Shepway
District Governor
Briefing
Autumn 2015
Welcome
Agenda
• Welcome
Tina Gimber, Governor Services, South Kent
• Kent Governor Association
John Dennis, Shepway KGA Rep.
• Provision of School Places
David Adams, Area Education Officer, South Kent
• School Improvement
Fiona Wainde, Senior Improvement Advisor, South Kent
• In the News
Tina Gimber, Governor Services, South Kent
Polite Reminders !
• Housekeeping
• Have you signed the register?
• List two actions that you will complete following
this discussion.
• Please complete the online evaluations
(direct to you via email)
Kent Governors Association
Autumn 2015
Shepway Representative - John Dennis
johndennis@db12.co.uk
NFER – Regional Schools Commissioner:
https://www.nfer.ac.uk/publications/RSCR01/RSCR01_home.cfm
Improving Governance – a training resource for schools:
https://www.gov.uk/government/publications/improving-governance-a-training-resourcefor-schools
Commissioning School Places
David Adams
Area Education Officer
Autumn 2015
Progress in Implementing Proposals
For September 2015 our commissioning intentions were to:
• Open Martello Grove Academy –opened off-site in
Morehall PS. Moves to permanent location in Sep 2016.
• Commission 30 Year R places at Cheriton PS –
provided.
• All Souls CEPS increased its PAN from 40 to 45.
• Implement the amalgamation of Foxwood and Highview
Schools – delayed by one year to:
• Close Foxwood School on 31 August 2016
• Relocate Highview School and increase the
designated number from 282 to 334 for September
2016.
Forecasting accuracy - Primary
Forecast Reception Year 2014/15
Actual Reception Year Jan 2015
Forecast Primary Roll 2014/15
Actual Primary Roll Jan 2015
1172
1189
8082
8064
• The Reception Year forecast was 1.4% lower than the
actual roll at January 2015, which is marginally above
the tolerance level of plus or minus 1%.
• The total primary forecast was higher than the actual
roll by 0.2%.
Forecasting accuracy - Secondary
Forecast Year 7 2014/15
Actual Year 7 Jan 2015
Forecast Secondary Roll 2014/14
Actual Secondary Roll Jan 2015
946
996
4896
4956
• The Year 7 forecasts were underestimated by 5%, and
those for all Secondary age pupils (Years 7-11) by
1.2%.
• It is likely that parents from Dover chose Shepway
schools above Dover schools.
Targets
Maintain between 5% and 7% surplus capacity in
each District:
Reception Year:
Years R - 6
January 2015 6.5%
January 2015 5.8%
Across Kent ensure that 85% of parents secure their
first preference primary school and 84% secure their
first preference secondary school:
85.5% of primary parents and 86.8% of secondary
parents secured their first preference school.
Birth Rates – Shepway, Kent, National
Shepway births
2016/20 Commissioning Plan
Primary Commissioning Position:
Planning
Group
by 2017-18
Hythe
1FE expansion of
Palmarsh PS
Folkestone
West
Sellindge
Romney
Marsh
by 2018-19
2019–20 to
2021-22
New 2FE school
at Shorncliffe
Garrison
0.5FE expansion
of Sellindge PS
0.3FE in
Romney Marsh
Shepway District Governor Briefing
National, Local and Ofsted Updates
Fiona Wainde
Senior Improvement Adviser - Primary
Autumn 2015
South Kent Team
Fiona Wainde
Senior Adviser
07718 272360
David Adams
Area Education Officer
07740 184848
Tina Gimber
GDSO
07712 301352
Jenny Howarth
EYFS Adviser
07919 414580
Jenny Jones
IA: Ashford and Dover
07795 650850
Simon Molony
IA: Ashford, Dover and Shepway
07740 183928
Sam Morgan-Price
IA: Ashford and Shepway
07826 868052
Wendy Simmons
IA: Shepway
07753 227715
Ruth Swailes
IA: Ashford and Shepway
07872 199615
Jayne True
IA: Dover and Shepway
07917 848622
Sheila Wilding
IA: Dover and Shepway
07740 183966
Tom Winek
SISO
07795 650813
Barbara Morrison
Natalie Briggs
Administration Team
03000 415068
School Improvement Support
•
Entitlement is unchanged:
– Securely good/outstanding = 3 visits
– RI/Risk of RI = up to 12 visits
– Category/Risk of Category = up to 20 visits
– Academy = 3 keep in touch visits
– Appraisal for Headteachers of RI and category schools
– Support during Ofsted
• Visits include those of IA, EYFS Adviser or GDSO
• Visits are evaluative, with recommended next steps
• Progress and impact meetings for more schools – termly or seasonally
• Each visit is approx. 3 hours
• Additional visits can be purchase via School Improvement Team directly
(pay as you go) or via SLA
Contact: Jayne Bartholomew 03000415820
http://www.edukent.co.uk/news/the_school_improvement_service_level_agree
ment_from_september_2015_is_here/
New Headteachers in Shepway
Headteacher
School
Miss Sarah Morris
All Souls’ CEP School
Mrs Angela Woodgate
Selsted CEP School
Mr Christopher Dale
St Nicholas CEP School
Ms Jill Howson
Martello Grove Academy
Mrs Nicki Man
Lydd Primary School
Ms Hannah Peaston (Interim)
Brenzett CEP School
South Kent Achievements
EYFS & KS1
GLD
Phonics
Level 2+
Reading
Level 2+
Writing
Level 2+
Maths
North
71.1
76.4
91
87.9
93.4
South
72.5
79.4
91.6
88.4
94
East
72.2
77.0
90.1
86.9
93.3
West
76.4
79.7
92.9
89.5
95
South Kent Achievements at KS2
Level 4
R/W/M
Expected
progress
Reading
Expected
progress
Writing
Expected
progress
Maths
GPS
North
80.9
91.6
94.4
89.9
79.3
East
79.6
91.1
95.1
90.1
77.5
South
79.4
91.1
95
88.5
75.9
West
81.4
92
94.9
89.4
79.4
Summer outcomes
Early Years Foundation Stage
%
Percentage of
children
achieving a
Good Level of
Development
*based on 151
Local
Authorities
2013
Kent
2014 2015
Kent Kent
63.5
68.6
73.1
Direction
of travel
2015
2015
Kent
2015
Kent National
v
Ashford
Target
National
73
66.2
Above
73.2
2015
Dover
2015
Shepway
73.9
70.4
Summer outcomes
Early Years Foundation Stage
2015
District
%
GLD
2013
% GLD
2014
% GLD
2015
2015 comparison
with National
Kent
63.5
68.6
73.1
Above
67.7
72.5
Above
2nd (out of 4 areas in
Kent)
South
Kent
District Rank (out of
12)
Ashford
63.5
66.0
73.2
Above
7th
Dover
69.0
69.7
73.9
Above
5th
Shepway
58.2
67.9
70.4
Above
11th
Key Stage 1 - 2015
%
2013
Kent
2014
Kent
2015
Kent
KS1 Phonics
66.9
64.6
KS1 level 2b and above
Reading
KS1 level 2b and above
Writing
KS1 level 2b and above
Maths
79.3
Direction
of travel
2015
Kent
Target
2015
National
Kent
v
National
67.0
--
76.8*
Above
81.7
84.1
85
82.1*
Above
66.7
69.5
74.0
77
72.1*
Above
79.2
81.5
84.0
85
81.6*
Above
*based on 153 Local Authorities
Key Stage 1 - 2015
Kent
South
Ashford
Dover
Shepway
KS1 Phonics
67.0%
69.2%
69.9%
68.1%
69.1%
KS1 level 2b and above
Reading
KS1 level 2b and above
Writing
KS1 level 2b and above Maths
84.1%
84.1%
84.6%
86.3%
81.3%
74.0%
73.2%
72.4%
77.7%
70.0%
84.0%
82.7%
83.4%
84.4%
80.2%
Shepway Key Stage 1 - 2015
2014
2015
Trend
Comparison
with National
District
Rank
EYFS GLD
67.9%
70.4%
66.2%
Above
11
KS1 Phonics
74.9%
80.0%
--
3
KS1 level 2b and above
Reading
KS1 level 2b and above
Writing
KS1 level 2b and above
Maths
77.7%
81.3%
82.1%
Below
11
65.0%
70.7%
72.1%
Below
11
78.0%
80.2%
81.6%
Below
11
Key Stage 2 - 2015
2013
Kent
2014
Kent
2015
Kent
2015
Kent
Target
2015
National
Kent
v
National
KS2 level 4 and above RWM
74
79
80
83
80
=
KS2 level 4 and above Reading
85
89
89
89
=
KS2 level 4 and above Writing
83
86
87
87
=
KS2 level 4 and above Maths
83
86
86
87
Below
KS2 level 4 and above GPS
71
74
78
n/a
80
Below
2 levels progress Reading
87
91
91
93
91
=
2 levels progress Writing
91
93
95
95
94
Above
2 levels progress Maths
86
89
90
91
90
=
KS2 level 5 and above RWM
22
25
25
27
24
Above
3 levels progress Reading
28
34
33
36
--
--
3 levels progress Writing
31
35
39
38
--
--
3 levels progress Maths
31
35
34
38
--
--
%
n/a
Key Stage 2 - 2015
%
Kent
South
Ashford
Dover
Shepway
KS2 level 4 and above RWM
80%
79.4%
77.8%
81.1%
79.7%
KS2 level 4 and above Reading
89%
89.1%
88.3%
90.0%
89.1%
KS2 level 4 and above Writing
87%
87.3%
86.9%
87.9%
87.4%
KS2 level 4 and above Maths
86%
85.9%
84.9%
86.7%
86.5%
KS2 level 4 and above GPS
78%
75.9%
75.3%
75.8%
76.8%
2 levels progress Reading
91%
91.1%
90.0%
93.3%
90.4%
2 levels progress Writing
95%
95.0%
95.4%
95.9%
93.6%
2 levels progress Maths
90%
88.5%
86.3%
90.6%
89.3%
Shepway Key Stage 2 - 2015
%
KS2 level 4 and above RWM
KS2 level 4 and above Reading
KS2 level 4 and above Writing
KS2 level 4 and above Maths
KS2 level 4 and above GPS
2 levels progress Reading
2 levels progress Writing
2 levels progress Maths
KS2 level 5 and above RWM
3 levels progress Reading
3 levels progress Writing
3 levels progress Maths
2014
2015
78.8%
90.1%
85.4%
86.5%
72.0%
91.8%
93.1%
88.2%
20.5%
35.3%
31.9%
27.8%
79.7%
90.0%
87.9%
86.7%
76.8%
90.4%
93.6%
89.3%
22.1%
36.5%
37.5%
32.0%
Trend
Comparison
with national
80% Below
89% Above
87% Above
87% Below
80% Below
91% Below
94% Below
90% Below
24% Below
----
District
Rank
8
7
8
8
8
10
11
8
8
2
10
9
Closing the Gap – 2015
The proportion of vulnerable pupils achieving a combined Level 4 in South Kent is 16.7%, which is 0.9%
below the Kent gap of 17.6% in 2015. The gap has widened in Ashford by 0.3%, narrowed in Dover by 3.3%
and widened in Shepway by 3.1%.
2014 FSM
attainmen
t L4+
RWM
2014
Gap
2015 FSM
attainme
nt L4+
RWM
2015
Gap
2015
Area /
District
Rank
Kent
65.5
17.8
67.3
17.6
N/A
South
66.8
16.6
67.5
16.7
2nd (out
District
of 4 areas)
Ashford
63.6
17.9
64.3
18.2
7th=
Dover
68.3
18.2
70.8
14.9
3rd
Shepway
68.8
14.1
67.8
17.2
6th
Closing the SEN Gap – 2015
2014 SEN
attainme
nt L4+
RWM
2014
Gap
2014
District
Rank
2015
SEN
attainm
ent L4+
RWM
2015
Gap
2015
Area /
District
Rank
Kent
42.3
47.3
N/A
37.6
51.7
N/A
South
41.8
48.3
2nd (out
39.9
48.4
1st (out
30.9
56.0
of 4
areas)
11th
District
Ashford
35.3
54.4
of 4
areas)
11th
Dover
42.1
49.7
8th
43.1
47.7
3rd
Shepway
49.3
39.7
1st
46.3
41.5
1st
Closing the Gender Gap – 2015
2014
Female
attainme
nt L4+
RWM
2014
Gap
2014
Rank
2015
Female
attainm
ent L4+
RWM
2015
Gap
2015
Area/
District
Rank
Kent
82.2
6.7
N/A
82.8
4.7
N/A
South
82.1
6.7
3rd (out
81.4
4.0
2nd (out
79.1
2.7
of 4
areas)
3rd
District
Ashford
81.7
9.5
of 4
areas)
11th
Dover
84.2
6.0
5th
83.9
5.3
8th
Shepway
80.7
4.0
3rd
82.2
4.7
6th=
Area and District Priorities
Area
• Closing the gap for disadvantaged pupils (Pupil Premium) and
those with additional needs (SEND)
• Achievement in Mathematics
• Achievement of more able children and proportions working above
expectation
• Continue the work already started to improve outcomes in GPS
Ashford
• Achievement in Reading
Dover
• Closing the gender gap
Shepway
• KS1 Achievement
Kent Direction
Laid out in: Vision and Priorities for Improvement 2015 – 2018
http://www.kent.gov.uk/__data/assets/pdf_file/0016/6217/Education,learning-and-skills-vision-and-priorities-for-improvement.pdf
Aims:
• All pupils to attend a good school
• Raise standards in all Key Stages and meet ambitious targets
• Closing the achievement gap for disadvantaged pupils
Emphasis on:
• Services for vulnerable groups
• School to school support including KAH, collaborations and system
leadership
• Joined up approach to district based working
National Direction
For governors there is greater Emphasis on:
•
•
•
•
•
•
•
•
•
Governing bodies operating as ‘Executive Boards’ holding Headteacher to
account
Range of professional expertise being represented
Governors’ strategic role including input into, and agreeing, the SEF and
school improvement plan
Monitoring visits to evaluate implementation and impact of school
improvement plan
Demonstration of challenge of the Headteacher and other leaders
Impact of governance on standards
How governing bodies assess and meet their own training needs
Governors’ evaluation of their own performance and impact
Ensuring safeguarding arrangements are not just compliant but highly
effective
Thank you
National Direction
Education and Adoption bill raises the profile of the responsibility of the Regional
Schools’ Commissioner
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/45001
3/Considering_the_impact_of_the_Education_and_Adoption_Bill_provisions.pdf
Coasting schools eligible for intervention
‘Schools that are coasting by doing ‘just enough’ to avoid falling below the expected
standard in any one year, will be eligible for intervention if they consistently fail to
make improvements over time (3 years). We consider that these schools are not
supporting their pupils to make the progress they should.’ DfE September 2015
From 2016 a coasting school will be defined as in which:
In 2014 and 2015 fewer than 85% of pupils achieved level 4 in reading, writing and
mathematics and below the national median percentage of pupils make expected
progress in reading, writing and mathematics, and in 2016 fewer than 85% of
children achieve the new expected standard in reading, writing and mathematics.
NB Floor standard will remain at 65% in 2016
National Direction
Schools causing concern: Statutory Guidance for local authorities. January 2015
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/434047/Schools_Causing_
Concern Jan2015_FINAL_24Mar.pdf
Statutory responsibility for LA if concerns are not being addressed promptly:
•
‘The Local Authority should issue a warning letter, copied to Ofsted, unless there is a particularly good
reason not to’
•
Use statutory powers of intervention, if necessary
School causing concern defined as one with:
•
Low standards of performance of pupils (attainment and/or progress below floor or sudden drop, poor
achievement of disadvantaged pupils or low performance when compared with similar schools)
•
Leadership and management (including governance) prejudicing (or likely to prejudice) standards
•
Concerns over safety and/or safeguarding
Kent response is measured, balancing support with challenge:
•
Joint review meeting with SIA and Head of School Improvement for schools at risk of category / RI,
resulting in one of the following:
– Letter summarising agreed actions
– Pre-warning Notice
– Warning Notice
•
High level of IA support and school to school support
•
Follow-up monitoring by S/IA
Ofsted Update
Fiona Wainde
Senior Improvement Adviser – South Kent
Primary
Area Ofsted Outcomes
•
19 inspections in 2014/15 in the south
– 2 schools went from category to good (one in Dover, one in Shepway)
– 4 schools went from RI to good (two in Ashford and two in Dover)
– 1 school in Dover went from good to RI
– 1 school in Shepway was judged for the first time as RI
– 6 schools retained their good judgment (2 in Ashford, 3 in Dover and 1 in Shepway)
– 1 school in Dover was judged to be good for the first time
– 1 school in Dover moved from good to outstanding
– 2 schools went from RI to outstanding (one in Dover and one in Shepway)
– 1 school in Ashford retained its outstanding judgement
•
Number of Category schools has decreased from 6 to 1 (4 converted, two moved to good)
•
Number of RI Schools has decreased from 15 to 11
•
Number of good schools increased from 67 to 73
•
Number of outstanding schools increased from 12 to 15
•
% of good and outstanding schools
– Ashford
92.1% (from 82.5%)
– Dover
94.9% (from 87.5%)
– Shepway
78.1% (from 69.7%)
District rank 2
District rank 1
District rank 9
Section 5
Current
Section 5
CIF
Quality of teaching
Quality of teaching, learning
and assessment
The behaviour and safety of
pupils
Personal development,
behaviour and welfare of
students
The achievement of pupils
Outcomes for pupils
Quality of leadership and
management
Effectiveness of leadership
and management
Section 5
Key judgements:
 overall effectiveness
 effectiveness of leadership and management
 quality of teaching, learning and assessment
 personal development, behaviour and welfare
 outcomes for pupils
1 – 4 point scale as now
Judgements
Quality of teaching, learning and assessment
Personal development, behaviour and welfare
Outcomes for pupils
EYFS or 16-19 study programme
(can be higher than OE grade)
Leadership and management
OE
Frequency of inspection
From September, Ofsted will inspect good schools once
every three years under a new short inspection model.
- premise that the school or provider is still good
- check that leaders have identified key areas of concern
and that they have the capacity to address them.
- Focus on leaders’ vision and ambition for all children and
learners, how they set the culture and ensure that all
learners – particularly the most disadvantaged – make
strong progress from their different starting points.
- New short HMI led inspections for good schools
- 7 out of 10 inspectors will be current practitioners leading
good or outstanding institutions
Risk assessment
Normally in 3rd school year after the most recent inspection.
Ofsted analyses:
 pupils’ academic achievement over time, taking account of
both attainment and progress
 pupils’ attendance
 the outcomes of any inspections, such as survey inspections,
carried out by Ofsted since the last routine inspection
 the views of parents, including those shown by Parent View
 qualifying complaints about the school referred to Ofsted by
parents
 any other significant concerns that are brought to Ofsted’s
attention.
Exemption
 Maintained primary and secondary schools and academies
judged outstanding at their most recent section 5 inspection
can only be inspected under section 8 of the Education Act
2005
 Outstanding special schools (including maintained special
schools, special free schools, alternative provision academies
and non-maintained special schools with residential
provision), pupil referral units and maintained nursery schools
are not exempt
 HMCI has the power to inspect any exempt school at any time
under section 8 if HMCI or the Secretary of State has concerns
about performance
Exempt schools
Exempt schools may be inspected where:
 there are safeguarding concerns, including a decline in the
standards of pupils’ behaviour
 a subject or thematic survey inspection raises more general
concerns
 Ofsted has received a qualifying complaint about a school
that, taken alongside other available evidence (specific
powers under sections 11A-C of Education Act)
 concerns are raised about standards of leadership or
governance
 concerns are identified about the breadth and balance of the
curriculum
Exempt schools (continued)
Risk assessment identifies concerns
about decline in performance
Section 8 inspection – if may no longer
be outstanding can be converted to
section 5
Trainees in the school
Staff list must confirm if any NQTs or any trainees on
placement including School Direct or School Direct
(salaried) training routes.
‘Inspectors should not take trainees’ performance
into account when assessing quality of teaching,
learning and assessment across school’.
Monitoring of RI schools
 Will be re-inspected under section 5 no later than
the end of the term of 24th month after last
inspection report
 HMI monitoring inspection 3 – 6 months after
report published
 May be judged RI at second inspection –
inadequate if not good after that
Short inspections – section 8
 led by HMI for all secondary and large primaries
 notification period the same as section 5
 Parent View used to gather views
 will not result in individual grade judgement
 will be converted to section 5 if inspector is unsure
if still good or could be outstanding (within 48
hours)
 once had a short inspection, further short
inspections at approximately 3 yearly intervals
Reporting on the short inspection
 report in a letter format
 judgement that the school is still providing a good
standard of education
 Judgement that safeguarding arrangements are
effective
 any next steps the school should take
New inspection documents
The new common inspection framework and handbooks for each of
Ofsted’s remits come into effect from September 2015 for the
inspection of schools, further education and skills and early years
provision:
•
•
•
•
•
•
•
The common inspection framework: education, skills and early years from
September 2015
School inspection handbook from September 2015
School inspection handbook for inspections under Section 8 of the
Education Act 2005 from September 2015
Further education and skills inspection handbook from September 2015
Early years inspection handbook from September 2015
Non-association independent school inspection handbook from September
2015
Inspecting safeguarding in early years, education and skills from September
2015
Serco information (ISP)
Ofsted has also announced plans to recognise
‘exceptional leaders’.
Ofsted will send a letter to a leader who has played a
key role in turning around other institutions
acknowledging their leadership as exceptional.
A copy of this letter will go to the Secretary of State
and Ofsted’s Annual Report will also feature those
leaders who have been recognised in this way.
Emphasis of New Framework
Capacity of leaders at all levels to bring about
sustainable improvement
Some thoughts:
• Leadership structure: roles, responsibilities and leadership time?
• Involvement of middle and senior leaders in monitoring, improving the quality of teaching,
the SEF and improvement planning?
• Senior/middle leaders understanding and use of data – their impact in closing gaps
• How does performance of school relate to the SEF?
• How is implementation and impact of items on improvement plan monitored and evaluated?
• What happens to the results of performance management?
• Monitoring of the quality of teaching and its follow-up including CPD
• Leaders role in developing pride, ambition and confident learners
• Leadership of the curriculum (rationale for design, involvement of stakeholders, use to raise
aspirations, evaluation of its impact, what information is shared with parents, SMSC-British
values…)
Emphasis of New Framework
Safeguarding:
Not just about compliance but about effectiveness
Governing Body to:
• ‘Walk the floor’ an consider if you feel safeguarding has a visible profile in school
• Regularly monitor the single central register
• Experience relevant staff training and induction, and monitor their frequency
• Check colleagues understanding of the latest safeguarding updates, especially
Prevent and response to allegations against staff (including the Headteacher)
• Monitor staff understanding of the whistle-blowing policy
• Consider a safeguarding audit
• Ensure policy reflects April 2015 changes ( ask IA to look at it)
• Regularly monitor the single central register
Emphasis of the New Framework
Provision and outcomes for disadvantaged
pupils - closing the performance gap
Success indicators:
• Quality first teaching
• High expectations by all staff – ‘can do culture’
• Interventions to fill gaps and accelerate progress
• Regular monitoring of impact interventions (each session)
• Use of data to inform planning
Preparation for inspection
Good schools have only one day to show they are
still good, underpinning the importance of:
• Brevity of written and verbal information - ‘Less is more’, ‘know the wood
from the trees’….
• Staff and students showing pride and ambition
• Demonstrating leadership capacity at all levels
• Articulating a clear understanding of what the data shows
• Summarising strengths and actions to address weaknesses confidently
• Having a concise, accurate and highly evaluative SEF
• Effective school improvment planning with targets, milestones and
monitoring of impact
• Keeping the focus on the things that make the difference to the judgments
• First impressions
Thank you for your participation – any
questions?
In the news …
Tina Gimber
Governor Support
& Development Officer
Autumn 2015
Leadership and Governance Support
Edukent Service Level Agreement:
http://www.edukent.co.uk/images/uploads/misc_files/EduKent_School_Improvement_Support_A
pril_2015_Web.pdf
• Support for HT recruitment
• Initial Advice and Guidance via the Area School Governance Officer
Leadership and Governance SLA:
http://www.edukent.co.uk/images/uploads/misc_files/Governor_Services_SLA_2015_Rev_email
_add.pdf
• Package 1
Best value for money and the most popular package.
• Package 2
Pay as you go
• Other services, such as a Review of Governance, Projects - at an additional cost, refer to
SLA
Governor Training Brochure:
http://www.kelsi.org.uk/__data/assets/pdf_file/0003/37524/Governor-and-Clerk-ProfessionalDevelopment-Programme-April-15-to-March-16.pdf
AOB
Complaints - new guidance for 2015 found at:
Schools:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/34686
7/School_Complaints_Toolkit_2014.pdf
Academies:
https://www.gov.uk/government/publications/setting-up-an-academies-complaintsprocedure/putting-in-place-a-complaints-procedure
Review the school website:
https://www.gov.uk/guidance/what-maintained-schools-must-publish-online
Publishing business interests
• the names of the governors, personal relationships, details of other
establishments where a governor/trustee/member, declared interests must be
published on the school website.
• This was expected by 1 September 2015
• New model Code of Conduct August 2015 to include the above expectations
(see NGA website/KELSI)
• https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/459
032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guid
ance....pdf
AOB
• Joint governor panels must be agreed in advance - model terms of
reference on KELSI.
• New Monthly Governor update - have you received it?
• Clerking service is recruiting - over 90 clerks employed by KCC Clerking
Service in over 200 schools.
• Clerk’s appraisal - has the Chair scheduled this?
• British Heart Foundation CPR training pack for secondary schools
http://www.bhf.org.uk/lifesavers.
• NGA website - a really useful tool, does your GB subscribe?
• Free School Governor Dashboard Webinar - FFT Governor Dashboard
free webinar – extra sessions have been added to the autumn term https://eventsemea2.adobeconnect.com/content/connect/c1/1312108187/en/events/ev
ent/shared/default_template/event_landing.html?sco-id=1390144598
• The end of Stakeholder Governance? - see consultation at
www.nga.org.uk/events.aspx