AshfordDistrict Governor Briefing

Autumn 2015

Welcome

Agenda• Welcome

Tina Gimber, Governor Services, South Kent

• Kent Governor Association

Ambrose Oliver & Matthew Roberts, Ashford KGA Reps.

• 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

• Paper free !

• 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

Ambrose OliverMatthew Roberts

Autumn 2015

Commissioning School Places

David AdamsArea Education Officer

Autumn 2015

Progress in Implementing Proposals

For September 2015 our commissioning intentions were to:• Commission 30 Year R places in Ashford South - not

needed as numbers were lower than forecast.• Commission a new primary school for Finberry,

Cheeseman’s Green. Opened off-site in Sept 2015. Will move to permanent location in Sept 2016.

• Expand Wyvern School by between 60-70 places - consulting on an expansion of 80 places (from 190 to 270).

• Woodchurch CEPS increased its PAN from 20 to 26 for Sep 2016.

Forecasting accuracy - Primary

Forecast Reception Year 2014/15 1573

Actual Reception Year Jan 2015 1480

Forecast Primary Roll 2014/15 10476

Actual Primary Roll Jan 2015 10327

Reception pupils were 6.3% higher than forecast. Total rolls were 1.4% higher than forecast.

Forecasting accuracy - Secondary

Forecast Year 7 2014/15 1331

Actual Year 7 Jan 2015 1330

Forecast Secondary Roll 2014/15 6428

Actual Secondary Roll Jan 2015 6445

• The forecasts for both Year 7 pupils and secondary pupils generally were very close to the actual numbers on roll in January 2015.

• The total secondary forecast was lower than the actual roll by 0.3%.

Targets

Maintain between 5% and 7% surplus capacity in each District:

Reception Year: Years R - 6January 2015 7.2% January 2015 4.3%

Across Kent ensure that 85% of parents secure their first preference primary school and 84% secure their first preference secondary school: 89% of primary parents and 83% of secondary parents secured their first preference school.

Birth Rates – Ashford, Kent, National

Ashford births

Housing

• Ashford’s core strategy (2008) states the target of 20,000 new homes to be built in the Borough between 2001 and 2021.

• By 31 March 2015. 7,919 new homes were completed. • The current housing trajectory for completions suggests

between a further 8,000 to 10,000 new dwellings being completed by 2021.

2016/20 Draft Commissioning Plan• Demand for school places is mainly caused by inward

migration connected to house-building and the birth rate (at 2 to 3 points above the County and National rates).

• Although the birth rate dropped significantly in 2013 there was a slight recovery in 2014. The number of births in 2014 remains 4FE fewer than the peak of 2012.

• The expansion of schools and opening of three new schools since 2012 has kept capacity in line with demand.

• Moving forward, temporary expansions will be needed to manage the peak in demand for Year R places in 2016-17 and 2017-18, and new schools will be required to support major housing developments.

2016/20 Plan – Secondary places

• Secondary pressures begin in Year 7 in 2019-20 when demand is expected to exceed supply, and by 2021-22 only 2% of all secondary school places are forecast to be vacant.

• Plans are in place for a new secondary school in the Chilmington Green development (5,750 homes) from 2022-23.

2016/20 Commissioning Plan

Primary Commissioning Position:

Planning Group By 2016/17

By 2017/18 By 2018/19 By 2019/20

Ashford South East

1FE expansion - Finberry

Ashford South 30 Yr R places

1st FE of 2FE school – Chilmington30 Yr R places

2nd FE of Chilmington

Willesborough 2FE new school - Willesborough

2016/20 Commissioning Plan

Secondary Commissioning Position:

By 2016/17

By 2017/18

By 2018/19

By 2019/20

2019-20 60 Yr 7 Places2020-21 90 Yr 7 Places2022-23 1st 4FE of 8FE school in Chilmington

Ashford District Governor Briefing

National, Local and Ofsted Updates

Fiona WaindeSenior 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 MorrisonNatalie 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_agreement_from_september_2015_is_here/

New Headteachers in Ashford

Headteacher School

Alison Crockford Charing CEP School

Cheryl Chalkley Mersham Primary School

Sara Williamson St Michael’s CEP School, Tenterden

Jennifer Bailey Finberry Primary School

Cathy Hylands Beaver Green Primary School

2015 Pupil Performance Outcomes Update

Kent, Area and District

South Kent AchievementsEYFS & 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 KS2Level 4 R/W/M (%)

Expected progressReading (%)

Expected progressWriting (%)

Expected progressMaths (%)

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 outcomesEarly Years Foundation Stage

% 2013Kent(%)

2014Kent(%)

2015Kent(%)

Direction of travel

2015 Kent

Target(%)

2015National

(%)

Kent v

National

2015Ashford

(%)

2015Dover

(%)

2015Shepway

(%)

Percentage of children achieving a Good Level of Development *based on 151 Local Authorities

63.5 68.6 73.1 73 66.2 Above 73.2 73.9 70.4

Summer outcomesEarly Years Foundation Stage

2015District %

GLD 2013

% GLD 2014

% GLD 2015

2015 comparison with National

District Rank (out of 12)

Kent 63.5 68.6 73.1 Above

South Kent

63.6 67.7 72.5 Above 2nd (out of 4 areas)

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

% 2013Kent(%)

2014Kent(%)

2015Kent(%)

Direction of travel

2015 Kent

Target(%)

2015National

(%)

Kent v

National

KS1 Phonics 66.9 64.6 67.0 -- 76.8* Above

KS1 level 2b and above Reading

79.3 81.7 84.1 85 82.1* Above

KS1 level 2b and above Writing

66.7 69.5 74.0 77 72.1* Above

KS1 level 2b and above Maths 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

84.1 84.1 84.6 86.3 81.3

KS1 level 2b and above Writing 74.0 73.2 72.4 77.7 70.0

KS1 level 2b and above Maths 84.0 82.7 83.4 84.4 80.2

Ashford Key Stage 1 - 2015

2013(%)

2014(%)

2015(%)

Trend Comparisonwith

National(%)

2015 District Rank

EYFS GLD 63.5 66.0 73.2 66.2Above

7

KS1 Phonics 66.4 75.9 79.5 -- 4

KS1 level 2b and above Reading

77.4 81.9 84.6 82.1Above

5

KS1 level 2b and above Writing

62.4 67.0 72.8 72.1Above

5

KS1 level 2b and above Maths

77.4 82.1 83.4 81.6Above

8

Key Stage 2 - 2015% 2013

Kent(%)

2014Kent(%)

2015Kent(%)

2015 Kent

Target(%)

2015National

(%)

Kent v

National

KS2 level 4 and above RWM 74 79 80 83 80 =

KS2 level 4 and above Reading 85 89 89n/a

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 Above2 levels progress Maths 86 89 90 91 90 =KS2 level 5 and above RWM 22 25 25 27 24 Above3 levels progress Reading 28 34 33 36 -- --3 levels progress Writing 31 35 39 38 -- --3 levels progress Maths 31 35 34 38 -- --

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

Ashford Key Stage 2 - 2015%

2013 (%)

2014(%)

2015(%)

Trend(%)

Comparison with national

(%)

District Rank

KS2 level 4 and above RWM 71.6 81.1 77.8 80 Below 11KS2 level 4 and above Reading 84.6 88.8 88.3 89 Below 11KS2 level 4 and above Writing 81.3 85.4 86.9 87 Below 9KS2 level 4 and above Maths 79.3 83.3 84.9 87 Below 11KS2 level 4 and above GPS 69.3 70.9 75.3 80 Below 102 levels progress Reading 87.2 90.4 90.0 91 Below 112 levels progress Writing 90.2 93.9 95.4 94 Above 32 levels progress Maths 82.8 86.3 86.3 90 Below 12KS2 level 5 and above RWM 19.5 23.0 23.5 24 Below 73 levels progress Reading 27.4 32.3 29.8 -- 113 levels progress Writing 28.5 32.7 38.4 -- 63 levels progress Maths 22.6 29.7 29.3 -- 12

Closing the Gap – 2015

District2014 FSM

attainment L4+ RWM

(%)

2014 Gap(%)

2015 FSM attainmen

t 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 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

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%.

Closing the SEN Gap – 2015

District2014 SEN attainme

nt L4+ RWM(%)

2014 Gap(%)

2014 District Rank

2015 SEN

attainment 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 of 4

areas)

39.9 48.4 1st (out of 4

areas)

Ashford 35.3 54.4 11th 30.9 56.0 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 – 2015District

2014 Female

attainment L4+ RWM(%)

2014 Male

Attainment

L4+ RWM (%)

2014 Gap(%)

2014 Rank

2015 Female

attainment L4+ RWM

(%)

2015 Male

Attainment

L4+ RWM (%)

2015 Gap(%)

2015 Area/ District Rank

Kent 82.2 75.6 6.7 N/A 82.8 78.0 4.7 N/A

South 82.1 75.4 6.7 3rd (out of

4 areas)

81.4 77.4 4.0 2nd (out of 4 areas)

Ashford 81.7 72.2 9.5 11th 79.1 76.4 2.7 3rd

Dover 84.2 78.2 6.0 5th 83.9 78.6 5.3 8th

Shepway 80.7 76.7 4.0 3rd 82.2 77.5 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

Raising Achievement in Mathematics

• Teachers having secure subject knowledge and confidence• Eradicate negative perception of mathematics, tackling staff or

student messaging of “maths is hard” or “I can’t do maths”• Regular drill of basic skills• Frequent opportunities (daily ?) for problem solving – using and

applying• Open-ended investigations drawing on skills learnt over a significant

time • Find exactly what part of a process children are doing incorrectly

and resolve this before the action is habitualised • Develop high calibre subject leadership

Closing the Gap for Disadvantaged Children (Pupil Premium)

• Quality first teaching• High expectations by all staff – ‘can do culture’• Interventions to fill gaps and accelerate progress• Regular monitoring of impact interventions (each lesson)• Use of data to inform planning • Develop the middle/senior leadership role of pupil premium

champion

Kent DirectionLaid 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 DirectionFor 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 DirectionEducation 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/450013/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 DirectionSchools 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 pupil (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 WaindeSenior 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%) District rank 2– Dover 94.9% (from 87.5%) District rank 1– Shepway 78.1% (from 69.7%) District rank 9

Section 5 Current

Quality of teaching

The behaviour and safety of pupils

The achievement of pupils

Quality of leadership and management

Section 5

CIFQuality of teaching, learning and assessment

Personal development, behaviour and welfare of students

Outcomes for pupils

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 assessmentPersonal 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 inspectionFrom 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:• A leaflet for maintained schools and academies• 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 Educatio

n 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

Recognition of Exceptional Leaders

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 improvementSome 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 and resilient 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)

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 improvement 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 GimberGovernor Support

& Development Officer

Autumn 2015

Leadership and Governance SupportEdukent Service Level Agreement:

http://www.edukent.co.uk/images/uploads/misc_files/EduKent_School_Improvement_Support_April_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-Professional-Development-Programme-April-15-to-March-16.pdf

AOBComplaints - new guidance for 2015 found at:

Schools: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/346867/School_Complaints_Toolkit_2014.pdf

Academies:

https://www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure/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/459032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guidance....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://events-emea2.adobeconnect.com/content/connect/c1/1312108187/en/events/event/shared/default_template/event_landing.html?sco-id=1390144598

• The end of Stakeholder Governance? - see consultation at www.nga.org.uk/events.aspx