The Board of Education Serving Children, Schools and

Young PeopleNew Governor Training

17th September 2012

Intended outcomes for this session …

You will:1. Understand the different types of church

schools and their relationship with the diocese

2. Understand what is distinctive about church schools and how this might be expressed

3. Understand more about the inspection process

DIOCESAN SYNOD

ARCHBISHOP’S COUNCIL

BOARD OF EDUCATION: Serving children, young people

and schools

DIRECTOR OF EDUCATIONQuentin Roper

ASSISTANT DIRECTOR OF EDUCATION (HEAD OF SCHOOL ORGANISATION)

Simon Foulkes

EXECUTIVE ASSISTANTRosemary Fletcher

CHILDREN & YOUNG PEOPLE’S MINISTRY ADVISERMurray Wilkinson

CHILDREN & YOUNG PEOPLE’S ADMINISTRATOR (15 hours)

Hannah Worthen

Canterbury Diocesan Board of Education Structure

ASSISTANT DIRECTOR OF EDUCATION (SCHOOL IMPROVEMENT)

Tricia Martin

DIOCESAN ARCHITECTURAL SERVICES LTD (DASL)

GOVERNOR SUPPORTEunice Thorpe

ETHOS SCHOOL IMPROVEMENT COMPANY

Education and more!

Partnerships with KCC

RE

Collective Worship

School Buildingsand finance

DBE: Children,

Schools and Young People

Ministry withYoung People

Ministry withChildren

Advice and support for

schools

Governor Training

Schools at the heart of our mission

EMYP

Children and Young People

Diocesan Events

Chaplaincy

Training for volunteers

Ministry withChildren and young people

Deanery mission plans

EmployedChildren’s &

Youth workers

Accredited Lay Ministry

(ALM)

Extended Schools

Listening to the voice of children

EMYP

The National Society – founded in 1811 The beginnings of universal education National Schools:

◦ ‘education for the poor in accordance with the rites, practices and doctrines of the C of E’

By 1851 census - 17,015 schools, 956,000 pupils

Church of England SchoolsA little history

Introduced the ‘dual system’: LAs and Dioceses working in partnership Addressed the capital investment problems in

church schools Voluntary Aided schools

◦ Church is majority stake-holder Voluntary Controlled schools

◦ Church is minority stake-holder

1944 Education Act

RA ‘Rab’ Butler Minister of Education

William TempleArchbishop of Canterbury

Education Reform Act 1988

1988 c. 40

    

 

1.—(1)  It shall be the duty— (a)  of the Secretary of State;(b)  of every local education authority; and(c)  of every governing body or head teacher of a maintained school to exercise their functions (including, in particular, the functions conferred on them by this Chapter with respect to religious education, religious worship and the National Curriculum) with a view to securing that the curriculum for the school satisfies the requirements of this section.

(2)  The curriculum for a maintained school satisfies the requirements of this section if it is a balanced and broadly based curriculum which— (a)  promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and(b)  prepares such pupils for the opportunities, responsibilities and experiences of adult life.

AIDED SCHOOLS Over half the governors

appointed by church Teachers can be appointed

on faith grounds 50% of building costs from

state [now 90%] LA provides all running

costs RE and worship according

to church pattern Own admissions authority GB employs staff

CONTROLLED SCHOOLS Up to a quarter of

governors appointed by church

Teachers appointed by LA

Must support the church ethos of school

ALL capital and revenue costs from LA

RE according to local Agreed Syllabus; worship is C of E

VA and VC schools

Everyone goes to school…

◦ There are 25,000 schools in England◦ An 18 year old leaving school will have

spent 12,000 hours at school!

But not everyone goes to church… 155,000: the total number of young people

attending church-based activities 1,000,000: the number of young people attending

a Church of England school

General Synod resolution, 1998:‘believing that Church schools stand at the centre of the Church’s mission to the nation’

Lord Dearing, The Way Ahead, 2001Setting the agenda for the first decade of the 21st Century

The Church School of the Future Review, March 2012 – Priscilla ChadwickResponding to change, rethinking partnerships

Resolutions and reviews

Key theme:

Making a Church of England School distinctive and inclusive

Church of England School

Good Community School

BUT…

Values (Implicit or explicit)

Sensitive and caring

Challenging and supportive

Importance of quality of learning and teaching

Focus on pupil well-being

Church of England Schools

Christian beliefs and values Christian ethos: experienceoffered to all pupils

What we believe How that belief is worked out in practice

Church of England SchoolsBelief Ethos

An example:

Our school recognises that all people are created and loved by God as equal and unique beings. We are open and confident in our expression of belief in:

God the Father, source of all being and life, the one for whom we exist.

God the Son, who took our human nature, died for us and rose again.

God the Holy Spirit, who gives life to the people of God and makes Christ known in the world.

This belief rooted in: the Bible, the Creeds and the traditions of the Anglican Church.

• Signs, emblems and displays • Christian Collective Worship• Special services and celebrations• Use of prayer• Two way involvement with local parish• Chaplaincy• Provision of a quiet space• Approach to Spiritual, Moral, Social and Cultural development • Approach to the way the whole curriculum is taught and applied• Approach to pupil well-being• Good stewardship of our God given environment• Behavioural expectations and models• Active use of time and talents to help others• Policies and procedures• Servant leadership• Pastoral care

Valuing the immeasurable…

Do we avoid bigger issues by narrowly focusing on the measurable ones?

Deep anxiety about self-image … Fear (gang culture etc.)Family breakdown … Lack of parental involvement Over exposure to the ‘screen’ … Desire for meaningful relationships1 in 10 feel life not worth living … 25% have been depressed25% have no hope for future

Areas of well-being identified by Princes Trust Survey (2008); UNICEF 2007 survey and the Children’s Society’s Good childhood inquiry

Need to focus on children’s Identity Values Significance Self-esteem

Also spiritual well-being: knowing our place in the wider Christian narrative:• Who are you? • Where do you come from? • Where are you going?

In Church of England schools it is the Christian tradition that gives our values content and the story of Jesus that gives our values moral substance

Distinctively Christian Valueswww.christianvalues4schools.org.uk

Courage Creativity Peace Trust Forgiveness Justice Thankfulness Compassion Friendship

Hope Truthfulness Humility Generosity Respect and Reverence Wisdom Perseverance Service Responsibility

Christian Values – what are they?

Statutory Inspection of Anglican Schools

Section 48

Self Evaluation toolkit

There are four key questions:

1 How well does the school, through its distinctive Christian Character,

meet the needs of all learners?2 What is the impact of collective worship on the school community?3 How effective is the religious

education?4 How effective are the leadership and

management of the school as a church school?

YOUR SELF EVALUATION PROCESS

The inspection starts from your school’s own judgements, based on an internal system of monitoring, evaluation and improvement. The better your own self-evaluation, the easier will be the inspection for everyone.

To help you assess your grades, a self-evaluation toolkit including graded descriptions from the National Society is available on our website.

Use the SIAS Toolkit provided by the Diocese to help your self-evaluation process. Schools find the diocesan toolkit extremely useful for setting out an agenda for improving their church schools and giving prompts for development

e.g.How well has the school leadership (including the governors) engaged with distinctive Christian values in developing its vision for the school?

Action plan Your immediate focus following an inspection should be to develop an action plan to deal with the Focus for Development

In addition, the Governing Body should formulate a strategy to ensure an ongoing process of monitoring, evaluating and improving the church aspects of the school.

Schools do this in different ways, allocating responsibility to different individuals or groups and looking at different aspects at different times.

Action Plan continued…

It is recommended that a report is given to he whole GB at least once a year, so that it has oversight of how things are progressing.

You may make a foundation Governors responsible for this, as the link governors for the church nature of the school, or you may have a ‘Church School committee’ responsible for this.

Make sure that you avoid leaving all this on the shoulders of the headteacher and incumbent. It is the responsibility of the whole GB

To uphold the distinctive Christian foundation of the school.

To ensure that the denominational education is inspected in accordance with the requirements of Section 48 of the Schools Inspection Act 2002

To safeguard the interests of the Trustees with regard to the property and its use

In aided schools, where governors are the admissions authority, the foundation governors have particular responsibility to determine the terms of church affiliation which constitute part of the admissions criteria

Regular reports to PCC

Principal Responsibilities of Foundation Governors

Diocesan Website:

www.canterburydiocese.org/schools