monitoring and evaluation final · introduction to this revised and updated edition of monitoring,...

© Lancashire County Council 2010

Lancashire Guidance for Governing Bodies

Monitoring, Evaluation and Accountability

A practical guide for governing bodies and headteachers

December 2010


Contents

Page

Introduction 3

Section 1 : Overview 4

Section 2 : A Governing Body Monitoring and Evaluation Policy

12

Section 3 : Guidance to Governors on Visiting the School 19

Section 4 : Annual Cycle for Monitoring and Evaluation 21

Section 5 : The Headteacher's Report to the Governing Body 33

Section 6 : Communicating and Consulting with Parents 38

Section 7 : Monitoring and Evaluating the Race Equality and Community Cohesion work of the school

39

Section 8 : Safeguarding 41

Section 9 : Policies and Procedures for Governing Bodies 54

Section 10 : Related articles from The Lancashire Governor. 69

Appendix : What Governing Bodies should expect from School Leaders and what School Leaders should expect from Governing Bodies.

105

- 3 -


An Introduction from Helen Denton – Executive Direc tor for Children and Young People At the heart of all we do is the desire to educate, care for and improve the health, wellbeing and life chances of children and young people. Vital to this is the process that we must go through to collect background knowledge, monitor and evaluate our progress, and demonstrate our accountability in aiming to provide the best for children and young people. It therefore gives me great pleasure to write the introduction to this revised and updated edition of Monitoring, Evaluation and Accountability – a practical guide for governors and headteachers. When the first edition was published in 2003 it was well received but the emphasis was on providing information to support the partnership between headteachers and governing bodies in raising standards of education and achievement. This revised edition takes account of subsequent changes in the duties and responsibilities of governing bodies and the relationships between governing bodies and other providers of services to children and young people. I hope you will find this revised edition helpful and supportive of the work you do. Finally, like the previous editions, this revised version is the result of collaboration between Governor Services, the Lancashire Quality and Continuous Improvement Service and other colleagues whom I would like to take this opportunity to thank.

Note: This document was published in December 2010, shortly after the Secretary of State wrote to Ofsted asking them to withdraw the SEF in its current format, but it is clear that school self-evaluation will remain a vital tool in school improvement. See page 7 for further details.

- 4 -


Section 1 – Overview A. Roles and Responsibilities The chair of the governing body The chair has a key role on the governing body. It is the chair's responsibility to: • ensure the business of the governing body is conducted properly; • ensure meetings are run effectively, focusing on priorities and making the best

use of time available, and ensuring that all members have equal opportunities to participate in discussion and decision-making;

• establish and foster an effective relationship with the headteacher based on trust

and mutual respect for each other's role. The chair has an important role in ensuring that the governing body acts as a sounding board to the headteacher and provides strategic direction;

• act in cases which may be deemed 'urgent', ie where a delay in exercising the

function would be seriously detrimental to the interests of the school, a registered pupil, their parent or a person employed to work at the school; and

• co-operate with other agencies to support school improvement and the

outcomes of Every Child Matters. The importance of the role of the chair has been recognised nationally and a revised training programme is being developed. The governing body and headteacher In a well-managed school, the headteacher and governing body work in close partnership. The respective roles and responsibilities of governing bodies and headteachers are set out in the Education (School Government) (Terms of Reference) Regulations 2000: SI 2000/2122. www.legislation.gov.uk/uksi/2000/2122/contents/made The governing body must exercise its functions with a view to fulfilling a largely strategic role in the running of the school. It should establish the strategic framework by: • setting aims and objectives for the school; • adopting policies for achieving those aims and objectives; and • setting targets for achieving those aims and objectives. However, life is never simple and you cannot divide governor and headteacher responsibilities cleanly in two. Inevitably, there is a grey area at the interface between the two sets of roles, and where the line is drawn will vary from school to school.

- 5 -


The clerk to the governing body should also know and understand those responsibilities that belong firmly in governor territory, and those that are in the professional domain. The importance of a knowledgeable and independent clerk was recognised by all stakeholders involved in the Ministerial Review Group on Governance, 2010. http://media.education.gov.uk/assets/files/pdf/2/the%2021st%20century%20school%20implications%20and%20challenges%20for%20governing%20bodies.pdf The governing body should monitor and evaluate progress of its strategy and regularly review the framework for the school in the light of that progress. When establishing the strategic framework and reviewing progress, the governing body should consider any advice given by the headteacher and the school improvement partner. The school improvement plan and post-Ofsted inspection action plan will generally provide the main mechanism for the strategic planning process. The headteacher The headteacher has the responsibility for the internal organisation, management and control of the school and for implementation of the strategic framework established by the governing body. Governors should not be involved in the detail of the day-to-day management of the school. A good headteacher will discuss all the main aspects of school life with the governing body and will expect the governing body to both challenge and support the school. Acting as a "critical friend", the governing body should offer support and constructive advice, but governors should not be deterred from questioning proposals and seeking further information to enable them to make sound decisions. The headteacher should give the governing body enough information to enable the governing body to feel confident that both it and the headteacher are fulfilling their statutory responsibilities. A good governing body will delegate enough powers to allow the headteacher to perform his or her management duties as effectively as possible. The headteacher must report to the governing body regularly on how those delegated powers have been exercised and the governing body should keep the delegation under regular review. The headteacher is also accountable to the governing body - both for the functions performed as part of the headteacher's normal role, and for the powers delegated by the governing body. Useful advice on the subject can be found in the guidance: Roles of Governing Bodies and Headteachers . The conditions of employment for headteachers are set out in the School Teachers' Pay and Conditions Document, which is updated each year. This document has legal force. http://www.education.gov.uk/schools/careers/payandpensions/a0064179/school-teachers-pay-and-conditions-document-2010 To assist the governing body in carrying out its functions, the headteacher has a duty to provide the governing body with such reports in connection with the exercise of his or her functions, as the governing body requires.

- 6 -


In September 2008 the Association of School and College Leaders, the National Governors Association and National Association of Headteachers produced a joint leaflet entitled 'What governing bodies should expect from school leaders and what school leaders should expect from governing bodies' which reiterates many of the above points. It is reprinted in the Appendix 1 or accessed at: http://www.nga.org.uk/uploadfiles/documents/HEGagreementamended.pdf B. Strategic Cycle There is a cycle to the work of the governing body sometimes referred to as the strategic cycle. It encompasses the three roles of the governing body and its major tasks: • setting aims for the school and agreeing policies, plans and targets for

improvement to match those aims (see section 9); • monitoring and evaluating the impact of the policies, sometimes known as the

critical friend role; and • accounting to parents and others for the work of the governing body and

school. Strategic role Strategy is about deciding and keeping under review the broad framework within which the headteacher and staff provide education. Driving the strategy are four key issues: • raising standards of achievement; • establishing high expectations; • promoting effective teaching and learning; and • promoting and monitoring the five outcomes of Every Child Matters.* At the very heart of the work of every school are i ts aims and values. These are reflected in the whole ethos of the school. C. Critical Friend Role The governing body is expected to give support to the headteacher and staff. But, that support is clearly defined and encompassed in the phrase 'critical friend'.

*Every Child Matters outcomes are: • stay safe • economic wellbeing • be healthy • positive contribution • enjoy and achieve

- 7 -


A 'critical friend' offers support, constructive advice, a sounding board for ideas, a second opinion on proposals and help where needed. But a critical friend should also challenge, ask questions, seek information, improve proposals and so seek to arrive at the best solution. Ofsted and FMSiS auditors expect all governing body minutes to demonstrate that this role is being effectively undertaken. The policies and plans agreed by the governing body are implemented by the school staff. The governing body needs to monitor and evaluate the implementation of the decisions it has agreed in relation to: • plans • budgets • standards of education • pupil achievement • pupil welfare, including safeguarding. School self-evaluation Schools are currently expected to complete a standard form, the self-evaluation form (SEF), which is a key document used by Ofsted when it inspects a school. As the key Ofsted judgements on a school are based closely around the quality of the leadership's self-evaluation and the accuracy of its judgements, the school needs to have done a thorough and accurate self-evaluation of its provision in advance of any full inspection. Schools are advised to update the SEF and to submit it online on a regular basis. The SEF is a detailed document, in which the school evaluates provision under a number of headings: • Outcomes: how well are pupils doing, taking account of any variation?

This section includes attainment, learning and progress and the learning and progress of students with SEN or disabilities, all of which combine to form an overall judgement on achievement . It also includes, amongst others, behaviour, attendance and punctuality.

• How effective is the provision? This includes curriculum, the quality of teaching, the use of assessment to inform learning, and pupils' care, guidance and support.

• How effective are leadership and management ? This includes governance, safeguarding and the promotion of equal opportunity.

• Overall judgements – outcomes for individuals and groups of pupils, the school's capacity for sustained improvement, and finally overall effectiveness – how effective is the school?

There are separate sections for evaluating the Early Years Foundation Stage and sixth forms. Although Ofsted ask for the SEF prior to an inspection, its purpose is not principally to satisfy Ofsted, but to encapsulate and summarise a school's evaluation of its own

- 8 -


performance and provision. This then leads on to identification of priorities to be addressed in the School Improvement Plan. It should be updated at least annually, though many schools prefer to do this termly, or to update key sections termly. Production and review of the SEF should involve staff at all levels but the head and senior leadership team and middle leaders all play a crucial role in ensuring that self-evaluation is accurate. Governors should be involved throughout the process . The final judgements recorded in the SEF arising from the self-evaluation process, and also the School Improvement Plan, should be agreed and signed off by the governors. In some schools each committee has a responsibility for one part of the SEF. Please note that the Coalition Government has decid ed that the SEF will be phased out after this academic year (2010-11) and w ill no longer be required. Ofsted will, however, continue to use it for the re mainder of this year. Ofsted have also said that a school's self-evaluation is s till likely to play a key role in the new inspection arrangements from September 2011 ; therefore many schools will probably continue using the SEF next y ear, or at least those key parts of it that remain relevant for inspection, at least until alternative arrangements are announced. The governing body will need to monitor and evaluate progress through a variety of other sources such as: • a termly report from the headteacher

• analysis of racist incidents

• analysis of student attendance data

• analysis of information to gauge the impact of intervention such as one-to-one tuition

• analysis of student disciplinary incidents, including bullying

• analysis of supply cover costs and absence management

• attainment data including Lancashire School Information Profile (LSIP), RAISEonline, Fischer Family Trust

• attendance at school events

• awards and student profile

• discussion with pupils and staff

• displays

• newsletters

• number and general nature of compliments/complaints

• numbers and reasons for exclusions

- 9 -


• Ofsted inspection reports

• planned visits to the school

• press reports

• pupil attitudinal surveys

• reports from nominated governors, including SEN and child protection

• reports from staff

• reports from the School Improvement Partner (SIP)

• reports on the implementation of the School Development Plan/School Improvement Plan

• the Raising Attainment Plan *

• site inspections

• surveys by teachers, pupils and parents

• the Post Ofsted Action Plan, where a school is in an Ofsted category**

• The work of the committees.

This is an extensive list of data and activities, which needs to be accessed systematically. Further information on a number of the items listed is to be found in the later sections of this guidance. Governors need to understand that monitoring (checking that activity is taking place) leads to evaluation (an assessment of progress or impact), otherwise it serves little purpose. The governing body discussion, which follows receipt of a report from a governor or from the headteacher, should lead to an evaluation of any decision taken. Governors should be asking themselves the questions – Did we get it right? Did it make a difference to the educational achievement/welfare of the pupils? (See key questions for governors p15.)

* In 2008 the then Government announced the "National Challenge". All secondary schools were

required to reach at least 30% 5+A*-C including English and Maths by 2011. Those schools which were below this "floor target" or in danger of not reaching it received additional funding, support from a National Challenge Adviser and had to show how they will raise standards in a Raising Attainment Plan (RAP). The National Challenge will cease to exist from April 2011 under the new Coalition Government's direction.

** Ofsted category - The term applied to a school which following an Ofsted inspection is found to be

failing or likely to fail to provide an acceptable standard of education for its pupils. Categories are Special Measures, where the leadership capacity to improve the school is not yet adequate and where the school has 2 years to improve, and Notice to Improve, where leadership is usually more secure but the school still has significant weaknesses. In this case the school has 1 year in which to improve. In both cases, schools are subject to monitoring inspections by HMI.

- 10 -


So far, the focus has been on the 'critical', now let's turn to the 'friend'. A true friend is someone who will give an honest opinion, even though it might not be what you want to hear. Collectively governors have a considerable amount of experience and a wide range of skills. Therefore, the governing body should be in a position to give well-tempered advice. A friend is also someone who will act as an advocate promoting the interests of the school and its pupils to the community. Not all governors are accomplished at giving an honest opinion in an objective and non-confrontational manner. In being a 'critical friend' there may be times when individual governors express disquiet over an issue in an emotional way. There is a clear role for the chair, in maintaining effective and constructive relationships within the governing body and between the governing body and school. Therefore the chair should intervene if matters are not being dealt with sensitively. D. Accountability Role The school is an important institution in any community. It has a major impact on the future of the younger generation; it lays the foundations for those who will contribute to the national economy; and it should contribute to the wellbeing of the whole community. As a focal point in a community network the governing body is accountable to the community and to those who fund it for the quality of education it provides. In faith schools, the church authority or trust is another body to which the school is accountable. Every Lancashire school – whatever its intake and wherever it is located – is responsible for educating children and young people who will live and work in a country which is diverse in terms of cultures, religions or beliefs, ethnicities and social backgrounds. From September 2007 all schools have been under a duty to promote community cohesion. Schools will want to give their pupils the opportunity to mix with and learn with, from and about those from different backgrounds, for example through links with other schools and community organisations. Through their ethos and curriculum, schools can promote discussion of a common sense of identity and support diversity, showing pupils how different communities can be united by shared values and common experiences. The headteacher and professional staff are accountable to the governing body for the school's performance. How the governing body holds to account the headteacher and staff is a major factor in improving the school's effectiveness. The governing body must be prepared to explain its decisions and actions to anyone who has a legitimate interest. This may include staff, pupils, parents and the press as well as the local authority, school's foundation or the Secretary of State. Recording actions relating to accountability role A significant element of the business of the governing body and its committees is concerned with accounting to others and holding the headteacher and staff to account. It is important that minutes of governing body meetings reflect the discussions and decisions taken in a clear and concise manner. They should also act as evidence that the governing body is fulfilling all its roles and responsibilities effectively. Using the word 'account' and the phrases 'account to' and 'account for'

- 11 -


where appropriate gives a written demonstration of a governing body fulfilling this role. In considering an agenda item and asking challenging questions governing bodies often fulfil more than one role. The headteacher's report is a good example, because the report is both an accountability tool for the headteacher, and a monitoring tool for the governing body.

- 12 -


Section 2 – A Governing Body Monitoring and Evaluat ion Policy In this section we include a model policy that has been used by some governing bodies to underpin in their monitoring and evaluation role. Also included are terms of reference for a Standards and Effectiveness Committee that could undertake this role. Schools in an Ofsted category often find it valuable to set up a standards and effectiveness committee to monitor the post Ofsted action plan. A. Model Policy Introduction Regulations define the key role for governing bodie s as: • to provide strategic direction for the school • to be accountable to the local community, the LA, diocesan/church authority

(where appropriate) • to be a critical friend. Rationale for the policy Accountability • The governing body is responsible for ensuring good quality education in the

school, securing and promoting the welfare of the pupils in the school, and promoting community cohesion.

• It has the right to hold the school to account - discuss, question, refine

proposals while always respecting the professional roles of the head and other staff, and their responsibilities for the management of the school.

• In its turn it is accountable to parents and the wider community for its actions

and the school's wider performance. To act as a critical friend • The governing body provides the head and staff with support, information and

advice, drawing on its members' knowledge and experience. • It is critical - it has responsibility for monitoring and evaluating the school's

effectiveness. • It is a friend - it exists to promote the interests of the school and its pupils. Aim of the policy To provide a framework within which governors can fulfil their key roles and monitor and evaluate the school's effectiveness.

- 13 -


Principles for monitoring This is the corporate responsibility of the governing body and should not be delegated to one individual. Individual governors gather information and report back to committees and the full governing body to help shape the views of the governing body. Governors are not delegates of the stakeholder group they are drawn from, rather they are there to give views (as a "parent", "teacher", etc) to the whole governing body. All meetings must be minuted and action to be taken and by whom noted. The governing body will monitor: • the five outcomes of Every Child Matters

• performance

• standards

• trends

• effectiveness of SEN provision

• curriculum breadth and balance

• progression of the School Improvement Plan/Post Ofsted Action Plan

• attainment and progress

• school environment

• its own operation and effectiveness. The principle here is that governors will abide by their own governing body's Code of Conduct. The committees and nominated governors are responsible for keeping the governing body informed about developments in the school, through minutes which are circulated in advance of the termly meeting of governors. B. Some ways of getting Information Information on school performance is available from a range of sources including and especially the following: • ∗RAISEonline, Fischer Family Trust (Exceptions Report) Lancashire Value

Added Project (see Section 10) • ∗Lancashire School Information Profile (see page 73) • exclusions, attendance, racial incidents statistics • SEN policy and assessment data

∗ This range of data on school performance is technical. Headteachers and School Improvement Partners will assist governing bodies to interpret it and set it in context.

- 14 -


• Disability Equality Scheme • behaviour and bullying statistics • headteacher reports • School Improvement Partner reports • reports from consultants • reports from nominated governors • health and safety reports • reports from school advisers • subject reports, governors' visits to school • reports from external agencies, eg auditor, asset management • Ofsted, HMI and LA reports • Lancashire Pupil Attitudinal Questionnaire * • parental surveys • committee minutes • SEF (see page 7) • validations from external agencies, eg Quality Mark • school financial data. Whilst it is common practice for governing bodies to analyse and review this information through its committees, nonetheless the whole governing body should be aware of the information and its significance. Nominated Governors should also be presenting regular reports to either the full governing body or the committee to which their remit is attached. (For detail on suggested remits for nominated governors see Lancashire Guidance on Committees, Working Parties and the Roles of Nominated Governors.) • SEN governor: - policy

- SEN pupil progress reports - use of delegated funding

* The Lancashire Pupil Attitude Questionnaire (PAQ) is produced for subscribing schools annually,

and schools tend to give it to all or most of their students in certain year groups to complete. It asks a range of questions about many aspects of the school. Results are analysed centrally and the school receives a report which gives a statistical analysis of students' views.

- 15 -


• Child protection governors, including looked after children:

- policy - reports from headteacher - statistical data within confidentiality - staff training

• Link governor - training opportunities

- training records/reports from governors attending training - clustering arrangements for training

Receiving the information is only part of the process: committees, nominated governors and the whole governing body will want to monitor for effectiveness. The questions below give examples of appropriate questions. Governors can expect to receive generic information on school performance, both whole school and for aspects of the school, such as performance of different groups of pupils. Governors should not however have information relating to individual pupils. The exceptions relate to members of pupil discipline committees and admission committees and some of the child protection duties of the chair of governors. Key questions for governors • How is our school currently performing? • How well do we know the school's strengths and weaknesses? • Are some parts of the school more effective than others? If so, why? • Are some groups of pupils doing better than others? If so, why? • How does the school's achievement now compare with its previous

achievement? • How does the school's performance compare with that of other schools? • What is the school doing about identified weaknesses? • What have been the benefits of this initiative for our children and young

people? • What is the impact of these actions? These questions can be asked within any context related to the responsibilities of the governing body.

- 16 -


C. Standards and Effectiveness Committee (Summative Evaluation Group in Primary Schools)

When a school goes into an Ofsted category (see page 8 above), it is absolutely essential that governors be involved in the formulation of the post-Ofsted action plan and that progress on it is regularly and rigorously monitored. In these circumstances, governing bodies often find it useful to set up a special committee for this purpose, usually known as the Standards and Effectiveness committee. In some schools, this also takes on the roles and functions of the curriculum committee in order to avoid duplication and additional workload. This is an approach that other schools may wish to consider if there is a clear need to raise standards. Terms of Reference Membership The committee shall consist of x governors including the headteacher and chair of governors. Non-voting participants may be invited to meetings by the committee as and when required. These will include: • senior leaders • middle leaders • School Improvement Partner • National Challenge adviser (if applicable, see page 9 above) • school advisers • special support advisers (if the school is designated as having special support). The committee will be chaired by the chair of the governing body. The membership of the committee will be reviewed and determined annually. The agreed membership of the committee is attached. The governing body will appoint a clerk to the committee, who will not be another governor. Quorum The quorum shall be (3) governors including the headteacher.

- 17 -


Meetings The clerk to the committee shall be responsible for convening meetings of the committee. Procedures of any meeting held must be minuted and those minutes presented to the next meeting of the governing body. The committee shall meet at least once each term and otherwise as required. Responsibilities The main function of the committee is to monitor and evaluate the standards and achievement of the school and the quality of education provided. In all its business, the committee will take account of the five key outcomes of Every Child Matters. In particular, the committee will: (a) monitor pupil progress in relation to the targets set and with specific reference

to particular groups; (b) receive and critically review school performance data including that from the

Lancashire School Information Profile, Fischer Family Trust and RAISE online; (c) monitor the progress and evaluate the impact of key strategies, including the

development of literacy and numeracy and ICT across the curriculum; (d) monitor the impact of curriculum policies and planning on students' learning; (e) where the school is in an Ofsted category, monitor progress in meeting the

key issues identified in the Post-Ofsted Action Plan and subsequent Ofsted and HMI reports;

(f) provide regular reports to the governing body on their monitoring of the Post-

Ofsted Action Plan; (g) where appropriate, review and evaluate the effectiveness of local authority

support and intervention; (h) receive regular reports from the headteacher on the quality of teaching and

learning and the impact of improvement strategies; (i) monitor and evaluate aspects of the school's provision eg pastoral care,

guidance and support, leadership and management and SEN and inclusion; (j) ensure members of the committee and other governors have a clear

understanding of the vision and aims and strengths and weaknesses of the school so they can actively contribute to the completion of the Self Evaluation Form (SEF);

(k) request and receive reports, as and when required, from key members of staff

eg curriculum leaders and senior leaders;

- 18 -


(l) ensure that committee members and other governors keep themselves informed of the key initiatives and take part in appropriate training and development activities; and

(m) contribute to the preparation of any appropriate action or development plans.

- 19 -


Section 3 – Guidance to Governors on Visiting the S chool as a Governor Within the Overview Section there is a list of the ways in which governors can find out about the school and also undertake their particular responsibilities. One of the most difficult areas for both governors and staff is that of the governor's visit to the school. For a number of years Lancashire has provided guidance and training for such visits. There has also been a recommendation that governing bodies agree policies and protocols for such governor visits. This section builds on that previous work. Governors do not have a right of entry to the school. Governors who are also volunteer helpers in the school need to be clear about which role they are undertaking when in the school. This guidance relates to visits in which individual governors act as the representatives of the governing body in the expectation that they will subsequently report to the governing body. A visit is a significant act which affects the governing body's relationship with staff and pupils. Therefore there is a need to agree guidance and take into account everyone's views. Why should governors visit? • mainly to get to know the school - what is learnt from visiting the school should

add to what the governing body as a whole knows about the school; • to demonstrate to staff that responsibilities are taken seriously and governors

are interested in what they do. First principle Visits should relate to responsibilities as governors and capacities as individuals. When visits are used to gain information and impressions to help in the task as governors, it is done as observers, not as inspectors. Governors should avoid making judgements about what they see/find, but should instead ask questions of the headteacher for clarification or to set matters in context. Second principle Governors visiting the school do so in connection with their responsibilities as governors, and the visit is on behalf of, or has been sanctioned by, the governing body. Visits are planned and conducted so as to respect the operational needs of the school and the courtesies of the governor/staff relationship; they work well and everyone benefits.

- 20 -


Framework for Visiting Preparation • Agreement should be reached about a programme of visits for the year:

to match the priorities identified by the school; and to match the needs of individual governors.

• A visit ought to have clear objectives. • Once the visit's objectives have been agreed, the details of the programme

should be agreed with the headteacher. • The programme should have a slot at the end for a meeting with the head so

that immediate impressions can be recounted, points can be clarified or pursued, and the visit set within a whole school context. It may help establish confidence and trust if the programme includes a meeting with staff concerned with the visit.

• Once a visit has been fixed, it should not be called off unless this is absolutely

unavoidable. During the visit • On arrival, call in at the office and/or headteacher and collect the programme. • Most visits take governors into a classroom. It is usually best to go in at the

start of a lesson, but this will depend on the pattern agreed with staff. • The relationship that school staff have with pupils has developed over a period

of time and governors should take care to ensure their presence does not disrupt it.

Developing the policy Teachers and other school staff have very varied reactions to being visited by governors. Try to put yourself in their place: how would you react if 14 or 15 people outside your firm/workplace were able to watch you working? Would you be annoyed, nervous, defensive, behave differently from your normal self? How would you prefer your visitor to behave? Answer these questions honestly and you will understand the feelings of all school staff, and so be able to meet their anxieties half way. When they do agree to you coming make sure you acknowledge openly what a valuable gesture this is. It is therefore important that this policy has been discussed and agreed with the staff and the whole governing body. It is also essential that new governors are made aware of the policy as part of their induction.

- 21 -


Section 4 – Annual Cycle for Monitoring and Evaluat ion The delegation of more work to committees means that governing bodies would benefit from planning their workload in an annual cycle. This will ensure that the monitoring and evaluation of plans and policies is undertaken systematically and regularly. Such an approach also assists the governing body in meeting its statutory responsibilities and duties. The annual cycle and associated questions that follow have been developed in consultation with chairs, vice chairs, headteachers and clerks to governors of Lancashire schools. The annual cycle used here follows a financial year planning pattern, but not all schools follow such a pattern. This model can be adapted relatively easily to reflect an individual school's planning cycle. Whichever annual cycle you settle on it is important to consider the following: • The governing body should be involved in the production and review of the SEF

(see page 7). • All committees should contribute to the school development planning process. • Curriculum committee may have the main role in monitoring progress, but the

whole governing body needs to be kept informed. • Committee meetings should be timetabled to feed into the next governing body

meeting. • All committees must have clear terms of reference etc (see Lancashire

Guidance on Committees, Working Parties and the Roles of Nominated Governors).

• Committees should receive regular reports from the lead professionals within

school. • Nominated governors should report to either the relevant committee or the

whole governing body, as agreed by the governing body. • The school may choose to organise the review of curriculum policies over more

than one year. • SEN and behaviour policies have to be reviewed annually. • Disability Equality Scheme.

- 22 -


Annual Planner for the monitoring and evaluation ro le of the governing body and its committees

AUTUMN TERM SPRING TERM SUMMER TERM

GOVERNORS Agenda Agenda Agenda

Full governing body

• Review committees, appoint chairs • Review Governing Body Code of

Practice • Review effectiveness of behaviour policy • Review progress on SDP/Action Plan • Approve prospectus • Admission arrangements • Racist incident reporting • Educational Visit arrangements (EVC

and school arrangements) • Review school performance data

• Review further school performance data • Review progress on SDP/Action Plan • Evaluation of previous term's

educational visits • Approve new SDP • Approve budget • Approve school profile

• Review performance management policy and arrangements for headteacher review

• Review progress on SDP/Action Plan • Pay/ISR progression • Review attendance, exclusions and

racial incidents • Arrangements for prospectus • Evaluation of previous term's

educational visits

Finance committee

• Review internal financial regulations • Discuss the latest budget monitoring

statement (usually prepared termly) • Review budget • Review expenditure on Standards Fund • Consider long-term financial plan for the

next three years

• Prepare provisional budget • Make recommendations for SDP • Discuss the latest budget monitoring

statement (usually prepared termly) • Discuss cost-effectiveness of last year's

spending decisions and review "Best Value" statement

• Agree expenditure from Standards Fund

• Final approval • Review expenditure on Standards Fund

and other funding sources. • Discuss the latest budget monitoring

statement (usually prepared termly)

- 23 -


AUTUMN TERM SPRING TERM SUMMER TERM

GOVERNORS Agenda Agenda Agenda

Curriculum committee

• Consider the review of policies according to the school's own agreed programme for review.

• Review mission statement and aims • Review curriculum statement/policy • Review prospectus. • Review performance data. • Agree statutory targets • Review Assessment Recording Review

policy. • Review marking/feedback policy • Review baseline results • Review PIPS results (Primary only)


• Make recommendations for Finance/SDP

• Monitor progress against targets • Review RE and worship policy • Foundation Stage/ Early Years policy

and Foundation subjects • Review PIPS results


• Child Protection policy • Review home-school agreement • Monitor progress against targets • Review SEN policy • Review behaviour policy and practice • Review homework policy • Review admissions policy • Review target results

Buildings committee including Health and Safety

• Risk assessment • Audit of needs • Review rolling programme

• Risk assessment • Budget • Make recommendations for

SDP/Finance • Review rolling programme

• Risk assessment

Staffing committee

• Staffing proposals and review

Pay committee

• Respond to performance management reviews

• Review progress

• Review and agree policy

PM appointed governors

• Meet with School Improvement Partner • Agree Headteacher objectives

• Review progress being made on objectives

• Review progress being made on objectives

Extended Services Committee

• Progress and review of core offer provision

• Report on autumn term consultation

• Evaluation report on the quality and impact of extended services provision

• Arrangements for the autumn term consultation with children, young people, parents, carers and community

- 24 -


Draft Questions for Calendar: Questions Having the agenda item is only part of the process; governors need to consider implications and progress carefully. The questions below could be used as part of that process. They are provided as a guide to the sort of questions that might be asked at the appropriate time. As far as possible, questions should be framed to pick up on the outcomes, impact and implications. Governors often ask if there is a policy on a particular aspect of school life. It is more informative to also ask about the effectiveness of the policy. Policy review is an important aspect of the governing body's monitoring and evaluation role. Section 9 gives more information on policies. It is better to ask open questions that require explanation and evidence. These usually begin with "What", "How", "Can you explain". NB: Some questions listed for full governing body meetings may be covered in committees and reported back to full governors. A. Autumn Term Full Governing Body • Has the Governing Body Code of Practice been reviewed and agreed by all

governors? • Have new governors been given a copy as part of their induction process? • What are the governing body's arrangements for supporting new governors? • Has the behaviour management policy been reviewed? • Have all staff, pupils and parents been consulted as part of the review? • Is the behaviour management policy used consistently? • Is there evidence of its effectiveness? • What is the current SEN provision, have there been any changes? • How effective are our inclusion practices? (See Questions page 31) • Has the prospectus been agreed? • Is the anticipated progress being made with implementing the School

Improvement Plan/ Ofsted Action Plan?

- 25 -


• Have entries in the Business Interest Register been reviewed? • How did the school perform in the summer term key stage

assessments/examinations and why? • What arrangements have been made for target setting? • What arrangements have been put in place for reporting on the achievements

for pupils with SEN? • What arrangements have been made to review the SEF and school profile? • Has the nominated and trained Educational Visits Co-ordinator (EVC) attended

any professional development courses? • Are the school's arrangements for educational visits effective? Do they need

reviewing? • What are the monitoring and evaluation arrangements for educational visits

during the next year? Finance Committee: • Have we reviewed our internal financial regulations? • What is the current level of statemented pupils/ESAPs? How does this differ

from the level on which the funding was based and how will this affect funding and costs?

• What has been the cost effectiveness of major spending plans and are there

any implications for future years' plans? • What are the key spending priorities from the school development plan to be

included in future years' budgets? • How do our costs for different categories of spending compare with other similar

schools from financial benchmarking and is there any action we need to take as a result of this?

• What are our numbers on roll? • What are projected numbers, what are the future funding implications for us as a

school?

- 26 -


Curriculum Committee/Standards and Effectiveness Co mmittee: • Does the curriculum policy reflect the present situation? • Have we agreed statutory targets? • Are they aspirational and challenging? • Does the prospectus meet statutory requirements? • Do we understand what the attainment on entry judgement is? • Do we understand how assessment is used in school and what it means for

staff? • How does assessment inform what the school does? • How did the school perform in the summer term key stage

assessments/examinations and why? • How do we compare with similar schools? • What progress is being made on the School Improvement Plan/Ofsted Action

Plan/Raising Attainment Plan? Buildings Committee: • Do we have a clear view of short-term and long-term developments needed? • Have we established a rolling programme for refurbishment? • How effective is the current lettings policy? • Are we developing good use of the building? • Are we accessing all the funding to which we could be entitled? • Does the school need to review the arrangements for unavoidable closures? • Has the work scheduled for the summer been completed satisfactorily? Health and Safety • Have there been any changes of staff that affect our first aid coverage?

- 27 -


B. Spring Term Full Governing Body: • Have we shared the RAISEonline/Fischer Family Trust information? • What does it tell us about how our school is currently performing? • Are some parts of the school more effective than others? • Are some groups of pupils doing better than others? If so, why? • How does the school's achievement now compare with its previous

achievement? • How does the school's performance compare with that of other schools? • What are the baseline results telling us in terms of attainment on entry? • Are we making anticipated progress with the School Improvement Plan/Ofsted

Action Plan? • How effective are our inclusion practices? See Questions page 31. • What is the planned programme of educational visits, what are the monitoring

arrangements and what educational benefit do they bring to the pupils? • Has performance management been carried out? • Has it been effective? • Did the education visits held in the autumn term meet the objectives set out in

the planning document? Finance Committee: • Is the budget in line with projected spending? • Will we need to make any changes/savings? • What is the likely end of year budget position? • Are there still some outstanding financial issues from the previous financial

year? • Have we evaluated how cost-effective our spending has been? • Have we been able to recommend a balanced school budget over the multi-

year budget period and, if not, what action do we need to take?

- 28 -


• Are arrangements in place to review the charges for use of the building? • Have all significant priorities identified in the school development plan been

included in the budget? If any have not been included, are we satisfied with the rationale for exclusion?

• What are the planned levels of reserves and balances and how do they

compare with LA guideline levels? Is this likely to result in clawback of excess balances?

• Have we produced a Best Value Statement and submitted it to the LA? • Have we signed a Statement of Internal Control and submitted it to the LA?

Were there any significant weaknesses identified which need to be addressed? • What is our position in relation to the Financial Management Standard in

Schools and, if appropriate, what steps do we need to take to ensure/maintain compliance?

Curriculum Committee/Standards and Effectiveness Co mmittee: • Are we making anticipated progress with the School Improvement Plan/Ofsted

Action Plan? • What progress are we making against the school's targets? • Are we regularly receiving revised subject policies to discuss? • Are we addressing new initiatives? • Are we receiving information on progress being made on targets? • Have we any recommendations for the budget and the SIP/SDP? • How effective has SEN provision been? • What is new assessment information telling us? • What is the school doing to 'narrow the gap' between the performance of

vulnerable groups (eg FSM or SEN children, or children looked after) and the rest of the school's population?

Extended Services Committee: • What has the consultation identified that we need to do differently? • What have we done/do we propose to do as a result of the survey?

- 29 -


• What arrangements are in place to evaluate this year's activities? Buildings committee: • How are we doing in relation to our planned developments? • Are arrangements in place to ensure that contractors are complying with our

health, safety and safeguarding requirements?

- 30 -


C. Summer Term Full Governing Body: • How has performance management been carried out? • Has it been effective? • Is the anticipated progress being made with the School Improvement

Plan/Ofsted Action Plan? • What is the situation relating to attendance, exclusions, racist and bullying

incidents? • Primary schools only: Is the school meeting the requirements of the legal limit

of 30 pupils with a qualified teacher in reception, year 1 and year 2? • How effective are our inclusion practices? (See Questions page 31-32.) Finance Committee: • Was the budget finally approved by the governing body? • What is the current level of spending compared with budget from the latest

monitoring report? • Do we need to reduce expenditure in the light of budget monitoring information

or is there any opportunity to bring forward any planned spending? • What was the final out-turn for the previous year and how did it differ from

estimated out-turn? Will this result in any changes to our spending plans? Curriculum Committee/Standards and Effectiveness Co mmittee: • Are we making anticipated progress with the School Improvement Plan/Ofsted

Action Plan? • What progress are we making against the school's targets? What does the

school expect to achieve in the summer examinations? • How are we doing with groups of vulnerable students? • Have we reviewed appropriate policies? • How effective has the SEN policy been? • Have there been any changes in policy and/or provision? • Have we reviewed behaviour policy and practice?

- 31 -


• Has the homework policy been reviewed? • Has the admissions policy been reviewed? • How is the school performing in relation to other similar schools? Buildings committee: • Do our security arrangements need reviewing? • Have we any concerns about the heating system? • Can we have a full update about ongoing and planned maintenance projects? • Has the Asset Management Plan been reviewed? • Are grounds management contracts running smoothly? Inclusion and Pupil Welfare Some schools have a community, inclusion and/or pupil welfare committee. Whether this exists or not, governors should ask the following questions throughout the school year: • Have we reviewed the bullying policy? What does the school do about

bullying? What do the bullying records tell us? What training has been done for staff?

• How does the school identify vulnerable children? How does it enhance provision for them to meet their needs? How effectively are they supported? How do we know that none are slipping through the net?

• How effectively does the school work with other agencies? What support do they offer?

• What nurture provision do we have? How effective is it?

• What other provision does the school have to foster inclusion? Learning Support Unit? Hearing Impaired Unit? Withdrawal room? What difference do they make?

• How many children looked after do we have? Who has responsibility for them? How do we ensure that they are making the progress they should make?

• What provision does the school make for children with disabilities? How effective is this?

• Does the school make reasonable adjustments to include children with disabilities (including those related to behaviour such as ADD/AHHD) in all aspects of school life? Are children with SEN and/or disabilities over-represented in exclusion figures?

• How recently was the behaviour policy reviewed?

- 32 -


• What arrangements does the school have in place to cater for students after the sixth day of exclusion?

• Are exclusions monitored and kept to a minimum to ensure students' continuity and progression of education?

• Who has responsibility for child protection? Have we reviewed and evaluated our provision in this aspect?

• How many children with English as an Additional Language (EAL) do we have? What provision is made for them? How well do they achieve? How does the school manage new arrivals from other countries?

• Are children with EAL and/or ethnic minority students over-represented in exclusion figures?

• How well do children with SEN achieve? How effective is support? How effectively do teachers address their needs in class?

• What is the school doing to 'narrow the gap' between the performance of vulnerable groups (eg FSM or SEN children, or children looked after) and the rest of the school's population?

• How are parents involved in plans to support the inclusion of their children?

- 33 -


Section 5 – The Headteacher's Report to the Governi ng Body To support the collective responsibility of the governing body and the headteacher for the leadership and management of the school, the headteacher provides the governing body with numerous reports for information, discussion and debate. The partnership between the headteacher and governing body is crucial in meeting the aims and fulfilling the vision for the school. The headteacher has a duty to provide the governing body with any reports they require. Although there is no definite reference in legislation to the headteacher's report to the governing body, there is a long tradition of a headteacher's report to the governing body termly meeting. In recent years there has been a change in emphasis and extension of the governing body roles and it is probably an opportune time to review the headteacher's report so it more accurately reflects the current and developing duties and responsibilities of the governing body. The following document provides some guidance to help headteachers and governing bodies refocus their work in relation to the headteacher's report to the termly governing body meeting. There are four sections to the guidance: • the context of the headteacher's report • the language and structure of the report • the content of the report • the types of responses governors should be making if they are undertaking

their roles effectively. A. The Context of the Headteacher's Report • The White Paper that preceded the School Standards and Framework Act 1998

began to try to address some important issues around the partnership between the headteacher and governing body. "To achieve a proper working partnership, governing bodies and headteachers have to recognise and respect each other's roles and responsibilities. Headteachers must give governors the information they need to help the school to raise its standards. Governors must give headteachers the freedom to manage and deliver agreed policies." (Excellence in Schools, DfEE 1997).

• The Education Act 2002 sets out the key responsibilities for governing bodies in the following terms: "The governing body shall conduct the school with a view to promoting high standards of educational achievement at the school. and The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school."

- 34 -


The Education and Inspection Act 2006 also added specific governing body responsibilities for community cohesion, co-operating in the delivery of the 5 outcomes for Every Child Matters and having regard to the views of parents.

• In addition, Terms of Reference Regulations and associated guidance that stem from the School Standards and Framework Act 1998 give the governing body three key roles: - setting the strategic framework for the school - acting as a critical friend to the headteacher - providing accountability and being accountable.

• Terms of Reference Regulations also require the headteacher to give their governing body enough information to allow them to check on their school's achievements and progress, over time and in comparison with similar schools. In the context of the statutory framework outlined above the headteacher's report needs to provide the governing body with the information, advice and discussion opportunities for them to act corporately in the discharge of their duties and responsibilities. However the report should also be seen as one piece in a jigsaw of information provided to governors and does not need to repeat advice and information given elsewhere.

• Guidance from NGA, ASCL and NAHT sets out their position on headteachers reporting to the governing body (see Appendix).

B. The Language and Structure of the Report The report will need to include monitoring and evaluation information, but if this and all other sections can be written in a style that minimises the use of jargon and recognises its lay audience then governors will respond more positively. Within the report there will be sections where the head is asking the governing body to act as a critical friend and where discussion is appropriate. There will be other sections giving information to the governors and further sections where the governing body needs to make a decision. It will help focus the consideration of the report if the governors are clear of the purpose of each section of the report. It is helpful if the headteacher's report can highlight the impact of any development on the lives of pupils, standards and the quality of education provided. There is a statutory requirement for the governing body meeting agenda to be circulated by the clerk to governors seven days before the meeting. This requirement also relates to the papers needed for the meeting and therefore the headteacher's report should be circulated at the same time as the agenda. It is important that headteachers prepare their reports in sufficient time to allow for them to be properly circulated. A preliminary discussion between the head and the chair may help ensure effective consideration of the report, particularly where sensitive issues are being raised.

- 35 -


Having received the meeting papers, responsible governors read those papers and prepare themselves for the meeting. In presenting the report, headteachers are correct to expect that governors have read the report and are, therefore, ready to discuss relevant items, ask questions and make decisions. The headteacher will also want to update the governing body of developments since the report was written. The chair and clerk to governors can help to ensure that the report is considered effectively. When writing or responding to the headteacher's report consideration needs to be given as to what is the appropriate forum in which to raise points of detail. Items that are clearly confidential should be identified as such in the report, during the meeting and in the records of the meeting. Where there are concerns about pupil progress governors should be informed in general terms of the concerns and the support that is in place. It is not appropriate to discuss or comment about individual pupils or staff members; to do so would not only breach confidentiality but would compromise any future action. C. The Content of the Report The items listed below are suggestions of what might be included in the termly headteacher's report. However, the report should not duplicate anything that might be reported through committees or nominated governors: • progress on school development plan targets including curriculum

developments; • policy monitoring information according to the agreed arrangements; • standards and achievement and school targets for pupil progress; • achievements of pupils and other members of the school community; • educational visits - number of visits, educational objectives, number of pupils,

staff involved, including issues (eg planning for pupils with SEN and medical needs);

• extra curricular activities; • staffing structure changes since the annual report on staffing; • staff development and staff management issues; • overview of pupil issues

- changes to number on roll - attendance and punctuality - bullying - racial incidents reporting - exclusions - performance;

- 36 -


• extended service provision at or through the school; • collaborative arrangements/projects. It is recommended that, as far as possible, matters of discussion or decision are grouped together. Items for information should be clearly identified as such. Some items will normally only be included on an annual basis. These include: • home school links; • school fund; • links between School Improvement Plan and the Children and Young People's

Plan; • leavers' destinations; and • curriculum policy review and recommendations for change. In drawing up these lists it is assumed that the relevant committees will be reporting on the following: • assessment information and target setting; • financial information including budget monitoring; • SEN policy implementation, monitoring and evaluation; • outcomes of curriculum reviews; • performance management; • use of the school outside hours; • building maintenance and improvement works; and • formal complaints. Some issues are of such importance that they should be considered as separate agenda items for example consideration of any Ofsted or HMI inspection report and as appropriate, progress against any post Ofsted action plan. D. Governing Body Responses to the Headteacher's Re port In responding to the headteacher's report the governing body is exercising its roles for setting the strategic direction for the school and of critical friend.

- 37 -


'Roles of Governing Bodies and Headteachers' published by the DfES in 2000, provides the following description of a critical friend: "A critical friend offers support, constructive advice, a sounding board for ideas, a second opinion on proposals, and help where needed. But a critical friend may also challenge, ask questions, seek information, improve proposals and so seek to arrive at the best solution." But in carrying out this role the governing body must be mindful of the headteacher's responsibility, defined in legislation, for the internal organisation, management and control of the school. Some questions that reflect the partnership include: • Does the training planned link to the School Development Plan? • Has the staff training and development undertaken been effective in helping

school improvement? • Does the proposal contribute to the aims and objectives of the school? • Was the educational visit effective in assisting students to develop? • How does the head account for standards as described? • What actions is the school taking to address weaknesses? • What is the impact of these actions? • What still remains to be done? • Can the head give any views on why authorised absence has risen this year? • How do different groups of pupils in the school perform? • What is the quality of teaching and learning and how do you know? • How effective is middle leadership in the school? The nature of the questions should be to help to assess the strengths and weaknesses of the school, including standards, and the impact of actions taken to improve the school.

- 38 -


Section 6 – Communicating and Consulting with Paren ts Consulting with parents Schools have a duty to take account of the views of parents. All schools recognise the importance of developing good working relationships with parents and families. But it can be hard to find effective and sustainable ways of engaging with parents, ways of giving them a voice and encouraging them to become involved in school life. Faced with this challenge, some schools have set up parent-led bodies, sometimes called parent councils . Parent councils are set up and run by and for parents, giving them an independent voice in schools. They have the support of the school and a recognised role in its decision-making processes. Such groups can play a crucial part in strategies for parental involvement, supporting the school in achieving many of their wider objectives. Certain foundation or foundation special schools must establish a parent council – those with a trust that appoints the majority of the governing body members. All other schools, including voluntary aided schools designated with a religious character, can choose to set one up. However, they must demonstrate that they are consulting with and listening to parents. The DCSF produced guidance on the establishment of parent councils. Some Lancashire examples of consultation/listening to the views of parents: • Parental Questionnaire – provided and analysed by LSES; • questionnaires on single issues/proposed developments; • parents' meetings on single issues/proposed developments; • focus groups; • informal meetings with parents; • PTA; • meeting parents at pupil progress events/induction evenings etc; and • meeting parents at social events.

- 39 -


Section 7 – Monitoring and Evaluating the Race Equa lity and Community Cohesion Work of the School Schools are currently subject to seven general duties related to equalities and cohesion in the following areas: • community cohesion • gender (sex and reassignment) • age • race • disability • religion or belief • sexual orientation. The definition of community cohesion emphasises that similar life opportunities should be available to all regardless of background. For the school to be effective in promoting race equality and community cohesion, it must ensure that all its members experience the school as an equitable community. Work to improve equalities, to eliminate barriers to learning, to close achievement gaps, and to sustain an expectation of excellence for all are central to the promotion of cohesion. The current (2009) Ofsted framework has a strong emphasis on inclusion and equality and using these criteria should enable governors to evaluate and demonstrate their effectiveness in addressing equality. In evaluating the effectiveness of your monitoring of race equality and community cohesion, the following questions might provide useful starting points. Governors should judge whether what is described is fully or partly in place, or not in place at all and more importantly what is the impact of this on all pupils' attainment and progress and on parents and staff. Sections A4.8 and C8-11 of the current SEF require governors to record this. The following key questions allow governors to focu s more precisely on particular aspects of the school's provision and th e outcomes for pupils. • Do you understand the context of your school in respect of the religious, ethnic

and socio-economic characteristics of the community in a local, national and global context?

• Does the school have a planned set of actions to promote community cohesion

based on an analysis of its context? • What is the impact of this work in school and beyond? • Does the school publicly support and value diversity, actively promote good

personal and community relations and openly oppose all forms of racism and discrimination?

- 40 -


• Is there a positive atmosphere of mutual respect and trust between pupils from different racial groups?

• Does the school have procedures for dealing with racial harassment and

bullying? • Are all pupils, parents and staff aware of the procedures for dealing with racism

and racial harassment? • Are all incidents of racism and racial harassment recorded, thoroughly

investigated and reported to the local authority? • Are all staff trained so that they deal firmly, consistently and effectively with

racist incidents, racial harassment and bullying? • Does the school work closely with the local authority and other partners to

tackle racism and racial harassment within the school and the local area? • Do we know how well the ethnic minority pupils and those with English as an

additional language are doing? • Are they doing well enough? • Who leads on race equality in our school? • How are race equality matters reported to and discussed by the governing

body? • Do we meet all our responsibilities under legislation? • How effective are we in giving all our children the knowledge, skills and

experiences of living in multi-cultural Lancashire? • When did we last review our policies to check if they are consistent with our

race equality policy? • How successful are we in involving all members of the school community? • How are racist incidents reported to the governing body?

- 41 -


Section 8 – Safeguarding What does 'Safeguarding' mean and how does it relat e to 'Child Protection'? Working Together to Safeguard Children (2010) defines safeguarding as: • protecting children from maltreatment;

• preventing impairment of children's health or development;

• ensuring that children are growing up in circumstances consistent with the provision of safe and effective care.

In line with the Every Child Matters agenda, the overarching aim is to enable children to have optimum life chances and to enter adulthood successfully. Safeguarding is about prevention as well as protection then, pro-activity as well as reactivity. It demands a more holistic focus from all agencies and professionals who work or come into contact with children and young people. Child protection is part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of the wider work to safeguard and promote the welfare of children. However all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. The key features of effective arrangements to safeguard and promote the welfare of children, which all agencies need to take account of when undertaking their particular functions, are as follows: • senior management commitment to the importance of safeguarding and

promoting children's welfare;

• a clear statement of the agency's responsibilities towards children available to all staff;

• having a clear line of accountability within the organisation for work on safeguarding and promoting the welfare of children;

• service development that takes into account the need to safeguard and promote welfare and is informed, where appropriate, by the views of children and families;

• staff training on safeguarding and promoting the welfare of children of all staff working with or who are in contact with children and families;

• safe recruitment procedures in place;

• effective interagency working to safeguard and promote the welfare of children; and

• effective information sharing. Governing bodies are accountable for ensuring their establishment has effective policies and procedures in place which enable monitoring of the school's compliance with regulations.

- 42 -


Neither the governing body nor individual governors have a role in dealing with individual cases or a right to know details of cases (except when exercising their disciplinary functions in respect of allegations against a member of staff), although a nominated governor1 may take on the role of child protection governor in order to champion child protection issues within the school, liaise with the headteacher and provide information and reports for the governing body. Governing bodies should ensure that: • the school has a child protection policy and procedures in place that are in

accordance with local authority guidance and locally agreed inter-agency procedures, and the policy is made available to parents on request;

• the school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who work with children;

• the school has procedures for dealing with allegations of abuse against members of staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures;

• a senior member of the school's leadership team is designated to take the lead responsibility for dealing with child protection issues, providing advice and support to other staff, liaising with the local authority and working with other agencies;

• in addition to basic child protection training, the designated person undertakes training in inter agency working and refresher training every two years to keep knowledge and skills up to date;

• all other staff undertake training every 3 years, and temporary staff and volunteers who work with children are made aware of the school's arrangements for child protection and their responsibilities;

• they remedy without delay any weaknesses or deficiencies in regard to child protection arrangements;

• a member of the governing body (usually the chair of governors) is nominated to be responsible for liaising with local authority as appropriate in the event of allegations of abuse being made against the head teacher; and

• they review policies and procedures annually and provide information to the local authority about them and how their duties have been discharged.

Recruitment All staff and governors who take part in recruiting and selecting people to work in school must be mindful of recruitment best practice. Since January 2010 it has been a requirement that all interview panels should include someone who has successfully completed the Safer Recruitment training. Safer practice in recruitment means thinking about and including issues to do with child protection and safeguarding and

1 In Lancashire it is recommended that this role is undertaken by the chair of governors.

- 43 -


promoting the welfare of children at every stage of the recruitment process. It starts with the process of planning the recruitment exercise and, where the post is advertised, ensuring that the advertisement makes clear the organisation's commitment to safeguarding and promoting the welfare of children. It also requires a consistent and thorough process of obtaining, collating, analysing, and evaluating information from and about the applicants, which will include: • ensuring that the job description makes reference to responsibility for

safeguarding and promoting the welfare of children;

• ensuring that the person specification includes specific reference to suitability to work with children;

• obtaining and scrutinising comprehensive information from applicants;

• obtaining independent references that answer specific questions to help assess candidates' suitability to work with children;

• a face-to-face interview;

• verification of the successful applicant's identity;

• verification of the successful candidate's academic or vocational qualifications;

• checking previous employment history and experience;

• verifying health and physical capacity for the job; and

• mandatory check of List 99 and Enhanced Disclosure via CRB. Further information can be found at www.teachernet.gov.uk and www.lancashire.gov.uk/safeguardingchildrenboard Evaluating Safeguarding arrangements in your school To assist schools in Lancashire we have produced the following checklist and self evaluation tools.

- 44 -


Arrangements to Safeguard and Promote the Welfare o f Pupils – Minimum Standards

Standard Y/N Remedial Action

Policy

• There is a safeguarding/child protection policy which is reviewed annually.

�

• The policy makes appropriate reference to and is consistent with other policies and procedures which relate to safeguarding and promoting welfare.

�

• There is a designated Child Protection Governor. �

• There is a Designated Senior Person (DSP) and a backup Designated Senior Person (DSP).

�

Procedures

• There are clear and concise safeguarding procedures and information available to all staff and volunteers which are consistent with the LSCB's Safeguarding Children Procedures (2007) and which include the procedure for managing allegations against staff.

�

• The Headteacher and DSP meet annually to produce the safeguarding report for the governors and it is presented.

�

• Any weaknesses/deficiencies within the school's safeguarding procedures are addressed.

�

• All dismissals, cessations and resignations in respect of safeguarding concerns are reported to LEA.

�

Safe Recruitment and Selection

• Adverts make explicit the school's commitment to safeguarding/child protection.

�

• All vacancies make clear that posts are subject to relevant CRB disclosures.

�

• All staff and volunteers are subjected to relevant CRB and other checks in line with best practice and statutory guidance.

�

- 45 -


Standard Y/N Remedial Action

• Records are maintained which make clear which staff have been subjected to which checks and when.

�

• Re-checks are undertaken as appropriate. �

• At least one member of the interview panel has successfully completed the safer recruitment training.

�

• References are taken up and scrutinised prior to interview, clarified with the referee if needed and any concerns/gaps in employment history discussed with the candidate at interview.

�

• Safeguarding questions are posed at interview. �

Training

• All staff have received induction and safeguarding training appropriate to their role, in line with statutory guidance and within mandatory timescales.

�

• The designated governor has received safeguarding training appropriate to their role, in line with statutory guidance.

�

• The Designated Senior Person has received safeguarding training appropriate to their role, in line with statutory guidance ie every two years.

�

• The back up Designated Senior Person has received safeguarding training appropriate to their role, in line with statutory guidance ie every two years.

�

• There is a member of staff and a governor who sit on the interview panel that have been trained in Safer Recruitment.

�

- 46 -


Arrangements for Safeguarding and Promoting the Wel fare of Pupils – Self Evaluation Tool

Focus/ Requirement

When leadership is likely to be most effective

�� where applicable

Satisfactory/Less Effective


Least Effective/Immediate Action Required


1. Whole-School Policy

There is a whole-school child protection policy which is reviewed annually, which is consistent with LSCB and LA procedures, and with which ALL staff in school are familiar.

• The Whole-School Child Protection Policy is based upon/addresses all of the areas covered by the LA's Template Whole-School Policy (including recruitment and handling allegations).

• Annually, the Designated

Senior Person meets with the governing body to review the Policy. Any issues arising and/or proposed amendments are discussed with and agreed by the governing body.

• The Policy is readily

available to all staff, who are familiar with it, and is referred to in the School Prospectus.

• The Policy is consistent

with other policies and procedures.

• A Whole-School CP Policy exists and provides clear guidance on child protection, recruitment and handling allegations.

• The Policy is readily

available to all staff, who are familiar with it, and is referred to in the School Prospectus.

• The Policy is reviewed

annually by the Designated Senior Person and the governing body.

• The Policy is consistent

with other policies and procedures.

• There is no Whole-School CP Policy.

• The Whole-School Policy

is in place but does not consider all of the relevant areas or issues; the document is not comprehensive enough.

• The document fails to

provide clear procedural guidance.

• The Policy has not been

reviewed for some time and is not reviewed annually.

• The Policy is not widely

known and/or is not readily available.

- 47 -


Focus/ Requirement







2. Designated Staff There is a Designated Senior Person (DSP) and a nominated governor for Child Protection.

• There is a Designated Senior Person (DSP) who is afforded sufficient time, resources and support to enable them to carry out the role effectively.

• There is a back-up DSP. • There is a nominated

governor for Child Protection and they have received specific training appropriate to the role.

• All staff in school know

who the DSP and back-up persons are and are clear about their roles and responsibilities.

• Designated/nominated

staff have copies of and are familiar with the Local Safeguarding Children Board (LSCB) and LA child protection procedures and guidance.

• There is a Designated Senior Person who is afforded sufficient time, resources and support to enable them to carry out the role effectively.

• All staff in school know

who the DSP is and are clear about their role and responsibilities.

• Designated/nominated

staff are familiar with LSCB and LA child protection procedures and guidance.

• There is no DSP. • There is no nominated

governor. • The DSP/nominated

governor is so overburdened as to render it impossible for them to carry out the role effectively.

• Staff in school do not know

who the DSP is. • The DSP is unfamiliar with

LSCB and/or LA procedures.

• The nominated governor

(should be the chair) is unclear about roles and responsibilities and becomes involved in individual CP cases (other than allegations against the headteacher).

- 48 -


Focus/ Requirement







3. Training The DSP and nominated governor receive and update training appropriate to their roles.

• The DSP has received/updated their LA child protection training during the last two years.

• The DSP has attended

Multi-Agency Child Protection Training during the last three years.

• There has been a whole-

school training session for ALL staff (including welfare and admin staff) during the last three years.

• Training on child protection

is an integral part of induction for all new staff.

• Child protection issues and

training needs are discussed regularly at staff meetings.

• The DSP has a copy of the

LA CP Service's annual Training Bulletin.

• The DSP has received/updated their LA child protection training during the last two years.

• All staff have received

some child protection training relevant to their role during the last three years.

• Child protection issues

and training needs are discussed regularly at staff meetings.

• New staff are made

aware of and are provided with a copy of the Whole-School Policy as part of their induction.

• The DSP has a copy of

the LA CP Service's annual Training Bulletin.

• The DSP/nominated governor have received no updated LA child protection training for over three years.

• There has been no whole

school child protection training for more than three years.

• New staff (including

volunteers) receive no child protection training as part of their induction.

• Staff in school are unaware

of new or recent developments and have no formal system within which to express training needs or have them met.

• The DSP has not had sight

of the LA CP Service's annual Training Bulletin.

- 49 -


Focus/ Requirement







• Vacancy advert states that post is subject to enhanced CRB disclosure.

• Vacancy advert states that post is subject to enhanced CRB disclosure.

• Vacancy advert states that post is subject to CRB disclosure.

• Appropriate CRB, List 99 and ISA barred list checks are always conducted in respect of all appointments and staff in school (including volunteers and contractors).

• Appropriate CRB, List 99 and ISA barred list checks are always conducted in respect of all appointments and staff in school (including volunteers and contractors).

• CRB and related checks are conducted only in respect of some new staff/volunteers, the process is ad hoc.

• Guidance in recruitment is included in the Whole-School Policy.

• Guidance on recruitment is included in the Whole-School Policy.

• Child protection is not specifically considered within recruitment processes.

4. Recruitment There are robust recruitment procedures in place which are consistent with relevant legislation and guidance.

• References are sought prior to interview which include any information pertaining to disciplinary and/or complaints procedures and this is followed up and clarified/discussed with the referee.

• References are sought prior to interview which include any information pertaining to disciplinary and/or complaints procedures.

• References are sought prior to interview.

- 50 -


Focus/ Requirement







• Job specifications for advertised vacancies include reference to child protection awareness.

• Interviews explore any

gaps in employment history and discuss any negative references/concerns that have been highlighted.

• Interviews assess the

applicant's level of child protection awareness and knowledge.

• Interviews include some focus upon child protection.

• Interviews discuss any

gaps in employment history and discuss any negative references/ concerns that have been highlighted.

• Interviews discuss some gaps in employment history and vaguely explore any concerns raised by referees

5. Safer Staff and Handling Allegations

There are clear procedures in place for handling allegations against staff.

• The Whole-School Policy includes guidance on handling allegations against staff in school. (This includes contact details for relevant personnel eg chair of governors, Schools Personnel Officers, Diocesan Officer, LA Child Protection Officers, Local Authority Designated Officer-LADO).

• The Whole-School Policy includes guidance on handling allegations against staff in school.

• Any such guidance is

consistent with LSCB and LA procedures for handling allegations.

• There is no written guidance in school on handling allegations against staff.

• Relevant staff are

unfamiliar with LSCB and LA procedures for handling allegations, CRB, List 99 and/or PoCA procedures and responsibilities.

- 51 -


Focus/ Requirement







• PoCA and List 99 procedures and responsibilities are clear to relevant staff and are adhered to.

• The headteacher/chair of governors 'investigates' allegations of abuse against staff in school, unilaterally or prior to seeking advice/guidance.

• PoCA and List 99 procedures and responsibilities are clear to relevant staff and are adhered to.

• The headteacher/ DSP/chair of governors attend appropriately and provide relevant information at any multi-agency Strategy Meeting which is convened in respect of an allegation.

• Relevant staff are unclear about the different procedures for handling complaints and allegations against staff, from whom and at what juncture advice should be sought in respect of either.

• The headteacher/ DSP/chair of governors attend appropriately and provide relevant information at any multi-agency Strategy Meeting which is convened in respect of an allegation.

• There is clarity across the governing body and amongst all staff in respect of procedural issues (what they are, similarities and differences) for handling allegations and complaints.

- 52 -


Focus/ Requirement







• The governing body discusses emergent issues (general as opposed to case-specific) and reviews the school's handling allegations procedure as appropriate, and at least annually as part of the Whole-School Policy review.

• All staff in school have access to guidance on professional conduct which will ensure consistency, safer staff and, therefore, safer schools.

• There is clarity across the governing body and amongst all staff in respect of procedural issues (what they are, similarities and differences) for handling allegations and complaints.

• All staff are aware of LCC's whistle-blowing policy and procedures and know how to share concerns about an adult's conduct.

• All staff in school have access to guidance on professional conduct which will ensure consistency, safer staff and, therefore, safer schools. Such guidance is included in the Whole-school Policy or, where appropriate (eg Special Schools), as a separate, more detailed document which addresses issues specific to the school/setting.

• All staff are aware of LCC's Whistle-blowing Policy.

- 53 -


Focus/ Requirement







6. Addressing Deficiencies/ Weaknesses

Any deficiencies or weaknesses which are identified are addressed without delay.

• The headteacher/ designated senior person and nominated governor meet on a termly basis and produce a summary report on safeguarding issues which is presented to the governing body.

• Any issues which are brought to the attention of the governing body are addressed without delay, following appropriate advice (LA, Diocesan etc) and any action taken is minuted.

• Any issues which are brought to the attention of the governing body are addressed without delay, following appropriate advice (LA, Diocesan etc), and any action taken is minuted.

• Self Evaluation Tool completed and forwarded to LA but no action and review strategy recorded.

• Safeguarding/Child Protection arrangements are not considered by the governing body, annually.

• Identified weaknesses/deficiencies remain unaddressed.

• Advice is not sought from relevant bodies/officers.

• Action taken is not minuted or formally recorded.

• Regular staff meetings are utilised to discuss issues, to raise awareness and to highlight any new developments, deficiencies and action plans.

• Self Evaluation Tool completed and forwarded to LA and clear action and review strategy recorded and implemented.

• Self Evaluation Tool not completed.

- 54 -


Section 9 – Policies and Procedures for Governing B odies As part of its strategic responsibility the governing body is responsible for setting aims and agreeing policies for the school and for monitoring and evaluating the impact of those policies. This section helps to identify the main policies governing bodies should have in place. Each school will probably also identify other areas where they wish to establish policies either for management purposes or for governance. When adopting or reviewing a policy, governing bodies need to record the date of adoption and agree review arrangements. For some policies there are statutory review arrangements; for others it is for the governing body to determine when the policy is reviewed. In practice most of the work of drafting a policy is undertaken by school staff. Some model policies are provided by the local authority. Where these particularly relate to staffing they will usually have been the subject of negotiation with teachers' associations, unions, dioceses/church authorities and the LASGB. It is good practice to refer detailed consideration of policies to the relevant committee, who will look at the policy and make recommendations to the governing body on adoption, amendment or any actions that need to be taken. Governing bodies should keep a record of their policies and review dates and should be prepared to have them easily accessible for parents and members of the public under the Freedom of Information Act. Ofsted may also wish to examine policies and review dates.

- 55 -


Governor Services School Policies and Procedures for Governing Bodies September 2010 The governing bodies of Voluntary Aided Schools have the choice to adopt the appropriate Diocesan Education Authority's policies (National Society for CE Schools and Catholic Education Service for RC Schools) or the appropriate local authority model policy. LR = Legal Requirement All other policies listed are highly recommended.

Advisable to adopt model policy as it stands

Model policy available but requiring personalisation

Policy/Procedure LR Comments Date

produced Model policy/Procedures/Guidance available from

Review

COMMUNICATING WITH PARENTS

Complaints Procedure

Y Governing bodies of all maintained schools are required to have a complaints procedure in place that relates to the school and is not covered by any other statutory complaints procedures.

2007 LCC Governor Services Team Procedure available on Schools Portal and GEIS http://schoolsportal/sp_atoz/service.asp?u_id=1040&strSL=C

Home-School Agreement

Y Governing bodies are required to have a written home-school agreement in place drawn up in consultation with parents. This should explain the school's aims and values and the respective responsibilities of the school and parents, and what the school expects of its pupils.

Guidance available on the Schools Portal http://schoolsportal/sp_atoz/service.asp?u_id=2142&strSL=H

Annual

- 56 -


Policy/Procedure LR Comments Date produced

Model policy/Procedures/Guidance available from

Review

Prospectus Y Governing bodies of maintained schools must publish a school prospectus for parents and prospective parents. From 1 Sept 2005 the only required content is information on SEN and disability provision previously contained in the governors' Annual Report. There is no requirement for maintained nurseries to publish a prospectus.

Guidance available on the Schools Portal http://schoolsportal/sp_atoz/service.asp?u_id=3208&strSL=P

Annual

Annual Report to Parents

Y Maintained Nursery Schools Only Statutory report to parents by the governing body of the school. Some contents are statutory; other items may be included at the school's discretion. The governing body must agree the report before it is published.

Guidance available on the Schools Portal http://schoolsportal/sp_atoz/service.asp?u_id=2133&strSL=S

CURRICULUM

Curriculum including EYFS

Y Statement setting out the principles underpinning the curriculum and linking to individual subject policies/schemes of work/syllabuses currently used by the school. It is the headteacher's responsibility to prepare the policy and the governing body should consider and approve the policy and monitor and review its implementation.

Annual

Drug Education Schools are expected to have a policy on drug education and prevention which should set out the aims of the school's programme of drug education and summarise its policy about what to do when there are concerns about an individual in relation to drugs.

Policy advice available from LCC School and Community Partnerships Team

- 57 -




Review

Religious Education

Y All maintained schools must provide religious education for their pupils. The precise nature of that education will depend on the religious character of the school. In all community and voluntary schools without a religious character this will be in accordance with the Lancashire RE Agreed Syllabus (Dec 2005). In a voluntary aided school with a religious character this should be in accordance with the school's trust deed or the beliefs of the religion.

https://schoolsportal.lancsngfl.ac.uk/sp_atoz/service.asp?u_id=2386&strSL=R [SACRE currently being reviewed and due for launch in Spring 2011] LCC SACRE team

Collective Worship Y All maintained schools must provide a daily act of collective worship for their pupils. Schools are required to have a policy on collective worship. Parents have a right to withdraw their children from all or any part of any maintained school's act of worship without giving a reason.

Model policy available at: http://www.teachernet.gov.uk/management/atoz/c/collectiveworshippolicy/ Guidance on right to withdraw: http://www.lancashire.gov.uk/education/pdf/pid32/reguidance.pdf

Sex and Relationships Education

Y Governing bodies of maintained primary schools must decide whether sex education should be included in the school's curriculum. All governing bodies are required to have a written statement of whatever policy they adopt on SRE and make it available to parents. Parents have a right to withdraw their children from any SRE that is not part of the statutory National Curriculum.

Guidance available on the Schools Portal at: https://schoolsportal.lancsngfl.ac.uk/sp_atoz/service.asp?u_id=2382&strSL=S LCC PSHE Team in Learning Excellence

Teaching and Learning

Policy to address planning, assessment for learning, learning objectives, needs of all pupils, ICT, learning environment, time and resource management.

- 58 -




Review

FINANCE

Financial Management Standard in Schools (FMSiS)

Y The Standard sets out best practice for effective financial management in schools and helps school leaders and governors to understand their roles and responsibilities as financial managers. All schools are now expected to meet the Standard.

FMSiS Toolkit contains guidance and relevant documentation http://www.fmsis.info/ Information also available through the Schools Portal

3 year cycle

Scheme for Financing Schools in Lancashire

The Scheme contains requirements binding on both the LA and governing bodies relating to financial management. Relevant guidance and policies required to meet FMSiS are included in the Scheme.

The Scheme is available through the Schools Portal at: http://www3.lancashire.gov.uk/corporate/web/view.asp?siteid=2844&pageid=4889&e=e

Annual

Charging and Remissions Policy

Y Governing bodies must establish and keep under review a charging and remissions policy for the school which has regard to the Local Authority's policy statements on charging and complies with statutory requirements. A charging policy must be drawn up if the school wishes to charge parents for any activities for which charges are permitted (Required for FMSiS)

2009 Model policy available in the Scheme for Financing Schools Annex 4 http://www3.lancashire.gov.uk/corporate/web/view.asp?siteid=2844&pageid=4889&e=e and on GEIS at https://geis.lancashire.gov.uk/frmDcDnLd.asp?id=35548

Annual

Internal Financial Regulations

Governing bodies are required to set up their own internal financial regulations for financial management within the school. (Required for FMSiS)

Autumn 2009

Model financial regulations available on GEIS at https://geis.lancashire.gov.uk/frmDcDnLd.asp?id=86362

Annual

Lettings Policy Policy which sets out criteria for making decisions on requests for use by external organisations including appropriate charges. (Required for FMSiS)

2008 Model policy available at: https://schoolsportal.lancsngfl.ac.uk/sp_atoz/service.asp?u_id=2108&strSL=L for those schools purchasing financial support services from LCC

Annual

Whistleblowing Policy

Policy intending to enable and encourage employees to raise serious concerns within the school or the LA rather than overlooking the problem or 'blowing the whistle' outside. (Required for FMSiS)

Model policy available in the Scheme for Financing Schools Annex 7 http://www3.lancashire.gov.uk/corporate/web/view.asp?siteid=2844&pageid=4889&e=e

- 59 -




Review

EQUALITY AND DIVERSITY

Accessibility Plan Y Under the Special Educational Needs and Disability Act 2001 schools are required to publish an Accessibility Plan. Accessibility Plans should ideally cover a three-year cycle with opportunity for an annual review as recognised good practice. This could form part of the school's annual improvement and development cycle.

LCC Guidance available at: Schools Portal (A-Z) Strategy and Inclusion Team https://schoolsportal.lancsngfl.ac.uk/view_sp.asp?siteid=3409&pageid=9227&e=e

At least every 3 years

Disability Equality Scheme

Y Duty on schools under DDA 2005 to publish a disability equality scheme to demonstrate that pupils with disabilities are not subjected to less favourable treatment and must make reasonable adjustments to overcome disadvantages caused by the disability.

2008 LCC Strategy and Inclusion Team – Schools Portal http://www.lancsngfl.ac.uk/projects/sen/index.php?category_id=182

Gender Equality Scheme

Y Duty on schools to publish a gender equality scheme to demonstrate how the school will meet its duties to eliminate unlawful sex discrimination and harassment and promote equality of opportunity between men and women.

2007 Policy template available at http://schoolsportal/sp_atoz/service.asp?u_id=2909&strSL=G

Race Equality Y Statement of policy for promoting race equality and clear procedures for dealing and reporting racist incidents.

2002 Model policy on the Schools Portal at http://www.lancsngfl.ac.uk/projects/ema/index.php?category_id=10

PUPILS

Admissions Y All schools are required to have an admissions policy; in VA and foundation schools the governing body is the admissions authority. In community and VC schools the LA is the admissions authority and it is the LA that administers the process and establishes the policy

Policies available from LCC pupil access team https://schoolsportal.lancsngfl.ac.uk/view_sp.asp?siteid=3284&pageid=8608&e=e

Annual

- 60 -




Review

Statutory limit on Infant Class Sizes

Y All primary schools with infant aged pupils must meet the statutory infant class size limit. It applies to Reception, Year 1 and Year 2 pupils. Details are issued annually.

2010 Guidance is available on the LCC website http://www.lancashire.gov.uk/corporate/web/?siteid=2854&pageid=4936

Attendance targets Y Governing bodies are required to set attendance targets for the following academic year by 31st December each year. The governing body should ensure that there is a whole school policy on attendance and lateness. Attendance rates should be monitored and compared with national averages.

Policies available from LCC School Attendance Consultancy Team Holidays in term-time policy statement – Schools Portal

Annual

Pupil Discipline/ Behaviour

Y Schools need a clear policy on the standards of behaviour expected of pupils, how to provide these standards and how to tackle unacceptable behaviour.

2007 Guidance is available on teachernet at http://www.teachernet.gov.uk/_doc/11321/SCHOOL%20DISCIPLINE%20AND%20PUPIL%20BEHAVIOUR%20POLICIES%20GUIDANCE1.pdf

Annual

Exclusion Procedures

Governors should ensure that the relevant procedures are followed in dealing with pupil exclusions.

2008 DCSF Guidance available at http://www.teachernet.gov.uk/wholeschool/behaviour/exclusion/2008guidance/

Extended school/before and after school activities

Recent legislation and government policy requires schools to be at the heart of their community. Governing bodies should have a policy for the provision of facilities and services to benefit pupils at the school, their families and people in the community.

Extensive LCC guidance is available on the Schools Portal at: https://schoolsportal.lancsngfl.ac.uk/view_sp.asp?siteid=5043&pageid=26062

Inclusion of pupils with SEN and behavioural difficulties

Y The governing body should, with the headteacher, decide the school's general policy and approach to meeting pupils' special educational needs for those with and without statements.

SEN guidance can be found at https://schoolsportal.lancsngfl.ac.uk/view_sp.asp?siteid=3409&pageid=9227&e=e

Annual

Register of Pupils Y Governors are responsible for making sure that admissions and attendance registers are kept.

- 61 -




Review

Anti-Bullying Policy Schools may wish to attach their anti-bullying policy to the discipline/behaviour policy as a schedule. The policy should include a definition of bullying, procedures to follow and intervention techniques. The policy should be cross-referenced to all other policies.

2009 An LCC draft policy framework is available in the Anti-bullying school 2009 hard file (a copy of which is available in each school) Alternatively DCSF Safe to learn guidance can be found at http://www.teachernet.gov.uk/docbank/index.cfm?id=11908

GENERAL

ICT Security Framework (including e-mail and internet use policy)

A model ICT Security Framework including an e-mail and internet use policy is available to help schools ensure that equipment, data and staff are adequately protected against any action that could adversely affect the school; Users are aware of and fully comply with all relevant legislation; Awareness is created and maintained of the need for ICT security to be an integral part of the day to day operation of the school.

2005 LCC policy available at schools portal (A-Z) https://schoolsportal.lancsngfl.ac.uk/sp_atoz/service.asp?u_id=2949&strSL=I

Nutritional Standards

Y The governing body must ensure that food provided in the school meets minimum standards set out in Regulations where the school has a budgetary element for school meals delegated to it.

Guidance is available on the School Food Trust website – www.schoolfoodtrust.org.uk

School Session Times

All Community and Voluntary Controlled schools must follow the statutory procedures for changing school session times. They are commended to Voluntary Aided and Foundation Schools.

2005 Procedures are available at http://www.lancashire.gov.uk/education/pdf/pid1079/procglines2005.pdf?sysredir=y

As appropriate

- 62 -




Review

School Terms and Holiday Patterns

All Community and Voluntary Controlled schools must follow LGA Standard School Year Pattern for school term and holiday dates and provide to the LA details of the 5 INSET days. The Standard School Year is commended to Voluntary Aided and Foundation Schools but they must provide the LA with details of the 5 INSET days.

2006 Details available on the website at http://www3.lancashire.gov.uk/corporate/atoz/a_to_z/service.asp?u_id=420&tab=1

Annual

School Companies Y Legally required for all schools where a company is established in accordance with the Education Act 2002 sections 11 & 12.

Advice available on Teachernet

GOVERNING BODY

Code of Conduct LCC model Code of Conduct for Governing Bodies

2010 LCC Governor Services Team Code available on GEIS https://geis.lancashire.gov.uk/frmDcDnLd.asp?id=3671

Committee Terms of Reference and Delegation

Y The governing body must agree committee membership and terms of reference for each committee. Governing bodies are able to delegate many responsibilities to committees or individuals.

2010 LCC Governor Services Team Committee Guidance available on GEIS

FOIA Publication Scheme

Y Under FOIA 2000 schools must produce a publication scheme and have procedures in place to respond to requests for information.

Templates available on ICO website at http://www.ico.gov.uk/what_we_cover/freedom_of_information/publication_schemes/template_guides_to_information.aspx#schools

Governing Body Minutes

Y Formal record of governing body business. The governing body must make available for inspection to any interested person a copy of the agenda, reports and papers considered at the meeting and signed minutes. Information which the governing body agrees should be confidential need not be made available for inspection.

- 63 -




Review

Instrument of Government

Y The Instrument of Government is the document that records the name of the school and the constitution of its governing body. The Instrument must accord with regulations applying to the category to which the school belongs.

Copies of the Instrument for individual schools are available from LCC Governor Services team.

Register of Business Interests

Y Must be maintained for both governors and headteacher and updated annually. (Required for FMSiS)

LCC Governor Services Team Model available on GEIS https://geis.lancashire.gov.uk/frmDcDnLd.asp?id=2018

Annual

Schemes for paying governors' expenses

Y If the governing body decides to pay governors' expenses, a scheme must be in place.

LCC Governor Services Team Scheme for Financing Schools Section 12 http://www3.lancashire.gov.uk/corporate/web/view.asp?siteid=2844&pageid=4889&e=e

Election procedures for Staff and Parent Governors

Y Community, Voluntary Controlled, Community Special and Nursery Schools are required to follow the procedures prepared by the LA. The procedures have been prepared in consultation with the Church Authorities, Professional Associations and LASGB, and are commended to Voluntary Aided and Foundation Schools for adoption.

LCC Governor Services Team Procedures available on GEIS https://geis.lancashire.gov.uk/correspondence/index.asp?category_no=006

HEALTH AND SAFETY

Care and Control of Pupils

Policy for the support of all teaching, support staff and volunteers who come into contact with pupils to explain the school's arrangements for care and control

LCC Child Protection Information Pack http://www.lancashire.gov.uk/corporate/web/view.asp?siteid=4383&pageid=19748&e=e

Child Protection Y Statement of policy for safeguarding and promoting the welfare of pupils at the school.

March 2010

Model available in LCC Child Protection Information Pack (available through GEIS) http://www.lancashire.gov.uk/corporate/web/view.asp?siteid=4383&pageid=19748&e=e

Allegations of abuse against staff

Y Procedures to be followed in dealing with allegations of abuse against members of staff and volunteers who work with children.

March 2009

LCC Child Protection Information Pack http://www.lancashire.gov.uk/corporate/web/view.asp?siteid=4383&pageid=19748&e=e

- 64 -




Review

Single Central Record of recruitment and vetting checks

Y Schools must keep a single central record, detailing the range of checks they have carried out on their staff.

LCC Child Protection Information Pack (Safe Recruitment guidance - doc A3) http://www.lancashire.gov.uk/corporate/web/view.asp?siteid=4383&pageid=19748&e=e

Pupils and Medical Needs

Schools should have a policy for supporting pupils with medical needs to allow access to education. This may include a policy on the administration of medication.

Guidance available through the Schools Portal at https://schoolsportal.lancsngfl.ac.uk/sp_atoz/service.asp?u_id=2846&strSL=M

Health and Safety including Risk Assessments

Y Apart from the small number of schools who make their own insurance arrangements, governing bodies are strongly recommended to adopt the LCC Health and Safety document. Schools must adhere to the document in order for their insurance policy to be valid.

August 2009

Guidance and model policy available through the Schools Portal at: https://schoolsportal.lancsngfl.ac.uk/view_sp.asp?siteid=3726&pageid=16526&e=e

Educational/Off Site Visits

Schools and services under the LCC insurance arrangements must adopt the LCC Policy and Guidelines.

2010 (implementation from Jan 2011)

Policy and guidelines available through the Schools Portal at: https://lccsecure.lancashire.gov.uk/education/data/edintact/documents/documents.asp

Annual

Unavoidable School Closures

Schools should have procedures in place in case of unavoidable school closure. It is recommended that schools adopt the LA procedures and guidance.

http://www.lancashire.gov.uk/education/pdf/pid1078/guidance.pdf

School Emergency Response Plan

A planned response will better prepare schools for the challenges an emergency places on them. The guidance will help schools meet their duties of care in respect of pupils and staff.

2008 Guidance and model policy available on Schools Portal at: http://schoolsportal/sp_atoz/service.asp?u_id=2732&strSL=E

School Travel Plan A School Travel Plan sets out a package of practical measures or initiatives for improving children's safety on the school journey and for reducing the number of car trips made to a school or group of schools.

Guidance and template to assist in writing a School Travel Plan available at: http://www3.lancashire.gov.uk/corporate/web/view.asp?siteid=3232&pageid=8335

- 65 -




Review

SCHOOL IMPROVEMENT

Assessment, Recording and Reporting

Statement of assessment and recording procedures and the reporting of assessment and examination results to parents.

Guidance from LCC Assessment Support Team Link to QCDA guidance QCDA ARA

Monitoring, Evaluation and Accountability

Provides a framework within which governing bodies can fulfil their key roles of monitoring and evaluating the school's effectiveness.

2010 LCC Governor Services Document available on GEIS

School Development Plan

The School Development Plan is the term used to describe a portfolio of linked documents which promote and direct school improvement over a given time period. The School Improvement Plan includes:

• The Mission Statement and Aims of the School

• A long term strategic plan • Subject or department development

plans • Maintenance plans • Cross curricular/overarching

development plans. This should cover a period of three years. Where required, it should contain action plans in response to key issues raised at the school's most recent inspection.

School Leadership and Management Development Team

Annual

- 66 -




Review

School Improvement Plan

The School Improvement Plan is an annual plan derived from:

• the priorities identified in the long term plan

• the priorities established as an outcome of a validated self-evaluation process

• the priorities from external factors such as DfE initiatives.

The plan should: • focus on improving teaching and

learning • set clear targets matched to success

criteria • identify actions or tasks by which

improvement is to be secured • set a clear timeframe for such actions • include procedures for monitoring

progress and evaluating outcomes • identify key personnel, resource needs

and costs.

School Leadership and Management Development Team

Annual

Target Setting Schools are legally required to set targets for • pupil performance at the end of KS2

and KS4 • attendance by 31 December each year

for the following academic year

STAFF

Competence Procedure (Teachers)

Procedure intended to give clear guidance where issues of professional competence/capability are at stake.

September 2009

Procedures available on Schools Portal (Human Resources)

Capability Procedure (non-teaching staff)

Procedures developed to deal with all instances where the capability of an employee to perform their duties to an acceptable standard is seriously in question.

September 2009

Model procedure available on Schools Portal (Human Resources)

- 67 -




Review

Discipline Procedure (Teachers)

Y Document which sets out the procedure to be followed in situations involving disciplinary action against teachers.

September 2009

Procedure available on Schools Portal (Human Resources)

Disciplinary and Dismissal Procedure (Support Staff)

Y Procedure intended to clarify the rights and responsibilities of management, trade unions and employees. It sets out the course of action that will be followed in the event of disciplinary action being considered necessary.

September 2009

Procedure available on Schools Portal (Human Resources)

Appraisal Y Guidance on the appraisal scheme for support staff.

2009 Scheme available on the Schools Portal (Human Resources)

Grievance Procedure

Y Document setting out the procedures to be followed in situations where a member of staff has a grievance.

September 2009

Separate procedures for teaching and support staff available on Schools Portal (Human Resources)

Performance Management including Appraisal

Y Procedures adopted by the governing body relating to the performance management of teachers. The governing body may delegate the responsibility for writing the policy to the headteacher. The policy must comply with the appraisal regulations.

2009 Guidance available on Schools Portal (Human Resources) RIG Model policy available on Teachernet http://www.teachernet.gov.uk/management/payandperformance/performancemanagement/newdocs

Whole School Pay Policy

Y Policy setting out a clear framework for the governing body to exercise its powers in relation to the pay of individual members of staff. Pay decisions will usually be delegated to a committee. The policy should state the membership and terms of reference for the committee, and how it relates to the full governing body.

2009-10 Model policy available on the Schools Portal (Human Resources)

Annual

Bullying and Harassment

Model policy statement for the prevention of workplace and work-related harassment and bullying for staff in schools with delegated budgets and teachers in centrally managed services. It should be considered in conjunction with the model Bullying and Harassment procedure.

2009 Policy and procedure available on the Schools Portal (Human Resources)

- 68 -




Review

Stress Management

The policy aims to provide headteachers, governors and managers with an understanding of stress. It also sets out responsibilities for both individual members of staff and managers and clarifies the support, information and training available. Schools will be required to show evidence of a policy as part of a Health and Safety Audit.

Model policy available on the Schools Portal (Human Resources– Stress Management)

Absence Management

Governors and managers have an essential responsibility to monitor attendance, control absence levels, support good attendance and support employees with difficulties.

September 2009

Policies relating to short-term and long-term absence are available on the Schools Portal (Human Resources – Absence- Management of Sickness)

Job Sharing and Flexible Working (Teachers)

Governing bodies have a duty to consider seriously requests for flexible working where required by legislation. The policy sets out the procedure for considering applications.

2009 Policy and procedures available on the Schools Portal (Human Resources – Flexible Working)

Dedicated Headship Time

The governing body is responsible for ensuring that the headteacher has dedicated headship time within the school sessions and has the necessary support to take up the entitlement set out in the School Teachers' Pay and Conditions Document.

Model policy and Statement of Intent available on the Schools Portal (Human Resources – Dedicated Headship Time)

- 69 -


Section 10 – Articles from The Lancashire Governor School Improvement at the Heart of School Governanc e (Lancashire Governor 77 Autumn 2010) We are all aware as members of governing bodies or management committees of our prime responsibility for improving outcomes for children and young people particularly in relation to their achievement and wellbeing. Those of us who have been governors for a number of years have seen the focus for governance change from premises, staffing and the budget in relative isolation to the clear establishment of links between these areas and the school improvement plan. Our governor training and development, this newsletter, our publications and the business we do in our governing body meetings are now focused more closely on the school improvement agenda for achievement and wellbeing. We all ask those critical friend questions around whether the proposed development will make a difference to children and young people. When reviewing developments or the activities reported to us we ask "What was the difference?" But how well does our committee structure represent the changing emphasis? At the beginning of term we issued a revised version of the Lancashire County Council Guidance for Committees, Working Parties and the Roles of Nominated Governors to all governing bodies that subscribe either to the Clerking Service or the Governor Training and Development Programme. Within that document there are suggested terms of reference for the different committees, including a Standards and Effectiveness Committee that concentrates on the direct school improvement issues. Some governing bodies have such a committee in addition to separate Finance, Staffing and Premises committees. However, an increasing number of governing bodies are going to a structure that combines these into one resources type committee whose function is to facilitate or enable the work of the Standards and Effectiveness/ Curriculum Committee. The diagram below shows how the structure might work. The governing body would still need to establish its ad hoc committees for such things as pupil discipline, staff grievance etc. An approach such as this might allow you to make better use of the skills and experience of your governors and reduce the number of meetings they and the school staff need to attend.

- 70 -


There are many different committee structures within Lancashire's governing bodies. They have been developed over time to meet the needs of individual governing bodies and this is something for you to consider when reviewing your approach. Joy Bellis Head of Governor Services

- 71 -


The Fischer Family Trust and "Analyses to Support S elf Evaluation Report" (revised September 2010) This article describes the Fischer Family Trust "Analysis to Support Self-Evaluation Report" which is provided for primary and secondary schools via the Lancashire ROSE secure website. What is the Fischer Family Trust? The Fischer Family Trust (FFT) is an independent, non-profit making organisation which is mainly involved in undertaking and supporting projects addressing the development of education in the UK. The FFT manages a project which aims to help Local Authorities (LAs) and schools make more effective use of performance data. It now works in partnerships with all the LAs in England and Wales providing a range of analyses to support self-evaluation, assessment and target setting. The project provides a range of analyses and datafiles to support the processes of self-evaluation (using value-added analyses) and target-setting (using estimates). They base the project analyses on a database, which contains performance information on over 10 million pupils. The FFT has developed, in conjunction with Ofsted, a report titled 'Analyses to Support Self-Evaluation'; this is provided, via Lancashire, to headteachers in primary and secondary schools. What is the Report? The report is in the form of a booklet, containing several types of analyses which look at attainment at the end of key stage 1 and at the value added by the school in key stage 2 for primary schools and in key stages 3 and 4 for secondary schools. The report is not provided for special schools. The aim of the analyses provided in the report is to aid and support detailed school self evaluation. The reports use value added models, which take account of a range of pupil and school level factors, so that schools can see how much 'value added' has been achieved for their pupils when compared with similar pupils working in similar circumstances. What is provided for the end of key stage 1? In the case of key stage 1 prior attainment data is not used to calculate value added progress. End of key stage 1 outcomes (results) are analysed taking account of a range of measures at pupil and school level; the aim is to provide an indication of whether attainment is significantly above, in line or significantly below what might be expected for that cohort. What factors are taken into account? A range of factors are taken into account, to provide what is sometimes termed "contextual value added", or CVA. The exact combination of factors varies in different parts of the report, but briefly tends to include:

- 72 -


• the prior attainment of pupils (how well they did in the previous end of key stage

assessments, and not used in KS1 analysis); • variation between prior attainment in different subjects; • gender; • month of birth; • whether a pupil is entitled to free school meals; • an indicator of relative deprivation based on socio-economic data; • ethnicity; • Special Educational Need stage; • mobility measures (for example whether a pupil has joined the school during

the school year). Why are these factors used? These factors are used because research has shown that they have an effect on pupil performance. For example, pupil prior attainment (how well a pupil did in previous end of key stage assessments) is a very strong indicator of how well that pupil will perform in the future. The month of birth for a pupil has a lesser affect, with pupils born in September/October tending to do better than pupils born later in the academic year (whilst this is statistically valid, it is of course not true for every pupil). Similarly, moving schools during the year tends to have a small but significant effect on performance. The FFT contextual value added (CVA) analyses takes these and other factors into account, so that schools can evaluate how well they are doing for pupils who have similar factors influencing their performance; in effect, it 'levels the playing field'. How should schools use the reports? The reports should not be used in isolation, but be considered along with other data and analyses that the school has at its disposal. This self-evaluation will inform school improvement planning, the completion of the SEF (Ofsted Self-Evaluation Form) and target setting. Schools should use the reports to help them evaluate and raise questions about the performance of groups of pupils, along with: • the Lancashire School Information Profile (LSIP), provided for schools in the

autumn term. This useful document summarises most of the contextual and performance data about the school, including the ability, SEN and free school meals ranges of the pupils; prior attainment statistics; performance in assessments over several years; school targets; deprivation indices and others;

• the RAISEonline data (also containing contextual value added analyses);

- 73 -


• the school's own analysis of progress using, for example, the Lancashire

Tracking Tools for KS1 and 2 (these allow the school to track attainment during the key stage);

• analyses of PIPS assessments (primary) and CATS assessments (secondary). Are there any health warnings we should be aware of ? The reports are less useful for small schools, as analysis is not shown for groups of 10 or fewer pupils. This affects some of the analysis for many primary schools, when looking at groups within them. One analysis in the report groups data together as a three year trend; it is important that schools look beneath this, using their own analysis of other data, as indicated above. Conclusions should never be drawn from one set of data; the best evaluation is when several sources are used to raise questions and plan the way forward. It is however, very important that schools are aware of the analyses and their interpretation. Please also note that the FFT data provided to schools is for internal school use only and should not be put into the public domain or published. Sources of further information The Fischer Family Trust has a website at www.fischertrust.org. This contains sample material and presentations (go to the 'Data Analysis Projects' section and then the 'Training Resources' in that dropdown). Karen Williams Assessment Support Team Coordinator/Adviser

- 74 -


RAISEonline (revised September 2010) This article describes the RAISEonline website (Reporting and Analysis for Improvement through School Self-Evaluation) What is RAISEonline? RAISEonline is a website which was developed by Ofsted and the DCSF in 2006/07; it provides analyses similar to those previously included in the PANDA (which the website has replaced). These analyses are now known as 'the Full Report'. The website also provides further detailed interactive analyses which can be used to 'follow up' a line of enquiry when considering progress and attainment, as part of school self evaluation. The main purpose of RAISEonline is to enable schools to analyse performance data in depth as part of their self-evaluation processes and therefore support teaching and learning. It also provides a common set of analyses for schools, local authorities, inspectors and school improvement partners to use when analysing performance. RAISEonline features • The Full Report: This is not interactive. It can be downloaded and printed, for

sharing with other members of the school community, including governors. The Full Report includes contextual information about the school including comparisons to schools nationally with analyses covering the attainment and progress of pupils at the end of key stage. Many of the analyses take statistical significance into account.

• Interactive analyses : The headteacher and other users can 'drill down'

through the analyses, by grouping and filtering, for example. This enables them to investigate how groups of pupils, or even individual pupils, are achieving.

• Question level analyses: This part of the site allows schools to investigate the

performance of pupils at question level, in the optional and end of key stage tests.

• Data management facility: This provides schools with the ability to set up

other users, import and edit pupil level data and create school-defined fields. Who puts the data into RAISEonline? The site is populated by Ofsted/DfE, with individual pupil information (such as date of birth, gender, special educational need status), and with pupils' end of key stage assessment results. This centrally provided dataset will remain fixed, in that it cannot be altered by the school. The Full Report is produced from this dataset. However, the school also has access to a part of the site- called 'school's own data' which allows the school to amend and add information to a duplicate dataset, for the school's own internal analysis; this contains the facility for the school to import and analyse the optional test results.

- 75 -


Who has access to RAISEonline? • The school administrator: Schools have been provided with an administrator

username and password. Schools need to use these if they are setting up other users to access the data for the school, to import optional and end of key stage question level data, and to establish additional fields for filtering some of the analyses e.g. a teaching group.

• Headteachers: They have been supplied with their own username and

password for RAISEonline. They can view and print off the Full Report, and use the interactive analyses. They have access to the data down to pupil level. The headteacher can ask the school administrator to set up other users within school.

• School users: These are 'set up' by the school administrator. They can then

access all the data and analyses in RAISEonline, and 'drill down' to individual pupil level. This access includes the national data set for the school and the 'school's own data', which may include optional test results if imported by the school. The administrator must remember to delete users who have left the school, or they would still be able to access the school's information.

• Advisers/school improvement partners/Ofsted inspect ors: They can

access the nationally maintained part of the site, view the Full Report, and the interactive analyses on this part of the site. They cannot 'see' any further information/data the school adds into their duplicate part of the site (for example the optional test results), unless the school specifically chooses to share this information with them. The Full Report is used by inspectors to inform the pre-inspection briefing.

What about access for governors? Headteachers share the Full Report with governors as part of the self evaluation and accountability processes in school, and it informs the completion of the SEF. The Full Report can be printed for meetings, displayed using a projector, and/or saved and emailed, as headteachers feel is appropriate. It does not contain individual pupil level information. Headteachers may also choose to explore the interactive analyses with governors, using a projector to view the analyses, perhaps trying different filtering for groups, for example, to explore hypotheses. A headteacher may also ask the administrator to 'set up' a governor with user account access; this facility is now available for school governors to access the school's RAISEonline full report. When setting up governor accounts, schools should remember that the terms and conditions of using RAISEonline require that all accounts should apply to one user. A shared account for the joint use of all governors should therefore not be used.

- 76 -


Are there any health warnings we should be aware of ? The site gives school users access to detailed individual pupil level information; this includes pupil names, their unique pupil number (UPN), contextual factors e.g. SEN status and ethnic code, in addition to any filter information added by the school. Once set up as a user, the information can be accessed from any computer; information can be copied and pasted then emailed via potentially insecure systems. There is no way of restricting access within a school's system. Schools need to be very aware of all data protection implications, and most schools have quite rightly chosen to restrict access very carefully because of the issues surrounding confidentiality and data protection. Sources of further information Further information including tutorials can be found on the RAISEonline website at www.raiseonline.org Karen Williams Assessment Support Team Coordinator RAISEonline access for governors (Lancashire Governor 72 Spring 2009) Governors can access the RAISEonline Full Report. The Full Report brings together all the main reports in the system in a format that can be easily printed. Any governor is able to request from their school a unique username and password for RAISEonline that will allow them to view or download the school's Full Report only. This kind of account specifically for governors will be set up by the school's RAISEonline administrator. If there are any problems in gaining access to the system, governors will be able to seek assistance from RAISEonline User Support by emailing [email protected]

- 77 -


Primary School Improvement Partners (SIPs) – an upd ate (Lancashire Governor 72 Spring 2009) School improvement partners (SIPs) began working with all Lancashire primary schools in April 2007. The role of the school improvement partner The key role of a SIP is to function as a critical professional friend to the school, working with its leadership to evaluate the school's performance, identify priorities for improvement and plan for effective change. The main purpose of this work is to improve pupil attainment and progress and to assist the school to achieve other key outcomes that have a positive impact on learning. SIPs are provided free of charge to schools, are recruited and line managed by the local authority but act for the school's maintaining authority. They are required to pass a rigorous national accreditation before they can begin to work with schools and in Lancashire are mostly drawn from the existing advisory service and serving headteachers. Key principles governing the work of SIPs A school improvement partner must: • respect the school's autonomy to plan its own development: they will work with

the school in helping it to meet the needs of its community; • focus on achievement across the ability range and on the many factors that

influence it, including pupil well-being; • provide professional challenge and support: there should be evidence that the

work of the school improvement partner impacts positively on the school. What have we learned so far? Evidence from the work of School Improvement Partners nationally (DCSF 2008) indicates that: • headteachers welcome the challenge they receive from SIPs. • there has been positive impact noted on:

− the overall effectiveness of school self-evaluation; − the accuracy and quality of schools' judgements in the Ofsted self-

evaluation form (SEF); − school improvement planning; − key outcomes for children and young people;

• there are areas for improvement for SIPs' work such as sharper report writing and better brokering of support.

- 78 -


What is the picture in Lancashire? In order to begin to evaluate the impact of the work of SIPs in Lancashire primary schools, a survey containing the following questions was sent to all headteachers in June 2008. 1. To what extent do you feel that your SIP is prepared for each meeting, is clear

about the issues facing the school and understands its immediate priorities? 2. To what extent do you feel that your SIP has the skills, knowledge and

expertise you need or has been able to direct you to other sources of support? 3. To what extent do you feel that your SIP's reports provide a useful record and

agenda for future action for you and your governors? 4. To what extent do you feel that your SIP's involvement in headteacher

performance management helped to ensure that the objectives agreed were aligned with school priorities whilst also being appropriate for you?

5. To what extent do you feel that your SIP has made a positive contribution to

school improvement (e.g. by supporting or challenging school self-evaluation, by brokering support, by assisting in evaluating the impact of actions etc.)?

6. To what extent has the challenge and support provided by your SIP helped you

to impact positively on pupil outcomes? Outcomes from the survey: Key: 1=Fully 2=Largely 3=Satisfactorily 4=Unsatisfact orily N/A=Not Applicable Q1 Q2 Q3 Q4 Q5 Q6 Total Fully 201 201 162 189 172 144 Total Largely 31 30 60 31 48 67 Total Satisfactorily 6 5 11 9 15 20 Total Unsatisfactorily 1 3 3 0 3 3 Total N/A 1 0 2 11 1 5 % Fully or Largely agree 97% 97% 93% 92% 92% 88% Total 240 239 238 240 239 239 As can be seen, the outcomes were positive about the impact of SIPs working in Lancashire primary schools. Where there were issues identified from this evaluation, we have been working hard to address them. All the evidence indicates that when the role of SIP is carried out effectively, they can make a real contribution to school improvement and thus to improving the life chances of the pupils in our schools.

Nick Broome Primary School Improvement Partner Manager

- 79 -


The New Ofsted Framework from September 2009 (Lancashire Governor 74 Autumn 2009, revised Decemb er 2010) Please note that the Coalition Government is likely to introduce an entirely new, simplified Ofsted framework from September 201 1. The description below applies only to the current framework. Ofsted introduced a new framework for inspecting schools from September 2009. This will apply to all maintained schools, including special and short stay schools (probably only until July 2011). It is clear that the bar has been raised in a number of aspects and that Ofsted is setting higher expectations. Key changes • Greater attention will be given to outcomes for different groups of pupils. This

takes account of the five Every Child Matters outcomes, including achievement, plus behaviour and SMSC (spiritual, moral, social and cultural provision.) There is a particular focus on identifying the extent of any variation between different groups. The existence of significant differences in the performance or participation in any of the outcomes of distinct groups, for example, minority ethnic groups, looked after children, the gifted and talented, pupils with learning difficulties and/or disabilities will be given a high priority in the inspection. This has a much greater emphasis than before, so schools will need to be very self-aware and will need to be able to demonstrate that they have full knowledge of the performance of different groups of pupils and how they are raising attainment with all of them. The self-evaluation form (SEF) will need to indicate this, analyse the reasons for differences in performance, and say what the school is doing about it.

• There is a strong emphasis on provision for vulnerable pupils and their

achievement. The inspection will assess the extent to which schools ensure that all pupils, including those most at risk, succeed.

• A new achievement judgement combines attainment and pupils' learning and

progress.1 The attainment (standards) judgement will be based around a range of national benchmarks, especially national averages. Ofsted will continue to give strong emphasis to learning and progress (as evidenced in lessons and in the school's value-added), but there is an enhanced emphasis on attainment; where a school has standards well below national averages (ie grade 4, 'low'), its overall grade for achievement is unlikely to be better than 3 (satisfactory),

1 The definition of achievement differs from that used in current inspections: Attainment : the standard of the pupils' work shown by test and examination results and in lessons. Progress : the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a Key Stage with their attainment when they started / value-added. Achievement : an overall measure of the pupils' success in their academic learning. The term combines attainment and progress. Pupils might make good progress, for example, but if their attainment remains low, inspectors may judge that their achievement is only satisfactory. Inspectors combine learning and progress with attainment to come to a judgement about "how well pupils achieve and enjoy their learning."

- 80 -


unless learning and progress are outstanding. An overall grade 4 for achievement means that the school's overall effectiveness is also likely to be judged inadequate as at present, resulting in placement in a category of concern (Notice to Improve or Special Measures).

• Please note that the same achievement grade descriptors are used for special

and short stay schools as for mainstream schools, except where the cognitive abilities of the pupils are so restricted that it would be unreasonable to limit the achievement judgement because of low attainment. In these cases Ofsted will allow the learning and progress grade to determine the achievement judgement. Ofsted have raised the bar here significantly. They do not accept that because students attend a special or short stay school their attainment should necessarily be low.

• Ofsted will not consider one year's data in isolation. They will instead consider

data trends and patterns over three years. Contextual value-added (CVA) remains Ofsted's main data source, but a range of data should be used. What inspectors see in classrooms in terms of pupil progress and learning remains very important.

• There will be a sharper focus on learning. Inspectors will increase the amount

of time spent in classrooms, mainly at the expense of meetings with staff. • The new teaching judgement takes account of the use of assessment to

support learning, including how well assessment is used to meet the needs of all pupils.

• There are now eight judgements on leadership and management, as follows:

1. The effectiveness of leadership and management in embedding ambition and driving improvement. This is a key judgement. The school will need to show that it is setting challenging targets and that these are having an impact on raising standards. This judgement also takes account of the effectiveness of the leadership and management of teaching and learning;

2. The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met. Note this enhanced expectation of governors. Inspectors will meet at least one representative of the governing body during the inspection to discuss the work of the governors;

3. The effectiveness of the school's engagement with parents and carers; 4. The effectiveness of partnerships in promoting learning and well-being; 5. The effectiveness with which the school promotes equal opportunity and

tackles discrimination; 6. The effectiveness of safeguarding procedures; 7. The effectiveness with which the school promotes community cohesion; 8. The effectiveness with which the school deploys resources to achieve

value for money; this too is a sharpened judgement, which like many others, takes due account of pupils' outcomes.

- 81 -


• There is a stronger emphasis on how well schools promote equality of opportunity, and how effectively they tackle discrimination. 2 This is one of four critical 'limiting' judgements, ie grades which contribute to and affect other judgements, and which can therefore affect the overall inspection grade the school is awarded. As well as equality and diversity, capacity to improve, achievement and safeguarding3 are also limiting judgements. Schools and governors need to be very aware that a judgement of inadequate for either equality and diversity or for safeguarding provision is likely to result in an overall inadequate judgement for the school, and this will mean the school is put into an Ofsted category of concern.

• The overall effectiveness judgement places a particularly strong emphasis on

the outcomes for pupils and the school's capacity for sustained improvement. A grade 4 for capacity to improve will lead to the school being placed in a category. The criteria for judging the school's capacity to improve have been sharpened and now take into account: − the school's track record and whether this shows it has maintained

outstanding performance or has been successful in improving teaching, other provision and outcomes for pupils since its last inspection;

− the school's self-evaluation and whether this provides the school with an

accurate appraisal of its effectiveness, and whether its plans reflect what it needs to do to consolidate success and secure further improvement. Clearly the SEF has considerable significance here (see below);

− the current leaders' and managers' effectiveness in tackling weaknesses

and overcoming barriers to improvement. This implies governance too, of course.

• Headteachers and senior leaders will be more involved in the inspection.

Inspectors will be able to gather the views of staff through a voluntary questionnaire. Surveys will be introduced to gather pupils' and parents' views between inspections. The results will help schools and inspectors to compare the results with the views of parents and pupils nationally and parents' views will be used to help determine when a school will be inspected.

2 "Equality and diversity include social and educational inclusion and take equality of opportunity further

than equal access to participation. Equality and diversity as a concept and in practice means: • actively promoting positive relationships and respect for human rights • understanding and respecting differences • taking positive actions to tackle unlawful and unfair discrimination, inequality and unfairness • adopting practices that make best use of the differing skills and talents of individuals • focusing on improving outcomes that raise standards and improve lives."

3 Key safeguarding outcomes: that children are safe and that children feel safe Key aspects of provision:

1. how well pupils are safeguarded and protected 2. how well child welfare concerns are identified and responded to appropriately 3. how well safeguarding is prioritised 4. the school's work with other agencies to safeguard children

- 82 -


Proportionality: inspection according to need • The frequency of inspection will be proportionate to need. • Schools which were judged satisfactory at their previous section 5 inspection

(including those inspected under the previous framework) will be inspected within three school years. A significant proportion of these schools (up to 40%) will receive monitoring inspections to check on their progress following their last full inspection.

• Schools judged inadequate (ie placed in a category) in their overall

effectiveness will continue to receive regular monitoring visits. As now, they will be re-inspected after a specific period.

• An annual risk assessment is to be undertaken by Ofsted on every school to

determine whether or not it needs to be inspected. The risk assessment is not an inspection, but is carried out remotely. It will take account of the overall effectiveness judgement at the last inspection, standards, progress and attendance data, and eventually, parents' views. Ofsted will also consider the school's most recent SEF.

• The vast majority of schools will receive between one and two days' notice of

an inspection, but Her Majesty's Chief Inspector (HMCI) may arrange for an inspection of a school to take place without notice where there are particular reasons, for example, connected to pupils' welfare. Ofsted also inspects without notice where there are safeguarding concerns, where a school's academic standards have shown rapid decline, or where there is a strong 'voice' of concern raised by parents.

• Schools judged good or outstanding at their last inspection (including before

September 2009) will be re-inspected within five years, unless there are very good reasons to do so such as a concern about safeguarding or unless they are part of an annual sample selected for inspection, eg of particular subjects.

• Schools not inspected three years after their previous inspection will receive 'an

interim assessment, published in the place of an inspection report'. This will not involve an inspection, and is expected to inform the school that it will not be inspected for at least one more year following the assessment. It may be that the School Report Card currently being developed will be used in lieu of the interim assessment as it will contain the same data.

• A significant proportion of schools judged satisfactory will receive monitoring

inspections (usually one day) to check on their progress following their last full inspection. Monitoring visits are conducted without notice. Inspectors will simply arrive at the school on the day of the inspection and carry on from there, so schools need to be prepared for this eventuality. This also applies to schools in an Ofsted category – a change to current practice. Up to 40% of schools judged to be satisfactory and all schools judged inadequate will receive monitoring visits. Under the previous framework only 5% of schools received monitoring visits.

- 83 -


• It is understood that Ofsted are likely to monitor any satisfactory school where performance is static or declining, or where the school had any grade 4s in its previous inspection. This also applies to schools inspected under the previous framework, ie before September 2009.

• All schools will be inspected to the same standard tariff – ie two days. There will

be no more reduced tariff / 'light touch' inspections. • Special schools and short stay schools will all be inspected every three years

as there is not enough national data to do interim assessments. • The Early Years Foundation Stage and Sixth Form judgements used for

schools and settings have been aligned with the revised inspection arrangements.

• In 2009/10, wherever possible the inspections of partner schools in statutory

hard federations, sixth form consortia or shared early years' provision will be scheduled to take place at the same time.

The self-evaluation form (SEF) Please see the note on page 8 re the future of the SEF after September 2011. Ofsted currently use a simplified version of Part A of the SEF, in which schools record their self-evaluation. Schools are advised to use only the minimum amount of detail in support of their judgement. The emphasis is on evaluation and analysis rather than description. • There is an expectation that the school will clearly state WHY it has given a

specific grade and if it is on the 'cusp' of another grade why they have gone for the grade they have indicated.

• Schools are advised to use the grade descriptors carefully to match their SEF

judgements against the Ofsted Evaluation Schedule. They should also consider the outline guidance to inspectors given with each judgement, as these are important aspects of inspection.

• It is recommended that the SEF is updated regularly. If a school does not

submit a SEF this may be used by Ofsted as an 'indicator' that the school has no up to date self-evaluation, which could trigger an early inspection. Schools are therefore urged to submit the SEF each time it is updated.

• Governing bodies should note that the SEF must be signed off by governors

each time it is submitted. Clive Hurren Adviser

- 84 -


The new Ofsted framework – key messages from early inspections (2009 Framework) (Lancashire Governor 75 Spring 2010, revised Decemb er 2010) Governors will know that Ofsted introduced a new inspection framework from September 2009 for all schools. The following are key messages arising from a number of inspections which took place in Lancashire schools during 2009-10. • Safeguarding is a huge issue. Schools will almost certainly be placed in a

category of concern if judged inadequate for safeguarding. Ofsted now send in a 'specialist' inspector for the first half-day of the inspection specifically to concentrate on safeguarding, so schools must expect this to be very rigorous. The CRB register needs to be held in a single, central register (and Ofsted will not allow time on the inspection for this to be put into this format, except where minor administrative errors occur). All staff (including site and welfare staff) need to be updated re child protection training and must know who the designated senior person is. The chair of governors was asked about this in one school, too. One school inspected underwent an uncomfortably rigorous examination of the following:

− the critical incident plan − COSHH − risk assessments, including those required for trips abroad. Inspectors

asked to see the outcomes of risk assessments carried out − case studies of vulnerable pupils − the fire drill book − Legionella book and water-safety checks / certificate − PAT testing book ( electrical appliances) − accident book and associated letters home − bullying data − log of any 999 police events − Health and Safety plan − health and safety in Sport, Technology, Science (goggles! safety around

machinery!) − possible smoking areas − observation of the CCTV system in action − questioning of new staff (including welfare staff) about child protection

arrangements. Schools need to ensure that staff appointed before March 2002, and who have not had continuity of employment, (for example, if they were appointed to a previous school that has since reopened) have been CRB and List 99 checked, and where necessary should confirm this with the local authority. Where parents regularly help out, for example with transporting children, schools need to ensure that necessary CRB checks have been carried out. Failure to do so could lead to the school being placed in a category. Governors are strongly advised to ensure that all s afeguarding arrangements in their school meet statutory requirements. Govern ors are referred to the suggested questions Ofsted might use when interview ing Governors re

- 85 -


safeguarding, which are to be found in the "Briefing for section 5 inspectors on safeguarding children." (Ofsted website, www.ofsted.gov.uk) • There is increased emphasis on equalities and community cohesion. Several

schools are not well advanced with community cohesion yet. Where this is the case schools are advised to at least have a plan of action ready and available.

• Governors and senior teams need to ensure that children are fully informed of

the need to eat healthily, and that children are encouraged and choose to take the school's healthy eating options as much as is possible.

• Ofsted are likely to investigate the performance of any pupil grouping identified

by the school or by RAISE-online as under-performing. Schools need to be able to demonstrate how they are closing the achiev ement gap with these groups. For example, if the SEF identified boys below level 4 as a key group which had under-performed, the inspection team would focus on this group throughout the school, across all subjects, and could even check out logged incidences of bullying relating to the performance of this group of students.

• There is now greater emphasis on teaching. The accuracy of the school's

judgements of the quality of teaching across the school and at individual teacher level is very important. The inspection will check this out, through enhanced numbers of lesson observations and usually including joint observation with senior colleagues, and inspectors will use this as a fundamental indicator of the quality of the school's self-evaluation. Although rigorous, this can act positively in the school's favour; an inspection where the teaching is judged by Ofsted as good and where highly accurate school self-evaluation matches inspectors' judgements could, for example, result in a satisfactory judgement for overall effectiveness even when data might suggest that the school is otherwise vulnerable.

• Schools now need to demonstrate that 75% of teaching is good or better in

order to achieve a judgement of good for teaching. • Whilst Ofsted do take account of RAISE-online and CVA, progress in terms of

what they actually see in classrooms, in scrutiny of children's work and in the school's own internal progress and tracking data appears to be just as important. It is essential that teachers being observed by an inspector show progress in their lesson. It is vital too that pupils know their targets, know what they are learning and what they have to do to improve, as assessment for learning is now a key element of the teaching judgement.

• Similarly, schools also need to show evidence of the progress made by pupils

with SEN/ learning difficulties or disabilities. • The pupil and parental questionnaires are compulsory. Ofsted will ask for a

representative sample of pupils to be given the questionnaire, with the pupils identified by the school. Representative here means age, gender, ability, socio-economic factors, SEN, able, gifted and talented, students with English as an additional language (EAL), ethnicity, in-year admissions etc. In one school of 1000 pupils recently inspected the sample asked for was 150 pupils. There is a

- 86 -


recommended Ofsted methodology for choosing the pupils, which involves their position in the class lists (eg, 1st, 4th in every list.).

• Schools have been encouraged to use the optional staff questionnaires. • Attainment needs to be accurately assessed by the school in its self-evaluation.

Ofsted are also testing out the accuracy and effectiveness of school assessment and tracking systems.

• Colleagues need to be aware that inspection of a school Sixth Form contributes

to the overall inspection judgement and if key Sixth Form outcomes are not at least satisfactory this could result in the school being placed in a category, even though most other aspects of the school are good.

• Schools need to 'argue their corner' and know where their evidence is. Ofsted

are, as ever, keen to ensure that senior staff know their data, their priorities for improvement and the impact of actions taken to address weaknesses. Governors interviewed will also need to know key data and the school's strengths and weaknesses.

• Schools need to be secure that previous Ofsted key issues have been

addressed in order to demonstrate 'sustained capacity to improve'. Governors, too, can expect to be asked about the school's improvement since the previous inspection.

• In principle, there should be more involvement of the headteacher (and by

negotiation with the Ofsted lead inspectors, other members of the senior team) in the inspection process. All heads are invited to meetings of the Ofsted team and should be allowed to join the team's final meeting at which judgements are agreed, though the extent to which teams have allowed actual participation of the head in these meetings has varied – most have been invited only as observers. Because the head will have been involved in a long meeting to agree judgements, the final feedback meeting to remaining SLT, any governors and LA representatives is now much shorter and usually consists of the Ofsted team delivering just numerical grade judgements and headline areas for improvement.

• Governors can be nominated by the school to meet the inspectors. In general

the meeting with the inspector is lasting an average of 30 minutes. Ofsted have produced a guidance document for interviews with governors. This is 'Governance - The effectiveness of the governing body' (Ofsted website:- http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-by/Education-and-skills/Schools/Supplementary-guidance-and-resources-for-inspectors )

A number of other guidance documents have been produced (available on the Ofsted website via the same URL) and most have even been updated since the framework started. One key change is that monitoring visits to satisfactory schools and schools in a Notice to Improve will be notified on the morning of the day before the visit and the

- 87 -


lead inspector will either telephone or visit the school in the afternoon of the same day to make preparations. Otherwise, the visit will be unannounced. Schools in Special Measures will be given no more than two working days' notice for each of their first three monitoring inspections. Their subsequent monitoring inspections will be conducted without prior notification, with the phone call and preparatory visit taking place on the day before the inspection, as in the model above. Schools which are vulnerable to a monitoring visit (40% of schools graded satisfactory last time will be chosen for a monitoring visit) or in a category, should take every precaution to ensure that staff and governors are fully prepared for a sudden monitoring visit. Clive Hurren Adviser

- 88 -


Looked after Children (Lancashire Governor 72 Spring 2009) Within Lancashire we currently have 1241 children who are looked after and 926 are of statutory school age. The vast majority of the children are educated in Lancashire schools. Governors can play a key role in ensuring that our looked after children thrive and do well at school. It is not appropriate for governors to know the names of individual looked after children, and governors should be aware that the children do not want to be treated differently to other pupils in school. They want to appear and to be treated as individuals, they do not want to be labelled, singled out or stigmatised as being different. The vast majority of staff in schools are aware of the sensitivities of young people in care but unfortunately this is not always the case. "My maths teacher told my whole class that I'm in care," "My teacher said that social services called to see if I was playing truant" are just two examples of how looked after children have been made to feel different in school. Governors should appreciate these sensitivities, while asking about the progress of looked after children in their school. Below are just 10 questions that could be asked about looked after children. 1. How many children in the school are in care? 2. Who knows which children in school are looked after? Who should know? 3. How are looked after children consulted about what they want other pupils and

school staff to know about them, and why they are in care? 4. Is there specific information about how looked after children are performing

compared to their peers? 5. If there is a gap in performance between looked after children and their peers,

what action is being taken? 6. Who is the designated teacher with responsibility for co-ordinating support for

looked after children in the school? (It is not acceptable to say that the school does not have a designated teacher as there are no looked after children on roll, a child who is looked after could be admitted at very short notice; procedures need to be in place!)

7. Is the designated teacher given sufficient time to attend relevant meetings such as statutory review of arrangements?

8. Do all looked after children have a personal education plan? 9. How many looked after children have been excluded in the past 12 months?

How does this compare with other exclusions? If a looked after child has been excluded, was staffed first day support made available? – this is a statutory requirement for looked after children.

10. What is the take up of extracurricular activities by looked after children? Governors should be aware that looked after children often do not fulfil their potential, mainly due to their experiences in being taken into care. More than 25% of looked after children have special educational needs and a common problem is low expectations. This in turn leads to the child feeling more 'different', so schools need to set high targets and celebrate achievement for all children.

- 89 -


There is clearly much schools can do to support looked after children. Governors should not be tempted to 'leave it all to the head'. If we get our strategies right for looked after children, it will ensure that Lancashire's schools are happier places for everyone. An excellent guide for school governors, entitled 'Supporting Looked After Learners: A Practical Guide for School Governors' is available online at www.publications.teachernet.gov.uk. If you do have any queries about looked after children, please do not hesitate to contact me on 01772 532475 or email [email protected] Peter Doyle Virtual School Headteacher for Looked After Children

- 90 -


The Role and Responsibilities of the Designated Tea cher for Looked After Children (Lancashire Governor 75 Spring 2010) One of the features of good practice in Lancashire's schools over the last few years has been to have a designated member of staff championing the needs of looked after children. It would be true to say, however, that the status and provision of such a designated member of staff varied from one school to another. The Children and Young Persons Act of 2008 requires the governing body of maintained schools (foundation, community, voluntary aided, voluntary controlled, foundation special, community special and maintained nursery schools) to appoint a designated member of staff to promote the educational achievement of looked after children and care leavers on the school's roll. Statutory guidance regarding the role of designated teacher was published by the Department for Children School and Families in November 2009. The statutory guidance requires governing bodies to ensure that the person appointed to the role of designated teacher for looked after children has the prescribed qualifications and experience. The designated teacher must be either: • a qualified teacher who has successfully completed an induction period and is

working as a teacher at the school; or • a headteacher or acting headteacher; or • a person who has been carrying out the role of the designated teacher for at

least six months before the regulations come into force and who is taking steps to become a qualified teacher and is likely to be so qualified by 1 September 2012.

Designated teachers have lead responsibility for helping all school staff understand the needs of looked after children. This work includes: • the promotion of a culture where staff have high expectations of looked after

children; • ensuring staff are aware of the emotional, psychological and social effects of

being looked after; • ensuring staff treat looked after children as individuals; and • ensuring staff are aware of the need for confidentiality, and the need for

sensitivity, about care and family issues. The designated teacher must also understand the central importance of the Personal Education Plan in creating a shared understanding of needs. Although the child or young person's social worker must initiate the Personal Education Plan (PEP), the designated teacher plays a crucial role in the formation and the updating of the plan. It is most helpful if the designated teacher has a working knowledge on a 'need to know' basis of how the PEP fits into wider care planning. The role of the designated teacher is also strategic. He or she should: • contribute to the development and review of whole school policies and

procedures to make sure they are effective in reflecting the needs of looked after children;

- 91 -


• lead the process of target setting and promote a culture in which looked after children take responsibility for their own learning;

• be a source of advice for teachers at school about differentiated teaching strategies appropriate for individual pupils and make sure the school makes full use of Assessment for Learning;

• make sure looked after children are prioritised in One to One Tuition and challenge where this is not happening;

• promote good links with carers, social workers and other agencies; and • produce a report each term to the governing body about the number of looked

after children in the school, the progress made by the children and any issues that may have arisen. The report should not include the names of looked after children.

The designated teacher will inevitably need time to fulfil this role. He or she will need to attend a range of meetings. The designated teacher needs to be at the table to act as the 'education champion'. He or she may well need to provide advice at key points of transition; for example when the child moves from primary to secondary school. As looked after children can move from one carer to another, the designated teacher may well need to provide information about the likely impact of disrupting education. Looked after children feature within the Ofsted inspection framework for schools. It is important that strategies used to support the education of looked after children feature in the school's Self Evaluation Form. Inspectors may track potentially vulnerable children, especially looked after children, and are likely to ask about the progress of looked after children on roll. Lancashire's Virtual School for Children in Care has provided a range of training events for designated teachers. Of the 633 schools in Lancashire, to date just over 300 designated teachers attended full day training sessions in the autumn term, 2009. A further series of training events will be held in 2010, details of these will appear on the Schools' Portal. There is clearly much that schools are expected to do to support looked after children. Governors should not be tempted to 'leave it all to the head.' If we get our strategies right for looked after children, it will ensure that Lancashire's schools are happier places for everyone. The full document 'The role and responsibilities of the designated teacher for looked after children: Statutory Guidance for school governing bodies' is available online at www.publications.teachernet.gov.uk. An excellent guide for school governors, entitled 'Supporting Looked After Learners: A Practical Guide for School Governors' is also available at the same online address. Peter Doyle Virtual School Headteacher for Looked After Children.

- 92 -


One to One Tuition----real personalisation! (Lancashire Governor 74 Autumn 2009) This is a huge new strategy nationally, for pupils in key stages 2 and 3 and, in schools in the National Challenge programme, in KS4 in English and mathematics. The introduction to the guidance for local authorities states: 'Ensuring that the right support is in place for all children, regardless of class or social background is important in closing the attainment gap. For those who can afford it, individual tuition has always been the preferred method of additional support for pupils not achieving their potential. While our current catch-up arrangements are effective for many, we know that they are not working for all pupils. Some need a level of support which is beyond our control to deliver in the context of whole class or small groups. Without an individualised approach it will be very hard for this group to make the progress needed to achieve their full potential. Even in the personalised classroom, we know that some pupils would benefit, at key moments, from an intensive burst of individual tuition, which the class teacher can guide and reinforce, but simply does not have the time to deliver.' Lancashire has funding for over 6000 places in these key stages from September 2009, rising incrementally next year. The roll out has already started in KS2. Tutors have to be qualified teachers and tuition can take place within and without the school day in various venues. The target cohort will comprise students who entered the key stage below age related expectations, students who have not made the appropriate progress in a key stage; students who are disadvantaged and vulnerable, such as looked after children, and who are unable to afford extra one to one tuition. It is likely that most schools will be involved in this initiative. The funding is ring-fenced. Schools receiving money to provide one-to-one tuition places need to ensure that they can provide evidence that this money has been used to fund the appropriate number of tuition places. Schools will also be expected to demonstrate the progress made by pupils as a result of the tuition they have received. As governors, you will potentially be involved in two ways: in assisting the head in the personnel issues that will arise during the recruitment of tutors and in ensuring the funding is targeted appropriately. The pilots identified the difficulties in recruiting tutors and the DCSF has therefore insisted on a high rate of pay for them. It is recommended at £25 per hour. The local authority is mandated to provide support and training for tutors and to assist schools in every possible way with discharging their responsibilities in this initiative. The local authority team are currently preparing an information pack for schools with the support of the steering group that has a member from Governor Services sitting on it. The team are able to use vital information from the pilots in some of our primary schools and in the secondary pilot in Moor Park in Preston.

- 93 -


There will be extra consultants in primary and secondary mathematics and English to support the project in schools. A project co-ordinator has been appointed to deal with front line support. If you have any queries at all please email Hilary King at [email protected] or telephone 07887831610. Alternatively you may access the materials available at present on http://www.teachernet.gov.uk/teachingandlearning/schoolstandards/mgppilot/ Hilary King One to One Project Leader, Lancashire

- 94 -


One to One and all that……………………! (Lancashire Governor 75 Spring 2010)

In the last edition of The Lancashire Governor Hilary King wrote an introductory article about One to One Tuition in Lancashire. This term she brings governors up to date with developments. The end of the autumn term 2009 meant that all primary and secondary schools and most special schools in Lancashire knew their allocation of One to One Tuition places. These numbers range from a minimum of 2 places in primary to a maximum of 135 in one of our large secondary schools. We have allocated 6,500 places this year, a number which is set to rise to 13,000 next year. The ring-fenced budget of £2.8 million will double to £5.6 million in 2010-11. These places are to be used over the three school terms and schools will be in the process of delivering the tuition or of selecting the students to receive the tuition and employing tutors. The places are to tutor students in English/Literacy and mathematics and are in Key Stages 2, 3 and, in National Challenge schools, Key Stage 4. As far as governors are concerned you will want to be aware of the project and the implications for your school staff. All schools should identify a tuition lead to manage the initiative in school. You may be involved in interviewing prospective tutors and you will want to know what advice and guidance HR is giving Lancashire schools about this. You can find a PowerPoint presentation on this, recently given to school bursars and finance officers, at www.lancsngfl.ac.uk/1to1tuition/ Look under 'Tutor Recruitment'.

You will want to know what impact the initiative is having on raising achievement in your school and to set up systems for receiving this information and reporting back to the main governing body. We have recently offered governing bodies suggestions about this in the spring core agenda. Above all, the governing body will want to be planning how to scale up the initiative for next year. Recently, Lancashire Governor Services have been informed about One to One at an in-service day and there are plans for the One to One Team to offer workshops at the Chairs' Conferences in March. There is a massive amount to take in about One to One and all the information to date, including the materials presented at the Governor Services in-service training, can be found on our website. For more detailed information you can contact us through the site.

http://www.lancsngfl.ac.uk/1to1tuition/ or email [email protected] Hilary King One to One Project lead, Lancashire

- 95 -


One to One Tuition and Children in Care (Lancashire Governor 77 Autumn 2010) There are some children who, despite all best efforts, do not make the progress they need in a small group or whole-class setting. Without an individualised approach it may be hard for these children to make the progress needed to achieve their full potential. To support the needs of this group the Department for Children Schools and Families (now the Department for Education) has been trialling the use of one-to-one tuition for pupils who are falling behind in English and/or mathematics. The one to one tuition initiative aims to support children from the age of 7 to 14 who are not making the expected progress for their age. The initiative is also targeted at 15 and 16 year olds who attend schools who are part of the 'National Challenge.' Children who are in care are regarded as a key group of pupils for one to one tuition. Research indicates that children in care benefit enormously from one to one support. There are a number of reasons for this. All children in care have experienced trauma prior to coming into care. Often their education is severely disrupted, and they fall behind their peers in terms of progress. For many children who have recently come into care, their family or personal issues are paramount, education is not regarded as a priority, which leads to a further obstacle to educational progress. One to one tuition offers a programme of individual, targeted support, with the aim of accelerating the child's progress. The child works with a teacher who helps and guides them on an individual basis, and as a result the child's self esteem, which has often suffered as a result of coming into care, is built up. Many children who are in care have commented on how valuable this extra support has been. A useful task for governors to undertake would be to check how many places have been offered to the school for one to one tuition, and to ensure that all the looked after children who are on roll at the school have been offered a place, and have been encouraged to take the extra tuition up. If you have any queries about One to One tuition, please contact Hilary King on 01257 516160. If you have any queries about the education of looked after children, please contact the Virtual School Team for Looked After Children on 01772 531459 Peter Doyle Headteacher, Virtual School for Children in Care

- 96 -


Listening to the Voice of Parents – Parents' Counci ls (Lancashire Governor 68 Autumn 2007) Since May 2007 all governing bodies have had a duty to have regard to the views of parents. Many schools have tried and tested ways of getting these views and these will continue to be used. But for foundation schools where the trust appoints the majority of governors there is a new requirement for those schools to establish, in accordance with regulations, a Parent Council. (There are currently no such schools in Lancashire.) To accompany the introduction of the new requirement the DfES commissioned the development of a Parent Council Resource Pack that encourages all governing bodies to consider setting up a Parents' Council as a means of demonstrating their commitment to listening to the voice of parents. The toolkit is available from www.governornet.co.uk/parentcouncils We will be offering chairs the opportunity to discuss this topic at the spring term Chairs Forum and Conferences.

- 97 -


Learning Outside the Classroom (Lancashire Governor 75 Spring 2010) The first Lancashire Learning Excellence Award for Learning Outside the Classroom was recently awarded to Lytham Hall Park Community Primary School and the Educational Visits team wish to share this motivational good practice with other schools. The school is a good example of the Key Findings from Ofsted in their report on Learning Outside the Classroom: 'When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils' personal, social and emotional development. The primary schools in the survey made good consistent use of their own buildings and grounds and the neighbouring area to support learning.' Lytham Hall Park School has always embraced creativity and education for the whole child under the Every Child Matters Agenda. With this in mind the school, in planning its curriculum, applies its imagination to ensure that learning is made more meaningful by linking with the vision and rationale for Learning Outside the Classroom. This approach has an impact on learning and makes it fun as well as a memorable experience. Going off-site as well as having visitors in school enhances the learning that takes place across the whole curriculum. The children work with authors, dancers, artists, theatre production companies, the Wildlife Trust and sport leaders: they design and make costumes when learning about Greeks, Vikings, Tudors and Victorians and have the opportunity to experience living these lives at a range of historical locations. The local environment is used to its full in exploring the town with its shops, roads and churches together with features along the coast line. Cross curricular events bring another dimension to learning with planned events and visitors having a focus during the week on a range of topics such as Health and Safety, Arts, Stories and Celebrating Diversity. Using the school environment is an important aspect of learning in the school and the pupils have developed a wildlife area, an orchard, a butterfly garden and a willow tunnel. All of these have become part of the planned curriculum and after school activity. The willow tunnel is one example where year 4 were very much involved in the design and construction linked to their geography topic of improving the local area with the help and expertise of the Wildlife Trust. The children looked at the school wildlife garden and made suggestions as to how they could improve it. The children then designed the willow tunnel and were all involved in the planting and maintaining of this area in the school grounds. The Key Stage 1 Gardening Club plant and nurture many of the plants in the school grounds. They cook and eat their produce in the cookery club kitchen as part of their

- 98 -


curriculum learning. The children have become very adept at growing vegetables and sell these in school at harvest time. If your school has Learning Outside the Classroom experiences that they want to share please contact the Educational Visits team on 011772 521694. Primary and special school headteachers and curriculum leads have been invited to the first Learning Outside the Classroom Conference on Thursday 11 March 2010 at Chorley Woodlands. This exciting programme looks at creating the 21st century vision for learning beyond the classroom. Enquiries about this conference should be made to Lancashire Professional Development Service on 01257 516100. Susan Cooke Consultant for Outdoor Education

- 99 -


Disability Equality Duty and Disability Equality Sc hemes (Lancashire Governor 74 Autumn 2009) The Disability Discrimination Act 1995 (as amended by the SEN and Disability Act 2001) brought in requirements on schools and local authorities to publish accessibility plans and strategies. The Disability Discrimination Act (DDA) 2005 brought in a requirement on public bodies, including schools and local authorities, to publish a Disability Equality Scheme (DES). Information from the Report to the Secretary of State on the Lamb Inquiry Review of SEN and Disability Information April 2009 drew attention to reports that indicate that: 'It is starkly clear that schools are not making disability equality a priority.' The report recommended that local authorities publish on their website Disability Equality Schemes from all schools in their area. Schools individually are recommended to be explicit about compliance with statutory requirements on SEN and disability in their self-evaluation. Local authorities are required to monitor compliance. There is a requirement on all schools to publish their DES either on the school's website or as a hard copy available in school. Governing bodies should note their responsibility to ensure that the school is compliant with the requirements of the DDA 2005 in publishing, reviewing and reporting on a Disability Equality Scheme. Below is a summary of the requirements with links to a variety of helpful information. Particular reference should be made to: • Pamphlet – Disability Equality Schemes (DES) and Schools – a duty under the

DDA 2005 • Disability Equality Scheme in schools – a self evaluation resource • LGfL SEN (Inclusion) website – guidance and exemplars. Developing Your School's Disability Equality Scheme A duty under the Disability Discrimination Act (DDA) 2005 What you need to know/take account of: The general duty placed on schools under the DDA 2005 requires schools when carrying out their functions to: • promote equality of opportunity for • eliminate discrimination of • eliminate harassment of • promote positive attitudes towards • encourage participation of, and • meet the needs (using more favourable treatment where required) of disabled people. Under Part 5A of the DDA 2005 there is a specific duty for schools to demonstrate how they are meeting the general duty ; and this needs to be:

- 100 -


• distinct • easily identifiable, and • in one place. There are a number of specific differences between the planning duties and the specific duties that schools will need to take into account. For example the specific duties cover disabled employees and other disabled users of school premises and services (such as parents and carers) as well as pupils. Definition of Disability 'a physical or mental impairment which has substantial and long term adverse effects on his or her ability to carry out day to day activities' Schools must: • prepare and publish a Disability Equality Scheme – paper copy or website • involve disabled people in the development of the s cheme • implement the scheme, and • report on the scheme. Schools should be aware that Ofsted are focusing on DES as part of their newly revised inspection framework. As you should already have an Accessibility Plan (Part 4 DDA 2005) it is possible to publish a single document containing both the Access Plan and the Disability Equality Scheme (DES). http://nationalstrategies.standards.dcsf.gov.uk/node/245305?uc=force_uj www.standards.dcsf.gov.uk/nationalstrategies/fl25/des Follow the links above for a copy of the: • pamphlet (Disability Equality Schemes and schools), and • the National Strategies Self Evaluation Resource The most accessible website for an overview of the Disability Equality Scheme and step by step guidance with exemplars is at: http://www.lancsngfl.ac.uk/projects/sen/index.php?category_id=182 Other useful websites for providing step by step guidance include: http://www.teachernet.gov.uk/wholeschool/disability/ http://83.137.212.42/sitearchive/DRC/PDF/Schools_guidance_england_and_wales.pdf Louise Little

- 101 -


Primary Languages – Will your school meet the 2010 entitlement? (Lancashire Governor 75 Spring 2010) Primary languages – the story so far Way back in 2001, the government published a modern languages policy document 'Languages for all – languages for life'. One of its centre pieces was the intention that, by 2010, all primary aged pupils throughout key stage 2 would be entitled to learn a modern foreign language in curriculum time. Let's be honest, how often has the DCSF ever given schools and governors 10 years to implement a policy!? However, although 2010 seemed light years away then, we are now at the point when all schools should be offering the entitlement by this summer. Is this so in your school? When the policy was launched, there was little detail about how this ambition would be achieved. Which languages would be taught? Who would teach it? How would school leaders and staff be trained? Where would the teaching resources come from? Would it not all collapse like the primary languages development in the 1960s and early '70s? Perhaps most importantly, who would fund it? Some schools were already providing languages; others were very enthusiastic about getting started. Yet, it is fair to say, most were sceptical and many even vehemently opposed to the policy. In the last nine years however, there has been a hugely positive shift nationally in opinion and provision. A three year NFER research project reported last year that over 90% of all schools had at least some primary languages provision in place and around three quarters had the entitlement fully in place. In Lancashire the position is slightly better. Now, following the Sir Jim Rose review of the primary curriculum, the government has recently accepted his recommendation that primary languages should become a statutory part of the key stage 2 curriculum from 2011. We understand that this will be phased in beginning with Year 3 pupils in 2011. For years 4-6 pupils however, the entitlement will still apply until the statutory orders are fully introduced across Key Stage 2 by 2015. Primary languages development in Lancashire With 480+ primary schools and a range of special and short stay schools with key stage 2 provision, the task faced by schools and the local authority in 2001 was particularly daunting. In the early 'noughties', we successfully bid to be a Pathfinder Authority for primary languages development – in brief, a chance for us to plan, substantially fund and evaluate two year pilot schemes in over 60 schools to find effective ways of delivering primary languages and training and supporting staff. HMI evaluation of Lancashire's models was very positive and this work has formed the basis of our thinking and support since. What support have we provided to our schools? • Finance : All primary schools have received specific annual funding over the

past 4 years (through the LA's Standards Funds) for developing primary languages. Two thirds of the substantial funding provided by the DCSF has been directly delegated by the LA to schools. This has been provided separately to the general standards funds and has been accompanied each

- 102 -


time by an explanatory letter to headteachers. Many schools also gained additional funding in the initial two years by bidding to form networks to share and develop practice. Funding has however never been ring fenced and headteachers and governors have had the discretion to use it as they wish, according to their priorities.

• Free consultancy support : This has been available to schools since the

policy launch in 2001 and still is through our primary languages consultant Jane Hegedus. Many individual schools and clusters have already made much use of her time and expertise.

• Information and guidance for schools: This has been in the form of:

− headteacher briefings − a huge range of free courses (often with supply cover), such as: getting

started; embedding primary languages; the role of the co-ordinator; assessment; annual primary languages conference. This year we have focussed on linguistic upskilling courses for the many non (languages) specialist class teachers

− short weekly language training podcasts for teachers − termly newsletters − our website http://www.lancsngfl.ac.uk/nationalstrategy/primary/pml/ − school improvement partner/adviser support − our model rationale and policy on transition from key stage 2 to 3.

• National support: This has been substantial in terms of policy development,

the 'stimulation' of high quality published resources, research and development, sharing good practice, the creation of the primary languages training zone (online training materials) and on the development of assessment ideas such as the Languages Ladder. QCA has also published non statutory schemes of work which some schools use.

What should your school's primary languages provisi on look like? There are many differing views both nationally and locally. Some believe languages should be taught by specialist linguists and taught separately from the rest of the curriculum. Thus some schools deploy or 'buy in' a specialist, whilst class teachers take PPA time. However, a clear national consensus is emerging which the Rose review has now endorsed: • Primary languages learning should be part of pupils' overall language

development with strong links to literacy and the rest of the curriculum. Provision therefore continues to be an integral part of the Primary National Strategy.

As such, we believe the skilled primary teacher is best placed to provide or, if not, strongly support ,languages teaching as part of the whole curriculum. Our research in Lancashire shows that the great majority of teaching is now being done by primary teachers themselves rather than 'visiting' specialists.

- 103 -


What is certain is that provision should: • be for all pupils throughout KS2 (key stage 1 provision is not a requirement) • provide 40-60 minutes curriculum time – ideally 'broken up' into several chunks • build progression in learning, using the KS2 primary languages framework as a

basis • assess and record pupils' progress and attainment Need help in meeting the entitlement? Only a few schools appear not to have made a start but quite a few others are only part of the way there. If your school needs support to meet the entitlement, please ask the headteacher to contact Jane Hegedus, Primary Languages Consultant (Tel: 07810181777; email: [email protected] ) Phil Wood, Adviser Jane Hegedus, Primary Languages Consultant

- 104 -


- 105 -


Appendix What Governing Bodies should expect from School Lea ders and what School Leaders should expect from Governing Bo dies A paper produced jointly by NGA, ACSL and NAHT Introduction In spring 2008, NGA, ASCL and NAHT met to discuss the effectiveness of governing bodies. It was acknowledged that there can be a lack of clarity about what is expected for a governing body to be effective, from both school leaders and governing bodies themselves, and that some guidance would be helpful to all parties. This paper aims to address this issue. It was agreed that effective governing bodies should be: • prepared and equipped to take their responsibilities seriously; • acknowledged as the accountable body; • supported by the appropriate authorities in their task. Underpinning this paper is an expectation that governing bodies and school leaders will jointly develop effective working practices which are mutually supportive and respectful of each others' roles and responsibilities. This paper provides some key guiding principles to facilitate that process. 1. Ways of working

The way that the governing body operates and the way that it organises itself should be related to the nature of its work. Governing bodies have considerable freedom regarding the delegation of work to committees or individuals (including the chair and the headteacher) and they should carefully consider the tasks to be undertaken before making decisions on the delegation of responsibilities. Governing bodies should keep their working practices under review. • Governing bodies are required to act in accordance with the provisions of

the workforce agreement and must have regard to the work-life balance of school leaders when arranging meeting times.

• School leaders should have regard to governors' work and other

commitments when meetings are being arranged.

• It should be the joint responsibility of school leaders and the governing body to ensure that meetings are well planned, at appropriate intervals, with agendas that are appropriate to the remit and that are manageable. Business should not be repeated in different forums, and matters discussed by committees should be consistent with their terms of reference.

- 106 -


2. Governance and management

The distinction between governance and management needs to be clearly understood by all involved, so that governors are not asked to, and do not try to, involve themselves in day to day management. • The governing body expects to be able to monitor the work of the school

and to hold the headteacher to account for the performance of the school. It is vital that the headteacher is present or is represented at full governing body meetings. However, other school leaders may represent the management of the school at other meetings. For example, the school business manager may be the appropriate person to attend budget monitoring meetings.

• School leaders should not be micro-managed, and the governing body

should concentrate on matters related to strategy and school effectiveness, delegating those tasks which are deemed to be managerial rather than strategic (for example the deployment of staff below leadership team level). School leadership teams should be fully involved in discussions of strategic issues.

3. Governance and management

In order to manage its workload, it is vital that the governing body is properly supported and serviced. Clerking

• Even in the many schools where the clerk to the governing body is also

employed to carry out different duties under a separate contract, resources should be made available for the clerk to be properly qualified and capable of servicing and advising the governing body with independence. The clerk should have a job description and pay grade appropriate to the post.

• The governing body should use the clerk to manage the business of the

governing body, and should not make unnecessary demands of other school staff.

Expenses

• Governors' out of pocket expenses should be reimbursed as per an

agreed policy on governors' allowances.

• There should be adequate allowance in the budget for governors' expenses.

- 107 -


4. The role of the chair

As the principal link between the governing body and the headteacher, the chair of the governing body bears additional responsibilities. The headteacher and the chair of the governing body should meet regularly at mutually convenient times to discuss school matters. • The chair should be prepared to undertake any necessary additional

training, and to attend local authority (or other locality) briefing meetings in order to fulfil her/his role. This expectation should be underpinned with the appropriate budget commitment for training and expenses.

• The chair must have regard to the limitations stipulated in government

guidance when exercising 'chair's action':

The chair or vice chair has the power to carry out functions of the governing body if a delay in exercising a function is likely to be seriously detrimental to the interests of the school, a pupil at the school or their parents, or a person who works at the school. This power excludes matters related to the alteration and closure of schools, change of school category, change of school name, approval of the budget, discipline policies and admissions. Any action taken under this power must be reported to the governing body.

(Ch 3 Para 48, A Guide to the Law for School Governors, DCSF, 2008)

5. Information

The governing body is reliant on the school to provide it promptly with the information that it needs to carry out its role. In addition to documents they are required by law to approve (such as the School Profile), governing bodies should expect to receive:

• school improvement partner reports; • any local authority school improvement visit reports; • the RAISEonline report (in full to at least one governor); • budget reports presented in an appropriate format; • self-evaluation form (SEF).

Sensitive information must be kept confidential.

6. Active governance

Like all responsible and professional bodies, the governing body should commit to its own professional development and training should be seen as an entitlement. Visiting the school provides important opportunities for governors to better understand both the strengths of the school and the working environment. All visits should be arranged by appointment in accordance with an agreed protocol.

- 108 -


Training

• Governing bodies should make it clear that there is an expectation that all

new governors (including staff governors) commit to undertake both school based induction and professional induction training. All governors should commit to specific issue based training as it arises.

• It is essential to have a properly trained governing body and appropriate

budget allocations should enable this to happen.

• Effective training should be planned to include both internal and external providers and should consist of a manageable programme combining activities for individual and small groups of governors and occasional activities for full governing bodies working in partnership with leadership teams.

Visiting the school

• Visits should be planned in advance and agreed with the leadership team.

• Governing bodies should expect school leaders to welcome governors to

visit the school, both formally to monitor agreed priorities and developments, and less formally to broaden their knowledge of the school.

• School leaders should expect governors to adhere to visiting protocols, to

be professional in their monitoring role, and to be sensitive to the pressures of the school calendar.

monitoring and evaluation final · introduction to this revised and updated edition of monitoring,...

Documents