise standards • Reports on progress at least once every school year 32
Roles & Responsibilities The Special Interest Governor • Helps Governors to develop a greater understanding and ownership of areas and activities within the school • May allow Governors to contribute specific expertise (e. g. finance or health and safety skills) • Enables Governors to provide support and challenge to the leadership team • May be attached to a class, a subject, a key stage within the school or ideally the School Development Plan/Improvement Plan 33
The Meeting – 2 minutes on tables How did you find your first meeting? How much of the business of your meeting was linked to the priorities in the School Improvement Plan? Where there any questions? 34
Organisation and Procedures • • Quorum • Terms of Reference Election of Chair/Vice-Chair • • Frequency/notice of meetings • Clerk • Agenda - A Governor can Minutes – provide and audit trail for future accountability Every Governor has a voice Don’t be afraid to ask questions/challenge request through the Chair that an agenda item be included 35
The Meeting Prepare for the meeting by… • Reading the papers before the meeting • Make sure you all have the necessary papers • Prepare thoughts & questions before the meeting • Bring a diary, paper and a pen • Be prepared to ask challenging questions!! 36
Committees • Why do we have committees? • How often do they meet? • What happens to the minutes? • Membership/Restrictions & Chairs role • Clerking • Types - Finance, Personnel, Curriculum, Premises, Health & Safety, First/Pay Review, Appeals • Quorum - minimum of 3 (in some academies - reduced to 2) • Appeals - at least the same number as original committee (they must also be different members) 37 37
The School Improvement Cycle The SIP should be the core agenda Step 1 Vision Step 2 Now (SEF) Step 3 Improvement (SIP) Where to de want to be? Self Evaluation SIP (agreed improvement priorities) to achieve to the vision from starting point What is our process for determining this? Strengths, weaknesses, opportunities & threats Governors agenda Heads Reports Head and staff PM Objectives Budget/Resources Collaboration External/Internal Scrutiny Action & Monitoring 38
Effective School Improvement Plans…. . • Have objectives written in consultation with staff and Governors • Have named people responsible for actions • Have explicit links to the school budget • Identify training and support needs • State the evidence that will demonstrate success • Make clear how, when and by whom progress will be monitored and evaluated, including by Governors • Drive the agendas for Governing Body meetings and staff performance management objectives 39
Accountability The Governing Body: • Is required to conduct the school with a view to promoting high standards of educational achievement • Has the right to discuss, question and refine proposals • Should respect the professional roles of the Headteacher and other staff • Must be prepared to account for the school’s overall performance and to explain decisions and actions to anyone who has a legitimate interest 40
Balancing Challenge and Support High support Supporters Club Partners or critical friends We’re here to support the head We share everything – good or bad Low challenge High challenge Abdicators Adversaries We leave it to the professionals We keep a very close eye on the staff! Low support 41
What are Governors accountable for? (As • • examined by Of. STED): Overall effectiveness Effectiveness of leadership & management (including Governance) Quality of teaching, learning & assessment Personal development, behaviour & welfare Outcomes for pupils Effectiveness of early years provision/Effectiveness of 16 to 19 study programmes (where relevant) Faith Schools also have SIAMS Inspections (Statutory Inspection of Anglican and Methodist Schools) 42
Possible Ofsted Questions Can you name 3 strengths and 3 weaknesses? What additional funding does the school receive? What is it spent on? Is there an annual training programme for Governors? What impact has training had on your role? 43
The Headteacher’s Report • One way in which the Headteacher fulfills their accountability responsibilities to the Governing Body • Contains key information so the Governing Body can discharge its wider accountability function • Provides a clear and permanent record of key aspects of the school’s work. • Should be sent the Governing Body in advance of the meeting, together with reports from other sources. • Who agrees its content? 44
Consider your Headteacher's Report • • • Do you like the style/format of the report? Is the information helpful in assisting you in your role? Is there insufficient information? Is the data clear and easy to understand? Do you use the report to identify and ask challenging questions. 45
Governors Monitoring Role Why? • General information gathering/oversight • To check out something is happening (policy/procedure/action/improvement/change) • To support your knowledge of strengths/weaknesses • Background for your challenge • To see improvements and to celebrate • To be ready for Ofsted 46
Ways to Monitor – Formal & Informal Observation - you can’t help it – we all do it! • What do you notice about the appearance of your school, entrance to your school? What would a prospective parent/inspector think? • You talk and listen to staff and others Formal Observation – visits to school • Focussed and relate to SIP priorities • Report back findings • Have direct information on progress towards SIP priorities and informs strategic decision making Assessment Results – data Look at work – book scrutiny/supported learning walk
School Visits Potential benefits to Governors: • To recognise and celebrate success • To build effective relationships with the staff and a better understanding of the context in which they work • To get to know the pupils • To monitor policies in action • To inform decision making • To identify barriers and resources needed Potential benefits to staff: • To ensure Governors understand the reality of the classroom • To get to know Governors • To understand better the Governors’ roles and responsibilities • To highlight the need for particular resources • To reflect on improvement priorities
Effective Monitoring • • Linked to SIP Holds the Headteacher to account Proactive not reactive & scheduled across the year A regular item on the agenda Involves stakeholders – parents, pupils, staff, SLT Uses a variety of methods We don’t all need to know everything THE KEY QUESTIONS So What? & How Do We Know?
How do you know how well your school is doing? • School self-evaluation activities –summarised in a Self. Evaluation Form • Reports from the Headteacher and other staff • National performance data – ASP data, Ofsted Inspection Dashboard, Fischer Family Trust (FFT) dashboard • Local Authority data –performance data provided by the LA in the autumn term, Education Development Partner reports to Governors • What you see and discussions whilst on visits to school 50
How to gain greater knowledge of your school… • Attending staff development sessions (INSET) • Attending school events • Being linked to a class, year group, subject or SIP priority • Participating in school outings • Social events 51
Listening to Stakeholders • Who are your stakeholders? • An element of the school’s Self-Evaluation Form • The pupil voice e. g. – school council, citizenship • Parental involvement • Community involvement • Of. STED - Parent View 52
Complaints • Follow the school’s complaints policy • Should be dealt with by the class teacher and, if necessary, the Headteacher • Should be dealt with promptly, within timescales set out and the outcomes communicated to all involved • Should only involve the Chair/Governors if the Headteacher is unable to resolve the issue, or if the Headteacher is the subject of the complaint • An Appeals Committee may need to be convened 53
Policies • Drafted by the school • Draft policies ratified by the Governing Body/committees • Responsibility for implementation of a policy lies with the Headteacher and the staff • Reviewed and updated periodically • Some must be published on the school website 54
Budget Expenditure is broadly classified into two major areas: Revenue expenditure • Day-to-day running costs • Includes people, materials, services, utilities • Can be used to assist in financing capital projects Capital expenditure • Fixed assets, usually of high value, whose benefit lasts more than 12 months • Includes buildings, high value equipment (e. g. computers, workshop machines, vehicles) • Capital funds cannot be transferred to the revenue budget 55
Budget Revenue Budget allocated by formula (type of school, no. of pupils, other grants) – each school decides how to spend its delegated revenue budget share. Year end surplus or deficit is carried over to following year. Schools may raise extra funds from voluntary contributions and lettings (other income for faith schools and Academies) Capital Budget via Devolved Formula Capital – LA provides annual sum based on school size (Diocesan Board for VA Schools fund and school has to find 10% of all capital expenditure) 56
Issues to consider when setting the budget… • What are the school priorities? • What assumptions have been made in setting the budget and are they reasonable? • How much can we afford? • Will the spend improve outcomes for pupils? • How is spending monitored? • Do you have internal controls over misappropriation of funds? 57
Monitoring the Budget • At least termly financial updates on the position • Focus on areas which are over/under spent and consider how these are managed • Review the likely outturn position and the commitments against balances • Ensure appropriate challenge when entering in to contracts/appointing contractors to minimise risk • School’s Financial Value Standard - Df. E statutory return to provide assurance of financial management within the school 58
Staffing - Performance Management • • • Follows a policy Raise standards in schools Setting of objectives for teachers Monitoring of progression Training and development Formal review annually Links to pay increments and career progression Needs to be included in school budget - planning What information do you get about Performance Related Pay? Considered by Ofsted 59
Continuous Professional Development (CPD) • Staff get 5 CPD days – focused on whole school improvement • An element of individual entitlement (now subject to inspection by Ofsted), identified through performance management • CPD should be link to SIP • Growing the next generation of school leaders movement and turnover of some staff is healthy for school development and cover progression 60
Useful Documents School Documents Guidance Documents • • Improving Governance policies audit documents school improvement plan school website www. gov. uk/government/publications/improvinggovernance Inspiring Governance http: //inspiringgovrnance. org/ Ofsted Inspections: Myths www. gov. uk/government/publications/schoolinspection-handbook-from-September-2015/ofstedinspection-mythbusting National Governors Association https: //www. nga. org. uk You. Tube https: //wwwyoutube. com/watch? v=676 m. Zr. Dr. Y 9 o https: //www. youtube. com/watch? v=g 6 vy. SUUIPhs https: //www. youtube. com/watch? v=txehq. Oy-2 TU 61
Other Development Opportunities • School & Governor Support Governor Training & Development Programme • Local Safeguarding Board/NSPCC • School INSET • Online Shift Happens Next Steps • Review your training needs • Reflection - What difference will attendance make to your practice? At least one key change 62
63
- Slides: 63