Foundation Governor Policy

Foundation Governors have a vital role in supporting and developing the Christian foundation of the school. Oxford Diocese expects foundation governors to have their own personal Christian faith as well as the capacity to develop a clear understanding of church school distinctiveness. They also need to understand the unique and particular role that the foundation governor has in supporting and developing the distinctive church school ethos and upholding and developing dynamic links between the local church and the community.

Foundation governors will normally be regular attendees at their place of worship, defined as at least monthly. Communicant Anglicans are preferred, but strong consideration will be given to those who are not confirmed but can demonstrate their commitment to their local church in other ways.

We would expect at least two thirds of the foundation governors for each school to be practising Anglicans. Committed Christians from other mainstream churches (in most cases that means those churches affiliated to Churches Together in Britain and Ireland) would also be suitable to fulfil the role of the remaining foundation appointments, and we welcome the chance to work with other Christian churches in this way in our schools. Foundation governors are important members of the governing body of church schools. They have a specific responsibility for monitoring and developing the Christian distinctiveness of their school, as well as sharing with other governors a responsibility for standards.

In the Oxford Diocese there are three types of foundation governors apart from those who are ex officio: those appointed directly by the Oxford Diocesan Board of Education (ODBE), those elected by the PCC of the attached parish, generally based on the nomination of the local minister, and those appointed by a charitable trust.

Governing Bodies have overall responsibility for schools’ performance, strategic direction and financial probity; in the light of which, those nominating Foundation Governors are asked to consider whether the person nominated:  has the relevant skills and experience which will give breadth and strength to the Governing Body for the benefit of the School; (we have an exemplar skills audit to support this – Appendix 1);  has the energy for the job and an interest in the task;  will be committed to the Christian character and the overall wellbeing of the school;  will complement the background, experience and skill of the other governors and be the type of person needed to obtain a balanced governing body – a skills audit (as above) should be undertaken to identify gaps in the expertise and skills of the governing body;  will be able to both support and challenge the Headteacher, particularly with regard to the overall responsibilities of the Governing Body;  is willing to work with other professionals appropriately for the benefit of the pupils in the school.

It may well be that a difficult decision has to be taken when considering appointing a foundation governor for a further term of office if they no longer fulfil the requirements above.

Oxford Diocesan Board of Education (ODBE) appointed Foundation Governors It is recommended that when the term of office for an ODBE appointed governor is due to expire the following process is followed: 1. The annual skills audit of the governing body is consulted and any skills gaps identified in consultation with the headteacher, chair of governors and relevant clergy. If an annual skills audit is not undertaken (something governing bodies are strongly recommended to undertake) then a skills audit takes place as above prior to appointment. 1

2. The local incumbent will (if appropriate) contact the governor and ask if they wish to stand for a further term. 3. If they do not wish to stand or it is decided that the governor does not have the required skills and/or commitment, the vacancy should be advertised to the local congregation (an example advert is attached – Appendix 2) and applications encouraged. It may be also appropriate to advertise the vacancy in neighbouring CE churches. The ‘Guidance for Foundation Governors and their Role’ (Appendix 3) information should be shared with any potential candidates. 4. The proposed governor (those standing both for reappointment and for the first time) fills in the recommendation form and has their faith commitment confirmed by their local church. 5. In consultation with the headteacher and chair, a decision is made as to whether to nominate the governor. If more than one person applies for the vacancy than the decision should be made based on the skills audit and the expression of interest form as to who best fulfils the current needs of the governing body. 6. The forms are then sent to Tracy Richardson at Church House. 7. The ODBE make a final decision as to whether to accept the recommendation (clergy may be contacted to confirm details). 8. A letter is sent out from Church House formally appointing the governor to the post and the Local Authority informed for LA maintained schools.

Parochial Church Council (PCC) appointed Foundation Governors When a PCC governor’s term of office is due to expire the above procedures are followed to number 4. 1. In consultation with the headteacher and chair, a decision is made as to whether to nominate the governor to the PCC. If more than one person applies for the vacancy than the decision should be made based on the skills audit and the expression of interest form as to who best fulfils the current needs of the governing body. 2. The nomination is made to the PCC. 3. The PCC make a final decision as to whether to accept the nomination and ratify the appointment. 4. The clerk to the governing body and Tracy Richardson at Church House are informed of the appointment.

Resignations If a foundation governor tenders their resignation it is important that this information is sent to the office so that our records are kept up to date and the Local Authority or clerk informed.

Foundation Governors are essential to a Church School. It is therefore imperative that there are no foundation governor vacancies. If there are difficulties in filling the posts please contact the DBE office to discuss the situation.

Church commitment Foundation Governors are normally expected to be active members of a local church and have the relevant skills, experience, energy, interest and commitment to the school’s distinctive ethos and values, and be prepared to sign the Diocesan Nomination.

Although there is no legislation preventing members of staff being appointed as foundation governors, there is a limit to the number of governors who are also members of staff (no more than a third). In addition, it is better to have a range of skills and experience, and so we do not recommend the appointment of staff to foundation governor vacancies.

Members of the same family It is our recommendation that members of the same family (or two people living together), or connected parties, do not serve on the same governing body.

Foundation governor expectations Personal As a foundation governor you will be:  an active member of a Christian worshipping community;  committed to the work of education within a Christian context;  enthusiastic and active in promoting school and parish links;  willing to uphold Church of England foundation. 2

General As a governor you will be expected to:  take a full and active role in the work of the governing body;  attend all full governing body meetings and committee meetings as necessary;  act as part of a corporate body;  act as a link for the PCC or Diocesan Board of Education (as appropriate);  attend Diocesan and Local Authority training in order to develop governor skills and knowledge;  maintain confidentiality.

In addition, you will be expected to undertake all safeguarding checks and training required by the school itself. All governors including ex-officio/clergy must undertake an enhanced DBS check as governors on appointment, any existing DBS through the DBF or other body is insufficient. (This has been agreed by the Diocesan Safeguarding Adviser)

Specific responsibilities As a foundation governor you will be expected to:  ensure the Christian ethos of the school is preserved and developed;  ensure reports are regularly provided for the PCC on the work of the school (PCC governors), with particular regard to the development of its Christian foundation;  report back to the Oxford Diocesan Board of Education (DBE governors) any issues that may arise in the school;  ensure that the school provides an act of collective worship for all children every day and that it is in accordance with the tenets and practices of the Church of England;  in aided schools encourage the development of the RE syllabus based on Diocesan guidelines;  inform the full governing body of any Diocesan advice and guidance;  ensure that the School Development Plan includes strategy for the development of areas reflected in the SIAMS ‘toolkit’;  ensure that the Diocese is informed when headteacher posts become vacant and that a representative of the Diocesan Director of Education is invited to attend the appointments procedure;  be prepared to offer challenge and support to the school and parish as they strengthen their links;  regularly promote the school through the parish events/magazines/newsletters and promote the parish through school newsletters/events etc.

Removal of Diocesan Foundation Governors Diocesan foundation governors are the ODBE’s representatives on the governing body and must act in the best interests of children and young people and the whole school community. They need to be mindful of ODBE priorities and agreed protocols and policies. Regular attendance at meetings and commitment to the life of the school is essential. We are hugely grateful to the large number of our parishioners who devote considerable time and energy to the governance of schools, and we acknowledge our reliance on the goodwill of a number of people to carry out our statutory function in Church Schools.

In exceptional circumstances it is occasionally necessary to ask an individual to step down as a foundation governor. Such instances are rare, but the ODBE reserves the right to remove from office any foundation governor whose conduct in the judgement of the School Effectiveness Committee does not fulfil the role in accordance with ODBE expectations, as laid down in the code of conduct, or whose conduct is not in keeping with the Christian character of the school. The decision of the School Effectiveness Committee is final and there is no process for appeal.

If you require more advice about this policy or related matters, please refer to the booklet Guidance for the Nomination of Foundation Governors which can be downloaded from our website. http://education.oxford.anglican.org or contact the School Support Officer on 01865 208242 or email: [email protected]

Code of Conduct for Foundation Governors

The National Governors’ Association’s Code of Conduct for School Governors 2015 sets out the expectations of and commitment required from governors in order for the governing body to carry out its work properly within the school and the community.

The Governing Body  Sets the strategic direction of the school by: o Setting the vision, values, and objectives for the school o Agreeing the school improvement strategy with priorities and targets o Meeting statutory duties  Ensures accountability by: o Appointing the headteacher o Monitoring progress towards targets o Performance managing the headteacher o Engaging with stakeholders o Contributing to school self-evaluation  Ensures financial probity, by: o Setting the budget o Monitoring spending against the budget o Ensuring value for money is obtained o Ensuring risks to the organisation are managed

The Role of a Governor  To understand the purpose of the board and the role of the headteacher.  To accept that governors have no legal authority to act individually, except when the board has given delegated authority to do so, and therefore will only speak on behalf of the governing board when have been specifically authorised to do so.  To accept collective responsibility for all decisions made by the board or its delegated agents.  To have a duty to act fairly and without prejudice, and in so far as have responsibility for staff, will fulfil all that is expected of a good employer.  To encourage open government and will act appropriately.  To consider carefully how decisions may affect the community and other schools.  To always be mindful of our responsibility to maintain and develop the ethos and reputation of the school. Actions within the school and the local community will reflect this.  In making or responding to criticism or complaints affecting the school will follow the procedures established by the governing board.  To actively support and challenge the headteacher.  A foundation governor is committed to ensuring the Christian ethos of the school and to ensure that the distinctive Christian ethos of the school is reflected in the way in which the school is led and managed and meets the needs of all learners.

Commitment • I am committed to undertaking my role as a governor in a way which reflects Christian beliefs and values  I acknowledge that accepting office as a governor involves the commitment of significant amounts of time and energy.  I will involve myself actively in the work of the governing board, and accept my fair share of responsibilities, including service on committees or working groups.  I will make full efforts to attend all meetings and where we cannot attend explain in advance why I am unable to.  I will get to know the school well and respond to opportunities to involve ourselves in school activities.  I will visit the school, with all visits to school arranged in advance with the staff and undertaken within the framework established by the governing board and agreed with the headteacher.  I will consider seriously my individual and collective needs for training and development, and will undertake relevant training.  I accept that in the interests of open government, our names, terms of office, roles on the governing body, category of governor and the body responsible for appointing us will be published on the school’s website.

Relationships • I will strive to work as a team in which constructive working relationships are actively promoted. • I will express views openly, courteously and respectfully in all communications with other governors  I will support the chair in their role of ensuring appropriate conduct both at meetings and at all times. • I am prepared to answer queries from other governors in relation to delegated functions and take into account any concerns expressed, and I will acknowledge the time, effort and skills that have been committed to the delegated function by those involved. • I will seek to develop effective working relationships with the headteacher, staff and parents, the local authority and other relevant agencies and the community. I will also seek to ensure good relationships with the local churches in our community.

Confidentiality • 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 • I will exercise the greatest prudence at all times when discussions regarding school business arise outside a governing body meeting. • I will not reveal the details of any governing body vote.

Conflicts of interest  I will record any pecuniary interest that I have in connection with the governing body’s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time. We accept that the Register of Business Interests will be published on the school’s website.  I will also declare any conflict of loyalty at the start of any meeting should the situation arise.  I will act in the best interests of the school as a whole and not as a representative of any group, even if elected to the governing board.

Breach of this code of conduct  If I believe this code has been breached, I will raise this issue with the chair and the chair will investigate; the governing board will only use suspension/removal as a last resort after seeking to resolve any difficulties or disputes in more constructive ways.  Should it be the chair that I believe has breached this code, another governor, such as the vice chair will investigate.

General  I understand the purpose of the governing body and the role of the headteacher as set out above.  I am aware of and accept the Nolan seven principles of public life: see appendix. 5

 I accept that I have no legal authority to act individually, except when the governing body has given me delegated authority to do so, and therefore I will only speak on behalf of the governing body when I have been specifically authorised to do so.  I have a duty to act fairly and without prejudice, and in so far as I have responsibility for staff, I will fulfil all that is expected of a good employer.  I will encourage open government and will act appropriately.  I accept collective responsibility for all decisions made by the governing body or its delegated agents. This means that I will not speak against majority decisions outside the governing body meeting.  I will consider carefully how my decisions may affect the community, the church and other schools.  I will always be mindful of my responsibility to maintain and develop the Christian character and reputation of the school. My actions within the school and the local community will reflect this.  In making or responding to criticism or complaints affecting the school I will follow the procedures established by the governing body.  I will abide by the schools Social Media Policy and local arrangements for communication

I understand and accept all the points set out above.

Signed: …………………………………………………………......

Printed name: ......

Date: …………………………………………………………......

Appendix: The Seven Principles of Public Life

(originally published by the Nolan Committee)

Selflessness Holders of public office should act 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 obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties.

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 to the public and must submit themselves to whatever scrutiny is appropriate to their office.

Openness Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands.

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.

The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations.

Appendix 1

Governing body skills audit

No individual is going to have all the skills listed in the audit. The governing body is a team, and the purpose of the audit is to ensure that each of the skills below are covered by at least one of the governors around the table.

This information will be used to update the Governing Body Skills Matrix. A separate training matrix is also kept. This from is based on the National Governors Association skill audit with a few extra questions added.

Level of experience/skill: rate on scale of 1 (none) to 5 (extensive) Do remember to Essential for all governors/trustees think about all the situations in which you may have developed/used these skills 1 2 3 4 5 Commitment to improving education for all pupils

Ability to work in a professional manner as part of a team and take collective responsibility for decisions Willingness to learn

Commitment to the school’s vision and ethos

Basic literacy and numeracy skills

Basic IT skills (i.e. word processing and email)

Should exist across the governing body

Understanding and/or experience of governance

Experience of being a board member in another sector or a governor/trustee in another school Experience of chairing a board/ governing body or committee

Experience of professional leadership

Vision and strategic planning

Understanding and experience of strategic planning

Ability to analyse and review complex issues objectively

Problem solving skills

Ability to propose and consider innovative solutions

Change management (e.g. overseeing a merger or an organisational restructure, changing careers) Understanding of current education policy

Holding the head to account

Communication skills, including being able to discuss sensitive issues tactfully Ability to analyse data

Ability to question and challenge

Experience of project management

Performance management/appraisal of someone else

Experience of being performance managed/appraised yourself

Level of experience/skill: rate on scale of1 (none) to 5 (extensive) Do remember to Experience, skills and other attributes think about all the situations in which you may have developed/used these skills 1 2 3 4 5 Financial oversight

Financial planning/management (e.g. as part of your job)

Experience of procurement/purchasing

Experience of premises and facilities management

Knowing your school and community

Links with the community

Links with local businesses

Knowledge of the local/regional economy

Working or volunteering with young people (e.g. teaching/social work/youth work/sports coaching/health services for young people) Understanding of special educational needs

Understanding of child protection procedures

Understanding of pupil premium

Understanding of primary sports funding

Understanding of the OFSTED inspection process

Understanding of the equality duty

Understanding of health & safety requirements

Understanding of school specific data (raise online, FFT Data Dashboard, Ofsted Dashboard, APS, National expectations)

Are there any additional areas of the governing body's responsibilities to which you would like get involved 9 in?

Has any training been carried out in the last year (including work training) relevant to your role as Governor?

Existing governors only What contribution do you feel you have made to the governing body over the past year?

Appendix 2

Example advert

A vacancy for Foundation Governor on the governing body of …………..School/Academy has arisen and we would like you to consider whether you could serve God in this way. The term of office is for four years from the date of appointment.

The governors of a school work as a team, in close co-operation with the headteacher and all the staff. Foundation governors share the responsibilities of all governors:  Ensuring clarity of vision, ethos and strategic direction;  Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff; and  Overseeing the financial performance of the school and making sure its money is well spent.

In addition to this, foundation governors are appointed specifically to ensure:  that the religious character of the school is preserved  that the school is conducted in accordance with its trust deed

The school would benefit from people with ……………. *skills/experience. *delete or amend accordingly

Governing body meetings take place …………………….. at ……… with smaller subcommittees held ……………. Membership of any committee will be based on your interests and experience. If you would like further information please contact ………………………… who will be willing to talk through with you what it’s like being a governor and how it all works.

Anyone interested in the mission of foundation governor should not be put off by a lack of experience. Appropriate training is available during the period of service.

Appendix 3

Guidance for Foundation Governors on Church Schools and their Role

Church Schools – Some Historical Background:  597 – founding of Canterbury Abbey where teaching took place, therefore earliest foundation of a Church school in England (re-founded in 1541 as The King’s School Canterbury)  1541 – with 89 schools previously in existence, new foundations/royal charters extended to many more following the dissolution of the monasteries.  1811 - National Society for the Promotion of Religious Education was founded to provide education for 'the children of the poor in the principles of the Established Church'.  The vision for Christian education was so great that on average a new school opened every day for forty years! By the 1851 census 17,000 schools had been established. The over-riding aim was to educate children within a Christian environment.  1870 - State provision of education established to fill the gaps. Many new church schools have opened since as Christians have continued their vision of offering a Christian education wherever possible.  1944 - Church schools were brought into the state system. Choice between: greater state funding and control as 'Voluntary Controlled' schools or less state funding and greater independence as 'Voluntary Aided' schools.  2010 – Academies Bill passed to enable schools to become independent of local authority control. Church Academies retain their CE designation.

Today: Foundation governors are the link between the school's original benefactors and now. They have a special legal responsibility to ensure that the distinctive character of the school as a Church of England school is "preserved and developed" – i.e. that the school is recognisably Christian.

Being Voluntary Aided (VA) In Aided church schools the governors employ the staff and have wider responsibilities. Foundation governors are in the majority and therefore have greater influence. Most of the funding comes from the local authority, but governors have to fund 10% of capital costs.

Voluntary Controlled (VC) Other church schools are "Controlled" and funded entirely by the Local Authority. Foundation governors, although in the minority, ensure that church involvement remains active.

In church schools, the need is for inclusive but distinctive working to ensure we offer excellence across the curriculum. We need to be inclusive - for all pupils regardless of their background - and at the same time distinctively different as we share and live out the Christian message to all within the community.

How does someone become a Foundation Governor? Usually the local church is involved in choosing Foundation Governors. Sometimes existing governors who are Christians offer to take on this special role, or it may be that the church or school approach individuals or ask for volunteers, but they will always consider anyone who offers to serve in this role.

There is separate guidance available on the process of appointing foundation governors and a nomination form. This is filled in by the applicant and signed also by the parish priest. Those interested in applying to be a foundation governor may wish first of all to have an informal conversation, either with the Chair of Governors or the parish priest, or both. Occasionally the parish priest is not involved in the process of nominating foundation governors (this is especially true when there is a vacancy!) and the PCC secretary or churchwardens would then be able to advise on the right next steps.

Who can be a Foundation Governor? In a Church School, foundation governors are either appointed by the Diocese or by the PCC (sometimes more than one PCC) of the parish or parishes to which the school is attached. There are no formal legal requirements for church school governors, over and above the general requirements for governors, Anyone aged 18 or over, who is legally resident in the UK and not disqualified from being a school governor under the School Governance (Constitution) (England) Regulations 2003 can apply to be a foundation governor.

In general though, we expect the vast majority of our foundation governors to be committed Christians, though not necessarily from the Anglican tradition. In a VA school, up to about a third of foundation governors may be Christians from other mainstream denominations.

Sometimes the skills a person can bring to the role of governor are so needed by the school that it may be appropriate to appoint someone who is sympathetic to the Christian values and ethos of the school, but doesn’t hold a personal position of faith. Such applications are considered warmly, on a case-by-case basis.

To fulfil the role of foundation governor then, a person should generally, but not necessarily, be an active member of a Christian worshipping community. They should certainly be committed to education in a Christian context. They must be willing to uphold and promote the school's distinctive Christian foundation. They should be enthusiastic and active in developing links between the school and the parish, which means that it is often helpful to be members of the Church of England, but there is no need for them to be members of the PCC, or even on the electoral role - they just need to be willing to make a Christian commitment to the life of the school. The contribution that Christians from other traditions can make to the life of school is also warmly welcomed.

It is also currently necessary for all governors to be DBS checked.

How are Foundation Governors different? All governors have a responsibility to challenge and support senior staff, approve the budget and review the school’s progress against the budget and its objectives. They also play a part in appointing staff and are accountable for the use of public funds and the quality of education provided. While they share the responsibilities of all school governors, foundation governors are unique to schools that have a religious or historic foundation, most of which are church schools. Their specific role is to ensure that the school is effective as a distinctive and inclusive Church of England school.

What does it mean for a school to have a Designated Religious Character? Today church schools, like all schools, are working to ensure that they offer excellence across the curriculum. This provision needs to be inclusive - for all pupils regardless of their background. At the same time they work to be distinctively different as they share and live out the Christian message to all within the community.

Three distinct but interrelated legal instruments safeguard and underpin the school's religious character. These are:  trust deed  ethos statement  school designation

The wording of the ethos statement will be something like:

“Recognising its historic foundation, the school will preserve and develop its religious character in accordance with the principles of the Church at parish and diocesan level.

The school aims to serve its community by providing education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith and promotes Christian values through the experience it offers all its pupils.”

The whole governing body has a responsibility to ensure that these instruments are upheld. NB: A school can only lose its religious character by closing!

It is a particular responsibility of the foundation governors to see that the school's Church of England basis has a relevant and meaningful role in the daily running of the school, so that the school community is distinctively Christian 13

They need to ensure that the school's policies, procedures, custom and practice are founded in Christian values and that all members of the school community are valued.

Relationships between governors and staff are very important

It is essential to build good links with the local parish church and diocese. It is important that the church sees its local school as part of its mission, and is willing and keen to be involved. It is a key role of the foundation governor to develop this.

Some extracts from: “Going for Growth”:

 The numbers of children and young people in formal contact with the church has declined, but the Church’s universal mission to humanity has not changed. We need to reconsider how we engage with and express God’s love to this generation of children and young people, whoever and wherever they may be. (1.2)

If, instead of trying to teach good news to children (and young people), the Church tries to become good news… (1.9)

“2.4 Most parishes have one or more schools within their boundaries. In 2001, Lord Dearing’s report The Way Ahead: Church of England Schools in the New Millennium highlighted the potential for creative relationships being forged between parish church and school.”

The Three Guiding Principles  The absolute value of every child and young person  The importance of relationship  The establishment of the Kingdom of God here on earth

“4.7 A primary strand of the mission of the Church is concerned with education and learning, requiring us to consider what Christian education is offered to children and young people in church and in school, and how its provision reflects the principles in section 3. It calls us to look at how children and young people learn, and their capacity to offer models of discipleship, nurture others in faith, offer new insights and challenge and change those around them.

5.2 The Church, at National, Diocesan and Parochial level, is called to work towards every child and young person having a life-enhancing encounter with the Christian faith and the person of Jesus Christ.

5.3 The Church, at National, Diocesan and Parochial level, is called to transformation both in the church and the world, and to recognise and enable the capacity of children and young people to be the agents of change both for themselves and for others. Going for Growth: Called to Action

5.4 The Church, at National, Diocesan and Parochial level, is called to provide professional support and development for all those working with children and young people in the name of the Church, so that they might demonstrate the highest qualities in their practice and personal life.”

What features would make a good church school? In most circumstances, a church school should serve the whole local community, as it attempts to provide excellence in education for all, within a happy and safe environment. In addition it should nurture those who come from Christian homes within a faith context. This means that the Christian faith should be visible throughout the life of the school. The school is aiming to develop a community based on Christian values that does not force its beliefs on others. It should offer places to local families, including Christians, but also those of different faiths or none. This balance between being inclusive and being distinctively Christian should be reflected in the school's admissions policy. Secondary Church schools often serve a wider area, and governors will need to have regard to the inherited ethos of the school and the trust deeds; some of our schools for example are selective, but pupils can and should be encouraged to develop charitable activities and build links with the local community.

Central to a strong and distinctive Christian character within the community is the provision of good quality collective worship and religious education. While all schools should hold daily acts of worship and teach RE, these take on a special significance in a church school. The daily act of worship provides an opportunity for the whole community to come together to celebrate their Christian foundations. They can show that every child really does matter just as every person mattered to Jesus, and that the Christian faith is still relevant and meaningful to modern life, even when some of those present are from other faiths or none.

The distinctive position of a church school is monitored through the Statutory Inspection of Anglican and Methodist 14

Schools (SIAMS). This happens every five years (or after a shorter period if a school is experiencing difficulties), but checks things that should be ongoing.

It asks four questions, which summarise the extra distinctive areas a church school is trying to achieve. These are:  How well does the school, through its distinctive Christian character, meet the needs of all learners?  What is the impact of collective worship on the school community?  How effective is Religious Education? (Only in Voluntary Aided schools)  How effective are the leadership and management of the school as a Church school?

If you would like to know more about the SIAMS process there are regular training courses available via the Board of Education.

What is the Foundation Governor role in this? Foundation governors should be involved in all aspects of school life, not being afraid to offer a Christian viewpoint within any discussion. They need to constantly ask the question 'Would a visitor see that this is a Christian school?' For this reason it is helpful if, when possible, foundation governors are represented on each sub-committee.

Foundation governors have a special responsibility for Collective Worship and Religious Education. In discussions about the school's priorities they can argue for adequate resources and ensure that these areas are included in the school's development plan. They can help to fulfil this role by acting as link governor for RE or Collective Worship.

Foundation Governors should also try to ensure that Collective Worship is taking place according to the Anglican tradition. They need to know what takes place within the collective worship in the school, so they should be willing to attend occasionally, and then talk informally to staff and children to gauge the impact of the worship.

Foundation Governors should play an active part in supporting the headteacher in working through the SIAMS Toolkit and completing or updating the school's Self Evaluation Form. When inspections take place foundation governors will be interviewed to ensure that they are fulfilling their role as a 'Christian critical friend'.

A key role for Foundation Governors is to maintain and develop links between the school and the parish church. They can do this by:

 reporting regularly to the PCC or Parish Church on the school's life  supporting and challenging school and parish to develop their links  ensuring that the parish magazine regularly promotes the school  helping to promote and support joint school/church activities  liaising with the diocesan advisers  praying regularly for the school, and encouraging the church to do the same  generally coming up with some bright ideas and encouraging everyone to get involved.

When a new Headteacher is being appointed in the school, there must be at least one foundation governor on the panel which is responsible for selection. In Aided schools, foundation governors must be in the majority on the panel. This is an indication of the importance of ensuring the school’s foundation is preserved and developed through the vision of its leaders.