The Priory Handbook 2020 / 2021
CONTENTS
WELCOME 5
SECTION 1 AN INTRODUCTION TO THE PRIORY 6 FEDERATION OF ACADEMIES TRUST
SECTION 2 VISION, ETHOS AND CURRICULUM INTENT 7
SECTION 3 THE TRUST AND ITS COMMITTEES 10
SECTION 4 ACADEMIES AND THEIR LOCAL 13 GOVERNING BODIES
SECTION 5 THE LEADERSHIP STRUCTURE 16
SECTION 6 THE PRIORY PROGRAMMES 22
SECTION 7 ANNEXES 28 4 WELCOME
We believe that the Trust is only successful if every element is successful. There is, therefore, a responsibility for everyone to work together to achieve our collective Mission: to improve the life chances of our pupils so they become true citizens of the world.
We do not believe in the concept of earned autonomy for academies. Quite the opposite. We believe in earned responsibility. Where individuals, departments and academies have developed strengths (and they all have), we believe that they have earned the responsibility to support others. Consequently, many Trust initiatives take place involving a range of staff. We encourage this and delight in seeing colleagues flourish; many have plotted their careers within the Trust and enjoyed the opportunities that have arisen. This is something we encourage and facilitate.
Academies join us because they want to become part of, and contribute to, a values-driven community of learning.
We believe that each academy is very different, and that the development of these unique approaches is a sign of strength for the Trust.
In pursuit of those ends, this Handbook sets out the Trust’s governance and leadership structures and explains the operation of the Priory Programmes.
Ian Jones Chief Executive Officer
5 SECTION 1 AN INTRODUCTION TO THE PRIORY FEDERATION OF ACADEMIES TRUST
CONTEXT
The Priory has grown incrementally and coherently since it was formed in 2008.
In 2008, The Priory Witham Academy was formed from the merger of three schools: Moorlands Infant and Nursery School, Usher Junior School, and Joseph Ruston Technology College. Witham, therefore, became an ‘all-through’ academy. The Priory City of Lincoln Academy was formed from The City of Lincoln Community College. The Priory Academy LSST was formed from The Priory LSST.
In 2010, the Priory was asked by the LA and the DfE to incorporate a fourth academy into the Trust. The Priory Ruskin Academy was formed from the closure of two secondary schools in Grantham: Church School and Central Technology and Sports College.
In 2017, the Priory incorporated three schools into the Trust: Ling Moor Primary Academy, The Priory Belvoir Academy (formerly Belvoir High School) and The Priory Pembroke Academy (formerly Cherry Willingham Community School).
In 2018, the Priory incorporated three schools into the Trust: Waddington Redwood Primary Academy, Heighington Millfield Primary Academy and Huntingtower Primary Academy.
In 2019, the Priory incorporated Cherry Willingham Primary Academy and Willoughby Special Academy.
We are delighted that we include each of the three phases: Special, Primary and Secondary. In addition to our schools, the Trust continues to work with the wider educational community.
The Trust provides training and development opportunities for every member of staff, at whichever career stage they have reached or to which they aspire. As an accredited SCITT (School-Centred Initial Teacher Training) provider, Apprenticeship provider, Science Learning Partnership and Institute of Physics Lead School, Computing Hub and Teaching School, we offer specialist provision for support and teaching staff.
6 SECTION 2 VISION, ETHOS AND CURRICULUM INTENT
VISION
1. To develop successful Trust hubs in the wider Lincoln and Grantham areas that offer high quality: a. Special, Primary and Secondary education b. Post-16 programmes and apprenticeships c. Career development and School Improvement programmes.
2. To use the Maximising Performance programme to focus the Trust’s strategies on improving the quality of education.
3. To have a clear and transparent governance structure that supports the objects of the Trust.
4. To use the Maximising Effectiveness programme to provide high quality career-stage professional development for all staff.
5. To provide expert central services offering appropriate and professional support through effective and sustainable relationships.
6. To use the Maximising Learning programme to monitor and improve teaching, learning, assessment and the curriculum.
7. To deliver a Priory Values programme of cultural, community, health, sporting and leadership events across the Trust.
8. To develop a Priory Baccalaureate award that: a. Rewards pupils who embody the values of the Trust b. Recognises all that is good about a pupil c. Provides access to well-considered and highly regarded accreditation at each phase.
9. To ensure that all pupils, including the most vulnerable: a. Achieve in line with or above expectations b. Attend in line with or above national levels c. Progress successfully on to the next stage of their lives.
10. To be a first-choice destination for families, pupils and staff.
7 THE PRIORY ETHOS
The Trust has an overarching ethos that is articulated through a Mission, a Motto, and a set of Values. There is, therefore, an open, conscious and emotional ‘buy-in’ to the Trust from its academies. In addition to this, the Trust establishes the Curriculum Intent framework within which each academy is able to develop its own unique response.
MISSION: To improve the life chances of our pupils so they become true citizens of the world.
MOTTO: Sic itur ad astra ‘By the good deeds you do, you will be remembered in the stars for eternity’ - Virgil’s Aeneid
VALUES: Achieving excellence through: • Wisdom: Nurturing deeply cultured, reflective and philosophical thinkers of the future • Curiosity: Empowering intellectual curiosity, active learning and inquisitiveness • Generosity: Fostering empathy, mutual respect and courtesy in a global community • Courage: Championing integrity, resilience and the value of personal endeavour • Passion: Igniting a sense of awe and wonder, moral conviction and ambition
8 CURRICULUM INTENT, IMPLEMENTATION, IMPACT
Each academy within the Trust writes its own statement of Curriculum Intent that reflects the Trust’s Mission and the Trust’s Curriculum Intent (as set out below). The curriculum is implemented using the Trust’s Maximising programmes and attention is paid to developing a blended learning approach. The impact of the curriculum is increasingly being evaluated against the Priory Baccalaureate framework.
1. Embed the Priory’s mission and values within the creation of a distinct offer informed and shaped by the unique dynamics of each academy, its stakeholders and wider community.
2. Provide a coherent knowledge base that is appropriately powerful, clearly constructed and thoughtfully sequenced.
3. Assess knowledge, skills and understanding in an intelligent, supportive and proportionate manner.
4. Support a predominantly subject focused approach. Each subject, to whatever level a pupil engages, will provide a meaningful experience used to build cultural capital.
5. Develop pupils’ cognitive ability in order for them to learn, retain and recall knowledge; and develop metacognitive ability in order that they monitor and purposefully direct their learning.
6. Design a range of pathways that value pupils in equal measure, ensure equality of opportunity and focus on pupil needs and interests.
7. Celebrate meaningful, inspiring and life-changing experiences that have enabled pupils: • to maximise levels of literacy, self-worth and cultural capital • to contribute to the increasingly complex, numerate and digital economy • to play a meaningful role in local, national and international communities.
9 SECTION 3 THE TRUST AND ITS COMMITTEES
Governance arrangements are formally set out in the Trust’s Master Funding Agreement and Articles of Association, which are published on our website.
MEMBERS: ROLE
• There are between three and five Members, including the Priory Fundraising Trust (PFT), which is the sponsor of the Priory. • The Members appoint Trustees to ensure that the Priory’s charitable objects are carried out. • The Members collectively nominate three Trustees, comprising the CEO, one of the Members themselves, and a representative from a Local Governing Body. • The PFT, in its role as sponsor, nominates six more Trustees. • The Members are responsible for approving amendments to the Trust’s Articles of Association. • The Members’ role is to monitor the effectiveness of the Trustees in overseeing the activities of the academies.
TRUSTEES: ROLE
• Ensure clarity of vision, ethos, and strategic direction of the Trust. • Hold the CEO to account for the performance of the academies, their pupils and staff. • Oversee the financial performance of the Trust to ensure that money is well spent. • Maintain the Scheme of Delegated Authority. • To receive commissioned reports from a range of stakeholders. • To review their own effectiveness annually.
TRUSTEES: NOMINATIONS
As stated above, there are nine Trustees. Three Trustees are nominated by the Members collectively, while a further six Trustees are nominated by the PFT having been recruited externally based on a skills audit. The composition of the Trust Board is, therefore, as follows: Three Member nominees 1. A Member: to provide a link between the Members and the Trust 2. A representative from a Local Governing Body (LGB): to provide a link between the Trust and the LGBs. 3. The CEO
Six PFT nominees recruited to fulfil a particular function of the Board 4. Legal, including Audit 5. Finance 6. Primary and Secondary Education 7. Higher Education 8. Further Education, Skills and Marketing 9. Education Policy
10 BOARD OF TRUSTEES
The names of the Trustees and their contact details are listed on the Trust website. An induction programme is available to all new Trustees and training is provided regularly. Its meeting schedule is found in Annex 1.
GOVERNANCE DEVELOPMENT GROUP (GDG)
The GDG is chaired by a senior member of the Trust’s leadership team. Each Local Governing Body (LGB) is encouraged to send a minimum of one colleague to each meeting. Trustees, LGB Clerks and nominated members of the Trust’s senior leadership team are also invited.
The group meets twice a year and provides the forum for training that has been informed by Trustee self- assessment objectives, LGB skills audits, and national developments.
TRUST COMMITTEE STRUCTURE AND TRUST COMMITTEE MEETINGS
• The Trust’s committees undertake the bulk of the work of the Trust. Each committee has Terms of Reference derived from the Scheme of Delegated Authority (SoDA); all documents are reviewed annually.
• Within its remit, each committee fulfils its delegated duties, reporting to the Trust and, additionally, formulating policy that is presented to the Trust Board for discussion and agreement.
• The Audit Committee works independently; its members do not sit on any other Priory committees.
• The work of each committee is designed to fit into a timetabled structure, which is subject to annual review (see annex 1).
• For each committee, there is a lead officer who is responsible for supporting the Chairs in all matters relating to the organisation of the meetings and the communication of appropriate information.
11 A BRIEF OVERVIEW OF THE COMMITTEES
Further details are found on the Trust’s website.
PAY, PERFORMANCE AND HR (PP&HR) COMMITTEE: monitors the deployment of all staff across the Trust and approves policies. It meets a minimum of three times a year.
FINANCE COMMITTEE: monitors the financial position of the Trust. It meets five times a year.
AUDIT COMMITTEE: monitors risk and ensures that the Trust remains compliant. It meets four times a year.
DISCIPLINARY AND APPEALS COMMITTEE: is constituted if an appeal is made against a decision of a Local Governing Body or the workings of the Trust.
EDUCATION AND STANDARDS (E&S) COMMITTEE: monitors the quality of education and pupil development. It meets six times a year.
E&S is the Trust committee with which academies have the most involvement, either directly or through the Director of Teaching or the Primary Executive.
Its Terms of Reference are available on the Trust website.
The E&S Committee monitors the Trust Development Plan and the Priory Profile (a measure of the Trust’s key performance indicators). If any elements are judged to be a risk, then the committee will commission an Exception Report. The Director of Teaching or the Primary Executive will make the request for completion to the relevant Headteacher (HT) on behalf of E&S and will support and review, where necessary, the compilation of the report. The Exception Report will be reviewed at the next E&S Committee meeting and will be presented for information by the HT at the next LGB meeting.
In addition to monitoring the Trust Development Plan and Profile, E&S is responsible for the following areas. There is a schedule of business that maps out when in the year each area will be considered. • Approve SEF and Development Plans • Approve educational targets • Review and approve the curriculums • Review and approve the admissions policy and arrangements • Review and approve the use of exclusion • Review and approve safeguarding performance • Review student progress, commission intervention • Review and approve the disadvantaged reports • Review and approve all SEND arrangements/policy • Review the effectiveness of teaching and CPD; commission intervention • Set the times of academy sessions • Set the dates of academy terms and holidays • SCITT/LTSA review • Set expectations for the quality of teaching • Policy approval
12 SECTION 4 ACADEMIES AND THEIR LOCAL GOVERNING BODIES
• The Headteacher (HT) is responsible to the Trust for their academy.
• The Local Governing Body (LGB) is an advisory committee as detailed in the Trust’s Scheme of Delegated Authority.
• The Chair and Vice-Chair of the LGB are Trust appointments and the HT is an ex officio member. The tenure for parents and staff is two years; for all other positions it is four years.
• The Chair and the HT, by agreement of the Trust, are responsible for recruiting Local Employer/ Community Representatives.
• The role of the LGB is to provide professional support and challenge to the academy leadership team. In addition to this main function, if and when required, a sub-committee of the LGB will hold Pupil Disciplinary Committee meetings or Complaints meetings.
• A skills audit is undertaken at LGB level. Whereas there are specific functional roles for Trustees, this is not the expectation at LGB level.
• The only exception to the above is that one member of the LGB must be linked to the academy’s Designated Safeguarding Lead (DSL) and, as such, will be a point of contact for the DSL at LGB meetings.
• The membership structure identified below is a guide for the maximum sized committee. Committees may be smaller, but every effort must be made to include two parents.
• The Governance Development Group is the focal point for training Governors, Clerks and Trustees. Two training events are held each year to support the roles. A minimum of one member of the LGB should attend each session. Others may attend.
LGB MEMBERSHIP STRUCTURE
1. Chair of Local Governing Body (Trust appointment)
2. Vice-Chair of the LGB (Trust appointment)
3. HT of Academy (ex officio)
4. Staff (election or nomination)
5. Local Employer/Community Representative (Trust nominee)
6. Local Employer/Community Representative (Trust nominee)
7. Local Employer/Community Representative (Trust nominee)
8. Parent (election or nomination)
9. Parent (election or nomination)
13 LOCAL GOVERNING BODY (LGB) MEETINGS
AGENDA FOR SET-UP MEETING
1. Declarations of interest
2. Establish membership of LGB
3. Agree dates for the meeting cycle
4. Confirm the name of the Safeguarding Governor and arrange an initial meeting with the DSL (Designated Safeguarding Lead)
5. Sign the Governor Code of Conduct and Eligibility to Serve (see Annex 2)
6. Complete a skills audit
7. Provide pen picture details for inclusion on Governance section of website
8. Undertake the Safeguarding induction
AGENDA FOR BUSINESS MEETINGS 1, 2 AND 3
1. Declarations of interest
2. Consideration of apologies
3. Review of minutes (minutes are presented as a list of actions/assurances stipulated for inclusion by the Chair)
4. Review of the Academy Development Plan a. Where relevant, receive for information an oral briefing from the HT on the Trust Development Plan b. Where relevant, review associated documents: Risk Register and SEF
5. Review of the Academy Profile a. Receive for information, where relevant, Exception Reports
6. Review a HT briefing on the budget forecast a. At Business Meeting 3, the draft budget will be a point of discussion. The HT may invite the Academy Finance Partner to this meeting to explain the financial assumptions under which the budget has been constructed, e.g. pay awards, pension contributions.
7. When appropriate in the cycle, receive for information academy-specific reports from the Trust including: Health and Safety, Safeguarding, Single Central Record, Data Compliance, SEND, and Policy updates.
14 15 SECTION 5 THE LEADERSHIP STRUCTURE
THE EXECUTIVE TEAM (EXEC)
The Exec team meets throughout the year to monitor the key performance indicators established in the Trust Development Plan, the Risk Register, Academy Profiles and the Five-Year Live Financial Forecast. It acts as the link between the Trust and the academies and consists of the:
1. Chief Executive Officer (CEO)
2. Primary Executive (PE)
3. Chief Financial Officer (CFO)
4. Human Resources Director (HRD)
5. Director of Welfare (DW)
6. Director of Teaching (DT)
7. Deputy CEO (DCEO)
8. HT representative: Grantham
9. HT representative: Lincoln
THE HEADTEACHER (HT) GROUP
This group meets every module at an HT Away-Day to:
• Receive briefings from the Executive, Federation Management Team and Programme Steering Groups.
• Consider and develop educational policy within the Trust.
• Provide a forum for the sharing of best practice.
• Act as a driver for academy improvement and support.
• Confirm the composition and Terms of Reference for the Programme Strategic Groups.
• Ensure a consistent roll-out of policy.
It consists of:
• The HTs from each academy
• The Director of Teaching
• The Primary Executive
• The CEO
• Invited members of the Exec.
16 STEERING GROUPS
These groups head up each of the five Priory Programmes:
1. Maximising Performance
2. Maximising Effectiveness
3. Maximising Learning
4. Maximising Values
5. Priory Baccalaureate
They consist of HTs and other senior staff, and are responsible for:
• Steering the strategic direction of the Programme
• Establishment and oversight of the Strategic Groups operating within the Programme
• Managing the Terms of Reference for each Strategic Group and ensuring that any red RAG ratings are addressed as a priority
• Briefing the HT Group
STRATEGIC GROUPS
Strategic Groups are important drivers of school improvement at scale.
Each group is linked to one of the five Priory Programmes. Each group is named after and responsible for one of the Trust priorities as recorded in the Trust Development Plan. Its Terms of Reference outline the objectives and milestones for that element of the TDP and its inclusion in the plan will remain until the objectives have been achieved.
Membership of the Strategic Groups is considered at Steering Group meetings and agreed at HT Away-Day meetings. To ensure that the work of the Strategic Groups is implemented across the Trust, HTs must ensure that, for each Strategic Group, they:
1. agree the objectives and milestones
2. agree the composition
3. agree to provide quality meeting time for participants
4. agree a method of communication
5. agree how outcomes will be implemented across the Trust
6. agree on the organisational and managerial lead
OPERATIONAL GROUPS
These short-term task and finish groups are important drivers of school improvement at a local level. They enable the Trust to intervene and support academies with specific issues. The groups can be requested by: E&S, Steering Groups and individual HTs. They are organised and managed by the Director of Teaching, Primary Executive and Director of Welfare.
17 SPECIAL, PRIMARY AND SECONDARY LEADERSHIP TEAMS
• Meet a minimum of once a term.
• Provide a forum for phase-specific issues to be considered.
• Agree common agendas.
• Receive reports.
• Are joined when required by a member of Safeguarding, HR and Finance.
THE FEDERATION MANAGEMENT TEAM
The team meets regularly to develop and coordinate the services offered to the academies (see Annex 4). The PA to the CEO/PE ensures that communication between this team, the Exec and the HT group is effective and transparent through the appropriate distribution of minutes and action points.
1. Federation Services Lead (Chair)
2. Chief Financial Officer
3. Human Resources Director
4. Data Manager
5. Academy Capital Projects Manager
6. Strategic IT Coordinator
7. Communications and Marketing Manager
8. PA to the CEO/PE
9. Compliance Manager
10. Head of Keyworth Operations
THE STRATEGIC TRUST IMPROVEMENT GROUP (STIG)
• STIG is led by the Director of Teaching (DT). The DT meets regularly with the CEO and the Primary Executive to coordinate the work of STIG.
• The CEO, Primary Executive and Director of Welfare attend STIG meetings by invite.
18 STIG’S MAIN RESPONSIBILITIES INCLUDE:
1. Liaison with E&S: responding to requests for and presenting Exception Reports; presenting Steering Group updates and QA papers.
2. Leading SCITT and the Early Career Framework.
3. Leading the development of pedagogical content knowledge in English, maths, science and the primary curriculum.
4. Leading research projects across the Trust and the continuous professional learning of all staff.
5. Leading the Trust’s external relationships within the local and national school-led system, including: Science Learning Partnership, Computing Hub, TS, and external contracts.
6. Organising and managing Steering Groups.
7. Organising and managing the Strategic Groups once they have been formed.
8. Organising and managing Operational Groups.
19 LEADERSHIP TEAM STRUCTURE:
TRUST
Pay, Education & Finance Audit Performance Standards & HR
CEO CFO CFO HR Director
Executive
Education
Special Primary Secondary Development
Cherry Willoughby Belvoir SCITT Willingham
Heighington Lincoln Early Career Millfield
Huntingtower LSST Research
Pedagogical Ling Moor Pembroke Content Knowledge
Waddington Ruskin CPD Redwood
Witham Witham Apprenticeships
20 Services & Standards Finance Human Compliance Resources
• Finance compliance • Safeguarding • HR advice • Financial reporting • Contracts • HR strategy • Budgets & forecasts • Health & safety • Employee relations • Audit • Governance • Recruitment selection • Payroll • Communications • Performance management • Purchasing & sales • IT Headteacher • Appraisals Group • Estates • Legal compliance • Exams • Policies STIG • Capital projects • Data STEERING
Maximising Maximising Maximising Maximising Priory Performance Effectiveness Learning Behaviour Baccalaureate
• Handbook review • Coaching • Assessment • Attitudes • Priory
Baccalaureate STRATEGIC • 6th Form review • Leadership • Metacognition • Personal development • Disadvantaged • Profile review • Early Career • Language for Learning • Appraisal review • Wellbeing • Subject development • SEND OPERATIONAL
Operational Groups as required by E&S, Steering Groups and Headteachers
21 SECTION 6 THE PRIORY PROGRAMMES
Everything a child experiences
Priory Quality of Education I Baccalaureate • Improving life chances; creating citizens of the world
Personal Development, Behaviour & Welfare Maximising Values • Attitudes • Personal development
Quality of Education II Maximising Learning • Teaching • Curriculum & Assessment
Leadership & Management Maximising Effectiveness • Leadership development
Leadership & Management Maximising Performance • Leadership & Governance • Governance
What do we do? We improve the life chances of our pupils so that they can become true citizens of the world.
How do we do this? We offer the five Priory Programmes that comprise everything a pupil experiences (directly and indirectly) at our academies. By benefitting from the programmes, a pupil will improve their life chances.
How are the Priory Programmes constructed? There is a focus on five interconnected programmes:
1. Maximising Performance establishes the Trust’s governance, purpose and accountability structures.
2. Maximising Effectiveness supports and develops staff in achieving the Trust’s purpose.
3. Maximising Learning sets out best practice in the teaching and learning environment.
4. Maximising Values sets out how the Trust wants its pupils to develop and become true citizens of the world.
5. The Priory Baccalaureate is the successful culmination of the first four programmes. It sets out what each pupil could achieve and celebrates that achievement at academy and Trust level.
22 MAXIMISING PERFORMANCE The programme for developing strategic coherence and capacity
1. Creating a strong ethos and vision a. Mission b. Motto c. Values d. Vision
2. Establishing a clear strategic direction a. Trust and Academy Self-Evaluation b. Trust and Academy Development Plans
3. Developing effective, intelligent accountability by linking strategic direction with staff responsibilities through: a. Appraisal of senior staff by external consultants reporting to the E&S Committee. b. Appraisal of teachers using three personal targets: i. Developing an area of performance within the classroom ii. Developing an area of performance within a wider job role iii. Updating on, or contributing to, an area of educational research that is strategically relevant and of genuine professional interest. c. Appraisal of support staff.
4. Providing an overarching structure, clear operating procedures, support and advice through the provision of high-quality Federation services. The full breakdown of support is provided in Annex 4. A summary is provided below: a. Finance Partner b. HR Business Partner c. Guidance on services, contracts, premises and insurance d. Support with IT strategy e. Frameworks for compliance f. Support for safeguarding g. Support with high-level external complaints h. Support and a framework for governance and communications. i. Support with challenging and difficult conversations j. Support with legal matters
5. Monitoring the progress of strategic objectives and staff responsibilities using key performance indicators: a. Academy Profile: pupil outcomes (academic and personal development); staff development outcomes (classroom performance) b. Live financial forecasting: monthly management accounts and five-year live forecasting c. HR scorecard: equality duties, attendance, turnover
6. Providing a Steering Group to continue to embed good practice
23 MAXIMISING EFFECTIVENESS The programme for supporting the professional development of all staff
Everything that contributes to the development of staff is contained within this programme. There are ‘courses’ in the traditional sense; but there are many other opportunities to become involved in the exciting developments that take place across the Trust. Colleagues will be expected to involve themselves in development opportunities either through a formalised appraisal undertaking or simply because the opportunity to take part in something quite unique is on the doorstep.
1. Engaging with significant strategic partners across the school-led system: a. Membership of the Lincolnshire Teaching School Alliance b. Membership of Kyra Teaching School Alliance/other TSA by agreement c. Membership of the LTSA SCITT d. Engagement with Priory Apprenticeships e. Collaborative projects with identified Multi-Academy Trusts: for example, projects in subject knowledge enhancement, pupil personal development, the use of IT in teaching and assessment
2. Providing training and support for the emotional health and wellbeing of staff: a. The Trust places great importance on the emotional health and wellbeing of staff and has produced a clearly signposted system of support. b. It is led, in each academy, by trained wellbeing champions.
3. Providing training and support for Coaching and Mentoring: a. Effective Coaching and Mentoring are central to the Trust’s programmes. b. Coaching Champions are in place at each academy. c. The Trust uses a nationally recognised award to develop the GOAL framework of coaching. d. It is an expectation that every member of staff is able, when appropriate, to use coaching in their leadership of others. e. Training is made available across the Trust through: i. Ongoing support to achieve national qualifications; ii. Coaching triad project teams.
4. Providing training and support for Early Career Teachers: a. The Trust has a successful framework in place to support staff in their first years of teaching. As a result, retention is high and early career teachers have generally achieved internal promotion within the Trust. The Trust uses: i. Early Career programme ii. Mentoring Training iii. NQT induction iv. Internal promotion opportunities.
24 5. Providing training and support for current and aspirant Middle Leaders using: a. National Professional Qualification in Middle Leadership b. Middle Leader Curriculum Development Group membership c. Coaching support for Middle Leaders d. Specialist Leader in Education (SLE) designation and deployments e. Secondments across the Trust f. Internal promotion opportunities
6. Providing support for current and aspirant Senior Leaders using: a. Half-termly Headteacher Away-Day training events b. Termly Headteacher phase meetings c. National Professional Qualification in Senior Leadership d. National Professional Qualification in Headship e. National Professional Qualification in Executive Leadership f. Secondments across the Trust g. Deputy Head development group h. Assistant Head development group i. SENDCO development group j. Trust Development Plan Strategic Group membership k. Internal promotion opportunities
7. Providing an in-house, co-constructed elective training programme that meets the needs of the Trust and Academy Development Plans and ensures that teaching staff are well-placed to meet the demands of the Maximising Learning programme. a. Curriculum Leadership Communities: the CLCs provide a coherent focal point for the development of each academic subject across the Trust. b. Core Programmes: provide Trust-wide training in key areas such as Metacognition, Assessment, and Language for Learning.
8. Providing a Steering Group to continue to embed good practice.
9. Providing Strategic Groups in a range of areas to support Trust developments at scale.
10. Providing Operational Groups to support specific academy needs.
25 MAXIMISING LEARNING The programme for supporting staff delivering the curriculum
Each academy, and each teacher within an academy, has considerable independence to deliver the curriculum that they believe is most suitable for their pupils. There are, however, frameworks and conceptual models within which this practice takes place and which enable the Trust to provide a coherent package of support through the Maximising Effectiveness programme.
CHALLENGES How are your How is previous How does this lesson develop decisions about learning reviewed? skills/ideas taught last year/term what you are and prepare learners for those teaching informed taught next term/year? Link by assessment? to prior learning Is your practice clearly How do you ensure that you have influenced by professional E.g. marking and high expectations of what your development? How? feedback learners can do and can learn?
How is your How do the understanding of Link Challenging practices you the ways in which to future adopt suggest learners think RESPONSIVE learning that you believe about content learning activities progress is influencing your E.g. signposting TEACHING possible for teaching? E.g. high-level all learners, next steps questioning irrespective of their starting points? In what ways do you actively co-operate with colleagues to maximise learning? Reflection How do you make it clear to learners that success is linked to on learning effort rather than ability? What steps do you take to check that the interactions in your E.g. peer and lessons are of high quality? self-assessment Have you introduced new How do you show that you learning progressively and is value resilience to failure? it scaffolded? How?
1. Providing frameworks, identified in the diagram, to produce the Maximising Learning model. a. Strategy for Learning b. Curriculum, Assessment, Reporting and Recording framework c. Language for Learning framework d. Metacognition Framework
2. Providing a platform for the increased alignment of high-quality teaching resources 3. Providing a Steering Group to continue to embed good practice 4. Providing Strategic Groups in a range of areas to support Trust developments at scale 5. Providing Operational Groups to support specific academy needs
26 MAXIMISING VALUES The programme for shaping pupil attitudes and pupils’ personal development
It involves:
1. Providing frameworks to support common language and collaborative development for: a. Pupil attitudes b. Pupil development (including careers)
2. Providing a Steering Group to continue to embed good practice
3. Providing Strategic Groups in a range of areas to support Trust developments at scale
4. Providing Operational Groups to support specific academy needs
THE PRIORY BACCALAUREATE The programme for recognising the outcomes of our pupils
It stresses the importance of developing cultural capital and involves:
1. The recognition of a range of pupil achievements within our values
2. Providing a Steering Group to continue to embed good practice
3. Providing Strategic Groups in a range of areas to support Trust developments at scale
27 SECTION 7 ANNEXES
ANNEX 1
TRUST BOARD MEETINGS Meeting 1 Meeting 2 Meeting 3 Meeting 4 Ongoing
TASK
GOVERNANCE: POLICIES
Agree the delegation of policy production and sign-off •
Review and approve Trust policies in accordance with the • delegation of policies as listed at the end of the SoDA
Review effectiveness of policy implementation •
GOVERNANCE: STRATEGY
Review and Approve Vision Statement •
Review and Approve Values Statement •
Review and Approve Trust SEF (Self-Evaluation Framework) •
Review and Approve Trust Development Plan •
Review and Approve SoDA •
Review and Approve Annual Budget •
Review and Approve Annual Trust Accounts and Report •
Approve Trust governance and leadership meetings cycle •
Receive reports from committees • • • •
Receive reports from CEO • • • •
Receive reports from CFO • • • •
28 Meeting 1 Meeting 2 Meeting 3 Meeting 4 Ongoing
TASK
GOVERNANCE: COMMITTEES Appoint/Dismiss Clerk to the Trust • Appoint/Dismiss Clerk to the Trust’s committees • Appoint/Dismiss Clerk to the LGB • Appoint Chair of the Trust Board • Appoint Vice-Chair of the Trust Board • Appoint Chairs of Trust committees • Appoint Vice-Chairs of Trust committees • Appoint Chair of LGB • Appoint Vice-Chair of LGB • Review annually the terms of reference of committees • Review annually the membership of committees • Review annually the constitution of committees •
STAFF: APPOINTMENT/DISMISSAL/SUSPENSION Appoint, suspend, discipline or dismiss CEO •
STAFF: CONTRACTS Change contract of employment for CEO •
EDUCATION: STUDENT BEHAVIOUR AND WELLBEING Follow safeguarding policies and procedures • • • • •
OPERATIONAL: COMPLAINTS/GRIEVANCE Hear complaints relating to a Headteacher (stage 3) •
FINANCE Approve the first formal budget plan each financial year •
FINANCE: ASSETS Acquire assets (Freehold or Leasehold, Land and Buildings) • giving 30 days’ prior notice to the ESFA (Education and Skills Funding Agency) Dispose of assets (Freehold or Leasehold, Land and Buildings) • giving 30 days’ prior notice to the ESFA
FINANCE: AUDIT Adopt and promote a whistleblowing policy • Maintain a register of pecuniary and business interests • • • • for Staff, Governors and Trustees via the Clerk to the Trust Appoint an independent External Auditor and Internal Auditor •
29 ANNEX 2
GOVERNOR CODE OF CONDUCT
GOVERNOR COMMITMENT
I, ...... as a governor of
...... [insert name of academy], agree to be responsible for, and committed to, the following:
1. Preparing for and attending meetings regularly, understanding that, if members miss more than two meetings a year, they may be unable to continue as governors
2. Providing professional support and challenge to the academy senior team
3. Completing a skills audit
4. Completing a Declaration of Interests form annually and informing the Clerk of any changes during the year
5. Completing a Declaration of Eligibility to Serve as a Governor form and informing the Clerk of any changes during the year
6. Attending at least one Trust Governance Development Group training event every two years, unless alternative training is undertaken
7. Producing a pen picture for the Governance area of the academy website
8. Making, if possible, one visit a year to the academy during the working day to meet with the Headteacher, staff and pupils
9. Attending one after-school event each year, for example: prize giving, a sporting or arts event, school production
10. Attending, on request, Pupil Disciplinary Committee meetings or Complaints meetings
11. Being mindful of the expectations set out by The Nolan Committee for those in public life
12. Being fully aware of all current safeguarding legislation relevant to my role
13. Completing a Disclosure and Barring Service (DBS) check every five years
GOVERNOR DATA COMPLIANCE AGREEMENT
I, ...... as a governor of
...... [insert name of academy], agree to the following:
1. In the interests of open governance, that my full name, date of appointment, term of office, role on the governing board, attendance records, relevant business and pecuniary interests, category of governor and the body responsible for appointing me will be published on the academy website.
30 2. That my full name, date of appointment, term of office, role on the governing board, category of governor and the body responsible for appointing me will be logged on the DfE’s national governance database (GIAS), for the duration of my term of office and for a period of 12 months following my resignation.
3. That minutes of meetings which I have attended will be kept for an unspecified length of time securely in line with the Trust’s Records Management Policy.
4. That personal details and identity documents will be checked and recorded for the purpose of processing a Disclosure and Barring Service (DBS) check in line with the latest national Keeping Children Safe in Education guidance and that these details will be recorded on the academy or Trust Single Central Record (SCR) and stored securely for a period of six years following resignation from post.
5. That my photograph is taken and used for the purpose of identification and the production of an identification card.
6. That my email address is shared with my fellow governors within my local governing body for contact purposes.
7. That my personal details will be shared with The Trust Governor portal.
8. That my personal details will be shared with the National Governance Association (NGA).
9. That during my term of office, any electronic data and documents relating to my post which are stored on any electronic device or held in paper format are managed in line with the Trust’s Records Management Policy.
10. At the end of my term of office, I agree to erase all electronic data and documents relating to my post held on my electronic devices and will return any paper documentation for secure disposal by the Trust.
11. That I am aware of my responsibilities and adhere to the data protection regulations as detailed in the General Data Protection Regulations 2018 (GDPR) and Data Protection Act 2018.
12. When communicating in a private capacity (including on social media), I will be mindful of and strive to uphold the reputation of the organisation.
13. That I will observe complete confidentiality when matters are deemed confidential or where they concern specific members of staff or pupils, both inside or outside school.
14. That I will exercise the greatest prudence at all times when discussions regarding academy business arise outside a governing board meeting.
THE NOLAN PRINCIPLES
All Trustees must be aware of the Seven Principles of Public Life as set out by the Committee on Standards in Public Life (the Nolan Committee), which has been established for the benefit of all who serve the public in any way:
Selflessness Holders of public office should take decisions solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves, their family or their friends.
Integrity Holders of public office should not place themselves under any financial or other obligations to outside individuals or organisations that might influence them in the performance of their official duties.
31 Objectivity In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit.
Accountability
Holders of public office are accountable for their decisions and actions they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands.
Openness
Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.
Honesty
Holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest.
Leadership
Holders of public office should promote and support these principles by leadership and example.
Signed:......
Dated:......
32 33 34 ANNEX 3
THE SEVEN RESPONSIBILITIES OF BEING A TRUSTEE
RESPONSIBILITIES AS TRUSTEES The desire of the company to maintain a reputation for high standards of business conduct; and Trustees’ Duties as Directors The Trust is a company registered at Companies The need to act fairly in respect of all members House. This means that Trustees are also directors of a of the company. company and that directors’ duties under company law also govern any decisions that you make as a Trustee. The only time when this duty may vary is if the Trust The seven general duties are: were in financial difficulties, at which time you would also need to consider the interests of the Department • To act within your powers as a director; for Education and the Trust’s creditors. • To promote the success of the company; • To exercise independent judgment; DUTY THREE: • To exercise reasonable care, skill and diligence; To exercise independent judgement • To avoid conflicts of interest; • Not to accept benefits from third parties; Each director should exercise their powers and independently and should ensure that their decisions are not influenced by others. • To declare any interests in proposed transactions or arrangements. This duty impacts on a director’s ability to delegate their powers. Before delegating your duties and DUTY ONE: powers, you should make sure that you do so To act within powers within the Trust’s Articles of Association. You must act in accordance with the documents that govern the company and must only exercise your powers for their proper purpose. You must comply with DUTY FOUR: the Trust’s Articles of Association and any decisions To exercise reasonable care, skill and diligence that the members make as decisions of the company. Exercising powers for a ‘proper purpose’ would A director should exercise the care, skill and generally be assessed by looking at the motivation of diligence which would be exercised by a the director(s). reasonably diligent person with both:
DUTY TWO: • The general knowledge, skill and experience To promote the success of the company that may reasonably be expected of a person carrying out the functions that the director A director must act in the way he considers, in good does; and faith, would be most likely to promote the success of the company for the benefit of its members as a whole. • The general knowledge, skill and experience This duty applies both to the board of directors as a that the director actually has. whole and to each individual director. When making decisions, you should, therefore, consider: You should ensure that you have taken on a role The likely long-term consequences of any decision; that you are comfortable in fulfilling. The interests of the company’s employees; As a minimum standard to apply, a director should The need to encourage good business relationships display the knowledge, skill and experience set out with the company’s suppliers, customers and others; at point 1; where a director has taken on a specialist The impact of the company’s operations on the role or has specialist knowledge, that should be community and the environment; considered against point 2.
35 DUTY FIVE: DUTIES AS A TRUSTEE OF A To avoid conflicts of interest CHARITY A director should avoid situations in which they Multi-Academy Trusts are exempt charities, which have (or might have) an interest that conflicts with means that they are treated as charities but do the Trust’s interests, for example, where a director not need to be registered with the Charities owns or runs a company that provides services to Commission. As an exempt charitable company, you the Trust. will be accountable to the Department for Education Practical steps that can be taken to avoid breaching as a Trustee. this duty should include: A conflict of interest for charitable purposes is any Declaring any interest that might conflict with the situation in which your personal interests, or interests company’s interests at the earliest opportunity; that you owe to another body, may (or may appear to) influence or affect your decision-making as a Any director that has a conflict of interest should not Trustee. be counted towards the quorum for a board meeting in which the matter is to be discussed; and The law states that you cannot receive any benefit from your charity in return for any service you Any director that has a conflict of interest should not provide to the charity, unless you have express vote on any related matter. authority to do so. Board Authorisation: The independent directors can Examples of conflicts of interest include: take a decision to authorise the use of property or similar, in spite of the conflict of interest, if it ensures Direct financial gain or benefit to you, such as that the conflicted director(s) have taken no part in payment to you for services provided to the charity the decision-making process. or the award of a contract to another organisation in which you have an interest;
DUTY SIX: Indirect financial gain, such as employment of your Not to accept benefits from third parties spouse or partner by the charity, in particular where finances are interdependent; Directors are under a duty not to exploit the position of director for personal benefit. Non-financial gain, such as if you were to enjoy the benefit of the charity’s services while also serving as You should not, therefore, accept a benefit from a a Trustee; third party that is conferred on you because you are a director of the Trust or in return for taking or not Conflict of loyalties, such as if you were to be taking any particular action as a director. appointed by the Local Authority or by one of the charity’s funders while serving as a Trustee. DUTY SEVEN: To declare interest(s) in proposed transactions or arrangements with the company
Where a director has a conflict of interest in a proposed transaction (see also ‘Duty Five’), they are under a duty to declare the nature and extent of that conflict to the other directors.
The declaration must be made before the Trust enters into the transaction.
This can include an indirect conflict of interests so you would need to also consider making a disclosure if, for example, a partner or family member were the director of a company with which the Trust were considering dealing.
36 WHAT TO DO IF YOU IDENTIFY A CONFLICT OF INTEREST AFFECTING A TRUSTEE
If the Board of Trustees has identified a conflict of interest, you should first find out whether or not the Trustee(s) involved will receive a material benefit. If there is a material benefit, it may be authorised. If the charity’s governing document (in this case, the Articles of Association of the Trust) provides authority, the trustee board should ensure that the authority is used appropriately and that the conflict of interest continues to be managed. The Trustees should consider and collect evidence of:
Why it is in the charity’s best interests to permit the benefit and resulting conflict of interest;
Whether or not the benefit and conflict of interest will be ongoing or a one-off occurrence; and
The procedures which the Trustees have in place to ensure that conflicts of interests are managed transparently.
In practical terms, you should remove the Trustee concerned from the decision-making process, record details of relevant discussions and decisions made and continue to manage the conflict of interest after the decision has been made.
CONSEQUENCES OF A BREACH
As a Company Director
Your duties are to the company and, in general, it will be the company in respect of which the breach occurred that brings any action against you for breach of your duties as a director.
Possible consequences are:
Payment of damages;
The transaction being “set aside” and the director having to account to the company for any profits received;
Restoration of company property;
Termination of the director’s service contract; and/or
Disqualification as a director.
As a Charity Trustee
If a Trustee has received a benefit which is not authorised, the possible consequences are:
Being held in breach of trust so that the transaction could be challenged and, ultimately, the value may be required to be paid back to the charity;
In cases where it looks as though a Trustee has deliberately placed their own interests in front of those of the charity in order to gain significant benefit at the expense of the charity, it may be treated as a matter of fraud.
Trustees should also bear in mind the non-financial consequences of breaching their obligations, including making it difficult for the Board of Trustees to continue to operate (as they may find it difficult to make a decision on matters involving fellow Trustees) and damage to the reputation of the charity.
37 38 ANNEX 4
THE ROLE OF THE FEDERATION TEAMS
FINANCE
1. Administering and maintaining the Trust’s accounts and financial systems.
2. Managing and co-ordinating the budget-setting process.
3. Maintaining the rolling five-year financial forecast with the heads of locations.
4. Producing the Trust’s annual financial statements.
5. Producing monthly management accounts and financial reports.
6. Maintaining awareness and proactive searching for market opportunities in grant funding and finance availability.
7. Facilitating the activities of the Trust-appointed internal and external auditors.
8. Liaising with external regulators such as the ESFA/DfE, Charity Commission and Companies House.
9. Managing and processing all enforceable and applicable tax requirements for the Trust.
10. Keeping a compliant and auditable set of business records for all regulatory and HMRC purposes.
11. Administering all cash and banking requirements for the Trust.
12. Holding and managing the Trust credit cards and regulating their use.
13. In conjunction with the relevant Human Resources areas, carrying out effective administration of all Payroll and Pension activities.
14. Administering the finances of educational and non-educational visits.
15. Raising of sales invoices and debtor control.
16. Managing purchasing activities and ensuring value for money.
17. Having responsibility for effective supplier and customer due diligence.
18. Administering the payment of employee expense claims.
19. Managing appropriate investments of the Trust’s reserves.
20. Ensuring appropriate accounting of fixed assets and depreciation.
21. Managing Bursary distribution and Hardship funds.
22. Providing financial assistance regarding all aspects of financial management within the Trust.
39 HUMAN RESOURCES
1. Providing comprehensive and professional HR advice to Trustees, Heads, SLT and employees including: advising on pay and conditions, performance management, absence management, disciplinaries, capability issues, grievances, safeguarding, contracts of employment and recruitment and selection, including safer recruitment. 2. Conducting reviews of staffing levels and implementing change management processes, including conducting job evaluations. 3. Monitoring and evaluating essential support staff training and development. 4. Providing ongoing training for PAs including: recruitment, i-Trent, safeguarding and changes in employment law. 5. Providing expert training and advice to Line Managers. 6. Providing initial advice and information on the Trust’s pension schemes. 7. Developing and maintaining HR-related policies. 8. Undertaking trade union negotiation and consultation. 10. Producing and maintaining the HR Scorecard. 11. Conducting casework for significant cases; ongoing support for other casework. 12. Organisation, tracking and managing all staff DBS and Children’s Barred Checklist applications and regular audit checks of safeguarding systems for Trust-wide staff, volunteers and exam invigilators. 13. Accessing external legal advice. 14. Moderating, monitoring and supporting Maximising Performance and the associated appraisal system for members of the Executive Committee, Teachers and Support Staff to ensure this is conducted in line with policy and the STPCD and NJC recommendations. 15. Initiating, reviewing and monitoring relevant staff wellbeing initiatives. Providing resources to the academies’ wellbeing champions. 16. Facilitating coaching plans across the Trust; helping to support and develop coaching champions within academies. 17. Providing strategic advice during unprecedented periods of change.
MANAGEMENT INFORMATION SYSTEM
1. Maintaining the Trust’s MIS. 2. Developing the MIS system to meet the needs of the individual academies. 3. Providing training for all Data Managers/Data Officers and support with training for other MIS users. 4. Co-ordinating and supporting the completion of ESFA/Post-16/Census/DfE/Workforce/Statutory returns. 5. Conducting regular reviews of paperwork/forms used to collect information from parents to ensure a co-ordinated approach across the Trust. 6. Co-ordinating and supporting with extracting information to feed central reporting processes.
DATA COMPLIANCE
1. Central provision of a Data Protection Officer for all academies within the Trust. 2. Providing initial advice and guidance about GDPR processes to ensure compliance. 3. Providing appropriate GDPR training for all staff. 4. Conducting regular audit checks to ensure compliance under the 2018 regulations.
40 COMMUNICATIONS
1. Leading on responses to situations which may affect the reputation of the Trust. 2. Managing non-standard media liaison. 3. Agreeing and operating local, regional and national media authorisations with the CEO, Heads and Trustees. 4. Managing responses to FOI enquiries. 5. Managing responses to SAR requests. 6. Ensuring communication with external stakeholders is conducted within brand and corporate expectations. 7. Advising and, where necessary, leading on crisis communications. 8. Liaising with local and central government, particularly in relation to legal approval frameworks.
MARKETING
1. Brand management (website): oversight of website structure and design. Support with statutory website compliance. 2. Brand management (prospectus): oversight of prospectus structure and design. Support with compliance, photography and production. 3. Brand management (external publications): co-ordination, design and production of Trust documentation. Quality assurance of external academy publications. 4. Guidance and support with Trust and academy social medial usage and content. 5. Supporting marketing programmes for the Trust and academies.
GOVERNANCE
1. Managing Trustee recruitment and training. 2. Supporting with Governor recruitment and training. 3. Collating and maintaining the Register of Interests for statutory compliance. 4. Providing clerking and administrative services at Trust level, including ensuring ongoing compliance. 5. Providing clerking and administrative support for all Trust committees. 6. Ensuring governance compliance on both Trust and academy websites. 7. Facilitating communication between Trustees, LGBs and Executive. 8. Reviewing and managing of Trustee responsibilities. 9. Supporting governance reviews. 10. Advising and supporting with LGB and LTSA clerking and compliance.
HEALTH AND SAFETY
1. Providing support, advice and guidance. 2. Providing access to a database of robust, standardised template materials. 3. Conducting routine evaluation of the site and grounds. 4. Producing and maintaining the Estates Compliance Scorecard. 5. Assisting academies in achieving legislative compliance.
41 SCHOOL CONDITION ALLOCATIONS (SCA) AND CAPITAL PROJECTS
1. Managing the process from design concept to completion.
2. Providing strategic input into the management of Trust and academy capital development and investment projects.
3. Managing and delivering School Condition Allocations (SCA) projects and refurbishments in line with Trust strategy.
SERVICES (ESTATES AND FACILITIES)
1. Negotiating large procurement contracts of behalf of the Trust, ensuring best value and compliance.
2. Managing service and supply contracts relating to site, vehicles and buildings maintenance, group contracts and consortium agreements.
3. Providing facilities management advice and guidance.
4. Supporting, advising and guiding Site Managers (including training and development).
5. Conducting routine evaluation of the site and grounds.
6. Periodically issuing the Estates Compliance Scorecard, following site evaluation.
7. Managing the centralised reporting systems (including Health and Safety resource library, accident and fault reporting systems, catering statistics, contracts management, insurance, transport information, utilities, site information and certificates, compliance task manager function, asset management and defect tracking).
8. Carrying out insurance policy tendering, review and renewal; including review of services, administering RPA requirements, claims and engineering evaluation audits.
9. Having an overview of catering and kitchens, including holding forum support meetings.
10. Ensuring, reviewing and advising on legislative and insurance obligations (buildings and critical compliance tasks).
SAFEGUARDING
1. Conducting academy safeguarding audits.
2. Producing the Safeguarding Compliance Checklist for academies and LGBs.
3. Providing support, advice and guidance.
4. Assisting academies in ensuring compliance with national guidance.
5. Providing access to template resources to ensure consistency.
6. Carrying out internal investigations where required, and managing complex complaints.
7. Delivering safeguarding training to all shareholders.
42
CROSS O’CLIFF HILL, LINCOLN, LINCOLNSHIRE LN5 8PW T: 01522 871370 E: [email protected]
www.prioryfederation.co.uk