Being a Foundation Governor within the Diocese of

June 2019

listen celebrate imagine empower

...more than we can imagine

1 Committed to Growth www.dioceseofnorwich.org Being a Foundation Governor

Contents

Welcome from the Director of Education 03 Flourishing Together – a school education 04 The Role of the Governing Board 05 Why do we have Foundation Governors? 06 The Role of Foundation Governors 07 The types of Foundation Governors in the Diocese of Norwich 09 What makes a Church School different to a Community School? 11 Distinctive Christian Vision 11 - Christian Values 12 Statutory Inspection of Anglican and Methodist Schools (SIAMS) 12 - Religious Education (RE) 13 Diocese of Norwich Support and Training for Governors 15 Team Contacts 17 Appendix 1 The Church of England’s Involvement in Education 18 Appendix 2 Differences Between Categories of Church Schools (VA, VC, Foundation) 19

2 Being a Foundation Governor

Dear Foundation Governor,

Welcome to school governance in the Diocese of Norwich and thank you for your commitment to this role. School governors are the largest voluntary body in the country. They provide a valuable service to the community by influencing the work of schools and the future of young people. You have a vital role to play in helping the successful implementation of the Diocesan Board of Education’s Education Strategy 2018 - 2023.

The principles of good governance are As a Foundation Governor you are also absolutely key to making a difference. The there to develop and uphold the Christian main ingredients needed to transform a distinctiveness of the school and this booklet team of diverse people, with a range of skills, focuses primarily on your role as a Foundation experience and knowledge into a highly Governor. I hope it proves useful in enabling effective Governing Board are: you to fulfil your responsibilities. We are here to help and support you so please feel free to n The right people around the table contact the Diocesan team should you need n Understanding of the role and further advice and guidance. responsibilities n Good chairing I look forward to working with you as you n Professional clerking undertake this valuable role. n Good relationships based on trust n Knowing the school – the data, staff, Paul Dunning parents, pupils and the community Diocesan Director of Education n Commitment to asking challenging questions n Confidence to have courageous conversations in the interests of the children and young people

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Flourishing Together - a Church of England school education

In 2016 the Church of England published its ‘Vision for Education; Deeply Christian, Serving the Common Good’. When launching the vision, the Archbishop of Canterbury, Justin Welby stated that “It is a values-based vision, deeply and authentically Christian. It is a Christian vision of education, it is not a vision for Christian education.” For over 200 years the church has been involved in education and is proud of the fact that its schools are totally inclusive serving their local community, educating those of all faiths and none.

The Diocese of Norwich has an exciting and aspirational education strategy: ‘Our passion and ambition is to see children in all our schools and academies achieve excellent educational outcomes alongside developing and growing into their potential as individuals made in the image of God. Our culture is one of high aspiration rooted in our Christian values as demonstrated in the life and teachings of Christ. We have a desire to see , and our schools in North East , and its education system recognised as a place of aspiration, achievement and hope whether living in a rural area, coastal community, market town a mission to help each pupil to fulfil their or the city of Norwich.’ Strong and effective potential in all aspects of their personhood: governance is essential if this is to be a reality. physically, academically, socially, morally and spiritually’. Governors play a vital role in The importance of church schools being overseeing that safeguarding procedures are places where all are welcomed and safe is robust, and all children and young people emphasised in the ‘Valuing all God’s Children have the opportunity to flourish. (2017)’ publication. It asserts that ‘Church of England schools have at their heart a For more detail about the historical belief that all children are loved by God, are involvement of the Church of England in individually unique and that the school has education please see Appendix 1.

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The Role of the Governing Board

Up-to-date information can always be The Governing Board is the accountable obtained from the DfE Governance body. It is responsible for the conduct of the Handbook: www.gov.uk/government/ school and for promoting high standards. publications/governance-handbook The Governing Board aims to ensure that children are attending a successful school The role of the Governing Board is to which provides them with a good education contribute to the work of the school in and supports their well-being. As a Church ensuring high standards of achievement for all of England school, the governors will foster children and young people in the school by: the Christian values and ethos at all times. Decisions made by the governors will always 1. Establishing the strategic direction, by: be made in line with the Christian character n Setting and ensuring clarity of vision, of the school. values, and objectives for the school(s) n Agreeing the school improvement All Governors are volunteers and are not strategy with priorities and targets expected to be experts in all aspects of n Meeting statutory duties school life, but the experiences of life that a Governor brings will be valued. As part 2. Ensuring accountability, by: of the Governing Board, a governor is n Appointing the headteacher/executive expected to play an active part, for example, headteacher by contributing to discussions at meetings, n Monitoring the educational performance visiting the school to support the Board in of the school/s and progress towards monitoring the school’s progress against agreed targets its targets and serving on panels (e.g. n Performance managing the headteacher/ Headteacher recruitment, pupil exclusion executive headteacher hearings, staff disciplinary hearings). Training n Engaging with stakeholders is given for all these elements as required. n Contributing to school self-evaluation Governors must remember that they can only make decisions as part of the Governing 3. Overseeing financial performance, by: Board. No individual Governor has any n Setting the budget authority to act on behalf of the School n Monitoring spending against the budget unless specifically delegated to do so by the n Ensuring money is well spent and value full Governing Board. The Governing Body for money is obtained will work as a team. n Ensuring risks to the organisation are managed

5 Being a Foundation Governor

Why do we have Foundation Governors?

It is a requirement of the Trust under which deed (the DBE Measure is currently under Church of England schools were established review although no changes are expected to appoint Foundation Governors. Local until 2021). Elements that affect schools and churches or patrons undertook to build governors, and when the trust deed becomes schools for the education of the children of particularly important are: their local communities, and endowed them n for Ofsted inspections and SIAMS with a Church of England foundation. inspections Foundation governors have special n for VA schools in relation to their responsibility to ensure that: admissions policy. Conditions stipulated n the guiding principles of the founding in the trust deed are legally binding and church are incorporated into all aspects of supersede all other legislation in terms of the governance of the school oversubscription criteria priorities n the terms of the trust deed governing the n when considering extended school school are adhered to. activities – specifically if the school is proposing to bring third parties onto the Every Church of England school has a trust school site to deliver extended school deed which stipulates the principles and legal services. This relates back to the terms conditions under which the institution was of the trust deed in relation to the use of established and should be run. It is advisable the school buildings, and any agreement for schools to have a copy of their trust deed, made which breaches the terms of the some of which are held by the Diocese, some trust deed would be invalid. It is essential by the County Records Office, and some therefore to consult the Diocese at the which are no longer traceable locally but earliest opportunity when considering such are available from the National Archives in a move. There are ways of overcoming Kew. For the majority of Church of England issues, but it is best to leave sufficient time schools, the trust deed will dictate that the in case the Charity Commission has to be buildings are used for educational purposes consulted only, with a clause specifying use by the local n when reconstituting the governing body church on particular days or occasions. n if considering any form of school reorganisation, including collaboration, The legal requirements for Church of federation or amalgamation England schools are covered in legislation n if the school is to be transferred to a new called the Diocesan Board of Education site (DBE) Measure 1991 which links to the trust n if the school is considering closure

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The Role of Foundation Governors

Foundation governors are one of the Instrument of Government. This not only categories of governor found across sets out the size and composition of your the school sector. The others are parent governing body, including who appoints the governors, staff governors, local authority foundation governors, but it also contains the governors, and (in some schools) co- ethos statement for your school. The usual opted governors. All Church of England wording for Church of England schools is: schools must have foundation governors.  In Voluntary Aided (VA) schools, they must Recognising its historic foundation, the school outnumber all other categories of governor will preserve and develop its religious character combined by a majority of two. In Voluntary in accordance with the principles of the Church Controlled (VC) schools, there must be at of England and in partnership with the Church least two foundation governors, but they at parish and Diocesan level. must not exceed one quarter of the total The school aims to serve its community by number of governor places. For more detail providing an education of the highest quality about the specific differences between VA within the context of Christian belief and and VC schools please see Appendix 2. practice. It encourages an understanding of the meaning and significance of faith The composition of the governing body in and promotes Christian values through the maintained schools is found in the school’s experience it offers to all its pupils.

7 Being a Foundation Governor

The Instrument of Government is a legal n Ensuring that the Christian ethos of the requirement and is drawn from statutory school is encouraged throughout its guidance on the composition of governing community and is reflected in its policies bodies, issued by the Department for and protocols, the curriculum and activities. Education. n Ensuring that their own attitudes and behaviour in relation to the school, and The Foundation Governor role can helpfully the way the Governing Board conducts its be thought of as nurturing, encouraging business reflect the school’s Christian ethos and challenging the school in living out its n Supporting the role of clergy in school Christian foundation and can be done by: n Reporting back to the Parochial Church n Encouraging positive links between the Council (for PCC appointed governors) school, the parish church and the DBE n Taking an active role in monitoring the Whilst many Foundation Governors are Statutory Inspection of Anglican and active members of the Church of England, Methodist Schools (SIAMS) process and this is not an absolute requirement. ensuring recommendations contained in Foundation Governors may be appointed the reports are considered and addressed who attend church but are not necessarily n Encouraging the high status of quality baptised or communicants. They may be Collective Worship and Religious members of other Christian denominations. Education within the school, ensuring There is also discretion to appoint those that it is monitored effectively and who are not members of a church or faith that the appropriate guidelines and/or community where this is felt to be locally syllabus are followed appropriate. However, all candidates must n Ensuring that the development of the declare that they will uphold the Christian school as a Church school is a regular part ethos of the school. of school self-evaluation n Bringing to the attention of the Diocesan Board of Education (DBE) any matters requiring their attention regarding the school

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The types of Foundation Governor in the Diocese of Norwich

The types of Foundation Governor are: b) Diocesan Board of Education (DBE) a) Bishop’s Appointed For the appointment of a DBE Governor, b) DBE representing the Diocesan Board the Diocesan office will contact the of Education Incumbent to seek a local nomination. c) PCC representing the Parochial Church Forms will be sent, completed and signed Council as appropriate by the nominee and the d) joint DBE and PCC Incumbent. The completed forms should e) Benefice be returned to the Diocesan office who f) Trustee will arrange approval from members of the DBE. a) Bishop’s Appointed The Bishop’s Appointed Governors are c) Parochial Church Council (PCC) Foundation members of the Governing For the appointment of a PCC Governor, body. It can either be the Incumbent or the Diocesan office will contact the the Incumbents nominee. The term of Incumbent to seek a local nomination office is usually four years. Incumbents from the PCC. The PCC will discuss at their wishing to be a Governor can only be so meeting and record their thoughts and in this capacity and no other category agreement. Forms will be completed and of Governor. The Incumbent will either signed as appropriate by the nominee nominate themselves or another. The and the Incumbent. The completed forms appropriate forms will then need to be should be returned to the Diocesan office completed. along with a copy of the PCC minutes confirming the appointment. In the case of an interregnum, the Rural Dean will be invited to nominate an d) DBE/PCC joint appointment individual to cover this position for this For the appointment of a DBE/PCC period with an understanding with the Governor, the Diocesan office will contact individual that they may be asked to the Incumbent to seek a local nomination step down on the appointment of a new from the PCC. The PCC will discuss at their Incumbent if they wish to be a Governor. meeting and record their thoughts and Often the Rural Dean will liaise with the agreement. Forms will be completed and PCC on this appointment. Sometimes signed as appropriate by the nominee the Rural Dean will advise to leave this and the Incumbent. The completed forms position vacant. should be returned to the Diocesan office along with a copy of the PCC minutes confirming the appointment. The Diocesan office will then arrange approval from members of the DBE also.

9 Being a Foundation Governor

e) Benefice f) Trustee For the appointment of a Benefice Some schools have a Trust and therefore Governor, the Diocesan Office will contact a member of that Trust is appointed to the Incumbent to seek a local nomination the Governing Body on their behalf as a from the Benefice. The Benefice will representative. discuss at their meeting and record their  thoughts and agreement. Forms will be For the appointment of a Trustee completed and signed as appropriate Governor, the Diocesan office will contact by the nominee and the Incumbent. The the Trust clerk to seek a local nomination completed forms should be returned to from the Trust. The Trust will discuss at the Diocesan office along with a copy their meeting and record their thoughts of the Benefice minutes confirming the and agreement. Forms will be completed appointment. and signed as appropriate by the nominee and the Trust clerk. The completed forms should be returned to the Diocesan office along with a copy of the Trust minutes confirming the appointment.

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What makes a Church School different to a Community School?

Church schools are distinctive in their It invites collaboration, alliances, Christian nature. There are four main negotiation of differences, and the forming elements in regards to the governance of of new settlements in order to serve the the school where the distinctive nature will flourishing of a healthily plural society and be monitored: democracy, together with a healthily plural n Vision and Values educational system’ n Statutory Inspection of Anglican and (Deeply Christian, Serving the Common Methodist Schools (SIAMS) Good (2016) p. 2) n Religious Education (RE) n Collective Worship The SIAMS schedule (2018) places the Christian vision of each school at its heart. Distinctive Christian Vision The aim of this is to place more of an In 2016, the Church of England published its emphasis on the purpose of education as Vision for Education which states: understood by governors and how it impacts ‘Our vision embraces the spiritual, physical, on every aspect of school and community intellectual, emotional, moral and social life. The vision of each school should be development of children and young people. inclusive and distinctively Christian ensuring We offer a vision of human flourishing for all, the school’s original foundation is maintained one that embraces excellence and academic and celebrated. rigour, but sets them in a wider framework. This is worked out theologically and Governors will ask themselves: educationally through four basic elements n To what extent is our vision grounded in a which permeate our vision for education. clear theology firmly rooted in a Christian These are educating for: narrative? n Wisdom, knowledge and skills n To what extent does our school’s Christian n Hope and aspiration vision shape school policies and Church n Community and living well together school development plans? n Dignity and respect n How well do we ensure that a robust and continuous self-evaluation process is in The vision, in line with the Church of place that involves the school community England’s role as the established Church, is in evaluating our effectiveness as a Church for the common good of the whole human school? community and its environment, whether national, regional or local. It is hospitable to diversity, respects freedom of religion and belief, and encourages others to contribute from the depths of their own traditions and understandings.

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Christian Values n Do all members of the school community All schools will have values that they explore have a respect for faith and cultural and embed within their schools. In Church diversity? of England schools, the values should flow n Do our classroom displays encourage out of the Christian vision and be rooted in reflection? biblical teachings. The outworking of the values is one way in which the vision can be Statutory Inspection of Anglican and nurtured and fulfilled. Schools will usually Methodist Schools (SIAMS) (Section 48) explore a value, e.g. kindness, for a period of This is a statutory inspection required by law, time - month/half term etc. and embed this funded via The Church of England Education throughout the school, often communicating Office by the Department for Education. The this to the local community and parents. SIAMS inspection question is: Many schools use “values for life” and the How effective is the school’s distinctive value will link into the Collective Worship. The Christian vision, established and promoted impact of values can be measured through by leadership at all levels, in enabling pupils monitoring and speaking with pupils, staff and adults to flourish? and parents. This question is explored through seven strands. These are: Governors will ask themselves: n Vision and leadership n To what extent are our values grounded n Wisdom, knowledge and skills in a clear theology firmly rooted in a n Character development: Hope, aspiration Christian narrative? and courageous advocacy n How well do we ensure that the school’s n Community and living well together formal partnerships are supported, n Dignity and respect sustained and informed by the school’s n The impact of collective worship values? n The effectiveness of religious education n Are our values and principles shared and owned by the whole school community? SIAMS inspection dates are directed by n Are our values inclusive? the grading of the previous inspection. If n Does our school truly live by those values? outstanding or good the inspection is 3-5 n Is the Christian faith alive and practised in years from the date of the last one. For our school? satisfactory or inadequate gradings the n Is the school’s Christian identity enhanced inspection will be 2-3 years from the date of by its relationship with the parish church? the last inspection. n Is Christianity celebrated in our school through signs and symbols?

12 Being a Foundation Governor

Foundation Governors have a key role within Theology: This is about believing. It looks at the inspection and will be spoken to by the where beliefs come from, how they have inspector. It is also the Foundation Governor’s changed over time, how they are applied responsibility to sign off the inspection report. differently in different contexts and how they relate to each other. A SIAMS Self Evaluation Form (SEF) is available and should be monitored by all Philosophy: This is about thinking. It is about Governors to agree the action plan and also finding out how and whether things make the findings and self-evaluation grading. sense. It deals with questions of morality and Actions from the last inspection should be ethics. It takes seriously the nature of reality, completed and evidence ready for the next knowledge and existence. inspection and should also form part of the Schools Improvement and Development Human/Social Sciences: This is about living. Plan (SIDP). We are encouraging schools to It explores the diverse ways in which people merge their school and SIAMS SEF’s for ease practise their beliefs. It engages with the of monitoring but to also convey a joined- impact of beliefs on individuals, communities up approach. and societies.

The SIAMS report promotes improvement, provides an independent assessment of the effectiveness of church school education and provides information to parents.

Religious Education (RE) In a Church of England school, religious education (RE) should be non-confessional and is considered an academic subject.

The purpose of RE is religious literacy. This means, helping children and young people to hold balanced and well-informed conversations about religion and belief. In order to fulfil this purpose, the Diocese of Norwich advocate that RE needs to provide a balance between three disciplines. These are: n Theology n Philosophy n Human/Social Sciences

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The aims of Religious Education in Church of Governors will ask themselves: England schools are: n How effective is the RE curriculum in n To enable pupils to know about and enabling pupils to develop their religious understand Christianity as a living literacy and ensuring they flourish? faith that influences the lives of people n Does our school have rigorous systems of worldwide and as the religion that has assessment in place for RE? most shaped British culture and heritage. n How is our school working towards the RE n To enable pupils to know and understand Quality Mark award? about other major world religions and n How effectively are teachers engaging in world views, their impact on society, high quality professional development culture and the wider world, enabling and learning? pupils to express ideas and insights. n To what extent are robust systems in place n To contribute to the development of to monitor and evaluate the effectiveness pupils’ own spiritual/philosophical of RE? convictions, exploring and enriching their n How are we giving priority to RE? own beliefs and values. (The Church of England Education Office The Diocesan RE Adviser is available to Statement of Entitlement 2016) support governors, school leaders and teachers on religious education.

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Diocese of Norwich Support and Training for Governors

Training Newsletters The Diocese of Norwich is pleased to offer The DBE produces a half-termly newsletter training to all Governors of our Church called “Footprints” which is sent to Clerks Schools. The relevant details can be found in of Governing Boards to upload onto the governance section of the ‘Supporting Governorhub but copies are also available on Schools and Academies’ booklet (available as the website at: www.dioceseofnorwich.org/ hard copy and online). schools/publications/dbe-footprints/ There are various articles including governance. You are strongly encouraged to attend the following courses: Useful links to document and websites n Introduction to Governance in Church www.gov.uk/government/publications/ Schools and Academies school-inspection-handbook-eif n Introduction to Monitoring in Church n School Inspection Handbook – September Schools and Academies 2019 n Introduction to the SIAMS Schedule for Governors www.gov.uk/government/publications/ n Embedding statutory Relationships governance-handbook Education, Relationships and Sex n Governance Handbook 2019 Education and Health Education (RSHE) in n Competency Framework for Governance Church Schools and Academies n Clerking Competency Framework

Governors can also request a 90 minute in- www.gov.uk/government/publications/ school workshop around ‘Implementing Your keeping-children-safe-in-education--2 School Vision’. n Keeping Children Safe in Education

Website www.nga.org.uk/Knowledge-Centre/ Information and useful documents are Good-governance/Effective-governance/ available on our website which is regularly Twenty-Questions.aspx updated. The general schools’ address is: n Twenty Questions Every Governing Board www.dioceseofnorwich.org/schools Should Ask Itself

Information including training courses for www.gov.uk/government/organisations/ Governors is: department-for-education www.dioceseofnorwich.org/schools/ n Department for Education governance/ https://schools-financial-benchmarking. service.gov.uk/ n Compare your school’s income and expenditure with other schools in England

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www.nga.org.uk n National Governance Association (NGA) – independent charity representing and supporting governors, trustees and clerks in maintained schools and academies https://governorhub.com n GovernorHub is an online service which helps trustees, governors and clerks to communicate and store documents, membership details, meeting schedules and other information in one secure and accessible place. https://www.churchofengland.org/more/ education-and-schools n Church of England Education Office (CEEO) www.churchofengland.org/more/ education-and-schools/church-schools- and-academies/religious-education-and- collective-worship n Religious Education in Church of England Schools – A Statement of Entitlement (February 2019)

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Team Contacts

Governance matters Diocesan Director of Education Janine Birt Paul Dunning 07971 716190 Director of Education [email protected] 01603 882357 [email protected] Jill Wakefield Head of Governance PA to Diocesan Director of Education 01603 881722 Holly Davy [email protected] 01603 882357 [email protected] Distinctiveness advice and support on values, ethos, vision, SIAMS and Building Projects for Voluntary Collective Worship Aided Schools Jon Moule Sam Witton Distinctiveness & Standards Manager Schools Estates’ and Finance Officer 01603 882346 01603 882321 [email protected] [email protected]

Diocese of Norwich Diocesan Board of Education Diocesan House 109 Road Easton Norwich NR9 5ES

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Appendix 1

The Church of England’s Involvement state support and greater independence as in Education ‘Voluntary Aided schools’. At the same time, the 1944 Act required all schools to have a The church was most evident in its drive for daily act of collective worship and religious the mass provision of Christian education instruction. The 1944 Act extended the school for the poor in the early and middle years leaving age to 15 and provided for secondary of the 19th century. The Church’s principal education in separate schools between the instrument was the National Society, created ages of 11 and 15. in 1811. The other key player was the British and Foreign School Society, whose founder The Methodist Church continued a pre- opened its first school in 1798. These two existing policy of reducing the number of movements, the National Society based its schools, and the number of maintained on Anglican principles, and the BFSS non- Methodist schools has declined from its (19th sectarian, were key in developing universal century) maximum of 900 to around 60 today, free education for children. many of them in partnership with the Church of England. Neither the Anglican nor the By the time of the national census of 1851, Roman Catholic Churches adopted that policy; the Church had established 17,000 schools. indeed, in the 1950s and 1960s the Roman State provision for public education did not Catholic Church expanded its school provision come until the Education Act of 1870, and vigorously, especially at the secondary level. it operated by supplementing rather than By comparison, the expansion in Anglican replacing voluntary provision. This Act was secondary schools was modest and the a significant moment in the development of number of its primary schools declined. the practice of partnership between the state and the churches in education. The historic vision of the Church of England to provide education for all has, in this context, By 1900 the voluntary sector numbered over thrived. The Church of England, unlike many 14,000 schools. At the time of the outbreak other faith groups, does not seek to educate of the Second World War, after 70 years of within the tenets of a particular faith but to state provision, the voluntary sector was still engage with all. Whilst seeking to serve all providing schooling for nearly a third of the in offering a broad, balanced curriculum it is children of school age. The Church, however, also rooted in a firm belief that each person had lacked the capital to match the quality of has spiritual needs that should be developed premises and equipment of state schools, and like other skills and gifts. Thus the Church the quality of education was suffering. The of England, perhaps uniquely among faith Education Act of 1944 provided a new context education providers, balances the concepts in which church schools were offered the of the service of all with opportunities to option of increased state funding and control nurture the spirituality of those who wish to as ‘Voluntary Controlled schools’ or lesser develop this area of their lives.

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Appendix 2

Differences between Categories of Church Schools

Voluntary Aided Voluntary Controlled Foundation Schools Schools Schools

Buildings Owned by trustees. The Owned by trustees. The Owned by trustees. The Trust Deed determines the Trust Deed determines Trust Deed determines the basis on which the school how the school shall be basis on which the school is run. New building and run where the law does shall be run where the law is repairs are the responsibility not make this clear. All silent. Playing fields owned of the governors (supported replacement, repairs and by governors. All building by grant from DfE of 90% other building Costs fall on works funded from LA. of approved expenditure). the LA. Playing fields are Playing fields are provided provided by the LA. by the LA.

Staff (a) Employed by the governors, Appointed by the governors, Employed by the governors, Teaching paid by the LA. Governors employed and paid by paid by the LA. Governors may seek evidence of the LA. Governors are will be able to select Christian commitment from bound by LA appointing teachers within the LA applicants for teaching policies. Governors may policy. Governors are bound posts. seek evidence of Christian by LA appointing policies. commitment from applicants Governors may seek evidence for teaching posts. of Christian commitment from applicants for teaching posts.

Staff (b) Employed either by Employed either by LA or Employed either by Support governors or contractors. contractors. LA employees governors or contractors. If employed by governors, usually appointed by If employed by governors, they are paid by LA. governors. they are paid by LA.

Worship Distinctively Christian; Distinctively Christian; Distinctively Christian; reflects the Anglican reflects the Anglican reflects Anglican tradition tradition and can include tradition and can include and can include worship in worship in the parish church. worship in the parish church. the parish church.

RE Governors determine a The school must follow the The school must follow the syllabus that reflects the LA syllabus unless the parents LA syllabus unless the parents Anglican tradition. They request a denominational request a denominational may make use of the one. The foundation one. The foundation diocesan syllabus where governors have rights in the governors have rights in the this exists. appointment of staff (called appointment of staff (called reserved teachers) to teach reserved teachers) to teach denominational RE. denominational RE.

19 Voluntary Aided Voluntary Controlled Foundation Schools Schools Schools

Membership Church (foundation) Church (foundation) Church (foundation) of the governors have an absolute governors are in a minority governors are in a minority. Governing majority over all other (max 25%). All governors All governors combine to body governors. All governors combine to elect the Chair elect the Chair. combine to elect the Chair and Vice Chair. and Vice Chair.

Funding 90% capital funding direct LA LMS formula. (LMS: Local LA LMS formula. (LMS: Local from DfE. Governors must Management of Schools) Management of Schools) raise remaining 10%.

Admissions Governors determine The LA is responsible for Governors determine the policy and make the admissions, but must the policy and make the decisions in accordance consult the governing body decisions in accordance with the requirements each year. with the requirements of of the Admissions Code. the Admissions Code. They They must take advice must take advice from the from the Diocese and also Diocese and also consult the consult the LA and all other LA and all other admission admission authorities in authorities in the area. the area if there are radical changes proposed.

Advice LA Director of Children’s LA Director of Children’s LA Director of Children’s Services has certain Services has certain rights to Services has certain rights to rights to attend governor attend governor meetings attend governor meetings meetings to give advice. to give advice. Governors to give advice. Governors Diocesan Directors of may give similar rights to may give similar rights to Education have parallel the Diocesan Director of the Diocesan Director of rights. Education. Education.

Inspection OFSTED inspectors scrutinise OFSTED inspectors scrutinise OFSTED inspectors scrutinise school’s self- evaluation. school’s self- evaluation. school’s self- evaluation. SIAMS (Section 48) SIAMS (Section 48) Inspectors SIAMS (Section 48) Inspectors inspect Church inspect Church School Inspectors inspect Church School Distinctiveness, Distinctiveness, including School Distinctiveness, including leadership, RE, leadership, worship, spiritual including leadership, RE, worship, spiritual and moral and moral development and worship, spiritual and moral development and school school ethos. development and school ethos. ethos.

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Our passion and ambition is to see children in all our schools and academies achieve excellent educational outcomes alongside developing and growing into their potential as individuals made in the image of God. Our culture is one of high aspiration rooted in our Christian values as demonstrated in the life and teachings of Jesus Christ. We have a desire to see Norfolk, and our schools in North East Suffolk, and its education system recognised as a place of aspiration, achievement and hope whether living in a rural area, coastal community, market town or the city of Norwich.

21 01603 881352 www.dioceseofnorwich.org/schools