Millthorpe School Full Governing Body Meeting
Monday 13th July 2015 in the Learning Resources Centre 5:30 for a 6pm start and an 8pm finish
Agenda
1 Apologies – Welcome & Introductions – Any items for AOB
2 Minutes of the meeting held on the 25th March 2015 (attached) and the Extra-ordinary meeting held 30th June 2015 (attached) 2.1) Corrections and Agreement 2.2) Action Plan and Matters Arising
Items for Action 3 Conversion to Academy – vote on proposal to progress with the application 4 Election of Chair and Vice-Chair (attached) 5 Millthorpe Support for York School Improvement 6 Headteacher’s Report (to follow) 7 School Improvement Plan 2014/15 (to follow) 8 School Improvement Plan 2015/16 (to follow) 8.1) Additions to the Governors’ section of the SIP 2015/16
9 Sub Committee Structure (attached) and Election of Chairs 10 Policies 10.1) Pay Policy (to follow)
Items for Information 11 Committee Matters 11.1) Achievement and Curriculum minutes 7th May 2015 (attached) 11.2) Teaching and Learning minutes 10th June 2015 (attached) 11.3) Finance and Staffing Committee minutes (including Start Budget 2015/16) 30th April 2015 (attached) 8th July 2015 (to follow) 11.4) School Development minutes 3rd June 2015 (attached)
12 Link Governor Reports
13 Governor Training Training report (attached)
14 Any Other Business
15 Confirmation of meeting dates (attached) 16 Confidentiality
If you require any further assistance please contact: Barbara Kybett, Clerk to Governors, 01904 554210 or email barbara.kybett @york.gov.uk
Reminder: All governors are required to give their apologies for meetings they cannot attend. You can phone or email the Clerk and Chair of Governors. MILLTHORPE SCHOOL
Minutes of the Meeting of the Board of Governors Held at the School on Wednesday 25th March 2015 at 6.00pm
Present: Mrs Helen Ainsworth Ms Nicola Mitchell Mr Trevor Burton (Headteacher) Mr Tim Moat (Vice-Chair) Ms Naomi Heaton Mr Martyn Pysanczyn Mr Tim Hooper Mr Bill Schofield [from 6.50pm] Mrs Katie Hurrell Mrs Jane Terrett Ms Jenny Kent Ms Helen Thomas Mrs Gillian Markland-Zuiderwijk Cllr Dave Merrett
In Attendance: Mr Tim Gillbanks (Deputy Headteacher, Millthorpe School) Mrs Barbara Kybett (Clerk)
Action 1 Apologies, Welcome & Introductions, Declaration of Interests Apologies for absence were received, with consent, from Don Henson, Jenny Kent and Richard Newton.
The Chair reported that Eileen Robertson had stepped down as a governor after eight years of continuous service. The Governing Body recorded their thanks to Eileen for her significant contribution to the governing body.
There were no declarations of interest. 2 Governing Body Reconstitution With reference to the school’s Instrument of Government, governors unanimously agreed that the core group of the governing body would consist of:
Mrs Jenny Kent, Mrs Gillian Markland-Zuiderwijk, Mr Tim Moat, Mr Richard Newton and Mr Bob Sydes (parent governors) Cllr Dave Merrett (LA governor) Ms Naomi Heaton (staff governor) Mr Trevor Burton (Headteacher)
The core group of governors unanimously agreed to co-opted the following to the governing body:
Mrs Helen Ainsworth, Mr Don Henson, Mr Tim Hooper, Mrs Katie Hurrell, Ms Nicola Mitchell, Mr Martyn Pysanczyn, Mr Bill Schofield, Mrs Jane Terrett and Ms Helen Thomas.
The reconstitution process took place whilst the core group of governors and those co-opted were present in the room.
The Chair noted that Eileen Robertson’s resignation had left a vacancy for a co-opted governor and asked governors to forward any suggestions for suitable candidates to him.
A governor queried if Sarah Barbacane’s position had been included in the number of governors in the new Instrument of Government. The Chair responded that it had not.
3 Minutes of the Full Governing Body meeting held on 10th December 2014 and the minutes of the Extra-Ordinary Full Governing Body meeting held on 3rd March 2015 (previously distributed) 3.1) Corrections and Agreement The minutes of the meeting held on 10th December 2014 were agreed as a true and accurate record of the meeting and were signed by the Chair.
With reference to the minutes of the extra-ordinary meeting held on 3rd March, Cllr Merrett put forward additions to the minutes regarding: - the academy funding element of £87 per pupil and the predicted effect of this on the school’s budget
Millthorpe 2015-03-25 FGB 1 - access to capital funding if the school converted to academy status - the distribution of power between the trustees and the governing body should the school convert to academy status - his wish that the consultation process should take place before the application to become an academy was made.
The Headteacher requested that an addition regarding the timescale of the consultation process should be made.
The minutes of the extra-ordinary meeting of 3rd March 2015 were therefore not signed by the Chair.
The Chair suggested that, once amended, both sets of minutes should be added to the section of the school’s website which would be given over to the consultation on the move to academy status. A governor suggested that the minutes of the FGB meeting held in December were not necessary.
Governors agreed to the addition of the minutes of the extra-ordinary meeting to this area of the website.
3.2) Action Plan and Matters Arising Action points 1, 2 and 3 were completed. Ongoing or future actions were carried forward.
There were no matters arising.
Items for Action 4 Headteacher’s Report (previously distributed) The Headteacher presented his report and added the following comments:
1 General The Headteacher and the headteachers of Knavemire and Scarcroft Primary Schools had held a meeting with Jon Stonehouse, Director of Children’s Services, Education and Skills, regarding their proposal to form a
multi-academy trust (MAT). The headteachers had also met with Janet Looker, Councillor for Education, Children and Young People. The Headteacher noted that, whilst the employed council officers had greeted the proposal with neutrality, Cllr Looker had been open in expressing her disappointment. The Headteacher had also met with the headteachers of the other primary schools in the South Bank cluster who had
expressed an interest in the idea of joining a MAT but, as some were church schools, they would not be able to join with Millthorpe.
A governor suggested that it was likely that the funding which had previously been available to schools
wishing to convert to academy status would no longer be on offer. The Headteacher stated that this was uncertain.
The Headteacher informed governors that the governing body of Dringhouses Primary had voted not to join
the MAT.
2 Student Numbers Student numbers were healthy and that there was now a waiting list for Year 7 pupils for September 2015.
4 Student Behaviour The number of exclusions had risen but that there was not one single identifiable cause. Nicki Mitchell highlighted her link governor visits to school during which the statistics and reasons for exclusions were
examined in detail.
A governor asked if the one permanent exclusion should not be included in these figures. The Headteacher agreed that it should.
5 Student Attendance and Punctuality Attendance was good.
6 Staff Issues The school was hopeful of reducing costs by way of staff resignations and reductions in hours. This however needed to be balanced with the impact on teaching and learning. Staff had been asked about their future plans and had been very open about their intentions. A teaching assistant had been appointed as part of the
apprentice scheme; this had been difficult to organise with the council payroll department. The vacancies for lead teachers would be advertised internally.
Millthorpe 2015-03-25 FGB 2 7 Financial Summary The outlook was still challenging.
8 Complaints and Community Relations The school had been working hard on careers education and raising aspirations. The Headteacher highlighted the visit of a local resident who congratulated the school on the conduct of the pupils.
The Headteacher concluded his report by inviting governors to an event in school which had been organised by Jenny Kent and formed part of the York Literature Festival.
A governor highlighted the progress grades in section 3.1 for Year 11 where the predicted target of students gaining A*-C grades including English and Maths was 71%. He expressed concern at the figure for the autumn term of 63%. The Headteacher responded that a sophisticated tracking system was in place and that the final figure would probably be above 63%. Tim Gillbanks agreed to send governors the latest data Action from the spring term as soon as it was available.
A governor queried the drop from 79% to 64% in the Year 9 English results. Helen Ainsworth reminded governors of the difficulty of producing meaningful tracking data through the year when different topics were being assessed at the end of each term.
The Chair asked if losing a 0.5 FTE Maths teacher would impact on levels of achievement in Maths. The Headteacher responded that the timetable had been rigorously structured to avoid any negative impact on teaching and learning.
5 Academy Status Update The Headeacher reported that the application for conversion to academy status had been submitted and had
been approved. There had been no issues raised concerning either the budget deficit or pupil achievement. Governors and parents had been informed and a press release had appeared in the York Press. Tim Moat noted that the York Press had contacted Jon Stonehouse for comment and the resulting article had been fair. He advised that further information for parents would be made available on the school’s website on 8 May.
The Headteacher informed governors that whilst Knavesmire Primary was also making information available on 8 May, Scarcroft Primary was doing so on 27 March. He asked governors whether they would prefer to release information on the Millthorpe website on 27 March.
A governor asked what kind of information was being made available. The Headteacher responded that it would encompass a series of common questions and answers.
After a brief discussion, governors unanimously agreed to keep to the planned date of 8 May.
The Headteacher informed governors that he had replied to one letter from parents expressing a number of concerns, and a few queries at a recent Year 8 parents’ evening.
(Bill Schofield arrived at 6.50pm).
Governors agreed that the academy conversion working group should continue to meet and would consider Action the following: the information which would need to be available on the school’s website on 8 May plans for the consultation process.
6 Primary Place Planning The Headteacher tabled a paper entitled “Meeting the need for Primary Places in Southbank”. He highlighted
the existing problem with primary school places in the South Bank area particularly in Years 1, 2 and 3 and warned that the problem with a lack of places would worsen in the years to come. He explained that the South Bank schools were working together and had taken three possible solutions to the LA on 22 March.
Referring to the tabled paper, the Headteacher reported that it had been agreed at this meeting that a feasibility study would be conducted into the third possible solution: make Scarcroft a two-site primary using Millthorpe’s site. He expressed the view that Millthorpe could benefit from this solution as the LA might fund a multi-use sports site in compensation for the land the school would lose to the new primary school building
which would accommodate Years 4, 5 and 6. The Headteacher asked governors how they would like to manage this project to deliver the best outcomes for Millthorpe School.
Millthorpe 2015-03-25 FGB 3 A governor queried the timescales involved. The Headteacher replied that the real pressure on places would begin in 2017. In September 2016, 25 children in South Bank would not have access to Reception class
places in the area; in September 2017, this figure would rise to 45.
A governor asked if the new building would be part of the newly-formed MAT. The Headteacher replied that it would but that the LA were happy with the solution as it was best for them to build on land already in
educational use.
A governor noted that relatively little had been said in the academy conversion discussion about the benefits to teaching and learning but that this proposal to house upper primary children on Millthorpe’s site could offer
innovative ways of teaching and learning which would be worth exploring. The Headteacher agreed that the partnership would certainly be strengthened.
A governor questioned if the other South Bank primary schools would be concerned about the proposal. The
Headteacher concurred that this might be the case but that all the school’s partnerships were important, including that with the LA.
A governor asked if the school had the capacity to include Year 6 children in the curriculum. Tim Gillbanks
responded that there were many established links with the local primary schools. A governor queried if the links with Year 6 children would be events based or curriculum based. The Headteacher outlined the opportunities for working with Year 6 pupils in the summer term when the Year 11 pupils had left the school. Tim Gillbanks expressed a view that Millthorpe teachers would be able to have more involvement at primary
level. A governor noted that the proposal could also be good for Millthorpe pupils’ development.
The Headteacher explained that the feasibility study into the proposed new building would take at least four weeks. The LA would need to be sure that they could fund it. It was an appropriate time for governors to be
involved.
Governors unanimously agreed to set up a working group to oversee the proposal. Cllr Merrett, Bill Schofield and Martyn Pysanczyn agreed to be part of the working group. The Headteacher agreed to contact them Action once a response from the LA had been received. He highlighted that the LA’s “basic need” funding would not be enough to cover all the costs. Cllr Merrett added that there would be more flexibility in the LA’s capital budget as the land would be free. The Headteacher commented that if the MAT came to fruition, there might be funding available from the Education Funding Agency. He was hopeful that the LA and the MAT would work together. It was agreed that much would rest on the outcome of the election.
7 Policies for Review: 7.1) Child Protection
It was noted that the Child Protection Policy had fallen between two committees: Teaching & Learning and Achievement & Curriculum. Nicki Mitchell reported that some issues regarding systems and procedures, which impacted the Policy, had arisen from the recent disciplinary hearing and asked that the Policy should be brought to the next Full Governing Body Meeting having been reviewed at the Achievement & Curriculum Agenda A&C Committee. . The Child Protection Policy was unanimously adopted subject to its review at the next Achievement & Curriculum Committee meeting.
Jane Terrett reported that at her recent link governor visit, the child protection procedures had been scrutinised.
Bill Schofield advised that governors should complete the online safer recruitment training. It was noted that
the cost was £30 per person. The Headteacher assured governors that this was a necessary cost that the school would bear. The Clerk agreed to investigate the possibility of making the safer recruitment training Action available to all governors at the school for a one-off cost.
7.2) Safeguarding It was unanimously agreed that this policy would be reviewed and adopted at the next Achievement & Agenda Curriculum Committee. A&C
8 Committee Reports
8.1) Achievement and Curriculum Committee a) Minutes from 14th January 2015 (previously distributed) The minutes from the meeting were received and noted.
Millthorpe 2015-03-25 FGB 4
8.2) Teaching and Learning Committee a) Minutes from 26th March 2015 (previously distributed) The minutes from the meeting were received and noted.
8.3) Finance and Staffing Committee a) Minutes from 4th February 2015 (previously distributed) The minutes from the meeting were received and noted.
8.4) School Development Committee a) Minutes from 21st January 2015 (previously distributed) The minutes from the meeting were received and noted.
The Chair stated that he had been very impressed with the high quality of the discussions that had taken place at all the committee meetings and expressed his thanks to the committee members and the clerk.
Items for Information 9 Budget Position 2015/16 The Headteacher tabled a paper entitled “Budget Position March 2015” and advised governors that the in-
year deficit was likely to be in the region of £200k, mainly due to a payment of £10k which had been made to Danesgate PRU. He explained that this particular cost was difficult to predict as it was determined by individual students’ behaviour. He noted that when students transferred into the school there was no associated extra funding. There had also been in increase in unplanned supply costs for staff absence which
had contributed to the deficit. It was noted that £10k constituted only 0.2% of the overall budget.
For 2015/16, the Headteacher advised that a recovery plan, before extra expenses, had been agreed with the LA. An in-year surplus was predicted but it would not be as much as previously hoped. A start budget
had not yet been finalised. The start budget would not take account of any possible extra funding associated with the academy conversion.
The Headteacher informed governors that whilst staffing needed to be reduced by 3.5 FTE teachers by
September, the school would need to employ another FTE English teacher and a part-time Geography specialist. He hoped that it would be possible to employ NQTs so that costs could be kept to a minimum.
A governor asked how the employment of NQTs would affect the experience available in the departments
affected. The Headteacher responded that there would still be a good balance of experience. He also noted that there would be a reduction in science technician staffing.
A governor questioned how this information related to the section on Staffing in the Headteacher’s report.
The Headteacher responded that the teacher of English who was leaving was 0.4 FTE but would need to be replaced by a full-time teacher. The vacancy for a teacher of design technology was a like for like replacement. The vacancy for a part-time Geography teacher had not been included in the report. He highlighted the work that Tim Gillbanks had done in creating a timetable which made extremely efficient use
of teacher time.
A governor expressed an opinion that he would not wish the school to acquire a reputation for only employing NQTs as this might negatively impact on the quality of staff applying for vacancies. The
Headteacher responded that 91% of the current staff were employed on the upper pay scale and that cost savings needed to be made. It was noted that NQTs could still be outstanding practitioners.
A governor queried what was being assumed in terms of funding for the budget. The Headteacher replied
that a freeze in pupil funding was written in to the budget as well as unfunded pay rises of 1% per annum for staff for the next four years. Cllr Merrett agreed to investigate the likely future scenarios for pupil funding. Action
Governors unanimously agreed to support the Headteacher in recruiting to fill the vacancies in the English and Geography departments.
10 Redundancy Consultation The Headteacher reported that he had met with a representative from the NASUWT in connection with the proposed redundancy and that teachers in the PE department had had the opportunity to meet with union representatives. He explained that if one of the teachers was offered another position then the redundancy process would be terminated; if not, then the redundancy would take effect from 31 August 2015. He was
Millthorpe 2015-03-25 FGB 5 hopeful that the LA would cover the redundancy cost but he informed governors that, as an academy, any redundancy costs would need to be borne by the school.
11 School Improvement Plan 2014/15 Version 12 (previously distributed) Governors received the latest version of the School Improvement Plan, including RAG rating, for information.
The Headteacher expressed a preference for the School Improvement Plan to be reviewed at committee level. He advised governors that they would need to RAG SP7 Continue to improve governance.
The Headteacher said that he was happy to take suggestions from governors on how to improve the process of reporting on the School Improvement Plan.
Governors briefly discussed SP7. It was agreed to hold another meeting of the Chair’s Forum which would Action be organised by the Chair.
Helen Thomas noted that the previously distributed Protocol for Governor Learning Visits was not the amended version that had been agreed at the Full Governing Body meeting of 10 December 2014. It was Action agreed that she would liaise with Lesley Buckley to ensure the amendments were actioned.
12 Chair’s Report Nothing further to report.
13 Governor Links and Visits to School (previously distributed) It was noted that some link reports had been submitted to committees.
The Headteacher reported that no “learning walks” had yet been organised and that requests should go to Lesley Buckley not the SLT as currently stated in the Protocol.
14 Any Other Business 14.1) Summer Fair Raffle
Nicki Mitchell informed governors that she had been asked by the Chair of the Friends of Millthorpe if the governing body would organise the prizes for the summer fair raffle. Governors discussed the amount of work involved and agreed that it would be preferable to ask parents to contribute. The Headteacher agreed Action to send out an email on the Chair of the Friends’ behalf.
14.2) School Uniform The Headteacher informed governors that while pupils looked very smart in the new school uniform, there was an ongoing problem with girls’ trousers. He wanted to give parents an early warning to enable them to buy more suitable trousers for September. The Chair agreed that, as school uniform was a matter for
governors to decide on, a clear amendment to the school uniform policy would be needed.
Governors unanimously agreed, on this occasion, to delegate authority to the School Development Committee to approve an amendment to the School Uniform Policy. Agenda SD
16 Confidentiality There were no items recorded as a separate, confidential minute.
17 Meeting Dates – all at 6.00pm Monday 13th July 2015
Meeting end time 8.00pm
______Mr Bob Sydes Date Signed Chair
Millthorpe 2015-03-25 FGB 6 Action Plan following the Meeting of the Full Governing Body on Wednesday 25th March 2015
Action Agenda Person Date
1. Circulate the latest tracking data. 4 Tim Gillbanks ASAP
Re: conversion to academy status, consider: information to be made available on the school’s Academy Conversion 2. website on 8 May 5 ASAP Working Group plans for the consultation process.
Cllr Merrett, Bill Set up a working group to oversee the proposal to make 3. 6 Schofield and Martyn ASAP Scarcroft a two-site primary using Millthorpe’s site. Pysanczyn Investigate the possibility of making the safer recruitment 4. training available to all governors for a one-off cost. 7.1 Clerk ASAP
5. Investigate the likely future scenarios for pupil funding. 9 Cllr Merrett ASAP
Organise a meeting of the Chair’s Forum to discuss SP7 of the 6. 11 Chair ASAP SIP.
Liaise with Lesley Buckley to ensure the amendments to the Protocol for Governor Learning Visits agreed at the Full 7. 11 Helen Thomas ASAP Governing Body meeting of 10 December 2014 are actioned.
Send out an email on behalf of the Chair of the Friends’ of Millthorpe School to request donations for the summer fair 8. 14 Headteacher ASAP raffle.
Ongoing or Future Actions
Invite governors to the SIP session with Staff and involve governors in the working groups
Hold earlier discussion with all governor before drafting the governance section of the SIP
Governors to visit assemblies and receive more information on the school’s collective worship/activities
Future Agenda Items . Learning Trust and Academy Conversion reports
Achievement and Curriculum Committee: . Child Protection Policy . Safeguarding Policy
School Development Committee: . School Uniform Policy
Millthorpe 2015-03-25 FGB 7 MILLTHORPE SCHOOL
Minutes of the Extra-Ordinary Meeting of the Board of Governors Held at the School on Tuesday 30th June 2015 at 6.00pm
Present: Mrs Helen Ainsworth Ms Nicola Mitchell Mr Trevor Burton (Headteacher) Mr Tim Moat Mrs Naomi Heaton Mr Martyn Pysanczyn Mr Don Henson Mr Bill Schofield Mr Tim Hooper Mr Bob Sydes (Chair) Ms Jenny Kent Mrs Jane Terrett Mrs Gillian Markland-Zuiderwijk
In Attendance: Ms Maxine Squire (Assistant Director, Education & Skills, CYC) Mr Adrian Shardlow (brownejacobson LLP) Mrs Barbara Kybett (Clerk)
Action 1 Apologies, Welcome, Any items for AOB and Declarations of Interest The Chair welcomed governors and thanked them for their attendance at the meeting. He introduced Maxine Squire and Adrian Shardlow. Adrian is advising the school on the legal aspects of conversion. Round the table introductions took place.
Apologies for absence were received from Katie Hurrell, Dave Merrett, Richard Newton and Helen Thomas.
There were no items of AOB and no declarations of interest.
2 Minutes of the Extra-ordinary Meeting held on 3rd March 2015 (previously distributed) The minutes were agreed as a true and accurate record of the meeting and were signed by the Chair.
3 Conversion to Academy Status – summary of the issues The Chair explained that the meeting had been specifically called to consider the results of the stakeholder
consultation on the proposal to convert Millthorpe School into a multi-academy trust (MAT).
He thanked governors for their engagement with the issues and the process and also expressed his gratitude to all the school staff, parents, carers and students who had contributed to the consultation process.
He outlined the background to the governors’ decision to begin the consultation process on academy conversion and congratulated the Headteacher and the project team on the exemplary execution of this stakeholder consultation.
He reminded governors that they had initially explored academisation in 2012 and a working party of governors recommended deferral of further discussions until 2013/14.
He drew governors’ attention to a number of issues which had arisen as a result of the consultation, the most important of which he summarised as the need to focus the debate around the ethos, vision and strategic direction of the school to become an outstanding provider of teaching and learning for the young people of South Bank for the foreseeable future. The question that he posed governors was therefore would conversion to academy status help with that aim and, if not, what might be the alternative routes.
4 Consultation and Assessment Process (consultation document previously distributed) Governors discussed at length the issue of a parental ballot which had also been the subject of a working group attended by governors and headteachers from all three schools. A number of questions had been raised including who would be allowed to vote in a parental ballot and how representative the turn out of voters would be, as well as would the ballot be part of the overall decision-making process or would the outcome of a ballot be the deciding factor.
Adrian Shardlow reported that Millthorpe’s consultation process was one of the most thorough that he had
Millthorpe 2015-06-30 FGB EO 1 seen. He highlighted the fact that many of the responses were questions rather than views. With regard to a parental ballot, he noted that this would only represent a limited stakeholder view and would exclude the views of staff and students. He agreed that, whilst governors should listen to all the views expressed, it was their prerogative to make the decision.
Maxine Squire reported that the LA had been asked to become involved in the decision making process when several hundred postcards requesting a ballot had been received at the council offices. She had briefed the elected members of council on the advantages and disadvantages of a parental ballot, as some had been held in other LAs. She reported that a significant consideration in the Council's decision not to organise a ballot was that it would challenge the principles of school governance and that the LA were reluctant to do this. She reported in response to questions that the majority of the postcards were not sent by parents, but by other interested parties.
Adrian noted that information disseminated by the Anti-Academies Alliance was often not current and could therefore be incorrect.
The Chair asked the Headteacher if he had information on the number of parents who had engaged with the consultation process. The Headteacher responded that there had been between 2 and 6 attending each drop-in session with around 100 attending the first presentation and between 25 and 30 attending the second. He had also spoken to all staff in a large group, and organised a meeting with relevant unions for staff. A small number of staff and students used the drop-in sessions provided.
A governor reported that 32 emails and letters had been received expressing opposition to the possible conversion; one letter had 40 signatories, only a few of whom were parents.
A governor referred to the recent consultation on the new school uniform and asked if other governors were satisfied that stakeholders had been given every opportunity to express their views if a ballot was not to be offered to them. Another governor expressed the view that the academy issue being debated was much more complex. It was noted that governors had held a robust and in depth discussion regarding the new uniform in addition to the consultation process.
A staff governor reported that staff felt that they had had opportunity to express their views through a survey which they had been asked to complete. There was agreement amongst governors generally that a staff ballot was not necessary.
Governors were in agreement that the decision to convert to academy status could not be decided by a parental ballot as this would be an abdication of the responsibility of the governing body to determine the school’s direction.
The Chair noted that there had been some criticism that the decision to begin the process to convert to academy status had been rushed and asked governors for their views. A governor commented that a six week consultation process was longer than most other similar consultations. Another governor observed that lengthening the consultation period would not have engendered any more responses. Governors disagreed therefore that the process had been rushed.
The Chair asked governors if they felt that stakeholders had been provided with enough information. A governor reported that she had been informed that the consultation process had been flawed as it took place after application to convert had been completed. Adrian replied that this was a misunderstanding: the consultation process had to be completed before the academy order was signed, not before the application was made.
The Headteacher noted that the governing body would need to vote for or against converting to academy status before the funding agreement was completed and returned. He felt that the consultation process had been helpful and that all viewpoints had now been expressed.
The Chair summarised the discussion: the governing body was satisfied that the consultation process had allowed all stakeholders to engage and express their views in an appropriate timescale; the governing body agreed that no ballot would be held as it would contravene the principles of governance which its members were there to uphold.
5 Consideration of Alternative Models (report from Maxine Squire previously distributed) The Chair noted that the paper prepared in 2012 by Claire Antrobus, former school governor had looked at different models for partnerships between schools. He observed that the consultation process had raised
Millthorpe 2015-06-30 FGB EO 2 questions about the other models available and he had invited Maxine Squire to attend the meeting so that governors were able to make an informed decision.
Maxine highlighted the LAs support for partnership working between schools and more formally collaborative models, the latter needing a legal framework to be successful. She provided governors with some background: York was the sixth lowest funded LA but funding was limited whatever model schools chose to adopt. Over 80% of costs in maintained schools were due to staffing but the Education Funding Agency (EFA) recommended that staffing costs should form around 65% of expenditure. She advised governors that difficult financial decisions would need to be made whichever model was adopted by the school. Schools would need to work in genuine collaboration and this would entail some loss of independence; there would be a need to be more shared procurement and economies of scale. She emphasised that the education environment was changing rapidly. She noted that there were 800 schools which had been awarded academy orders but were still awaiting sponsors.
Maxine advised governors that they would need to be clear about which partnership model would best meet the school’s needs at present and in the future. They would need to plan for changes in senior leadership and must be convinced that their chosen model would improve teaching and learning. Maxine agreed with a governor that the school must consider what would happen if no action was taken. She noted that a decline in academic achievement could result in an enforced change of academy sponsor and warned governors not to view any model as a safe harbour from change.
Maxine gave examples of different types of collaborative models within York, including the Hob Moor Federation, the two multi-academy trusts already established and the South Cluster of York schools which was beginning to appoint to shared posts. She noted that the LA had supported the creation of the Ebor MAT. She asked governors to consider what benefits a MAT would bring to the school. She explained that the LA was committed to sharing information about the different models available to schools.
Adrian Shardlow agreed that the landscape in education was changing rapidly and said that he had been involved in setting up holding companies for groups of schools so that resources could be shared. He advised governors that within a MAT, each school would be responsible for the outcomes in the other schools.
A governor asked if there were costs involved in setting up holding companies when the schools were still maintained. Adrian agreed that there were. These would entail a few hundred pounds to set up and (if help was needed) to file annual accounts with Companies House.
A governor asked if, should the school decide to become part of a MAT, this would negatively impact on the LA as this had been a view expressed in the consultation process. Maxine responded that the LA was under considerable financial pressure and therefore the focus would be on their statutory obligations within education as set out by the 1996 Education Act although they were in a better financial position than many of their metropolitan and county neighbours. Under the 1996 Act, the LA was ultimately responsible for all schools in the city, academies as well as maintained schools.
A governor noted that some respondents to the consultation had been worried that, as an academy, the school would no longer receive funding for, or even admit, children with SEND. Governors were informed by the Headteacher and Maxine that this was not the case. Maxine assured governors that funding for the LAs statutory responsibilities to schools was ring-fenced.
The Chair encouraged governors to consider the federation model. A governor noted that schools joined in a federation were governed by a single headteacher and single governing body. Maxine noted that schools joined in a MAT were beginning to relinquish individual freedoms as this improved their collaborative working and aided succession planning. Adrian reported that many school federations were converting to MATs. He further noted that a centralised finance function in a MAT produced economies of scale. The Chair noted that an National Governors Association document on governance in federations reported that governors take a more strategic view when they have several schools to govern. Maxine agreed that there would be need to develop a view of the performance of the children across a federation of schools and that this would be the case in any similar collaborative model.
A governor asked Maxine if it was still the case that the LA was best placed to take advantage of economies of scale. Maxine agreed that some services were still offered to schools at cost rather than market prices but that this might change. The Headteacher added that schools had been at liberty to buy in services from other providers for some time whether they were maintained schools or academies.
Millthorpe 2015-06-30 FGB EO 3 A governor asked about the local primary schools that were not considering joining the MAT. Maxine commented that some parents were worried that their children were less likely to get a place at Millthorpe if they were not attending one of the primaries in the MAT. The Headteacher responded that the same conditions of entry to Millthorpe would be in place whether the school became an academy or not. Adrian observed that an academy order would now be issued for any school that had been judged inadequate by OfSTED, whether they were in agreement or not, and existing MATs would be asked to take these schools on if new sponsors were not available. A governor asked if Millthorpe would be forced to take on a failing school. The answer was no.
A governor commented that the only model with any extra funding attached was the MAT. Maxine agreed but noted that a budget would need to demonstrate that the extra £87 funding per pupil would cover the extra costs involved. It would be possible under several models to sell services and increase income in this way.
A governor asked which model had the best potential to grow or for others to join over a longer period of 10- 15 years. Maxine replied that it would depend on the way the model had been set up. The Headteacher added that another academy could join a MAT, or a maintained school could join once it had first converted to academy status.
A governor queried which structure would work best if a major problem occurred, for example, a prolonged absence of the headteacher. Maxine replied that it would not be the LA’s responsibility to solve such a problem but they would want to support any school in difficulties. Adrian drew attention to the new role of the Regional School Commissioner who was responsible for academies in their area. A governor asked if the headteachers within a MAT could cover each other’s roles in such a situation. The Headteacher agreed this would be possible with support from the SLT. He noted that this was one situation in which the school would be more vulnerable as part of a MAT rather than as a maintained school.
A governor asked if the school should consider working with other secondary schools in a MAT. The Headteacher responded that the risks would need to be assessed. A governor expressed his view that the attraction of the current proposal was the geographical proximity of the schools involved. Another governor observed that it was important to join with schools with a similar ethos. The Headteacher noted that school to school support was most successful when many schools were involved, not just those within the MAT.
The Chair expressed governors’ appreciation Maxine for her attendance and very helpful contribution.
(Maxine Squire left the meeting at 7.45pm)
6 Finance including deficit reduction, financing of MAT, disaster management and potential impact of new required posts (Financial Key Facts previously distributed) Tim Hooper, Chair of the Finance and Staffing Committee, drew governors’ attention to the Financial Key Facts document and highlighted the grant of £100,000 which would be available to the MAT to establish the trust. Adrian Shardlow reminded governors that the grant was earmarked for primary education and as such would only be awarded if the school formed a MAT with more than one primary school. The Headteacher commented that nevertheless the grant would allow the MAT to create the necessary infrastructure without any further cost to the school.
A governor commented that many respondents to the consultation had expressed the view that the school was applying to become an academy mainly for financial gain. The Headteacher felt that he had robustly dealt with this misconception and in response to requests for a 10-15 year budget plan, he had stated that the school had always maintained a three year budget plan which included a cost analysis for individual members of staff, and where Start Budgets were scrutinised and agreed by the governing body.
Tim Hooper agreed with the Headteacher that, having examined the data presented in the Financial Key Facts document, the school would not be worse off financially if it became an academy, and might be better off. The Headteacher noted that not all costs could be determined as the LA had not yet decided what it might charge academies for its traded services, a situation he found to be unsatisfactory.
The Chair asked how the deficit would be managed if the school became an academy. Adrian responded that the EFA would settle the deficit with the LA and would then recuperate the money from the school in instalments, as reductions in its grant. The Headteacher asked what the schedule of repayments might be. Adrian explained that the repayment details would be discussed and agreed with the school before the final agreement was signed. He noted that the EFA would be happy to approve the deficit if it had previously been licensed by the LA.
Millthorpe 2015-06-30 FGB EO 4
The Chair highlighted the estimated annual cost for insurance and asked how this figure compared with the current amount being spent. Tim replied that insurance was not currently paid. Adrian explained that the EFA offered insurance for academies at a cost of £25 per student which would be deducted from the grant should the school opt for it. The insurance was not risk based and was therefore a fixed cost. It would not, however, cover wear and tear, motor vehicles or overseas travel. The Headteacher added that in terms of disaster management, the school would be covered although immediate costs might have to be borne until the insurance reimbursement came through. Tim expressed the hope that should the school become an academy, the partnership with and support for all schools in York would continue. He emphasised that there might be more financial risk in being an academy and would therefore wish to see the deficit eradicated and a surplus created as soon as possible. The Headteacher noted that the budget forecast, which did not assume academy status, had the deficit repaid by 2018. He would then be hoping to create a budget surplus of around £100,000 per annum. Tim expressed his concern that the school might experience further financial difficulty in the event of frequent or prolonged staff absence but that this would be the same if the school were an academy or continued as a maintained school.
Adrian informed governors that the school would not be committed to the conversion to academy status until the Funding Agreement was signed and that a vote would be required before this took place. The resolve of the governing body of the school to convert to academy status would be followed by the resolve of the MAT Board of Tustees to sign the Agreement.
The Chair queried what extra costs might arise for new administrative staff posts which some respondents were concerned might be at the expense of teaching staff. The Headteacher replied that an Accounting Officer would need to be appointed but this could be one of the headteachers. There would almost certainly need to be a temporary appointment to get the procedures and processes of the MAT up and running. He explained that any post created at the level of the Trust Board would need to be funded from other income. There was also the potential to combine posts. In summary, the Headteacher did not foresee the creation of many new posts as the funding was not available to sustain them. He explained that the MAT accounts would need to be audited but that this extra expense had been accounted for in the estimated expenditure.
A governor asked about the costs of meeting the regulatory requirements of the Companies Act. Adrian replied that a School Business Manager could take on this task with extra training. Alternatively, a commercial organisation would charge £300 a year for this service. A governor queried if the School Business Manager had the capacity for the extra work associated with a MAT. The Headteacher noted that it was important to distinguish between start up and ongoing costs. In the medium term, there might be flexibility in the office staffing to accommodate the extra work. A governor added that in a MAT the work would be shared between all the schools.
A governor queried what would happen if the school ran up a large deficit in the future. Adrian warned that the EFA did not permit academies to budget for a deficit. Tim highlighted the need to maintain pupil numbers to protect against future deficits. The Headteacher advised that funds could be loaned between schools in a MAT. The Chair added that the Board of Trustees would oversee the financial situation in all of the MAT schools. A governor commented that the only safe course of action would be to maintain pupil numbers through excellent teaching and learning.
7 Governance including Memoranda of Understanding, Articles of Association, checks and balances, accountability and issue of Executive Headteacher (Academy Articles of Association document previously distributed) Governors were informed that an Executive Headteacher was not essential. The alternative was an Accounting Officer who would be appointed from amongst the trustees.
The Chair reminded governors of their volunteer status. He asked if they foresaw their workload increasing as a result of the school becoming part of a MAT and if they envisaged difficulties in recruiting to the governing body. A governor reported that a recent parent governor election at one of the primary schools involved in the MAT proposal had attracted several candidates. Another governor was hopeful that the engagement of the local community in the MAT consultation process might be harnessed in ways that would benefit the schools concerned.
Adrian explained that the MAT would have a small Board of trustees who would delegate to the governing bodies of the schools. A governor asked if a governor could also be a trustee. Adrian replied that they could. There would be 8 to 10 trustees who would be appointed by the members and the schools would make the decision about where the trustees were drawn from. He noted that neither members nor trustees could be paid.
Millthorpe 2015-06-30 FGB EO 5
A governor asked if academies were exempt from educations laws which applied to maintained schools. Adrian agreed and explained that academies were essentially independent schools but that obligations would be built into the Funding Agreement and therefore an academy would be contractually obliged to provide much the same service as a maintained school.
The Chair raised the issue of accountability as some respondents to the consultation had been concerned that the school would be less “democratic” as an academy with parents having no access to LA support, for example if they had a grievance to raise. The Headteacher responded that any grievances not dealt with to a parent’s satisfaction by the school or the governing body would be heard next by the Secretary of State, regardless of the status of the school.
Governors discussed briefly how the increase in parental interest in the school engendered by the consultation process might be channelled in a positive way.
A governor asked about the 125 year lease on the school’s land, specifically would there be a bar on selling it, if the school were to become an academy. Adrian replied that the school would be prohibited from selling any land or raising any funds on it without the permission of the DfE. The Chair queried how the building of a new school on the land might be dealt with. Adrian explained that the LA would lease the land to the school. There was a duty on the Secretary of State to consult academies on the use of land for “basic need”, that is, where more school places were needed.
8 Impact on Senior Leaders in the short and medium term The Chair asked the Headteacher what the impact of becoming an academy would be on the senior leadership team. The Headteacher stressed that all senior leaders were excited at the opportunities afforded by becoming a MAT. He himself was eager to deepen the working relationship with the other headteachers as well as the mutual support and development which this relationship would facilitate. He reminded governors that the LA’s school improvement partner had only been funded for working with the school for 3 days a year.
A governor questioned how the headteacher of a primary school might offer support in a secondary school context. The Headteacher responded that many of the skills of the role were transferable, particularly with respect to the management of staff. Each headteacher would also take responsibility for difficulties which might arise in any of the schools in the MAT. He conceded that the short term issues would be the most challenging, particularly if only one of the primary schools involved proceeded to join the MAT. He reported that staff were excited about the stronger links which would be created between the schools and viewed them as part of a wider enterprise to further strengthen teaching and learning. Concerns about increased workload had not arisen in this positive context. The Headteacher expressed the view that the consultation process had considerably increased senior leaders’ workload in the short term.
A staff governor noted that some parents who attended the breakfast time drop-in sessions had come specifically to express their support for staff.
A governor asked Adrian if, in his experience of other MATS, the £100,000 grant was used to cover set up costs. Adrian explained that as the grant was only for use by primary schools creating MAT chains, there was not generally much reliance on it. He explained that the initial £25,000 grant was available to cover initial costs of the conversion process. He agreed however that the grant of £100,000 could be used to cover set up costs if that was agreed by the schools involved.
9 Impact on Teaching and Learning in the short and medium term The Chair asked governors for their views. A governor commented that statistics were available to support any argument on this subject. The Chair observed that there was research which supported the view that partnerships between schools had a positive effect on teaching and learning. A governor felt that within the school teaching and learning would continue to improve but that becoming part of a MAT would significantly facilitate the transition from primary to secondary school which would then positively impact on results.
The Headteacher observed that teaching and learning depended on staff and that all staff could improve. As part of a MAT, all the schools would have more opportunity for succession planning, specifically in developing and retaining outstanding teachers, even headteachers, which would contribute towards raising attainment.
A governor commented that within a MAT, there would be an opportunity for greater understanding amongst staff in the primary and secondary phases.
Millthorpe 2015-06-30 FGB EO 6
A governor asked a staff governor if the school staff were excited about the possibility of joining a MAT. The staff governor agreed that in general this was the case.
10 Identification of key risks, likelihood and severity of impact The Chair observed that a detailed risk assessment could be completed as a subsequent action to a decision to proceed with the proposal.
A governor asked if the school should take legal advice independently from the other schools involved. Adrian replied that this was not usually necessary if the schools had agreed that they would work together.
A governor noted that many key risks had been discussed in previous items on the agenda.
Governors agreed to return to this issue at a later date.
11 Next Steps The Chair noted that the next extra-ordinary meeting of the full governing body was scheduled for 16th July 2015 when governors would vote on whether to continue the process to convert to academy status. He asked governors if they felt they had enough information to make a decision or whether further information was needed. He informed governors that the decision would be made by a simple majority, with the Chair having the casting vote, as detailed in the Governor’s Handbook.
Adrian Shardlow explained to governors that it was unnecessary to vote at this stage as another vote would be required once the Funding Agreement had been drawn up and all the other legal papers were in place.
Governors signalled their understanding of Adrian’s comments but agreed that it was necessary to be transparent regarding the school’s next steps and the decision making behind them. It was understood that such a vote would not bind the school to converting to academy status.
Governors agreed that they would vote on the next steps regardless of the outcome of the discussions at Scarcroft and Knavesmire Primary Schools.
Governors agreed that the vote would take place at the Full Governing Body meeting on 13th July 2015 as there was no need for further discussion. The extra-ordinary meeting scheduled for 16th July 2015 was cancelled.
Governors agreed to vote by secret ballot at the meeting on 13th July as follows: For: 5 Against: 5 Abstentions: 3 The Chair gave a casting vote in favour of a secret ballot.
The meeting closed at 9.25pm
______Mr Bob Sydes Date Signed Chair
Millthorpe 2015-06-30 FGB EO 7 This is submitted for the Governing Body of Millthorpe School for the meeting on Monday July 13. It should be circulated in advance as other papers.
Timing of Decision Making in relation to proceeding with conversion to a MAT
Process 1. At the EFGB on Tuesday 30 June a proposal was made to cancel the EFGB confirmed for 16 July on the basis that there was no more to discuss before a vote was held to decide whether to progress to conversion to a MAT. 2. The meeting was, of course, quorate. Four governors had given apologies for this meeting, a not insignificant minority. In the case of such a significant decision, the most major initiative we are ever likely to face, it would be appropriate to ensure all governors had the fullest opportunity to engage in the discussion rather than thinking this is a simple question of whether a meeting is quorate or not. This would provide evidence of the commitment of the Governing Body to give the matter in question the fullest consideration possible. 3. In my experience, time to reflect on points raised at a meeting as full and complex as the EFGB clearly was, is important, enabling reflection on implications and potential emergent points to be considered and discussed at the subsequent meeting on this MAT issue. This was, I believe the thinking behind two EFGB meetings. I did not envisage that the EFGB, called the ‘decision meeting’ would simply be a ballot and be over in a matter of minutes. 4. Placing the ballot on this huge question at the outset of the FGB is, in my view, inappropriate. We have been asked to focus on the ‘normal business of the school’ and not to let these things slip in the context of the MAT discussions. If discussion is not allowed, the process is compromised; if there is discussion, time for proper consideration of normal business will be limited which compromises the work of the governing body as a whole. 5. An informal clarification session offered to governors who were absent on 30 June does not provide an opportunity to discuss points emerging from the meeting.
Content 6. The minutes of the EFGB indicate that there were valuable and informative inputs from the lawyer and from Maxine Squire and that both visitors answered a number of questions. It is also clear from the minutes that the FGB agreed that there had been a sufficient consultation process with stakeholders. The purpose of the meeting, as stated in the minutes (3 paragraph 10), was “to consider the results of the stakeholder consultation on the proposal to convert Millthorpe School into a multi-academy gut (MAT),” rather than to consider whether the consultation had been sufficient The minutes do not give evidence of discussion between governors to reach a consensus of how the governing body feels it should ‘weigh’ the different views expressed in the consultation. The response to point raised about the decision to begin the process to convert to a MAT being rushed was that the consultation period had not been rushed. The consultation was part of the FGB’s deliberations. So the question as to whether the initial decision was rushed was not addressed, as far as the minutes show. 7. Consideration of alternative models. No mention is made of any discussion of Cooperative Trusts, which is a further model. The minutes are informative on the presentations made and the questions asked. Again there is no evidence of governor to governor discussion in helping towards the forming a view on the overall issue. 8. The minutes identify that the major consideration in the question as to whether to become a MAT or not is whether doing so will support the aim of Millthorpe becoming an outstanding school. The evidence, nationally, for the impact of Academy status on teaching and learning is neutral. What does appear to have a positive impact is collaboration. The argument, in this respect, in support of links with primary schools is clear. Collaboration within a MAT has been claimed to give a deeper level of collaboration with the primaries. This makes sense and evidence would support this view. It is not just transition from primary school that we need to focus on but also transition from year 11. Additionally, KS3 and KS4 will benefit from other partnerships which do not exist in the MAT proposal and according to view expressed, would not be as deep, and therefore as effective, as those within the MAT. When and where can these considerations be discussed? Proposal 9. In the light of the points made above, I propose that the FGB reconsiders the decision to cancel the EFGB scheduled for 16 July. In summary this would: • ensure that normal FGB business was not compromised • demonstrate the fullest level of deliberation by the FGB on this important issue • protect the FGB from any allegations of changing the process along the way and disenfranchising any of the governors.
Helen Thomas 9 July 2015 Millthorpe School Election of Chair and Vice Chair
Governors are invited to nominate or self nominate for the position of Chair and / or Vice Chair using the nomination form below, which should be returned to the Clerk by 12.00 noon on Monday 13th July 2015.
Governors employed at the School are NOT eligible to stand for these elections.
If the elections are contested, secret ballots must be held. Any Governor standing for election must withdraw from the meeting and not vote.
A 50% quorum is required to elect a Chair and Vice-Chair.
If no names are received before the meeting, nominations for Chair and Vice- Chair can be accepted at the meeting and the same procedure will be followed.
The appointment of Chair and Vice Chair will be for one year.
Millthorpe School
Nominations for Chair and Vice-Chair
If you wish to make a nomination for Chair and/or Vice-Chair of the Governing Body, please complete and return this form by Monday 13th July 2015.
Nomination for Chair: Name of Person to be nominated
Nomination for Vice Chair: Name of Person to be nominated
Signed:
Please return to: Barbara Kybett (Governor Support Officer) At: [email protected]
Or: Governor Support and Development Service, West Offices, Station Rise, York, YO1 6GA
Millthorpe Support for York School Improvement
Introduction School Improvement arrangements are changing substantially within York. As part of this, I am proposing that Millthorpe School steps forwards to offer its support in a practical way. This is to explain the current position and to seek support from Governors for the proposal. City of York model for School to School Support Starting immediately York has proposed a great reduction in its own team of advisory teachers and instead to fund two ventures based around York’s two Teaching School Alliances as follows: 1. The Ebor Teaching School Alliance (ETSA), led by Manor Church of England Academy, will manage school to school support within City of York. ETSA will appoint headteachers and other senior staff to lead teams who will support the schools most in need within York. These are the schools currently rated Ofsted Grade 3 (Requires Improvement). York has no grade 4 (Inadequate) schools at present. The funding available for this is around £226,000 for this financial year. 2. The Pathfinder Teaching School Alliance, led by Archbishop Holgate’s Academy, will run professional development training on behalf of City of York. This will include short courses to be held after school at subsidised rates. There will be opportunities for teachers to deliver as well as receive this training. Also included are subject network meetings and Pathfinder will appoint serving subject leaders to arrange and manage these York networks. We have already had appointed to this role Ruth Lingard (History network) and Mary Griffiths (Special Educational Needs and Disabilities network). The funding available for this is around £200,000 for this financial year. Canon Lee School Canon Lee has for some time been in difficulty. Its Ofsted grades have been: September 2005 Grade 3 – Satisfactory February 2009 Grade 2 – Good February 2012 Grade 3 – Satisfactory September 2013 Grade 3 – Requires Improvement A new headteacher was appointed in September 2012 following the retirement of the previous head, and that new headteacher left the school in December 2014. The school has since been led by one of the deputies as Acting Headteacher, although she was first appointed in September 2013 to her first deputy headship. The leadership is in need of support and needs increased capacity. From January 2015, Archbishop Holgate’s Academy gave considerable support to develop Teaching & Learning, but this stopped at Easter 2015. Support for the leadership was provided by the headteacher of the Danesgate Community on a two day per week contract, but this is now down to 1 day per week. The last full (Section 5) inspection has been followed up by monitoring (Section 8) inspections in November 2013 which suggested there had been effective improvement, and in December 2014 which suggested that improvements had not been sufficient. Results in 2013 were buoyant but in 2014 were poor. A new section 5 inspection could come at any point.
\\mill1\staff\burton\canon lee\millthorpe support for york school improvement.docx Page !1 of !3 15/06/2015 15:00 Considering the new City of York model for School to School working, I applied to support this in May. ETSA received only two applicants. Given there were no applications to lead this work with Canon Lee, I was offered the post of leading and after conferring with Bob, provisionally accepted. Details of the work proposed The proposed support being offered to Canon Lee consists of a team of senior leaders drawn from Millthorpe and Archbishop Holgate’s School. Trevor Burton will lead the team (1 day per week commitment); Helen O’Dowd will provide senior support for data management and curriculum (1 day per week); Matt Halifax will act as an additional full-time deputy head to improve leadership capacity. In addition, there is additional funding to support the development of good behaviour systems and to improve teaching in Humanities, Languages and Science.
Contribution Cost Millthorpe providing Trevor Burton as Team Leader, 1 day per week for a year £18,000 Archbishop Holgate’s providing Helen O’Dowd 1 day per week for a year £16,000 Archbishop Holgate’s providing Matt Halifax full time for a year £76,487 Millthorpe/Archbishops providing a variety of additional support £10,000
As you can see, there is a considerable investment in moving Canon Lee forward. Maxine Squire has written a draft commissioning plan and the authority will have a senior officer, John Thompson, quality assuring the work of the team. Why this is good for Millthorpe Millthorpe has made considerable improvement – it is important for our confidence in the City that we are now seen as leading school improvement rather than benefiting from or ignoring it. I would benefit considerably from working with other senior leaders in a new context and will bring back things of benefit to Millthorpe. The same will apply to those Millthorpe staff, particularly from Student Support, the Humanities, Languages & Science who would offer some support to Canon Lee. Millthorpe will receive £18,000 in income for Trevor Burton’s time, and some of the £10,000 for the involvement of other staff – welcome income. Some of this income should be used to create temporary posts to support senior leadership – this would help bolster the capacity of the SLT and allow development for our middle leaders. What the risks are Our capacity at Senior Leadership is still limited – Mr Butterworth is still on restricted duties following his surgery, and with me working effectively 4 days per week there is the chance that our planned school improvements may falter. There are also likely to be some difficulties in communication both for me and other staff when I am not in school. This risk would be mitigated by spending some of the income on temporary posts to support senior leadership.
I ask for Governors support in this proposal to put Millthorpe at the centre of York’s School to School support strategy.
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Millthorpe School
Headteacher’s Report to the Governing Body Monday 13 July 2015
M:\Leadership Group\HT_report\2014-2015\HT Report 2015-07-13.doc Page 1 of 13 Contents
1. General
2. Student numbers 2.1. Admissions and Leavers 2.2. Totals in each year group
3. Student progress 3.1. Progress grades – KPIs 3.2. Results of recent examinations
4. Student behaviour 4.1. Exclusions – figures & trends table 4.2. Exclusions – figures & trends graph 4.3. Commentary 4.4. General behaviour
5. Attendance & punctuality 5.1. Attendance – latest figures & trends 5.2. Punctuality – latest figures & trends
6. Staff issues 6.1. Resignations/Retirements/Maternity Leave 6.2. End of Contract 6.3. Appointments 6.4. Vacancies 6.5. Staff Welfare
7. Financial Summary
8. Complaints & Community Relations
9. School Events before the next meeting
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1 General
Since my last report, there has been considerable work carried out on the consultation over the MAT proposal. I am grateful to Governors for their support with the drop-in sessions for both parents and staff, and for their presence at the two presentation evenings.
Governors are also aware of the recent proposal for school-to-school support in York, which we will discuss in a separate item. This is a significant step for York and is a very different approach to the older model of maintaining a team of advisers to work with schools causing concern. The use of headteachers within the City has been tried before (notably to support Millthorpe) but it is now the default way of supporting schools. In addition the Professional Development offer from the Pathfinder Teaching School Alliance should be a very useful way of securing good value for money on training courses, and Millthorpe are involved in the delivery of these courses.
I hope Governors are aware of Millthorpe’s 3rd place in the national “Faraday Challenge” competition organised by the IET. Further details are at http://bit.ly/1rXWwPb . Millthorpe won £150 and much respect to get to the national finals under the guidance of our Science Technician, Maisie Crook.
Over the year, Millthorpe has organised 50 trips for learning outside of school. This demonstrates our commitment to learning outside the classroom. I am grateful to the many staff who manage the organisation of these trips. It is a challenge to manage such a large number of trips in times of austerity and we are reviewing how to make them as cost-effective as possible.
2 Student Numbers
2.1 Admissions and Leavers since November 2014
10 students have left Millthorpe School.
Year Leaving Date Destination 7 21 05 2015 Returning to Germany 8 27 03 2015 Barnsley Academy 9 21 01 2015 Danesgate 9 13 03 2015 Easingwold School 9 27 03 2015 Lady Lumley’s School 9 30 04 2015 Perth, Australia 9 03 07 2015 Huntington School 10 01 02 2015 Danesgate 10 03 03 2015 Fulford School 10 26 06 2015 Danesgate
M:\Leadership Group\HT_report\2014-2015\HT Report 2015-07-13.doc Page 3 of 13 14 new students have joined us.
Year Joining Date From 7 04 02 2015 Argentina 7 15 04 2015 Italy 7 15 04 2015 York Steiner School 7 16 04 2015 Bahamas 7 20 05 2015 Riyadh, Saudi Arabia 7 01 06 2015 Fulford School 7 08 06 2015 York High School 7 17 06 2015 Maltby Academy 7 22 06 2015 York Steiner School 8 01 06 2015 York High School 8 01 06 2015 York High School 9 05 05 2015 King’s School, Winchester 9 01 09 2015 Saudi Arabia 10 15 04 2015 Italy
2.2 Totals in each year group at 08.07.2015
Year Males Females Total
Year 7 98 97 195
Year 8 91 81 172
Year 9 103 96 199
Year 10 93 80 173
Year 11 108 87 195
Totals 493 441 934
NB: Above figures are for single registration students only. We currently have 0 main dual registered students. We have 2 subsidiary dual registered students and 2 guest students, for whom we receive no funding.
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3 Student Progress
3.1 Progress Grades Students on track to achieve 6 sub-levels progress between Y6 and Y9 as of July 2015 Cohort With KS2 End last year Autumn Summer Year 7 English 195 167 N/A 183 = 100% 184 = 96% Year 7 Maths 195 167 N/A 183 = 100% 182 = 97% Year 8 English 148 100 = 69% 144 = 88% 165 = 89% Year 8 Maths 172 148 121 = 83% 151 = 95% 158 = 91% Year 9 English 199 184 142 = 79% 129 = 64% 188 = 79% Year 9 Maths 199 184 166 = 93% 166 = 82% 185 = 88%
KS4 Indicators
Proportion of students predicted to gain 5A*-C inc Eng & Maths or better Y10 Y10 Y10 Y11 Y11 Y11 Target Result Autumn Spring Summer Autumn Spring Summer Y10 73% 69% 73% 71% Y11 71% 67% 68% 64% 63% 63%
Proportion of students predicted to make expected (3 levels) progress in English Y10 Y10 Y10 Y11 Y11 Y11 Target Result Autumn Spring Summer Autumn Spring Summer Y10 80% 82% 82% 80% Y11 80% 71% 72% 73% 71% 78%
Proportion of students predicted to make expected (3 levels) progress in Maths Y10 Y10 Y10 Y11 Y11 Y11 Target Result Autumn Spring Summer Autumn Spring Summer Y10 80% 84% 86% 86% Y11 80% 83% 88% 85% 77% 74%
3.2 Results of recent examinations
There are no recent examinations to report on.
M:\Leadership Group\HT_report\2014-2015\HT Report 2015-07-13.doc Page 5 of 13 4 Student Behaviour
4.1 Exclusions – figures & trends table
Term 7 8 9 10 11 Total 2011-12 Autumn 1 5 5 25 36 2011-12 Spring 5 4 9 3 21 2011-12 Summer 3 2 4 9 2011-12 Total 66 2012-13 Autumn 1 6 4 4 10 25 2012-13 Spring 3 1 7 5 6 22 2012-13 Summer 3 4 3 4 3 17 2012-13 Total 64 2013-14 Autumn 1 2 4 7 2013-14 Spring 5 2 11 2 20 2013-14 Summer 2 2 9 13 2013-14 Total 40 2014-15 Autumn 2 5 13 20 2014-15 Spring 1 8 7 4 20 2014-15 Summer 1 6 10 3 20 2014-15 Total 60 Grand Total 21 23 45 97 44 230
4.2 Exclusions – figures & trends graph
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4.3 Commentary
The Summer term usually sees a reduction in exclusions, but we have 10 exclusions this summer term with Year 10. The Summer term exclusions have been for a variety of reasons, but prominent among them are persistent disruptive behaviour (7), verbal abuse against an adult (5) and physical assault against a pupil (4).
4.4 General Behaviour
Detentions and isolations as a measure of disruption are running broadly at the same rates as 2013 which was a reduction from 2012-13
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5 Student Attendance & Punctuality
5.1 Attendance - latest figures & trends
WHOLE SCHOOL - percentage attendance
From 01.09.14 - 03.07.15 To 04.07.14 Total % Total % YEAR % AA % UA Total % Attend Attend Absence Year 7 96.5 2.9 0.6 3.5 96.9
Year 8 95.5 3.7 0.8 4.6 96.1
Year 9 94.8 4.2 1.0 5.2 95.2
Year 10 94.7 4.3 1.0 5.3 96.2
Years 7 – 10 95.4 3.8 0.8 4.6 96.1
Year 11 93.6 5.9 0.5 6.4 94.5
VULNERABLE GROUPS - percentage attendance
From 01.09.14 – 03.07.15 To 04.07.14
Total % Total % Total % Group % AA % UA Attend Absence Attend FSM 90.7 6.9 2.5 9.4 92.2 Statemented 96.9 2.5 0.6 3.1 95.0 SEN Support 90.9 8.2 1.8 10.0 Education Health Care Plan 96.9 3.1 0.0 3.1 Pupil Premium 89.9 8.0 2.1 10.1 92.1
5.2 Punctuality
YEAR % Lates to 03.07.15 % Lates to 04.07.14 Year 7 0.3 0.3 Year 8 0.9 0.7 Year 9 2.4 1.8 Year 10 3.2 2.1 Year 11 2.1 1.9 Whole School 1.8 1.4
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6 Staff Issues
6.1 Resignations/Retirements/Maternity Leave
Name Post Reason Leaving Annice Avey Teaching Assistant (TA2) Resignation 31 08 2015 Kathy Bowerman Administrator Resignation 31 08 2015 Anthony Bridge School Caretaker Resignation 01 05 2015 Janet Clark Teaching Assistant (TA3) Resignation 31 08 2015 Anna Domin-Boci Teaching Assistant (TA3) Maternity 02 11 2015 Robert Scales School Cleaner Dismissal 22 05 2015 Jackie Stevens Teaching Assistant (Higher Level) Resignation 31 08 2015 Hiedi Storey Senior Midday Supervisor Maternity 03 07 2015 Linda Thorp Teacher of Mathematics Resignation 31 08 2015 Elizabeth Watson Teacher of Design Technology Retirement 31 08 2015 Simon Walton Teacher of PE Redundancy 31 08 2015
6.2 End of Contract
Name Post Reason Leaving Brit Johannsen Foreign Language Assistant End of Contract 31 05 2015 Emilie Vachon Foreign Language Assistant End of Contract 31 05 2015
6.3 Appointments
6.3.1 External Name Post Arrival Charlotte Cambridge Apprentice School Administrative Officer 13 04 2015 Jocelyn Camm Teacher of Mathematics 01 09 2015 Greg Dunn Teacher of Design Technology 01 09 2015 Nel Shortland-Palmer Teacher of Geography 01 09 2015 Jessica Stott Teacher of English 01 09 2015 Christopher Corr School Cleaner 15 06 2015 Layla Everard School Cleaner 30 06 2015 Kay Vardy School Cleaner 06 07 2015 14 New Invigilators Examinations Invigilators (Casual) Various
6.3.2 Internal Name Post Start Date Maisie Crook Senior Science Technician 01 09 2015 Sara Bowland Lead Teacher 01 09 2015 Kirsty Burden Lead Teacher 01 09 2015 Craig Ferguson Lead Teacher 01 09 2015 David Mallen Lead Teacher 01 09 2015
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6.4 Vacancies
Post Interview Start Date Midday Supervisors ASAP
6.5 Staff Welfare
Staff agreed that wellbeing of both students and staff was an important area to develop next year. We are well on with plans to improve student wellbeing. For staff, we are working on smarter marking to reduce their workload without disadvantaging the effectiveness of feedback and we are planning to review reports with a view to reducing workload.
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7 Financial Summary
Budget Summary
These figures are taken from Period 2 Monitoring Report This reflects 16.7% of the financial year
Estimated Expected Start Budget Actual to Date Remaining Outturn Revenue Income £4,662,040 £4,319,363 £307,498 £4,626,861 Capital Income £19,407 £19,407 £0 £19,407 Total income £4,681,447 £4,338,770 £307,498 £4,646,268 Revenue expenditure £4,661,820 £783,453 £3,821,901 £4,605,354 Capital expenditure £19,133 £0 £19,133 £19,133 Total expenditure £4,680,953 £783,453 £3,841,034 £4,624,487 In year balance £494 £3,555,317 £21,781 Opening balance -£140,462 -£140,462 -£140,462 Cumulative balance -£139,968 £3,414,855 -£118,681 carried forward
Devolved Capital
This reflects the position as at 29 June 2015
£ 15/16 Allocation Devolved Capital £19,407 Brought forward from previous year -£274 Total income £19,133
Actual and planned commitments to date: £0
£19,133 Balance remaining
School Fund
This reflects the position as at 29 June 2015
The balance on the reserve account of the School Fund currently stands at £9,369.89
The balance on all accounts is £22,591.63
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8 Complaints and Community Relations Action?
We have had no formal complaints since the last Headteacher’s Report.
We had a very successful Summer Fair which raised nearly £900 and I am grateful to the Friends of Millthorpe School for organising this. Beyond the money raised, this was an opportunity for families from around the area to enjoy a sunny afternoon on our site and this is very helpful to the school. The Fair was opened by one of our new councillors, Johnny Hayes.
We are very pleased to have secured the help of volunteers from York Cares – a volunteering organisation which draws its volunteers from large York employers and from York University students. We will run two projects with their help aimed at improving student resilience. Scott Butterworth will oversee the projects which will be managed by Sue Cordell and Sarah Watts in school.
In terms of our local education community, Governors may be interested to know that over this year I have: Chaired the South Bank Cluster of 13 schools and attended the Cluster Chairs’ meetings Been a member of the Schools Forum which makes decisions relating to school funding (as one of the LA maintained secondary school reps) Sat on the York Learning Partnership Executive Sat on the Child and Adolescent Mental Health Service Steering Group Sat on the Skills & Employability committee of the York and North Yorkshire Local Enterprise Partnership as a schools representative
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9 School Events before the next meeting Action?
Date Event
13 07 2015 Sponsor Afternoon 13 07 2015 Full Governing Body meeting 6.00 pm 20 07 2015 Disaggregated Training Day 21 07 2015 Disaggregated Training Day 21 07 2015 End of Summer Term and Academic Year 07 09 2015 Training Day 08 09 2015 First teaching day in new Academic Year
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Millthorpe School
School Improvement Plan 2014-15 (Update 13, 7 July 2015)
We will become a Great school.
We will achieve this by a relentless focus on learning so all learners are supported and challenged to achieve their best.
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 1 of 17 Tuesday, 07 July 2015 School Improvement Plan 2014/15 - Summary We will become a Great school. We will achieve this by a relentless focus on learning so all learners are supported and challenged to achieve their best.
The grid reflects progress with actions, not the impact of those actions. Impact will be evaluated at the end of each action using impact on learner outcomes where available The first Full Board Meeting of each year will be reviewing the impact of the plan on student outcomes and whether the actions have been successful in achieving the strategic priorities.
Progress Strategic Priority Who 10.12.14 25.03.15 13.07.15 Impact
SP1: Improve teaching
a. We will establish a learning organisation; a culture of teacher review and further development JPB A A/G G G b. We will review and refine our Newly Qualified Teacher (NQT) programme. JPB G G G G c. We will establish a programme for Recently Qualified Teachers (RQTs) – see also SP4e & SP6d JPB A/G G G G d. We will increase the proportion of outstanding teaching in Millthorpe JPB A A G G e. We will review and refine homework and marking and feedback to make them even more effective JPB A A A/G A
SP2: Promote the highest levels of academic achievement
a. We will begin a programme to encourage our students to aspire to a university education. TJG R R G G b. We will encourage our teachers to explore how best to challenge our more able students. JPB R A A R c. We will establish destination information for as many of our past students as possible JTB A A A R d. We will establish high targets for academic achievement. JTB G G G A e. We will continue with KS3 catch-up, but review it to see if we can improve it. SXB G G G G f. We will work with all teachers to help them improve student literacy TRA A/G A/G A A g. We will ensure KS3 English curriculum anticipates and develops the skills students will need to be successful in 2017 terminal SXB A A G G examinations. h. We will adjust the entry strategies and curriculum plans for English Language and Literature in the light of the department’s review and SXB G G G G following 2014 results. i. We will visit other great schools and seek out improvements we can apply at Millthorpe. JTB R R R R
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SP3: Encourage the broad personal development of students
a. We will establish the Millthorpe Award to recognize non-academic development of students as a pilot in Y8 for 2014-15 SXB A R/A R R b. We will create a wide variety of leadership opportunities for students and increase the opportunities we take to find out about SXB A R/A R R students’ experiences of school. c. We will further refine Pastoral systems to ensure expectations of all students are clearly expressed and appropriately high. SXB A R/A G G
SP4: Develop brilliant leadership
a. We will clarify expectations of middle leaders. TRA A A/G G G b. We will provide more opportunities for Millthorpe leaders (and aspiring leaders) to exchange good practice. TRA A R G G c. We will streamline our quality assurance and departmental improvement procedures to make them even more effective TRA G G G G d. We will establish a programme for Aspiring Middle Leaders (AMLs) – see also SP1c & SP6d TRA A/G A/G G G
SP5: Improve our communications, both internal & external
a. We will improve provision of internal information to staff and students through electronic communications. ARC G G G b. We will make better use of our closed circuit TV system ARC R R R c. We will use Show My Homework to ensure parents & students always have access to the homework being set. JPB G G G d. We will develop an effective public relations strategy for Millthorpe ARC A G A e. We will review our reports to parents and improve them. TJG A A A f. We will celebrate the 30th Anniversary of Millthorpe School JTB R R R
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SP6: Engage with other institutions
a. We will work with York College on transition and on other joint learning projects TRA A/G A/G G G b. We will improve our knowledge of learning before and after Millthorpe JPB R/A A A A c. We will support the work of our KS2 partners in developing their computing curriculum. JTB A/G G G d. We will work with Archbishop Holgate’s and York High on our RQT & AML programmes – see also SP1c & SP4e - - - - G e. We will work to establish a Trust or Partnership Agreement with our partner primaries which can support work across the Cluster. JTB A/G A/G A
SP7: Continue to improve governance
a. We will ensure all our policies are up to date and we have a full review plan for the future Govs b. We will have a Governor training plan for the year Govs c. We will review and strengthen our link governor system Govs d. We will improve Governor communications with parents Govs
SP8: Manage our finances successfully while continuing to support learning
a. We will control staffing costs and make the workforce increasingly efficient ARC G G G b. We will explore opportunities for external investment in the development of the site ARC A A R c. We will seek efficiency savings across all areas of revenue expenditure ARC G A A d. We will review the school’s catering service prior to the expiry of the contract in July 2015 ARC R/A G G e. We will review the school budget to ensure all feasible options are considered in managing the deficit position until 2017 ARC A A A
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Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will establish a learning Each teacher to have a “Key Improvement Point” PM evidence from October 2015 Mid-year PM reviews Feb T&L G organisation; a culture of teacher (KIP) agreed in PM in October 2014. These to be shows significant progress made on 2015 & full PM reviews Oct review and further development the focus of their professional learning for the next each teacher’s KIP. 2015 year. JPB to organise Teacher Learning Communities Teachers’ records of professional Mid-year PM reviews Feb which group teachers for 30 hours of development learning show 30 hours, and their 2015 & full PM reviews Oct JPB and professional learning throughout the year on evaluation suggests the time was 2015 their KIP. well spent. All UPS teachers to be involved in supporting other At least 80% of UPS teachers Mid-year PM reviews Feb teachers’ development in some way. This to be involved in supporting others by 2015 & full PM reviews Oct planned for and recorded in mid-year PM review. Easter 2015. 2015 Possible activities involve leading sessions on NQT, RQT, AML programmes, or coaching other staff. b. We will strengthen and refine our JPB and LDW will review the NQT induction One page A4 review by end July ‘14 Review happened July ‘14 T&L G Newly Qualified Teacher programme and refine it for the 3 NQTs starting in New schedule by Sept ‘14 Schedule given out Sept ‘14 programme (NQT) JPB September. Evaluations by NQTs in January ’14 Evaluations carried out Jan & Current NQTs & RQTs involved in the review and in and July ’15 are positive. July ‘15 the new programme. c. We will establish a programme to JPB and TRA will liaise with Archbishop Holgate’s RQTs show improvements in their Check activities have taken T&L G further develop Recently School and York High to establish a programme for lesson observations as against their place at end of each term. Qualified Teachers (RQTs) RQTs (and AMLs) throughout 2014-15. Millthorpe previous year. Check on lesson observations SLT and senior HoDs will offer sessions as part of Evaluations by RQTs are positive at end of year. this training. and highlight improved teaching JPB and/or working methods. RQTs demonstrate greater understanding of different roles, responsibilities and career paths within school.
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 5 of 17 Tuesday, 07 July 2015 Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. d. We will increase the proportion Identify ‘experts’ in areas of the ‘Magnificent 7’ Experts identified by January 2015 JPB to monitor lesson T&L G of outstanding teaching in through lesson observations. Full participation in Training Day – observations throughout the Millthorpe Department meeting agenda’s feature standing all staff contributing to, and year. Feedback to SLT and item of ‘best practice’ linked to an area of the attending workshops delivering best Gov. Com termly. All staff to ‘Magnificent 7’. Other ‘experts’ from other practice. be observed by Easter 2015. departments may share/lead an item as a guest at Department meeting minutes JPB to identify experts and department meeting. evidence sharing of best practice build bank of best practice by Thematic ungraded observations of teaching and Resource bank of outstanding February ½ term 2015. (Fully learning to identify whole school Teaching and practice in place by June 2015 populated by Summer 2015) Learning foci. Shared ownership of Millthorpe Shared ownership of Develop the use of filming outstanding features of standard for teaching and learning. Millthorpe standard for JPB lessons linked to each area of the ‘Magnificent 7’ Proportion of formal lessons teaching and learning by all to develop a bank of examples available to 2014/15 judged as outstanding teachers by Summer term teachers (subject to pilot TLC) increases to 40% 2015. Training day planned as Millthorpe Teaching aned Paired Observation training to Learning Conference – a day sharing best practice take place with HoDs and SLT and teaching methods across the school line managers by January Set up a working group: ‘Good to Great’ to develop 2015. what outstanding teaching and learning looks like at MIllthorpe. Carry out paired observations with SLT and HoDs to develop observation and feedback techniques. e. We will review and refine Review Show My Homework pilot. Consult with Teachers feedback that SMHW is Teacher voice activity T&L A homework and marking and teachers following trial beneficial and supports them in conducted by February 2015. feedback to make them even JPB to carry out parent and student voice activity setting homework in line with the Audit of SMHW site to show more effective to ascertain views on homework, marking and school policy. quality, quantity and feedback. School policy in terms of quality, frequency across a cross JPB to audit volume and type of homework quantity and frequency of section of students (age and received by students across year groups, subjects homework is adhered to by all ability) takes place by January and ability ranges. departments/teachers. 2015. Review school policies on homework and marking Parents make use of the SMHW link Parental voice activity to and feedback. Re-visit this with all teaching staff. and value the site in helping them collect parent views of SMHW JPB Review the impact of ‘Flipped Learning’ with IMN to support their child in their by February 2015 and other teachers involved in the TLC. learning. Teach meet to take place Set up Assessment and Feedback working group to Homework completion rates Spring Summer term 2015. examine marking and feedback policy, including improve. Consistent marking and use of CIA and FBI. Marking and Feedback teach meet feedback evidenced in takes place to discuss and agree on scrutiny/teach meet event by effective approaches to feedback February ½ term. and student improvement of work, using CIA and FBI. Consistent approaches in place across school.
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Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will begin a programme to Identify students in KS4 who may benefit Groups identified by end October 2014 Students identified by end A&C G encourage our students to aspire from a university education but who are October 2014. to a university education. unlikely to apply. Identify students in KS4 who may benefit from applying to highly prestigious universities, but are unlikely to do so. Talks take place Talks take place by April 2015 TJG Arrange for speakers from at least two universities to speak to both of the above groups.
Arrange a trip to a suitable university for Trips gain sufficient interest to proceed and those currently unlikely to consider it. student evaluations are positive. Trip takes place before Easter. Arrange a trip to Oxford or Cambridge for those who may benefit. b. We will encourage our teachers RXL will work with a group of staff At least 3 masterclass type activities take RXL to check by Easter. T&L R to explore how best to challenge interested in establishing masterclass type place during the year. our more able students. JPB activities within Millthorpe Student evaluations are positive and teacher evaluations show how to develop this in the future. c. We will establish destination Write to York Sixth Forms in October Summary of outcomes by institution November 2014 A&C AR information for as many of our seeking post-18 destination data for ex- available by end November 2014. past students as possible Millthorpe students – contact them and see if they are interested in working with us in future. Establish an alumni database using contact Alumnus database established with current November 2014 JTB information from current Y11. Y11 data. Write to York Sixth Forms in October Summary of course destinations for 2014 November 2014 seeking information about which courses GCSE cohort available to departments by Millthorpe students are on – pass this on end November 2014 to departments for them to use in improvement planning. d. We will establish high targets for Future targets will begin by considering the Targets are seen as challenging but Dept targets agreed by end A&C GA academic achievement. achievement of the top 10% of comparable achievable by those involved. October 2014 JTB schools/departments. School targets agreed by end December 2014
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 7 of 17 Tuesday, 07 July 2015 Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. e. We will continue with KS3 catch- All students in Y7 significantly behind age- Progress made by students in numeracy Report back to SLT termly A&C G up, but review it to see if we can expected reading, spelling and maths and literacy interventions holds them in to improve it. identified by end September. Intervention learning in related subject areas. programme proceeds from then on. Similar programmes continue in Y8, and if necessary in Y9. SXB HoDs consulted about how to reduce the negative impact of withdrawal of these students from lessons. Students who have completed interventions continue to have progress tracked. f. We will work with all teachers to Give clear guidance about what all All teachers develop planning, resourcing Thematic drop-in observations T&L A help them improve student teachers should do to promote literacy and delivery of lessons to improve in each term literacy well, both in general and within their own students’ reading, speaking and writing in subject. their subject area Through fortnightly SpaG tests Have a whole-school SPaG focus for each Teachers report an improvement in and on-going assessing of fortnight of the school year. At the start of students’ SPaG during the year SpaG across the curriculum Week A, English will teach a particular
spelling or grammar rule; at the end of
TRA Week A, form tutors will use the same PP to reinforce the rule and the PP will be sent home with the school’s weekly e-mail to parents; at the end of Week B, form tutors will test the rule, using a quiz-style test provided by English. Departments will include literacy See Departmental Improvement Plans Approximately monthly development within their departmental improvement plans. g. We will ensure KS3 English Track back from requirements of new GCSE Dec 2014 plans in place for A&C G curriculum anticipates and to embed skills and content in Y7 and Y8 the Spring term Y7 to Y9. develops the skills students will curriculum. Easter 2015 plans in place for need to be successful in 2017 Assessment structure to reflect rigour of Summer term. terminal examinations. SXB KS4. July 2015 new plans in place Carry out needs assessment of English for the whole of KS3. teachers and provide training where necessary.
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 8 of 17 Tuesday, 07 July 2015 Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. h. We will adjust the entry EMA and SXB plan alternate routes for A&C G strategies and curriculum plans Language and Literature. for English Language and Regrouping following 2014 results allows a Literature in the light of the differentiated approach. department’s review and following 2014 results. Plan rigorous timetable of assessment to provide accurate tracking and coordinated SXB department response. Plan content of Y11 intervention groups to complement and secure mainstream English lessons. Following results, decide on entry strategy for 2014-15 academic year i. We will visit other great schools We will have visited at least two other By July 2015 we have made some December 2014 report A&C R and seek out improvements we schools by December 2014 improvements at whole school level or in July 2015 action can apply at Millthorpe. JTB After each one we will report back to HoDs English or Maths as a result of what we on what we found and what we could have found. apply j. We will continue to refine our Termly tracking meetings between HoD & Proportion of students under-achieving After each round of tracking A&C R/A KS3 & KS4 identification and SLT Line Managers steered by TJG at both reduces over time. via Governors’ data intervention systems. KS3 & KS4. dashboard. Identify a small number of students for List exists Updated after each tracking whole school intervention in Years 7-10. round. TJG Work with Pastoral Leaders including DoI Procedures begin In January 2015 and ADoI to develop a manageable intervention programme for Years 7 to 10 alongside the Y11 one and the KS3 catch- up programmes. k. We will develop a response to the English to amend their model this year. English report back January 2015 Recommendations available A&C A removal of national curriculum TJG SLT conduct research into other schools’ TJG keeps SLT up to date Easter 2015. levels. approaches l. We will pilot the use of three Work with XXX department to embed the Departmental evaluation is positive and Termly reports to SLT A&C G more PiXL strategies. use of UMS marksheets for KS4 achievement steady or rising. TJG monitoring. Departmental evaluation is positive and Use unseen mock exams for Y11 this year. achievement steady or rising. m. We will develop school systems TJG and JTB will ensure our data systems Achievement documents and online Report to Governors June A&C A for the new accountability TJG incorporate this as soon as possible and no tracking systems compliant by July 2015 2015 measures of 2016 later than Autumn 2015.
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 9 of 17 Tuesday, 07 July 2015 Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. n. We will achieve at least 80% for TJG to work with SXB, EMA, ITH to identify Students identified by December 2014 and Lists available Dec 2014 A&C R the Basics measure (at least a those Y10 who are at the boundary of the teahers aware in English & Maths. grade C in both English and Basics measure. TJG tracks these students. Maths) for current Y9 (the 2016 Subject level interventions will be put in cohort). (The 80% team) Interventions taking place from January place in 2014-15 to increase these 2015 in lessons. TJG students’ chances of gaining the Basics. Consider the need to intervention beyond the classroom. Planning for the 2015-16 intervention in Interventions identified for September Plan in place July 2015 English & Maths for the 80% team to be 2015 start complete by July 2015.
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Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will establish the Millthorpe Working Party begins in Nov 2014. Some means of Working Party established with November 2014 A&C R Award to recognize student and parent (governor?) involvement. means of parental and student non-academic development of Remit of group written by SLT. involvement. students as a pilot in Y8 for SXB Workable model established by December 2014. Report by December 2014 December 2014 2014-15 Some students begin the award this academic year. Launch in January with initial plans January 2015 for further development subject to success. b. We will create a wide variety of Consult with staff and students to create specific Opportunities for leadership and A&C R leadership opportunities for responsibilities for House Representatives (Paired collaboration are significantly students and increase the Reading Champions, EAL support, Welcoming increased. opportunities we take to find out Committee, Student Views etc). about students’ experiences of SXB Students go through rigorous process of selection As a consequence of the students’ House Representatives in school. and recruitment. House Representatives in place leadership, opportunities for place by January 2015. by January 2015. collaboration increase and students Create position of Heads of House; to be selected are more influential. Heads of House to be by January 2015. selected by January 2015. c. We will further refine Pastoral Review ways in which we reward, sanction, praise Increase opportunities to A&C G systems to ensure expectations and recognise students throughout the school. To intrinsically motivate. of all students are clearly what extent do our existing approaches intrinsically expressed and appropriately high. motivate and build independence? Review the language we use to communicate our SXB expectations of students’ attitudes. Following a review of the 2013-14 SIP, make further refinements to Pastoral systems to ensure demands on students are reasonable and lead to attitudes we want to encourage.
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Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will clarify expectations of Work with HoDs and others to develop up to date New job descriptions in place and End April 2015 T&L G middle leaders. job descriptions for HoDs and AHoDs. new Leadership Standards in place Develop brief but effective “Leadership Standards” TRA to be used alongside “Teaching Standards” during PM for 2015-16 for TLR holders. SXB to work with pastoral leaders to develop up to date job descriptions for DoA, DoI and ADoI. b. We will provide more Each HoD contributes to a seminar on a leadership Seminars take place and attendance End of each term T&L G opportunities for Millthorpe issue during School Improvement Group Meetings is reasonable leaders (and aspiring leaders) to of 04/03/2015 & 29/04/2015 aimed at dealing
exchange good practice. with a leadership issue e.g.
o Keeping on top of assessment
o Keeping staff in the loop TRA o Sharing and organisation of electronic resources o Parental Engagement Meeting proves worthwhile SIG on 24/6/2015 Each HoD will share the most successful aspects of department improvement work 2014-15 in the School Improvement Group meeting on 24/06/2015 c. We will streamline our quality New format Teaching + Learning Evaluation Produced June 2014 and reviewed Distributed June 2014 T&L G assurance and departmental written, reviewed in light of feedback from HODs July 2014 in light of feedback from improvement procedures to and updated by HODs and their SLT line managers HoDs. Updated regularly Sept 2014- make them even more effective throughout the year. July 2015 Through SLT weekly meetings. Fortnightly meetings between HoD and line Line Management meetings prove manager with HoD leading the planning of Quality useful in keeping SLT line manager Assurance/Departmental Improvement over the up to date and in helping HoD to year. Teaching + Learning Evaluation always up to evaluate QA and DI work accurately. date i.e. Achievement of Pupils, Quality of HOD is supported intelligently TRA Teaching, Quality of Curriculum & Quality of throughout the year. Leadership and Management self-assessed against Ofsted criteria and validated by SLT Manager throughout the year. Intervention review meetings will take place between Heads of Department and their SLT line manager after each round of pupil tracking. These will identify students making poor progress and discuss strategies the department are using to help.
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 12 of 17 Tuesday, 07 July 2015 Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. d. We will establish a programme TRA will liaise with Archbishop Holgate’s School AMLs make positive evaluations of TRA checks activities have T&L G for Aspiring Middle Leaders and York High to establish a programme for AMLs the programme. taken place at end of each (AMLs). (and RQTs) throughout 2014-15. term. HODs feedback to TRA TRA TRA will select Millthorpe staff for this programme As part of the programme, all AMLs on impact of AML and will contribute to its delivery. take on one significant contribution to DIP departmental leadership task which benefits their department.
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 13 of 17 Tuesday, 07 July 2015 SP5: Improve our communications, both internal & external
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will improve provision of ARC Use Sharepoint to develop accessible System in place for Dec 2014 System in place by Dec 2014 SD G internal information to staff and intranet style facilities for both audiences, students through electronic which include bulletins that can be easily communications. updated by all staff and centrally updated information such as calendars. b. We will make better use of our ARC Re-configure system so that it is easier for Students begin to talk about and use the Survey Dec 2014 & April 2015 SD R closed circuit TV system school to define and control content screens Content to include: o Key school messages changed weekly o Room changes displayed throughout the day o Extra-curricular clubs on today Establish a group of student TV managers under the guidance of BJB to generate and broadcast celebratory messages/images and other student-driven content to be updated on a regular basis c. We will use Show My Homework JPB Subject to a successful trial in June/July Completion of homework improves. Trial monitored July 2014 T&L G to ensure parents & students 2014 followed by decision. always have access to the If it proceeds, survey of staff, homework being set. students & parents in January 2015 d. We will develop an effective ARC A working group including governors will PR strategy exists by November 2014 S&C meeting Dec 2014 SD A public relations strategy for identify what we do well and what needs onward. Millthorpe improving. As a result, we will identify actions and responsibilities in this plan. e. We will review our reports to TJG Convene a group of staff to review reports Group convened By Sept 2014 A&C A parents and improve them. – include parents & governors. Propose an improved model and consult Proposal made By April 2015 upon it. Implement. New system in place For Autumn 2015 f. We will celebrate the 30th JTB Identify a committee of governors, FoMS Committee formed by end September 2014 Autumn term SD R Anniversary of Millthorpe School and staff who will work on this. Stage an anniversary event in the Summer Event successful July 2015 of 2015. Stage a series of small events throughout At least 3 smaller events Termly reports to SD the academic year. Re-connect with our alumni. At least 100 alumni in contact with us. Report to SD
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 14 of 17 Tuesday, 07 July 2015 SP6: Engage with other institutions
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will work with York College Each of eight departments will work with their Staff more aware of what happens Depts will report both directly on transition and on other joint counterparts on a different KS4-KS5 transition post-16. to TRA and via Line learning projects project. Students more aware of Management meetings. SLT will provide a brief summary TRA In addition, Assistant Director of Inclusion will opportunities post-16. T&L G liaise to improve the transition of vulnerable of York College partnership Staff develop their understanding of work by June 2015. students. progression after GCSE and use this to improve the way they teach GCSE b. We will improve our knowledge All teachers to make a teaching & learning link At least 50 teachers make a link. PM documents suggest by end T&L Cover A of learning before and after with another institution to improve their At least 4 different primaries Oct ’14 each teacher’s plan. Millthorpe understanding of student progression. These involved. Reports from departments by links could be primary or Sixth Form, but may At least 6 departments involved with end January ‘15 also be education-business links. York College. Recorded in PM – mid-year The York College initiative and KS2 Computing Some significant improvement made reviews show it has happened project is part of this work. to Y7 teaching in a major subject. JPB Links could include observing primary lessons, work with York College, the RQT & AML programmes, helping other schools improve. Simple links could involve a lesson observation in upper primary or AS class. Deeper links will involve developing transition ideas or joint planning. This will be recorded in our mid-year PM reviews and we will need administrative support for it. c. We will support the work of our VXM will be freed up for one afternoon each Each school has a clear structure to Report back by December KS2 partners in developing their fortnight to support KS2 computing in its KS2 Computing curriculum. 2014 computing curriculum. JTB Knavesmire, Dringhouses and Copmanthorpe. Each primary coordinator reports Final report July 2015 SD G Each primary school will support this financially increased confidence in delivering with £500. the new curriculum. d. We will work with Archbishop See SP1c and SP4e Holgate’s and York High on our - - G RQT & AML programmes e. We will work to establish a Trust Identify the need which will be met. Needs and research completed by April or Partnership Agreement with Research how other Clusters work and what December 2014. our partner primaries which can JTB benefits a Trust model brings. Decision to enact the Trust (or not) SD A support work across the Cluster. If appropriate enact the Trust with LA help. by April 2015.
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Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will ensure all our policies are Review the policy register at the beginning Policy review plan exists for the first FGB 16 Oct 2014 CF up to date and we have a full of the school year and produce a work plan governing body meeting on 6 Oct 2014 review plan for the future Regularly check our progress on the policy Plan proceeds correctly Minutes of the Chairs’ Forum review plan at each Chairs’ Forum meeting Current state of policy register a standing item on Chairs’ Forum Item dealt with at each Chairs’ Forum meeting b. We will have a Governor training In September 2014 we will collate all the Plan exists by end of October 2014. Minutes of FGB 16 Oct 2014 CF plan for the year training opportunities offered by York and through online learning, and add any training we wish to commission by looking at any gaps in our skills.
Training to be a standing item in Item leads to discussion about impact of committees as well as FGB training on work of committees Publish list of training undertaken by each List exists and is circulated as part of FGB FGB Minutes Governor and update it continuously papers through the year c. We will review and strengthen We will establish a small group to review Report contains an evaluation with Report to Chairs’ Forum on 24 CF our link governor system the how well last year’s system worked recommendations for the future Nov 2014 and the impact it had on governance At each committee meeting we will plan Reports are done and they contribute to Minutes of committee which link governor visits will take place governors’ understanding of the school’s meetings. before the next meeting work and their scrutiny of the school’s At each committee meeting we will check plans & effectiveness. we have received reports on the planned visits
Members of T&L committee will work with Governors report on Governance Walk to Minutes of T&L Committee TRA in a pilot to conduct a “Governance be in each T&L meeting except the first in meetings Walk” once each half-term. Each one will September 2014. focus on a different aspect of the school’s work but SEN, English & Maths will be covered. Governor to contact TRA the previous half-term and TRA will make arrangements including suggesting a framework for the reporting of findings d. We will improve Governor We will produce a Governors Annual Report sent out, and some positive FGB meeting 13 July 2015 CF communications with parents Report to parents and send it out in the comments received. Summer term 2015
M:\Leadership Group\School_Improvement_Plan\2014-15\Millthorpe_School_Improvement_Plan_2014-15_update_13.doc Page 16 of 17 Tuesday, 07 July 2015 SP8: Manage our finances successfully while continuing to support learning
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will control staffing costs and ARC Review staffing structures whenever Workforce becomes more ‘efficient’ over Reports to Finance & Staffing F&S G make the workforce increasingly existing staff leave or change their working time, i.e. outcomes/standards are Committee efficient patterns maintained or improved with a less than Consult with Governors before any commensurate increase in staffing costs increase to overall staffing establishment (allowing for nationally negotiated pay Seek opportunities to fully utilise existing rises). staff b. We will explore opportunities for ARC Use Business Plan from Steve Wells At least one significant opportunity is Reports to Finance & Staffing SD R external investment in the Associates to begin seeking funding to identified and progressed Committee development of the site develop sporting facilities c. We will seek efficiency savings ARC Reduce spend by increasing efficiency, Revenue expenditure (non-staffing) is Monitoring reports F&S A across all areas of revenue offsetting costs with income (e.g. from reduced by at least £50k compared with expenditure voluntary contributions or sponsorship) or 2013/14 postponing non-essential activities d. We will review the school’s ARC Conduct an options appraisal in advance of The most beneficial service, in terms of Reports to Finance & Staffing F&S G catering service prior to the the end of the current contract in July 2015 both cost and quality, is secured in time for Committee expiry of the contract in July 2015 Bring a fully considered proposal to July 2015 Governors Collaborate with Canon Lee and All Saints on the appraisal and procurement processes e. We will review the school budget ARC Create a focus group to consider feasible Deficit is being reduced in line with plan Reports to F&S committee F&S A to ensure all feasible options are options and fully repaid by April 2018 meetings considered in managing the Create a proposal to CYC re: current deficit deficit position until 2017 and long term vision/plans Review internal processes to ensure efficiencies are being achieved
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Millthorpe School
School Improvement Plan 2015-16
We will become a Great school.
We will achieve this by a relentless focus on learning so all learners are supported and challenged to achieve their best.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 1 of 12 Wednesday, 08 July 2015 School Improvement Plan 2015/16 - Summary We will become a Great school. We will achieve this by a relentless focus on learning so all learners are supported and challenged to achieve their best.
The grid reflects progress with actions, not the impact of those actions. Impact will be evaluated at the end of each action using impact on learner outcomes where available The first Full Board Meeting of each year will be reviewing the impact of the plan on student outcomes and whether the actions have been successful in achieving the strategic priorities.
Progress Strategic Priority Who 11.12.15 25.03.16 15.07.16 Impact
SP1: Improve teaching
a. We will develop the resilience of students in order to improve their progress in lessons. JPB b. We will direct Lead Teachers to support developments in Teaching and Learning prioritised by HoDs in the DIP. JPB c. We will concisely describe the features of ‘good’ and ‘great’ lessons so that feedback encourages improvements in teaching that are JPB recognised through our Quality Assurance procedures. d. We will improve literacy by sharing effective approaches to its teaching in key departments. TRA e. We will run Masterclasses which model successful approaches for teaching the most able. JPB
SP2: Adapt curriculum and assessment at KS3 and KS4 to prepare students effectively for new GCSEs
a. We will respond to the removal of levels at KS3 by planning to alter whole school tracking procedures so that the progress of students TJG is clear and underperformance addressed. b. We will learn from primary partners and embed examples of this good practice in our own approaches. JPB c. We will prepare for success at KS4 by developing essential skills throughout KS3. TRA d. We will prepare for success at KS4 by building on knowledge throughout KS3 and transferring what is essential into KS4. JPB e. We will subdivide 1-9 grades into fine levels so that progress of students at KS4 can be accurately tracked and adapt our systems to TJG comply with this. f. We will calendar pre-public examinations in Y10 and Y11 for E/M to objectively assess achievement and plan for progress. TJG g. We will effectively communicate changes to GCSEs so that students and parents/carers understand that success at the end of Y11 is JTB built on good progress throughout KS3 and KS4. h. We will adapt the format of reports to parents/carers. TJG
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i. We will improve how KS3 students prepare for examinations and suspend the timetable for two weeks when Y7, Y8 and Y9 have their TJG end of year exams. j. We will plan KS4 interventions to maximise our performance on accountability measures, including the basics and Progress 8. TJG
SP3: Smarter marking
a. We will lead a Working Group to challenge and influence the approaches taken by departments to the marking of students’ work, in TRA order to maximize impact on progress and reduce the marking workload in some departments. b. We will rewrite the Marking and Assessment Policy to reflect the approaches we wish to embed. TRA
SP4: Leadership Development
a. We will use our Millthorpe Leadership Standards as a framework for developing leadership skills in both TLR holders and non-TLR TRA holders. b. We will increase opportunities for HoDs to collaborate and share good practice. TRA c. We will provide development opportunities for our Middle Leaders to develop subject leadership at Canon Lee. JTB d. Using income from outreach work, we will create further opportunities for leadership within Millthorpe. JTB
SP5: Personal development of students
a. We will create rich personal development opportunities, valuing our students’ commitment to learning new skills and supporting SXB others. b. We will work in partnership with our local community to celebrate the values of our school and the broad achievements of students. SXB c. We will establish an influential and representative student body. SXB d. We will invest in the future of our students by securing Kite Mark accreditation for our Careers Programme. TJG
SP6: Wellbeing of students and staff
a. To support the wellbeing of our students, we will work with Petros and University of York to develop programmes of study that teach SXB the skills of resilience, interpersonal effectiveness, emotional regulation and mindfulness through our curriculum. b. We will draw on the expertise of cluster based PMHW to support the training of Student Support Officers in the DBT basic skills SXB training. c. We will rewrite the PSHE curriculum, drawing on the knowledge and skills of outside providers to ensure lessons support students in SXB making informed, positive choices.
SP7: Continue to improve governance
a.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 3 of 12 Wednesday, 08 July 2015 b. c. d.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 4 of 12 Wednesday, 08 July 2015 SP1: Improve teaching
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will develop the resilience of students in order to improve JPB their progress in lessons. b. We will direct Lead Teachers to support development in Teaching JPB and Learning prioritised by HoDs in the DIP. c. We will concisely describe the features of ‘good’ and ‘great’ lessons so that feedback encourages improvements in JPB teaching that are recognised through our Quality Assurance procedures. d. We will improve literacy by sharing effective approaches to JPB its teaching in key departments. e. We will run Masterclasses which model successful approaches for JPB teaching the most able.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 5 of 12 Wednesday, 08 July 2015 SP2: Adapt curriculum and assessment at KS3 and KS4 to prepare students effectively for new GCSEs
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will respond to the removal of levels at KS4 by planning to alter whole school tracking TJG procedures so that the progress of students is clear and underperformance addressed. b. We will learn from primary partners and embed examples of JPB this good practice in our own approaches. c. We will prepare for success at KS4 by developing essential skills TRA throughout KS3. d. We will prepare for success at KS4 by building on knowledge JPB throughout KS3 and transferring what is essential into KS4. e. We will subdivide 1-9 grades into fine levels so that progress of students at KS4 can be accurately TJG tracked and adapt our systems to comply with this. f. We will calendar pre-public examinations in Y10 and Y11 for E/M to objectively assess TJG achievement and plan for progress. g. We will effectively communicate changes to GCSEs so that students and parents/carers JTB understand that success at the end of Y11 is built on good progress throughout KS3 and KS4. h. We will adapt the format of TJG reports to parents/carers.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 6 of 12 Wednesday, 08 July 2015 Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. i. We will improve how KS3 students prepare for examinations and suspend the TJG timetable for two weeks when Y7, Y8 and Y9 have their end of year exams. j. We will plan KS4 interventions to maximise our performance on accountability measures, TJG including the basics and Progress 8.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 7 of 12 Wednesday, 08 July 2015 SP3: Smarter marking
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will lead a Working Group to challenge and influence the approaches taken by departments to the marking of TRA students’ work, in order to maximize impact on progress and reduce the marking workload in some departments. b. We will rewrite the Marking and Assessment Policy to reflect the TRA approaches we wish to embed.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 8 of 12 Wednesday, 08 July 2015 SP4: Leadership development
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will create rich personal development opportunities, valuing our students’ TRA commitment to learning new skills and supporting others. b. We will increase opportunities for HoDs to collaborate and share TRA good practice. c. We will provide development opportunities for our Middle JTB Leaders to develop subject leadership at Canon Lee. d. Using income from outreach work, we will create further JTB opportunities for leadership within Millthorpe.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 9 of 12 Wednesday, 08 July 2015 SP5: Personal development of students
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. We will create rich personal development opportunities, valuing our students’ SXB commitment to learning new skills and supporting others. b. We will work in partnership with our local community to celebrate SXB the values of our school and the broad achievements of students. c. We will establish an influential SXB and representative student body. d. We will invest in the future of our students by securing Kite Mark TJG accreditation for our Careers Programme.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 10 of 12 Wednesday, 08 July 2015 SP6: Wellbeing of students
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. To support the wellbeing of our students, we will work with Petros and University of York to develop programmes of study that teach the skills of resilience, SXB interpersonal effectiveness, emotional regulation and mindfulness through our curriculum. b. We will draw on the expertise of cluster based PMHW to support the training of Student Support SXB Officers in the DBT British Isles basic skills DBT training. c. We will rewrite the PSHE curriculum, drawing on the knowledge and skills of outside SXB providers to ensure lessons support students in making informed, positive choices.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 11 of 12 Wednesday, 08 July 2015 SP7: Continue to improve governance
Gov. Focus Who What we will do Successful if How/When monitored Cost RAG Com. a. b. c. d.
M:\Leadership Group\School_Improvement_Plan\2015-16\Millthorpe_School_Improvement_Plan_2015-16_ draft_01.doc Page 12 of 12 Wednesday, 08 July 2015 Millthorpe School Committee Membership 2015-16
Helen Ainsworth [email protected] Tim Hooper (Chair) [email protected]
Katie Hurrell [email protected]
Tim Moat [email protected] Martyn Pysanczyn [email protected] Bill Schofield [email protected] Bob Sydes [email protected] Helen Thomas [email protected] Attendee:
Trevor Burton (Headteacher) [email protected] Finance & & Finance Staffing Alex Collins (School Business Manager) [email protected] Sheila Sweeting (Bursar) [email protected] [email protected] Helen Ainsworth [email protected] Naomi Heaton [email protected] Katie Hurrell [email protected] Jenny Kent [email protected] Gillian Markland-Zuiderwijk [email protected]
Dave Merrett [email protected] & Curriculum & Nicki Mitchell (Chair) [email protected] Richard Newton [email protected] Jane Terrett [email protected] Attendees: Scott Butterworth (Deputy Headteacher) [email protected]
Achievement Tim Gillbanks (Deputy Headteacher) [email protected] [email protected] Naomi Heaton [email protected]
Don Henson [email protected] Nicki Mitchell [email protected] Richard Newton [email protected] Bill Schofield [email protected] Jane Terrett [email protected] Helen Thomas (Chair) [email protected] Attendees: Tania Andrle (Assistant Headteacher) [email protected] Teaching Learning & John Bates (Assistant Headteacher) [email protected] [email protected] Don Henson [email protected]
Tim Hooper [email protected]
Jenny Kent [email protected] Gillian Markland-Zuiderwijk [email protected] Dave Merrett [email protected] Tim Moat (Chair) [email protected] Martyn Pysanczyn [email protected] Development Attendees:
Trevor Burton (Headteacher) [email protected] School School Alex Collins (School Business Manager) [email protected] [email protected]
Millthorpe School Teachers’ Pay Policy
Adopted by Governors: Proposed for adoption in July 2015
Committee Link: Finance and Staffing
Review Timetable: 1 Year
Renewal Date: July 2016
SECTION 23 – SCHOOL PAY POLICY
Status of Policy
This policy was published by the Local Authority in September 2014 and recommended for adoption effective from 1st September 2014 and will be reviewed by the Local Authority in the Summer Term of 2015.
This policy has been revised by Millthorpe School to take account of the changes to teachers’ pay arrangements set out in the Schoolteachers’ Pay and Conditions Document 2015.
If you have any queries about the application of this policy / procedure, please contact your designated HR Advisor.
Millthorpe School Governing Body has adapted parts of this policy to meet its own specific requirements. These are shown with a thick bar in the margins.
This policy and procedure should be applied in accordance with the aims of the Council’s Equalities Policy Statement.
National Conditions with elements which are locally determined. (Contact – Lisa Pannit, Assistant HR Business Partner)
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Contents
Page 3 Introduction
Page 4 School Pay Policy – Basic Principles
Page 5 Leadership Group Pay
Page 7 Classroom teachers’ Pay – Main Pay Range
Page 11 Progression to Upper Pay Range (Threshold Applications)
Page 13 Classroom teachers’ Pay – Upper pay Range
Page 15 Leading Practitioner Posts
Page 17 Unqualified teachers
Page 21 Allowances and Other Payments (Including TLRs, SEN, and Recruitment & Retention.)
Page 25 Support Staff
Page 27 Appeals
Appendix 1 Terms of Reference for Governors’ Pay Committee
Appendix 2 Terms of Reference for Governors’ Pay Appeals Committee
Appendix 3 Pay Points Tables
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Introduction
The Schoolteachers’ Pay and Conditions Document (the Document) places a statutory duty on schools to have a pay policy in place which sets out the basis on which they determine teachers’ pay, and to establish procedures for determining appeals. This should ensure fair and equitable treatment for all teachers and minimise the prospect of disputes and legal challenge of pay decisions.
Schools, when taking pay decisions, must have regard both to their pay policy, the staffing structure, and all procedures regarding support staff pay. A copy of the staffing structure should be attached to the pay policy.
The Governing Body of the school will seek to ensure that all teaching and support staff are valued and receive proper recognition for their work and contribution to school life.
All pay related decisions will be taken in compliance with the provisions of The Equality Act 2010, The Employment Rights Act 1996, The Employment Relations Act 1999, The Employment Act 2002, The Employment Act 2008, The Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000, The Fixed Term Employees’ (Prevention of Less Favourable Treatment) Regulations 2002, all as amended.
The policy should be reviewed each year, or when other changes occur to the School teachers’ Pay and Conditions Document, to ensure that it reflects the latest legal position. The pay policy should comply with the current School teachers’ Pay and Conditions Document and the accompanying statutory guidance. It should be used in conjunction with them, but, in the event of any inadvertent contradictions, the Document and guidance take precedence.
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SCHOOL PAY POLICY FOR 1 SEPTEMBER 2014 TO 31 AUGUST 2015
Basic Principles
The Governing Body of MILLTHORPE SCHOOL will pay teachers in accordance with this pay policy and the relevant School teachers’ Pay and Conditions Document, (the Document) and all relevant local agreements. Support staff will be paid using the recommended pay scales for local authority staff and in accordance with their national conditions of service and all relevant local agreements.
Annual determination of pay
From September the Governing Body will set the pay scale for teachers main pay range and upper pay range teachers in line with the minimum and maximum of the pay range and the Pay Review Committee will use the reference points detailed in the Pay Policy (and the Document) when making pay determinations.
All teaching staff salaries, including those of the headteacher, deputy headteacher(s) and assistant headteacher(s) will be reviewed annually to take effect from 1 September. The Governing Body will endeavour to complete teachers’ annual pay reviews by 31 October and the headteacher’s annual pay review by 31 December. They will, however, complete the process without undue delay and any changes in pay will be backdated accordingly.
Decisions about teachers’ pay progression are now linked to performance. The first annual performance-related progression pay increases are made from September 2014. Revised arrangements for determining the pay of school leaders also comes into force with effect from 1 September 2014.
September 2014 pay award
A 1% uplift has been applied to the statutory minima and maxima of all pay ranges in the national pay framework, including allowances as per the Document. It is discretionary to the school as to whether or not to apply the 1% uplift to the pay reference points between the minimum and maximum of each pay range. The Governing Body of MILLTHORPE SCHOOL will apply the 1% pay uplift from September 2014 to all pay reference points in all pay ranges, including allowances.
Salary ranges
The Document sets out a minima and maxima for each pay range for all teaching staff. It is discretionary to each school to agree the pay points between the minimum and maximum of each pay range.
The Governing Body of MILLTHORPE SCHOOL has set spine points within each pay range from September 2015 and these are published in the Appendix.
Notification of pay determination
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Decisions will be communicated to each member of staff by the headteacher in writing and will set out the reasons why decisions have been taken. Decisions on the pay of the headteacher will be communicated by the Pay Review Committee, in writing.
Pay statements will be given to teachers as part of their regular review process, or when other pay increases are taken.
LEADERSHIP GROUP PAY
New appointments to the Leadership Group
For appointments on or after 1 September 2014, the Governing Body must determine the pay range to be advertised and agree pay on appointment in accordance with the Document, and the Recruitment and Selection Procedures for Headteachers and members of the wider leadership team.
The Governing Body will adopt the following three-stage approach when setting the pay for new appointments to the headship and the wider leadership group.
There is no need to reassess the pay or allowances for existing headteachers or for the wider leadership group in September 2014. This includes those who were appointed to a leadership post prior to 1 September 2014 but who will not take up post until on or after that date. The pay for those in post will only need to be reviewed when there are significant changes to responsibilities.
The school may choose to review the pay of all of their leadership posts under the new arrangements if it is required to maintain consistency either with pay arrangements for new appointments to the leadership group made on or after 1 September 2014 or with pay arrangements for a member(s) of the leadership group whose responsibilities significantly change on or after that date.
The three-stage process offers governing bodies substantial flexibility to set pay at the level needed to attract headteachers and other members of the wider leadership team by systematically considering the circumstances of the role before advertising the post.
The three-stages are:
Stage 1 – Defining the role and determining the Headteacher group This stage should be used to define the job and identify the broad range as a provisional guide to determining an appropriate level of pay.
Stage 2 – Setting the indicative pay range At this stage governing bodies will need to consider the complexity and challenge of the role in the particular context of the school and make a judgement on pay in light of this.
Stage 3 – Deciding the starting salary and individual pay range
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The third stage is essentially about deciding on the starting salary for the individual who is to be offered the post.
The main pay range for the leadership group:
There are three pay ranges within the leadership group: the headteacher range, the deputy headteacher range and the assistant headteacher range. These are published in Appendix 3.
Headteacher pay range
the Governing Body must assign its school to a headteacher group whenever it proposes to appoint a new headteacher in accordance with the Document.
the Pay Review Committee must also re-determine the headteacher’s pay range if it becomes necessary to change the headteacher group (including where the headteacher becomes responsible and accountable for more than one school in a federation on a permanent basis).
the Pay Review Committee may also determine the headteacher’s pay range at any time if it is considered that it is necessary to reflect significant change in the responsibilities of the post.
the Pay Review Committee should not take into account the salary of the serving headteacher if it re-determines the headteacher’s pay range for a new appointment.
Deputy and Assistant Headteacher pay range
The Pay Review Committee should determine the pay range for deputy and assistant headteachers when it proposes to make new appointments, or where there is a significant change in the responsibilities of serving deputy or assistant headteachers. It should take account of the responsibilities and challenges of the post and whether the post is difficult to fill.
Determination of leadership pay ranges
The Governing Body must determine pay ranges for the headteacher and for deputy headteachers and assistant headteachers in accordance with the Document.
When determining an appropriate pay range, the Governing Body must take into account all of the permanent responsibilities of the role, any challenges that are specific to the role, and all other relevant considerations. In the case of a new appointment, the Governing Body must consider whether the requirements of the post and the extent to which the preferred candidate meets those requirements are such that if would be appropriate to set the starting salary above the minimum of the relevant headteacher group. The Governing Body must ensure that there is appropriate scope within the range to allow for performance related progress over time. When determining other leadership pay increases (other than the
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headteacher), pay recommendations will be made by the headteacher in line with those of other teaching staff.
Pay ranges for headteachers will not normally exceed the maximum of the headteacher group. However, the headteacher’s pay range (where determined on or after 1 September 2014) may exceed the maximum where the Pay Review Committee determines that circumstances specific to the role or candidate warrant a higher than normal payment. The Pay Review Committee must ensure that the maximum payments in relation to taking on temporary responsibilities or duties that are in addition to the post, does not exceed the maximum of the headteacher group by more than 25% other than in exceptional circumstances; in such circumstances, the governing body will seek external independent (from the Local Authority for a maintained school) advice providing such agreement and support its decision with a business case.
The maximum of the deputy or assistant headteacher’s pay range must not exceed the maximum of the headteacher group for the school, calculated in accordance with the Document. The pay range for a deputy or assistant headteacher should only overlap the headteacher’s pay range in exceptional circumstances.
Where the headteacher is appointed to be permanently responsible and accountable for more than one school, the Pay Review Committee should base the determination of the headteacher group on the total number of pupil units across all schools, which will give a group size for the federation in accordance with the Document.
Determination of temporary payments to Headteachers
The Pay Review Committee may determine that payments made to a headteacher for clearly temporary responsibilities or duties that are in addition to the post for which their salary has been determined. In each case the Pay Review Committee must not have previously taken such reason or circumstance into account when determining the headteacher’s pay range.
The total sum of the temporary payments made to a headteacher in any school year must not exceed 25% of the annual salary which is otherwise payable to the headteacher, and the total sum of salary and other payments made to a headteacher must not exceed 25% above the maximum of the headteachers group, except in wholly exceptional circumstances, as per the Document and in agreement with the Governing Body and must seek external advice (from the Local Authority for a maintained school) before producing a business case, seeking such agreement.
Pay progression for leadership group members
The Pay Review Committee must review annually whether or not to increase the salary of members of the leadership group who have completed a year of employment since the previous pay determination and, if it determines to do so, to what salary within the relevant pay range determined in accordance with the Document.
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The Pay Review Committee must decide how pay progression will be determined, subject to the following:
(a) pay progression must be related to the individual’s performance, as assessed through the school or authority’s appraisal arrangements in accordance with the 2012 Regulations in England;
(b) a recommendation on pay must be in writing as part of the individual’s appraisal report, and in making its decision the Pay Review Committee must have regard to this recommendation;
(c) where the individual is not subject to either the 2012 or 2011 Regulations, in order to reach a decision whether or not to award pay progression, the Pay Review Committee must seek to agree objectives with the individual relating school leadership and management and pupil progress and, in the absence of such agreement, must set objectives, and must appraise the performance of the individual taking account of those objectives;
(d) pay decisions must be clearly attributable to the performance of the individual;
(e) sustained high quality of performance having regard to results of the most recent appraisal carried out in accordance with the 2012 or the 2011 Regulations or the objectives agreed, should give the individual an expectation of progression up the pay range;
(f) where in accordance with the provisions of an earlier Document, the Pay Review Committee has determined a pay range the maximum of which exceeds the highest salary payable under this Document, it must continue to pay any salary determined by reference to that pay range until such time as it reassesses the pay range for its leadership posts under the provisions of this Document.
Headteachers temporarily accountable for more than one school
Where there is a vacancy in the post of headteacher and it is not possible to appoint a deputy headteacher or another member of the teaching staff to take on the position of acting headteacher, a headteacher of another school may be appointed to be responsible and accountable for that school in addition to their continuing role as the headteacher of their own school.
The role should be regarded as an acting headship on a temporary basis for as long as arrangements are made for a permanent headteacher to be recruited or to make alternative permanent arrangements. There is an expectation that these temporary arrangements should be time-limited and subject to regular review and the maximum duration should be no longer than two years.
In such temporary arrangements a fixed-term variation of contract must be issued by the contracting employer. This will specify that the headteacher, in addition to their substantive post, is for a fixed period employed additionally as headteacher of the
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additional school(s). At the end of the fixed-term variation the headteacher will revert to their substantive post.
Where the arrangement for the headteacher is temporary, any adjustment to their pay is temporary, and any safeguarding provisions will not apply when the arrangements cease.
Extended Services
If the Local Authority approaches the school to take responsibility for the provision of a range of extended services on their site for children and young people from the area, and it is agreed by the headteacher and Governing Body to take on significant additional responsibility for which the headteacher is directly accountable to the Local Authority or the Children’s Trust and the headteacher is permanently appointed as headteacher at that school, the Governing Body has the discretion to take this into account when setting the headteacher’s pay range.
Any salary uplift should be proportionate to the level of responsibility and accountability being undertaken.
Where the headteacher has an interest in the quality of service that is co-located on the school’s site (e.g. a speech therapy centre) that helps the development of young people within the school or across a number of schools, but is not responsible or accountable for that service, this is part of the headteacher’s core responsibilities, and would therefore not be taken into account when setting the headteacher’s pay range.
Fixed term contracts
The Governing Body may appoint a headteacher on a fixed-term contract where it is determined that the circumstances of the school require it. In establishing such a contract the Governing Body should consider how reward should be structured and whether achievement of objectives should be assessed over a shorter or longer timescale than would normally be the case. In these circumstances the governing body will seek external advice (from the Local Authority for a maintained school).
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CLASSROOM TEACHERS
The Main Pay Range for a qualified teacher:
The pay reference points applicable to classroom teachers are published in Appendix 3.
A teacher on the main pay range must be paid such salary within the minimum and maximum of the main pay range as set out above.
Pay Determination for teachers from 1 September in each academic year
Pay Reviews
From 1 September in each academic year each teacher will have their pay reviewed by the Pay Review Committee. This committee will be made up of 3 non-staff members of the Governing Body and these Governors will be separate from those that serve on the school’s Pay Appeals Committee. The Pay Review Committee will make decisions on teachers’ pay based on this pay policy and the school’s teacher Appraisal Policy. It is therefore important that this policy is read in conjunction with the school’s Appraisal Policy.
The Pay Review Committee will:
receive recommendations and advice on pay progression for each teacher from the headteacher. (NB. The headteacher will also act as moderator of pay recommendations where teacher appraisals, and hence individual pay recommendations, are conducted by staff other than the headteacher);
make decisions on pay progression for each teacher that are clearly attributable to the performance of the teacher in question, with decisions being rooted and justifiable in evidence;
ensure that arrangements are made for all teachers to be provided with a written statement from the headteacher setting out their salary and any other financial benefits to which they are entitled.
In this school, the Pay Committee will examine in detail each pay recommendation that would lead to:
an accelerated increase beyond 1 full point; no increase in pay.
In addition the Pay Committee will examine in detail each pay recommendation where the Appraiser is the Headteacher.
For other pay recommendations where the Headteacher has acted as the moderator, the Pay Committee will examine in detail a 10% sample of recommendations.
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This sampling by the Pay committee and their detailed review of other recommendations will also serve as an equality impact assessment to ensure that there is no direct or indirect discrimination taking place in relation to pay determination.
Pay Progression
The main pay range for teachers has 6 full reference pay points (i.e. points M1 to M6 in the pay table set out at Appendix 3) which should be used as the normal reference for progression decisions.
No teacher will have their pay reduced.
Movement up the main pay range will normally be by one full point based on consideration of the following criteria:
assessment of performance against the Teachers’ Standards in accordance with the school’s Teacher Appraisal Policy;
assessment of teaching through observations in accordance with the school’s observation/monitoring protocol and teacher Appraisal Policy;
assessment of performance against their performance management / professional development objectives as determined within the schools teacher Appraisal Policy;
To warrant an increase in pay of one point, recommendations for pay progression should be based on evidence that shows:
the teacher has been assessed as having met the Teachers’ Standards. (NB. this includes the teacher having no *live disciplinary warnings and meeting the expectations of Part Two of the Teachers’ Standards entitled “Personal and Professional Conduct”);
the quality of their teaching over time has been assessed as ‘good’. The assessment of performance will be informed by a wide range of evidence including: pupil progress data, work in books and folders, observation of pupils’ learning in lessons. The evidence will include information from lesson observation carried out in accordance with the school’s observation protocol;
the teacher has met or made good progress towards their individual performance / professional development objectives.
Please note that the above arrangements apply equally to Newly Qualified Teachers in accordance with the Document and the Regulations covering NQTs specifically.
(* this refers to a warning under the disciplinary procedure that is or has been live during the year under review, in this regard the warning may have ended within the year under review or may still be live. There is no expectation that if a one year warning straddles two performance pay periods that it would apply to both pay
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reviews; it would only apply once. If for example a warning was issued in June 2014 for a year it would have been considered to be in place at the point of the pay review in September 2014 and may impact on pay progression. By September 2015 it would have lapsed; in such a case the action in relation to pay would have been determined at the first pay review after the warning had been issued and although the warning would, technically, have still been live during the second performance management period under review, it would not be counted twice for pay decision purposes).
See summary table below:
Assessment of Performance Linked to Pay Criterion Assessment Progression Teachers’ Standards Met If all 3 criteria met then Teaching Observations Good progress by 1 full point on Performance Management / Met / Good the main pay range Professional Development progress made Objectives
Accelerated Pay Progression.
If evidence shows that a teacher has exceptional performance, in line with the definitions in the school’s Teacher Appraisal policy, the Pay Committee will consider use of its discretion to award more than one full point, up to a maximum of 2 full points in one year.
No Pay Progression.
The Pay Committee will consider use of its discretion to award no progression up the pay range in the following circumstances:
Where evidence shows that a teacher’s performance has failed to meet, fully, the criteria set out in the table above, the Pay Committee will consider use of its discretion to award no progression. In such circumstances the Pay Committee will provide the reasons why the decision was made to award no pay progression.
Where the teacher’s performance is causing concern, or has, during the period under review, caused concern to the extent that action has been taken in accordance with the section of the school’s teacher Appraisal Policy entitled “Dealing with Concerns about a Teacher’s Performance” (Section 16).
Where the Teacher’s performance is being dealt with, or has, during the period under review been dealt with under the School’s formal Capability Procedure,
The Upper Pay Range:
The pay reference points applicable to the Upper Pay Range is published in Appendix 3.
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A teacher on the upper pay range must be paid such a salary within the minimum and maximum of the upper pay range published in the national schoolteacher pay and conditions document. In MILLTHORPE SCHOOL, payment will be made on one of the three points published in Appendix 3 as the pay review committee determines.
Pay determinations effective from 1 September in each academic year
The Pay Review Committee must pay a teacher on the upper pay range if:
the teacher is employed in a school as a post-threshold teacher, for as long as the teacher is so employed at the school without a break in the continuity of their employment;
the teacher applied to the school (it is the responsibility of individual teachers to decide whether or not to apply) to be paid on the upper pay range in accordance with the school’s application process (set out below), that application is successful, the teacher is still employed at the school and there has been no break in their continuity of employment, or;
the teacher was employed as a member of the leadership group in that school, has continued to be employed at that school without a break in the continuity of their employment, was first appointed as such on or after 1 September 2000, and occupied such a post or posts for an aggregate period of one year or more;
and the teacher will not be paid on the pay range for leading practitioners or as a member of the leadership group.
The Pay Review Committee may pay a teacher on the upper pay range if:
the teacher is defined as a “post-threshold teacher” but was not employed as a post-threshold teacher in MILLTHORPE SCHOOL or was employed in a post-threshold teacher in MILLTHORPE SCHOOL prior to a break in their continuity of employment;
the teacher applied to another education setting to be paid on the upper pay range in accordance with paragraph 15 of the Document, and that application process was successful;
the teacher was formerly paid on the pay range for leading practitioners; or
in the case of an unattached teacher, the teacher previously applied to be paid on the upper pay range (either to an educational setting or to an authority) and that application was successful.
Application to be paid on the upper pay range:
Qualified teachers may apply to be paid on the upper pay range at least once a year in line with the MILLTHORPE SCHOOL application process.
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In accordance with the 2014 Document, the school has the discretion to decide what application process shall be followed. The application process for MILLTHORPE SCHOOL is set out in detail below.
Each teacher may apply once each year. The application form (which will be found with our performance management documentation) must be submitted by 31 October to the headteacher. In the application form, the teacher must give evidence of how they have met the threshold standards indicated in the Performance Management documentation. Applicants are advised to use the two previous Performance Management Reviews in respect of this evidence.
The headteacher will assess the evidence, and may wish to discuss this with the applicant.
The headteacher will consider the application together with the current Performance Management review.
The headteacher will make a recommendation to the Pay Review Committee by 30 November, and inform the applicant of this recommendation in writing. The Pay Review Committee will receive the application and evidence together with the recommendation.
Teachers will receive written notification of the outcome of their application by 31 December. Where the application is unsuccessful, the written notification will include the areas where it was felt that the teacher’s performance did not satisfy the threshold standards used by MILLTHORPE SCHOOL.
If requested, oral feedback which will be provided by the assessor. Oral feedback will be given within 10 school working days of the date of notification of the outcome of the application. Feedback will be given in a positive and encouraging environment and will include advice and support on areas for improvement in order to meet the relevant criteria.
Successful applicants will move to the Upper Pay Range on 1 September, beginning on UPS1.
Unsuccessful applicants can appeal the decision. The appeals process is set out at the end of this pay policy.
The Pay Review Committee will make the final decision, advised by the headteacher.
The Pay Review Committee shall assess any such information received and make a determination, in line with the school’s pay policy, on whether the teacher meets the criteria set out below in the following paragraph. Where a teacher is subject to the 2011 or the 2012 Regulations, the Pay Review Committee shall have regard to the assessments and recommendations in the teacher’s appraisal reports under those regulations.
An application from a qualified teacher will be successful where the pay review committee is satisfied:
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(a) that the teacher is highly competent in all elements of the relevant standards; and
(b) that the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained. There must be evidence that the teacher has maintained the criteria set out above (and in accordance with the 2014 Document) to support successful progression to the upper pay range (see table below). In particular observations of teaching must have been consistently good to outstanding:
Criterion Description
Highly competent The teacher’s performance is assessed as having excellent depth and breadth of knowledge, skill and understanding of the teachers’ Standards in the particular role they are fulfilling and the context in which they are working.
Substantial The teacher’s achievements and contribution to the school are significant, not just in raising standards of teaching and learning in their own classroom, or with their own groups of children, but also in making a significant wider contribution to school improvement, which impacts on pupil progress and the effectiveness of staff and colleagues.
Sustained The teacher must have had two consecutive successful appraisal reports in this school and have made good progress towards their objectives during this period (*see exceptions). They will have been expected to have shown that their teaching expertise has grown over the relevant period and is consistently good to outstanding.
When considering an increase in a teacher’s pay on the Upper Pay Range, the Pay Review Committee’s decision will be clearly attributable to the performance of the individual teacher and able to be objectively justified, rooted in evidence.
Where it is clear that the evidence shows the teacher has made good progress, i.e. they continue to maintain the criteria set out above and have made good progress towards their objectives, the teacher will normally move to the next available point on the upper pay range.
Where it is clear from the evidence that the teacher’s performance is exceptional, in relation to the criteria set out above, and where the teacher has met or exceeded their objectives, the Pay Review Committee may use its discretion to decide on enhanced progression from the minimum to the maximum pay points of the Upper Pay Range.
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The Pay Review Committee will be advised by the headteacher in making all such decisions.
Other Applications to be paid on the Upper Pay Range.
All applications should include the results of appraisals under the Appraisal Regulations 2012, including any recommendations on pay. Where such information is not applicable or available, a written statement and summary of evidence designed to demonstrate that the applicant has met the assessment criteria must be submitted by the applicant.
Those teachers who have been absent, through sickness, disability or maternity, may cite written evidence from a 3 year period before the date of application, from this school and other schools, in support of their application.
Process:
One application per year may be submitted annually. The closing date for applications is normally 31 October each year for payment to be effective from 1 September of that same year; however, exceptions will be made in particular circumstances, e.g. those teachers who are on maternity leave or who are currently on sick leave. The process for applications is as follows:
teacher completes the school’s application form;
teacher submits the application form and supporting evidence to the headteacher by the cut-off date of 31 October.
the headteacher will assess the application, which will include a recommendation to the school’s Pay Review Committee.
the Pay Review Committee will make the final decision, advised by the headteacher;
teachers will receive written notification of the outcome of their application by 31 December. Where the application is unsuccessful, the written notification will include the areas where it was felt that the teacher’s performance did not satisfy the relevant criteria set out in this policy (see ‘Assessment’ below);
if requested, oral feedback which will be provided by the headteacher. Oral feedback will be given within 10 school working days of the date of notification of the outcome of the application. Feedback will be given in a positive and encouraging environment and will include advice and support on areas for improvement in order to meet the relevant criteria;
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successful applicants will move to the Upper Pay Range on 1 September, what level to progress to will be decided by the Pay Review Committee, based on the recommendation of the headteacher;
unsuccessful applicants can appeal the decision. The appeals process is set out at the end of this pay policy.
Assessment of Threshold Applications:
The teacher applying to be paid on the Upper Pay Range will be required to meet the criteria set out in the Document, namely that:
the teacher is highly competent in all elements of the relevant standards; and
the teacher’s achievements and contribution to the school are substantial and sustained.
In this school, this means:
Criterion Description
The teacher’s performance is assessed as having excellent depth and breadth of knowledge, skill and Highly competent understanding of the teachers’ Standards in the particular role they are fulfilling and the context in which they are working.
The teacher’s achievements and contribution to the school are significant, not just in raising standards of teaching and learning in their own classroom, or Substantial with their own groups of children, but also in making a significant wider contribution to school improvement, which impacts on pupil progress and the effectiveness of staff and colleagues.
The teacher must have had two consecutive successful appraisal reports in this school and have made good progress towards their objectives during Sustained this period (*see exceptions). They will have been expected to have shown that their teaching expertise has grown over the relevant period and is consistently good to outstanding.
Leading Practitioner Posts
Where the Governing Body decides to establish one or more leading practitioner posts on the school’s establishment, this will be done in accordance with the 2014 Document and the additional duties attributable to the post will be set out in the job description of the leading practitioner.
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In MILLTHORPE SCHOOL, currently there is no provision for use of a Leading Practitioner post and no pay scale has been established for one.
Unqualified teachers
The following categories of unqualified teachers are allowed by law: -
persons giving instruction in any art, skill, subject or group of subjects (including any form of vocational training) who have special qualifications and/or experience and where no suitable qualified teacher, graduate teacher, registered teacher or teacher on an employment-based teacher training scheme is available;
overseas trained teachers;
persons granted a licence under the provisions of Part II of Schedule 2 to the Education (teachers) Regulations 1993;
student teachers, teacher trainees who have yet to pass the skills test and those undertaking employment based teacher training leading to QTS; or
Assistant teachers at a nursery school or teachers of a nursery class, who were employed as teachers under the Education (teachers) Regulations 1982 before 1 September 1989.
The Unqualified Teachers Pay Range:
The pay reference points applicable to unqualified teachers are published in Appendix 3.
Pay Reviews
From 1 September each academic year each unqualified teacher will have their pay reviewed by the Pay Review Committee.
The Pay Review Committee will:
consider annually whether or not to increase the salary of teachers who have completed a year of employment since the previous annual pay determination, and if so, to what salary within the relevant pay range;
receive recommendations and advice on pay progression for each unqualified teacher from the headteacher. (NB. The headteacher will act as moderator of pay recommendations where unqualified teacher appraisals, and hence individual pay recommendations, are conducted by staff other than the headteacher);
make decisions on pay progression for each unqualified teacher that are clearly attributable to the performance of the unqualified teacher in question, with decisions being rooted and justifiable in evidence;
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ensure that arrangements are made for all unqualified teachers to be provided with a written statement setting out their salary and any other financial benefits to which they are entitled.
Pay Progression The unqualified teachers’ pay range includes 6 full pay reference points (i.e. points UQ1 to UQ 6 in the pay table set out above) which should be used as the normal reference for progression decisions. No unqualified teacher will have their pay reduced.
Movement up the main pay range will normally be by one full point based on consideration of the following criteria:
assessment of performance against the Teachers’ Standards;
assessment of teaching through observations in accordance with the school’s observation protocol;
assessment of performance against individual objectives as determined within the schools Teacher Appraisal Policy
To warrant an increase in pay of one point, recommendations for pay progression should be based on evidence that shows:
the teacher has been assessed as having met the Teachers’ Standards. (NB. this includes the teacher having no *live disciplinary warnings and meeting the expectations of Part Two of the Unqualified teachers’ Standards entitled “Personal and Professional Conduct”);
the quality of their teaching has been assessed through observation in accordance with the school’s observation/monitoring protocol as “good” as defined by Ofsted;
the unqualified teacher has met or, in appropriate circumstances, made good progress towards their individual performance objectives.
(* this refers to a warning under the disciplinary procedure that is or has been live during the year under review, in this regard the warning may have ended within the year under review or may still be live. There is no expectation that if a one year warning straddles two performance pay periods that it would apply to both pay reviews; it would only apply once. If for example a warning was issued in June 2014 for a year it would have been considered to be in pace at the point of the pay review in September 2014 and may impact on pay progression. By September 2015 it would have lapsed; in such a case the action in relation to pay would have been determined at the first pay review after the warning had been issued and although the warning would, have technically still been live during the second performance management period under review, it would not be counted twice for pay decision purposes).
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See summary table below:
Assessment of Performance Linked to Pay Criterion Assessment Progression Teachers’ Standards Met If all 3 criteria met then Quality of Teaching Good progress by 1 full point on Performance Management / Met / Good the main pay range Professional Development progress made
If evidence shows that a teacher has exceptional performance, in line with the definitions in the school’s Teacher Appraisal Policy, the Pay Review Committee will consider use of its discretion to award more than one full point, up to a maximum of 2 full points in one year.
If evidence shows that an unqualified teacher’s performance has failed to meet, fully, the criteria set out in the table above, the Pay Review Committee will consider use of its discretion to award no pay progression. In such circumstances the Pay Review Committee will provide the reasons why the decision was made to award no pay progression.
The Pay Review Committee will also consider use of its discretion to award no progression up the pay range in the following circumstances:
where the teacher’s performance is causing concern, or has, during the period under review, caused concern to the extent that action has been taken in accordance with the section of the school’s teacher Appraisal Policy entitled “Dealing with Concerns about a Teacher’s Performance” (Section 16);
where the Teacher’s performance is being dealt with, or has, during the period under review been dealt with under the School’s formal Capability Procedure.
Other Payments and Allowances Applicable to Teachers
Teaching and Learning Responsibility Payments (TLRs)
After consultation with all schools in York the following pattern of TLR payments has been established on the Council’s Payroll System and the Governors will apply the values provided in the table at Appendix 3 for posts it identifies in this school that warrant a TLR payment.
The requirement for a minimum differential of £1,500 between the value of the TLR payments paid to teachers on the same pay range within this school was removed in the 2014 STPC Document; however, in MILLTHORPE SCHOOL, the same points for TLR2 and TLR1 will be used.
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The Pay Review Committee may award a TLR to a classroom teacher in accordance with the Document. TLR 1 or 2 posts in this school are shown on the staffing structure and are for clearly defined and sustained additional responsibilities for the purpose of ensuring the continued delivery of high quality teaching and learning. All job descriptions will be regularly reviewed and will make clear, if applicable, the responsibility or package of responsibilities for which a TLR is awarded.
MILLTHORPE SCHOOL will consider awarding a TLR3 payment in circumstances where the school requires a teacher to take on additional responsibilities for clearly time-limited school improvement projects, or one-off externally driven responsibilities as set out in the Document. The Governing Body will set out in writing to any teacher appointed to such a post the duration of the fixed term, and the amount of the award that will be paid. The TLR 3 payments available in this school are as set out in the pay table at Appendix 3. NB. TLR3 payments are not subject to safeguarding.
Special Needs Allowance
Special Educational Needs (SEN) allowances are payable to teachers who spend most or a great deal of their time teaching pupils with statements of special educational needs. The criteria for how these payments are allocated changed from September 2010. An SEN allowance of no less than £2,043 and no more than £4,034 per annum is payable to a classroom teacher if that teacher:
is in any SEN post that requires a mandatory SEN qualification; (NB mandatory qualifications in this context are only those required specifically for teachers of visually impaired or hearing impaired pupils); is in a special school; teaches pupils in one or more designated special class or units in a school; is in any non-designated setting (including any PRU) that is equivalent to a designated special class or unit where the post
(i) involves a substantial element of working directly with children with special educational needs; (ii) requires the exercise of their professional skills and judgement in the teaching of children with special needs; and (iii) has a greater level of involvement in the teaching of children with special educational needs than is the normal requirement of teachers throughout the school or unit.
Where the allowance is payable the school will determine the spot value of the allowance for each relevant teacher taking in to consideration the structure of the SEN provision and the following factors:
whether any mandatory qualifications are required for the post; the qualifications and expertise of the teacher relevant to the post; and the relative demands of the post.
Allowance payable to unqualified teachers
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The Pay Review Committee may determine that such additional allowance as it considers appropriate is to be paid to an unqualified teacher where it is considered, in the context of the staffing structure and pay policy, that the teacher has:
taken on a sustained additional responsibility which is focused on teaching and learning and requires the exercise of a teacher’s professional skills and judgement; or,
qualifications or experience which bring added value to the role being undertaken.
Acting allowance Here a teacher is assigned and carries out duties of a headteacher, deputy headteacher or assistant headteacher, but has not been appointed as an acting headteacher, deputy headteacher or assistant headteacher, the Pay Review Committee must, within the period of four weeks beginning on the day on which such duties are first assigned and carried out, determine whether or not an allowance (“acting allowance”) must be paid in accordance with the STPCD Document.
If the Pay Review Committee determines that the teacher will not be paid an acting allowance, but the teacher continues to be assigned and to carry out duties of the headteacher, deputy Headteacher or assistant headteacher (and has not been appointed as an acting headteacher, deputy headteacher or assistant headteacher), the Pay Review Committee may at any time after that determination make a further determination as to whether or not an acting allowance must be paid.
If the Pay Review Committee determines that the teacher must be paid an acting allowance, it must be of such amount as is necessary to ensure that the teacher receives remuneration equivalent to the salary that the Pay Review Committee considers to be appropriate.
Where a teacher is assigned and carries out the duties of the headteacher, deputy headteacher or assistant headteacher, in relation to whom a pay range (as the case may be) has been determined and an acting allowance is paid in accordance with the Document, the teacher’s total remuneration must not be lower than the minimum of the respective pay range for as long as the acting allowance is paid.
The teacher may be paid an acting allowance with effect from such day on or after the day on which duties of the headteacher, deputy headteacher or assistant headteacher are first assigned and carried out as the Governing Body may determine.
Performance payments to seconded teachers The Governing Body of this school may pay a teacher who is seconded to this school a lump sum payment in accordance with the STPCD Document.
Recruitment and retention incentive and benefits
The Pay Review Committee may make such payments or provide such other
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financial assistance, support and benefits to a teacher as it considers necessary as an incentive for the recruitment of new teachers and the retention in their service of existing teachers in school.
Where the Pay Review Committee body is making one or more such payments, or providing such financial assistance, support or benefits in one or more cases, the Pay Review Committee must conduct a regular formal review of all such awards. The Pay Review Committee will make it clear at the outset the expected duration of any such incentives and benefits, and the review date after which they may be withdrawn.
Headteachers, deputy headteachers and assistant headteachers may not be awarded payments relating to the above two paragraphs (in accordance with the STPCD Document) other than as reimbursement of reasonably incurred housing and relocation costs. All other recruitment and retention considerations in relation to a headteacher, deputy headteacher and assistant headteacher – including non- monetary benefits – must be taken into account when determining the pay range.
Where the Governing Body pays a recruitment or retention incentive or benefit awarded to the headteacher, deputy headteacher or assistant headteacher under the previous Document, subject to review, the Pay Review Committee may continue to make that payment at its existing value until such time as the respective pay range is determined under the Document.
Other Additional Payment Provisions Relating to Teachers The Pay Review Committee may make such payments as it sees fit to a teacher in respect of:
Continuing Professional Development For any CPD activities taking place at weekends or during school holidays the Governing Body will give consideration to payment in the individual circumstances of the case. No additional payment will be made for such activities which take place within the defined working year.
Initial teacher Training Activities Consideration will be given to payment for activities related to providing routine initial teacher training activities in accordance with the provisions of the Document.
Payment for Out of School Hours Learning Activity Consideration will be given to payment for involvement in out of school hours learning activities which fall outside a teacher’s directed time. Examples of such activities may include homework clubs, summer schools and sporting activities. All such activities should require the exercise of a teacher’s professional skills or judgement.
In each of the above three categories payment will usually be made at the teacher’s normal hourly rate (based on relevant point on pay scale, excluding any other allowance payments).
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If the payment is to be calculated using a different method the teacher should be informed in advance of undertaking the out of school hours learning activity.
Payment for additional responsibilities and activities Additional responsibilities and activities due to, or in respect of, the provision of services relating to the raising of educational standards to one or more additional schools.
Service Provision Where the headteacher is providing a service to another school, for example as a National Leader of Education (NLE), the pay review committee should determine how much, if any, additional payment is due to the headteacher in line with the provisions of the Document and the school’s Pay Policy e.g. where the contract requires work outside school sessions.
The Pay Review Committee will consider the remuneration of other teachers who as a result of the headteacher’s additional role are taking on additional responsibilities and activities.
Where the arrangements for the headteacher is temporary, any adjustment to pay of other teachers is also temporary, safeguarding arrangements will not apply when the arrangements cease.
If the Pay Review Committee considers an additional payment it must refer to the STPCD Document.
Other Issues
Calculating Part-time teachers’ Pay The proportion of time a part-time teacher works is calculated against the school’s timetabled teaching week (STTW). The STTW refers to the school session hours that are timetabled for teaching, including PPA time and other non-contact time but excluding;
break times registration; and assemblies
The STTW of a full-time classroom teacher is used as the figure for calculating the percentage of the STTW for a part-time teacher at the school. The same percentage will be applied to the proportion of directed time required of a part-time teacher.
Where an allowance is paid to a teacher, the same percentage of the full-time allowance will be payable.
A part-time teacher may be requested (but not required) to voluntarily work on a day or part of a day they do not normally work and, if agreed, a pro rata additional payment should be made, or time off in lieu agreed, where appropriate.
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Short Notice/Supply teachers Teachers employed on a day-to-day or other short notice basis will be paid in accordance with the provisions of the Document on a daily basis calculated on the assumption that a full working year consists of 195 days, periods of employment for less than a day being calculated pro rata.
Salary Safeguarding for teachers The Governing Body is required to review the duties of any teachers who are entitled to safeguarded sums that in total exceeds £500 (excluding generally safeguarded recruitment and retention payments) and allocate appropriate additional responsibilities, commensurate with the safeguarded sum, for the period of safeguarding. The Governing Body will ensure that appropriate notice is given of any new duties which are being given to the teacher as work commensurate with their safeguarded sum. All such additional responsibilities allocated will be kept under review until the safeguarding period ends, when a decision will be taken about the future allocation of those duties.
The teacher shall not be paid any safeguarded sums if the teacher unreasonably refuses to carry out such additional duties, provided that the teacher is notified of the governing body decision to cease paying the safeguarded sums at least one month before it is implemented.
SCHOOL SUPPORT STAFF
Support Staff Pay Support staff will be appointed to a post covered by the appropriate LA Conditions of Service and be graded from the scales contained within those conditions. Each post will have a designated job description and grade. Annual incremental progression will take place within the salary grade on 1st April or 1st October each year until the top of the grade is reached. The grade will normally remain static unless a significant increase in the duties and responsibilities attached to the post takes place. Other payments, such as overtime, standby, call out will be payable in line with the appropriate local agreements. The grading structure for Support staff will be reviewed annually at the same time as teaching salaries are reviewed.
Temporary Additional Responsibility Allowance (TARAs) Temporary Additional Responsibilities (TAR) are defined as duties performed by an employee that are in addition to their own substantive post’s duties, are outside the scope of tasks that the employee could normally be asked to do, and are performed for a temporary period only.
Acting Up Acting up is where an employee temporarily takes on the full range of duties of a more senior post for a period not exceeding six months normally within the same line management structure. Acting up usually occurs while recruitment arrangements are taking place. Where an employee undertakes the full duties of a higher level post, they will be entitled to be paid the minimum level of the grade for that post.
Training Days
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All support staff are required to attend for work on the 5 days of the school academic year that are designated as training days, i.e. when pupils are not required to attend school. Part time staff are required to attend a pro rata number of hours / days.
Teaching Assistants There is a local agreement in place for Teaching Assistants that will be applied to such staff employed in this school. In particular staff employed as Teaching Assistants at levels 3 and 4 should be aware of the following:
Contractual Work Requirements for Teaching Assistant Levels 3 and 4 during School Closure Period Staff at levels 3 and 4 are paid for the full 52 weeks per year with no abatement of salary in recognition of the fact that they may be contractually required to carry out work during the school closure period as a normal part of their role. This work will be specifically in support of teaching and learning and delivery of the curriculum.
Work at levels 3 and 4 will be output driven, with staff working in co operation with teachers and the school’s senior management team to ensure all necessary tasks are completed in a timely fashion to fulfil the requirements of the role, specifically in relation to implementing and delivering work programmes for pupils.
The spirit of this agreement aims to recognise that TA staff at levels 3 and 4 will work as professionals that are complementary to teachers and will, to a degree, have freedom to plan their own workload in areas outside of the pupil contact periods. It is in this context that this agreement provides for staff at levels 3 and 4 to work outside of the normal school term time pattern. It is expected that work outside of the normal term time working pattern will need to be undertaken, specifically around areas of planning and preparation of materials in order to fulfil the job role and this is the justification for payment for the full year.
o TAs will not be expected to carry out ad hoc tasks that do not form part of the normal job role for a TA in the school closure period.
o Schools should ensure that a TA has sufficient contractual hours built into their normal working week to complete tasks that will require the TA to be present at school.
o There will be no requirement for staff to actually attend on site at school during the school closure period or to be supervised, other than by mutual agreement.
o It is not expected that there will be either a fixed minimum or maximum amount of time set that a TA at level 3 or 4 will work outside of the term time pattern.
o It will be for the TA to determine in partnership with the school what is reasonable in order to fulfil the tasks necessary to achieve planned outcomes.
o The headteacher and Governing Body in each school will be expected to ensure an appropriate work life balance is in place for all staff including TAs.
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Appeals A teacher may seek a review of any determination in relation to his/her pay or any other decision taken by the governing body that affects his/her pay. The following list, which is not exhaustive, includes the usual reasons for seeking a review of a pay determination;
That the Pay Review Committee
incorrectly applied the school’s pay policy; incorrectly applied any provision of the Document; failed to have proper regard for statutory guidance; failed to take proper account of relevant evidence; took account of irrelevant or inaccurate evidence; was biased; or otherwise unlawfully discriminated against the teacher.
Each step and action of this process must be taken without unreasonable delay. The timing and location of any formal meeting required must be reasonable. Any formal hearing must allow both parties to explain their cases.
The order of proceedings is as follows: Once the teacher receives written confirmation of his/her pay determination and where applicable the basis on which the decision was made; if the teacher is not satisfied, he/she should take the following action:
Informal Stage The teacher should seek to resolve the matter initially by discussing it informally with the Chair of the pay review committee and the headteacher and the member of staff making the pay recommendation to the Pay Review Committee (usually the headteacher). The teacher should request such an informal meeting for this purpose within ten working days of receipt of the pay decision.
Once such a request for meeting has been received, a meeting should be arranged as soon as possible but no later than 10 working days after receipt of the request. This is an informal meeting and there is no entitlement for the teacher to be accompanied by a trade union representative or colleague.
The Chair of the Pay Review Committee will consider their decision as a result of the informal meeting and will notify the teacher of the outcome in writing and if the pay decision remains unchanged, this will also include details of how the teacher may appeal formally to the Pay Appeals Committee.
If for good reason it is not possible to hold an informal meeting or, after such an informal meeting, the teacher continues to be dissatisfied with the decision, he/she may follow a formal appeal process which will take the form of an appeal hearing before the Pay Appeals Committee. The teacher is entitled to be accompanied by a colleague or union representative at such an appeal hearing.
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Formal Stage The teacher should set down in writing the grounds for questioning the pay decision and send it to the Chair of the Pay Appeals Committee, within ten working days of the notification of the decision being appealed against confirming that the informal stage of the process has been complete or explaining why it was not possible for this stage to be followed.
The Pay Appeals Committee should, where possible, schedule a hearing to be held within ten working days of receipt of the written complaint, to consider it and give the teacher an opportunity to make representations in person.
Appeal hearing Any appeal should be heard by the school’s Pay Appeals Committee which will comprise of three, none staff, governors who were not involved in the original determination. The hearing will take place, normally within 20 working days of the receipt of the written appeal notification.
The appeal hearing will be attended by:
the teacher appealing the pay decision and their representative if one is being used. the Chair of the Pay Review Committee the headteacher (and/or any other relevant member of staff who made the pay recommendation to the Pay Review Committee).
The appeal hearing will allow for:
The teacher to set out their case, giving detail of their complaint in relation to the decision regarding their pay.
The Chair of the Pay Review Committee and the headteacher (or other relevant member of staff having made the pay recommendation) to set out the detail of the process and steps they took in recommending and making the pay decisions.
Once all parties have given the information and detail they wish to be considered by the Pay Appeals Committee, they will withdraw from the meeting and allow the Pay Appeals Committee to make their decision in private.
The decision of the Pay Appeals Committee will be sent to the teacher in writing, without undue delay, and copied to all other attendees at the meeting.
The decision of the Pay Appeals Committee will be final.
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Appendix 1
Millthorpe School - PAY REVIEW COMMITTEE
Terms of Reference
The Governing Body must review the delegation of functions and the establishment, terms of reference and membership of committees annually.
1 COMPOSITION
At least three non-staff members of the Governing Body with voting rights. Members will not be permitted to serve on the Pay Review Committee and Pay Appeals Committee.
The Governing Body or the committee may appoint associate members to serve on the committee. Such members may have voting rights only as determined by the governing body and within the terms of the School Governance (Procedures) (England) Regulations 2003.
2 QUORUM
The quorum for meetings and any vote will be three governors who are members of the committee, or more, as determined by the committee.
3 TERMS OF REFERENCE OF THE COMMITTEE
The Pay Review Committee will make decisions on the pay of school leaders and teachers, based on the school’s Pay Policy and teacher Appraisal Policy. It is therefore important that the terms of reference are read in conjunction with these policies.
LEADERSHIP GROUP PAY: HEADTEACHER
The Pay Review Committee must:
1. review annually whether or not to increase the salary of members of the leadership group who have completed a year of employment since the previous pay determination and, if it determines to do so, to what salary within the relevant pay range determined in accordance with the Pay Policy and the Document;
2. consider revision of the pay range of members of the leadership group, within the group range for the school, at any time if they consider it is necessary and in accordance with the Pay Policy and the Document;
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3. consider awarding a temporary payment to the headteacher for clearly temporary responsibilities or duties that are in addition to the post for which their salary has been determined, as provided for in the Pay Policy, and also in the event that the headteacher takes on temporary accountability for one or more additional schools. In these circumstances the total sum of the temporary payments made to the headteacher in any school must not exceed 25% of the annual salary which is otherwise payable to the headteacher, and the total sum of salary and other payments made to the Headteacher must not exceed 25% above the maximum of the headteachers group, except in wholly exceptional circumstances, as per the Pay Policy and the Document, and in agreement with the governing body and must seek external advice (from the Local Authority for maintained schools) before producing a business case, seeking such agreement;
4. consider the use of discretionary payments, as per the provisions of the Pay Policy and the Document
5. within a four-week period of commencement of unplanned acting duties, determine whether or not the acting postholder will be paid an acting allowance in accordance with the Pay Policy and the Document;
6. notify in writing to the headteacher of the pay determination made.
TEACHERS: MAIN PAY RANGE
From 1 September in each academic year each teacher will have their pay reviewed by the Pay Review Committee.
The Pay Review Committee will:
1. receive recommendations and advice from the headteacher on pay progression for each teacher;
2. make decisions on pay progression for each teacher that are clearly attributable to the performance of the teacher and are evidenced;
3. ensure that arrangements are made for all teachers to be provided with a written statement from the headteacher setting out their salary and any other financial benefits to which they are entitled;
4. consider in detail and with reference to supporting evidence, any pay recommendations which includes an accelerated increase beyond one full point, increases of less than one full point or no increase in pay for individual teachers;
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5. examine in detail each pay recommendation where the headteacher has acted as appraiser;
6. examine in detail a sample of recommendations where the Headteacher has acted as moderator;
7. make final decisions relating to progression to the Upper Pay Range (threshold), advised by the headteacher.
TEACHERS: UPPER PAY RANGE
The Pay Review Committee will:
1. determine, with reference to supporting evidence and with advice from the headteacher, that one point be awarded to a teacher on the Upper Pay Range whose achievements and contribution to the school, throughout the relevant period (usually two years since achieving their current UPR pay point), have been substantial and sustained;
2. determine, with reference to supporting evidence and with advice from the headteacher, whether there should be any progression for teachers on the Upper Pay Range;
LEADING PRACTITIONER POSTS
The Pay Review Committee will:
1. consider, with advice from the headteacher and reference to supporting evidence, the results of a leading practitioner’s appraisal, including the pay recommendation, when exercising any discretion in relation to their pay;
2. use its discretion, with the advice of the headteacher, to award up to two points progression in any one year where the performance of the teacher is shown to be exceptional;
UNQUALIFIED TEACHERS
The Pay Review Committee will:
1. receive recommendations and advice from the headteacher on pay progression for each unqualified teacher;
2. make decisions, with reference to supporting evidence, on pay progression for each unqualified teacher;
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3. ensure that arrangements are made for all unqualified teachers to be provided with a written statement setting out their salary and any other financial benefits to which they are entitled;
4. consider in detail and with reference to supporting evidence, any pay recommendations which includes an accelerated increase beyond one full point, increases of less than one full point or no increase in pay for individual teachers.
TLRs
The Pay Review Committee will:
1. consider awarding a TLR to a classroom teacher in accordance with the Pay Policy and the Document;
2. consider awarding a TLR3 payment in circumstances where the school requires a teacher to take on additional responsibilities for clearly time- limited school improvement projects, or one-off externally driven responsibilities, as set out in the Pay Policy and the Document.
4 FUNCTIONS DELEGATED TO HEADTEACHER
As per the Pay Policy.
5 FUNCTIONS RETAINED BY THE GOVERNING BODY
Responsibility for recruitment and pay of the headteacher, in accordance with the Pay Policy. Responsibility for the awarding of any recruitment and retention allowances or other permitted payments.
6 APPOINTMENT OF CHAIR AND CLERK
The appointment of the chair shall be determined by the Governing Body or the committee and reviewed annually. The Governing Body shall appoint a clerk to the committee. This clerk cannot be the headteacher or an employee of the school.
7 MINUTES
A written record of the meetings of the committee will be submitted to the next full Governing Body meeting, through the clerk to the governing body.
8 FREQUENCY OF MEETINGS Meetings will be held annually, following completion of the school’s performance review cycle.
9 CONVENING MEETINGS
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A meeting shall be convened by the clerk under the direction of the governing body and the chair of the committee. The clerk will give every member of the committee and the headteacher written notice of a meeting, a copy of the agenda and any papers to be considered at the meeting at least seven day’s clear notice before the date of the committee meeting. If the chair of the committee considers that there are matters that demand urgent consideration they may determine a shorter period of notice.
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Appendix 2
Millthorpe School - PAY APPEALS COMMITTEE
Terms of Reference
The governing body must review the delegation of functions and the establishment, terms of reference and membership of committees annually.
1 COMPOSITION
At least three non-staff members of the Governing Body with voting rights. Members will not be permitted to serve on the Pay Review Committee and Pay Appeals Committee.
The Governing Body or the committee may appoint associate members to serve on the committee. Such members may have voting rights only as determined by the Governing Body and within the terms of the School Governance (Procedures) (England) Regulations 2003.
2 QUORUM
The quorum for meetings and any vote will be three governors who are members of the committee, or more, as determined by the committee.
3 TERMS OF REFERENCE OF THE COMMITTEE
The Pay Appeal Committee will consider appeals against decisions made by the Pay Review Committee on the pay of school leaders and teachers. These decisions will be based on the school’s Pay Policy and teacher Appraisal Policy. It is therefore important that the terms of reference are read in conjunction with these policies.
The Pay Appeal Committee will:
1. schedule a hearing to be held within 20 working days of receipt of a written complaint;
2. consider the complaint and the representations of the teacher;
3. consider the detail of the decision making process as set out by the headteacher, chair of the Pay Review Committee or other relevant member of staff;
4. decide whether to uphold or dismiss the appeal;
5. inform the teacher of their decision in writing and without undue delay. The decision of the Pay Appeals Committee will be final.
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4 FUNCTIONS DELEGATED TO HEADTEACHER
None.
5 FUNCTIONS RETAINED BY THE GOVERNING BODY
None.
6 APPOINTMENT OF CHAIR AND CLERK
The appointment of the chair shall be determined by the Governing Body or the committee and reviewed annually. The Governing Body shall appoint a clerk to the committee. This clerk cannot be the headteacher or an employee of the school.
7 MINUTES
A written record of the meetings of the committee will be held on file in school.
8 FREQUENY OF MEETINGS
Meeting will be held as necessary, in response to receipt of a written appeal following completion of the earlier stages of the appeal process.
9 CONVENING MEETINGS
A meeting shall be convened by the clerk under the direction of the Governing Body and the chair of the committee. The clerk will give every member of the committee and the headteacher written notice of a meeting, a copy of the agenda and any papers to be considered at the meeting at least seven day’s clear notice before the date of the committee meeting. If the chair of the committee considers that there are matters that demand urgent consideration they may determine a shorter period of notice.
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Appendix 3
Millthorpe School – Pay Points Tables 1 September 2015 to 31 August 2016
UNQUALIFIED TEACHER SCALE
Pay Reference Point Financial Value Financial Value 2014-15 2015-16 UQ 1 (minimum) £16,136 £16,297 UQ 2 £18,013 £18,193 UQ 3 £19,889 £20,088 UQ 4 £21,766 £21,984 UQ 5 £23,644 £23,880 UQ 6 (maximum) £25,520 £25,775
MAIN SCALE
Pay Reference Point Financial Value Financial Value 2014-15 2015-16 M 1 (minimum) £22,023 £22,243 M 2 £23,764 £24,002 M 3 £25,675 £25,932 M 4 £27,650 £27,927 M 5 £29,829 £30,127 M 6 (maximum) £32,187 £32,509
UPPER PAY SCALE
Pay Reference Point Financial Value Financial Value 2014-15 2015-16 U 1 (minimum) £34,523 £34,868 U 2 £35,802 £36,160 U 3 (maximum) £37,124 £37,495
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TEACHING AND LEARNING RESPONSIBILITY PAYMENTS
TLR designation Financial Value Financial Value 2014-15 2015-16 TLR 3a £511 £516 TLR 3b £1,021 £1,031 TLR 3c £1,531 £1,546 TLR 3d £2,041 £2,061 TLR 3e £2,551 £2,577 TLR 2a £2,587 £2,613 TLR 2b £4,311 £4,354 TLR 2c £6,033 £6,093 TLR 1d £7,471 £7,546 TLR 1e £9,194 £9,286 TLR 1f £10,919 £11,028
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ASSISTANT HEADTEACHER PAY
Pay Reference Point Financial Value Financial Value 2014-15 2015-16 AHT 1 £51,372 £51,886 AHT 2 £52,653 £53,180 AHT 3 £53,963 £54,503 AHT 4 £55,397 £55,951 AHT 5 £56,670 £57,237
DEPUTY HEADTEACHER PAY
Pay Reference Point Financial Value Financial Value 2014-15 2015-16 DHT 1 £58,096 £58,677 DHT 2 £59,535 £60,130 DHT 3 £61,012 £61,622 DHT 4 £62,521 £63,146 DHT 5 £64,074 £64,715
HEADTEACHER PAY
Pay Reference Point Financial Value Financial Value 2014-15 2015-16 HT 1 £72,419 £73,143 HT 2 £74,215 £74,957 HT 3 £76,053 £76,814 HT 4 £77,946 £78,725 HT 5 £79,872 £80,671 HT 6 £81,857 £82,676 HT 7 £83,892 £84,731
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MILLTHORPE SCHOOL
Minutes of the Achievement and Curriculum Committee
th Held Thursday 7 May 2015 at 6pm In the School Library
Present: Ms Helen Ainsworth Mrs Gillian Markland-Zuiderwijk Ms Naomi Heaton Ms Nicki Mitchell (Chair) Mrs Katie Hurrell Mr Richard Newton
In Attendance: Mr Tim Gillbanks (Deputy Headteacher) Mrs Barbara Kybett (Clerk to Governors)
Action 1. Welcome – Apologies – Declarations of Interest The Chair welcomed everyone to the meeting. Apologies were received, with consent, from Jenny Kent, Dave Merrett and Jane Terrett. There were no declarations of interest.
2. Minutes for the meeting held on 14th January2015 (previously distributed) The minutes from the last meeting were agreed as a true and accurate record of the meeting and were signed by the Chair.
3. Matters Arising and Action Plan
Action Agenda Person Date
Carried Forward: Arrange log-in details and Tim 1. 3 Complete induction for new governors Gillbanks Review the Work Experience Jenny Kent October 2. Programme/feedback and produce a report for 7 and Dave 2015 governors Merrett E-mail Jon Deamer regarding link governor visit 3. 11 Chair Complete forms on the website
With reference to Action Point 3, it was noted that the governors’ area of the website did not contain
many link governor reports. Governors discussed with Tim Gillbanks how the area might best be used and it was agreed that it should act as an archive and information bank. Tim Gillbanks agreed to meet with Jon Deamer and Lesley Buckley to discuss areas of responsibility. The Chair highlighted the need Action for all governors to ensure that their visit reports were sent to Jon Deamer for upload to the website.
Matters Arising
There were no matters arising.
4. Policies for Review (previously distributed) The Chair advised governors that the three policies for review would now come under the remit of this
committee. The policies had been adopted at the last Full Governing Body meeting in the interim.
4.1 Child Protection Policy It was noted that the link governors for child protection and safeguarding were Bill Schofield and Jane
Terrett. Jane had recently completed a link governor visit and her report had been circulated by the Chair to committee members.
The Chair asked how staff were reminded of the need to update their training. Tim Gillbanks explained
that staff were required to update their child protection and safeguarding training online in September at least every three years. A certificate was produced which was then held by Lesley Buckley in a single Central Record. Lesley was responsible for ensuring that all school staff had up-to-date training. The relevant policies were available to staff via a hard copy file or on the school website. In addition,
staff were informed of any subsequent changes to relevant legislation at the September training day. New staff did the training as part of their induction. A governor asked about training for agency staff. Tim responded that agency staff were DBS checked and had relevant training provided by the agency. In addition, they were given information on safeguarding once in school.
Millthorpe: Achievement and Curriculum minutes 07-05-2015 1 With reference to the policy, a governor queried the Role of Governors as set out in Section 20:
to consider the Assistant Director of Inclusion’s overview of “Getting the Right Help Early” report, informing the number of children in school subject to a Child Protection Plan; the number of Looked After children and the number of referrals made by staff to the Designated
Teacher (not to include names or details); be informed of any training undertaken and to ensure training adheres to this policy; Agenda It was agreed that most of what is required is the responsibility of Sue Cordell and that the governors’
role is to ensure that implementation of the work is monitored and scrutinised. It was agreed that the information should be presented at the October meeting by the relevant link governor and therefore a Action link governor visit would need to be organised for September. Tim Gillbanks agreed to speak to Sue Cordell regarding the possibility of a link governor visit in September.
It was noted that this information had not so far been reported as the committee was newly formed this academic year.
Governors unanimously approved the policy subject to the following amendments: Action Jane Terrett’s details to be included in the appendix. The Chair agreed to email Jane with regard to information on her training and knowledge. The term Designated School Governor to be amended to read Designated Child Protection
Governor. Under Section 20 Role of Governors, the first sentence to make reference to the annual report being on the agenda of the first meeting of the new academic year.
4.2 Safeguarding Governors agreed the policy was clear and helpful and suggested that a hard copy of the policy should be given to all staff alongside their online training.
Governors unanimously approved the policy subject to the following amendments: Jane Terrett’s details to be added to the appendix. The term Designated School Governor to be amended to read Designated Child Protection
Governor.
4.3 Special Educational Needs Policy The Chair drew attention to the responsibilities of governors as specified in Section 3(i). She
commented that it was difficult for governors to fulfil these responsibilities in a practical manner. Governors fulfilled their duties by ensuring that the correct procedures were in place to and that the policy is implemented. Tim Gillbanks agreed that in the main the responsibilities were operational and were dealt with by school staff. It was agreed that clarification was needed on the wording of the policy Action
and the clerk agreed to investigate whether the specific wording was a legal requirement.
It was noted that the bullet point which read to report annually to parents on the provision of Special Needs referred only to parents of children with special needs.
The Chair agreed to amend the wording of Section 3(i) to better express the duties of governors with Action respect to Special Needs provision within school. It was agreed that a link governor visit, followed by a report to the Committee, would be the best way to ensure the duties of the governing body were being
fulfilled.
A governor queried the list of partners in section 8(v) and asked about “One Front Door”. Tim Gillbanks explained that this was a one stop organisation run by CYC for reporting issues regarding vulnerable
children. He added that the list of partners was not exhaustive and that it would be helpful to add Action Connexions to it as well as Archbishop Holgate’s School’s Post 16 provision.
Governors unanimously approved the policy subject to the above amendments.
5. Tracking a )KS3
There was no new information to report.
b) KS4 Tim Gillbanks tabled the latest Revision Planner which had been issued to all Year 11 pupils. He
explained that two hours of subject revision had been timetabled the day before each GCSE exam and that pupils could also use the library and a designated quiet room for revision. He noted that the exam period had been shortened and that all science subjects were now examined at the end
Millthorpe: Achievement and Curriculum minutes 07-05-2015 2 of Year 11, leading to extra pressure on pupils.
The Chair highlighted the improvement in results since the revision schedule had been implemented.
A governor asked about PiXL. Tim explained that this was a company the school used which
predicted which topics would come up on exam papers, thus helping the school to better focus their revision topics.
Governors discussed how more revision sessions might be offered to pupils. It was noted that
many staff gave their time during school holidays but many were understandably not prepared to work during holiday time. A governor suggested that parents might pay for extra revision sessions at school but it was noted that parents cannot be charged for the provision of education at school. Tim Gillbanks provided an example of a school in which Year 11 pupils were required to stay after
school hours for revision sessions. Governors agreed that this was a workable idea which they would be keen to see progressed, as staff could be paid back the extra time within their timetables. Tim agreed to take this forward as information would need to go to out to parents as soon as Action possible in the new academic year.
With reference to the tracking data for Year 11, Tim commented that there was no new tracking data since that presented to the last FGB, that the figures looked healthy although results not be as successful as last year due to the nature of the cohort. He noted that there were four pupils who might not attend any exams due to mental health issues.
c) Pupil Premium There was no new information to report.
6. Curriculum Update There was nothing to report on this item.
7. Student Behaviour, Attendance and Punctuality Update It was noted that this had been included in the Headteacher’s Report at the last meeting of the Full
Governing Body and Tim confirmed there was nothing further to report.
8. Update on School Improvement Priorities: a) SP2: Promote the highest levels of academic achievement
Tim informed governors that work was being done in conjunction with universities to promote aspiration. He reported that all of Year 9 pupils had spent a valuable day at York University, the Headteacher had taken a group of Year 11 students to Oxford University and talks by university representatives were being organised for Year 10 pupils. The school was also part of
the Green Apples programme which was aimed at raising achievement. b) SP3: Encourage the broad personal development of students Tim reported that the Millthorpe Award was still in hand.
9. Governor Involvement in School It was noted that the Summer Concert was scheduled for 1st July and the Summer Fair would take th place on 4 July.
10. Confidentiality There were no items recorded as a separate, confidential minute.
11. Any other business None recorded.
12. Dates of next meetings: October date tbc The meeting ended at 8.00pm
______Ms N Mitchell Date Signed Chair of Committee
Millthorpe: Achievement and Curriculum minutes 07-05-2015 3
Action Plan following the Meeting of the Achievement & Curriculum Committee Held Thursday 7th May 2015 at 6pm
Action Agenda Person Date Jenny Kent Review the Work Experience Programme/feedback October 1. 3 and Dave and produce a report for governors 2015 Merrett Discuss areas of responsibility with Jon Deamer and Tim 2. Lesley Buckley re: governors’ area of the website 3 ASAP Gillbanks
Speak to Sue Cordell regarding the possibility of a Tim 3. 4.1 ASAP link governor visit in September re: child protection Gillbanks Email Jane Terrett for details of her training and 4. 4.1 Chair ASAP knowledge re: child protection and safeguarding. Investigate whether the specific wording in Section 5. 3(i) of the SEN policy is a legal requirement. 4.3 Clerk ASAP
Amend the wording of Section 3(i) to better express 6. the duties of governors with respect to Special 4.3 Chair ASAP Needs provision. Add Connexions and Archbishop Holgate’s School’s Tim 7. Post 16 provision to list of collaborative partners in 4.3 ASAP Gillbanks SEN policy. Progress idea to implement after-school revision Tim October 8. 5 sessions for Year 11 pupils in Spring term 2016. Gillbanks 2015
Standing Items: Key Stage 3 and 4 tracking Attendance Update Curriculum update School Improvement Plan
Items for Future Meetings: Work Experience (October 2015) Report on link governor visit re : Child Protection
Millthorpe: Achievement and Curriculum minutes 07-05-2015 4 MILLTHORPE SCHOOL
Minutes of the Teaching and Learning Committee
Held Wednesday 10th June 2015 at 6pm in the School Library
Present: Mrs Naomi Heaton Mr Richard Newton Mr Don Henson Mrs Jane Terrett Ms Nicki Mitchell Ms Helen Thomas (Chair) In Attendance: Ms Tania Andrle (Assistant Headteacher) Mr John Bates (Assistant Headteacher) Mrs Barbara Kybett (Clerk to Governors)
Action 1. Welcome – Apologies – Declarations of Interest The Chair welcomed everyone to the meeting and apologies for absence, with consent, were received from Bill Schofield. There were no declarations of interest.
2. Minutes of the Previous Meeting held 26th February 2015 The minutes were agreed as a true and accurate record of the meeting and, subject to one clarification,
were signed by the Chair.
3. Actions and Matters Arising
Action Agenda Person Date
Obtain amended and final version 1. of Governors Link Visits Protocol 3 Clerk Completed from Lesley Buckley
Matters Arising: Richard Newton reported that attempts to form links with governors at York College had not come to fruition.
John Bates confirmed that his invitation to the National Science Centre was for the next academic year.
The Chair expressed a wish to establish a formal evaluation of partnerships, and governors discussed
the most efficient way of achieving this. Tania Andrle noted that the different partnerships that the school was currently involved with would fall within the remit of different committees. A governor suggested that the evaluation could link to the School Improvement Plan. Tania and John agreed to collate the information on partnerships with the aim of creating a basic evaluative document, stating the
purpose of each partnership and a date for its review. Action
4. Teaching and Learning for Pupil Premium Don Henson gave a verbal report on his governor link visit, the purpose of which was to explore
teaching and learning for pupil premium.
Don explained that the term “Pupil Premium” was used to cover three different funding streams:
funding for children in receipt of free school meals (or who had been at any time in the last six years) funding for children of Armed Service personnel funding for children in care (or “looked after” children).
The funding was aimed at helping schools to target intervention and support for disadvantaged pupils. Funding had risen from £488 per pupil in 2011/12 to £935 per pupil in 2014/15 but would be capped for future years. There was an enhanced premium of £1900 for children in care. The government gave schools the freedom to decide how the money was spent. Support might include: out-of-hours teaching,
1:1 tuition and the deployment of extra support staff. Schools would be expected to employ effective tracking, intervention and feedback on the progress of pupils registered for pupil premium funding.
Don reported that he had met with Scott Butterworth in February. Scott had demonstrated in great
detail how the pupil premium funding was being used, which was mainly in small group and specialist teaching. Don explained that the school’s procedures for identifying and tracking progress within this group of pupils were very detailed and robust. He further noted that the attainment gap (achieving 5 A*- C grades, including English and Maths, at GCSE) had narrowed in 2014 to 18% between those pupils Millthorpe: Teaching and Learning minutes 10-06-2015 1 registered for pupil premium funding and those not. Don expressed his confidence in the procedures that were being put in place to further narrow this gap.
A governor asked if the regulation regarding pupils being in receipt of free school meals at any time in the past six years also related to “looked after” children. Don replied that he was unsure. He explained that a “virtual” headteacher was responsible for the distribution of the pupil premium funding for all the
“looked after” children in the city. This funding therefore did not come directly to the school whereas the funding for children who had been in receipt of free school meals was paid direct to Millthorpe.
The Chair asked how the school supported teachers with regard to those pupils in receipt of pupil
premium funding. John Bates responded that all teachers were informed about these pupils, who were supported on the basis of need. The Chair queried if this would be discussed with the teacher after a lesson observation and John agreed that it would be. The Chair asked what the next steps would be in continuing to reduce the attainment gap. Tania noted that homework was often completed less well by
pupils in receipt of pupil premium funding but that Homework Club was helping to counteract this. John highlighted the fact that those pupils eligible for pupil premium funding were not always those with the greatest need.
Don concluded his report by noting that no measures were set in stone and that staff were always seeking ways to improve support for vulnerable pupils.
5. Impact of Induction on NQTs Jane Terrett gave a verbal report on her recent link governor visit during which she met with John Bates and received feedback from a group of NQTs.
Jane reported that the NQTs had been full of praise for the school’s NQT and student coordinator, Lynne Davies, and for John. Jane explained that the previous NQT programme had been replaced by one which was now more personalised and delivered mostly in-house. The NQTs had been very happy with the quality of the mentoring they had received and the terms and conditions of their employment. Each NQT was observed six times across the year and interventions were put in place if necessary. Jane expressed a wish to meet with Lynne Davies to learn more about her role, especially in relation to her involvement in the training programmes of local universities.
Tania observed that NQTs were beneficial to the school as they brought fresh ideas. She reported that partnerships with York University, York St John University and Sheffield Hallam University were working well.
John reported that the NQT programme which had been run by the LA was now being offered by several providers, including the Ebor and Pathfinder Teaching School Alliances. Millthorpe staff members would be involved in delivering this training.
Jane reported that the NQTs she had met had requested more opportunities to observe experienced teachers. She concluded that Millthorpe governors were meeting their statutory obligations in relation to NQTs. John invited Jane to a training session in October.
6. Evaluating Teaching and Learning Tania Andrle gave a presentation to governors on how Heads of Department (HoDs) have been
evaluating teaching and learning over the past year. She explained that all teaching and learning evaluative activities were set in the context of each departmental improvement plan.
Tania demonstrated the on-line teaching and learning evaluation for the History department and
explained in detail how the document was designed to be used. The evaluation document included : tracking and records of intervention lesson observations, both graded and ungraded
information on the quality of teaching, including summative grades and judgements information on the quality of the curriculum, including extra curricular activities
Tania reported that there were three strands to the evaluation process: learning walks, work scrutiny
and student voice.
Governors agreed that the document was a very detailed and valuable tool for the evaluation of teaching and learning. They also acknowledged its value for OfSTED inspections.
Tania explained that the document would be completed during a meeting between a senior leader and the HoD and thus should not impact greatly on the HoDs workload. She noted that as there would now be consistency of practice across all departments, there would be greater opportunity for HoDs to
Millthorpe: Teaching and Learning minutes 10-06-2015 2 support each other and to see how the process linked in with the departmental improvement plans.
A governor asked about the non-contact time allocated to HoDs. Tania responded that this varied across departments with English, Maths and Science HoDs being allocated the largest amount of non- contact time, although this might need to be reviewed.
The Chair thanked Tania for her informative presentation.
7. Approaches to Marking and Assessment John Bates reported that although there were no major changes to report, the current methods were not sustainable. In future, staff would only be required to implement deep, quality marking once a term. A governor commented that this type of marking could be implemented as intervention for specific pupils.
8. Professional Learning Programme John Bates tabled a paper entitled “Professional Learning and Lesson Observations – Summer Term 2015” which summarised a timetable of events and ideas for professional development. He explained that the training day in October would run as last year. Some staff would be filmed teaching and then this would be used to share good practice, or to highlight areas for improvement. A governor commented that the school had developed into a strong learning community.
9. Middle Leadership (SP4: Develop Brilliant Leadership) Tania Andrle reported that she had led the final session of the one year “Aspiring Middle Leaders” programme which had been run in conjunction with Archbishop Holgate’s School and York High School. She distributed some of the positive feedback she had received and also tabled a paper entitled “Career Progression Programme 14/15”. Tania informed governors that two members of Millthorpe teaching staff were involved in a city-wide development role with the Pathfinder Teaching School Alliance and that in the year to come, Millthorpe would be playing a large part in this programme.
10. Report from Learning Walk on Teaching of Literacy (Governor Report from Bill Schofield) This report was tabled as Bill Schofield was unable to be present at the meeting.
11. Teaching and Learning Blog John Bates reported that his new blog was available to read on the school’s website. The blog was entitled “In the Classroom” and was aimed at communicating with parents and other schools.
Tania commented that the website had become a very important tool for communication and as a result was being kept much more up-to-date. It was noted that OfSTED would also scrutinise school websites as part of their inspections.
12. Governor Involvement in School Richard Newton reported that he had conducted a link governor visit regarding homework and would be submitting a report. He noted that “Show My Homework” was working very well.
John Bates tabled a paper showing the latest data from the “Show My Homework” programme. A discrepancy in some of the data could be explained by the number of weeks in a term: 10 weeks in term 2 compared with 15 in term 1. The data showed an improvement in data from Year 8. Overall, John was pleased with the outcomes.
13. Confidentiality There were no items recorded as a separate, confidential minute.
14. Any other business A governor suggested that future agendas might include an item on the impact of the current financial
situation on teaching and learning. Governors discussed how this might best be included. Tania noted that Alex Collins had recently attended SLT curriculum meetings to advise on the financial implications Agenda of any decisions made. She gave an example of how certain KS4 PE provision was being moved in- house as the previous arrangement had become unaffordable. The Chair noted that this was Action something that the Chairs’ forum could consider how best to put on the agenda as a cross committee issue.
13. Dates of next meetings: tbc
The meeting ended at 8.15pm Millthorpe: Teaching and Learning minutes 10-06-2015 3
______Ms H Thomas Date Signed Chair of Committee
Action Plan following the Meeting of the Teaching and Learning Committee held Wednesday 10th June 2015 at 6pm
Action Agenda Person Date
Tania Collate information on partnerships with a view to producing an Next 1. 3 Andrle/John evaluative document meeting Bates Next Raise the issue of finance-related agenda items at Chairs’ Chairs’ 2. 14 Chair Forum. Forum meeting
Standing Items:
Items for Future Meetings: Impact of financial situation on teaching and learning
Millthorpe: Teaching and Learning minutes 10-06-2015 4
MILLTHORPE SCHOOL
MINUTES OF THE FINANCE & STAFFING COMMITTEE MEETING
Held on Thursday 30th April 2015 at 6pm
Present: Ms Helen Ainsworth Mr Bill Schofield [from Mrs Katie Hurrell Mr Bob Sydes Mr Tim Moat [from 6.15pm] Ms Helen Thomas (Acting Chair) Mr Martyn Pysanczyn
In Attendance: Mr Trevor Burton (Headteacher) Mr Alex Collins (School Business Manager) Mrs Sheila Sweeting (Bursar) Miss Amy White (Clerk)
Action 1. Apologies for Absence & Declarations of Interests Apologies for absence were received from Tim Hooper and apologies for late arrival were received from Bill Schofield. There were no declarations of interest.
In the absence of Tim Hooper, Chair of the Committee, Helen Thomas chaired the meeting.
2. Minutes of the previous meeting held on 4th February 2015 (previously distributed) The minutes were agreed as a true and accurate record of the meeting and were signed by the Chair.
3. Matters Arising and Action Plan
1. Arrange meeting with Richard Hartle at Completed (confirmed on the CYC arrival of Bill Schofield) 2. Ascertain that Committee has authority to Completed
approve HT request to consult on redundancy proposal 3. Speak to Staff Governors regarding Carry Forward consultation on redundancy proposal Action
4. Amend the budget scenarios for Completed distribution to governors 5. Email all governors information regarding Completed: This was approved by consultation on redundancy proposal and the Full Governing Body
accompanying budget scenario 6. Consult with HoDs re: allocation of £4k Carry Forward from school funds Action 7. Meet to discuss a strategy for a pre- Completed (confirmed on the arranged meeting with Richard Hartle arrival of Bill Schofield) 8. Pay committee to write to the Completed Headteacher as directed in point 6 item 3 of the Terms of Reference on page 36 of the document 9. Email link governor report to Alex Collins Completed 10. Confirm details of the meeting re: Start Completed budget on Thursday 23rd April 2015
There were no matters arising not covered by the agenda.
4. End of Year Outturn (previously distributed) Governors acknowledged that a meeting had been held the previous week to consider the
overall position versus the Start Budget. Alex Collins reported on the Outturn and budget position and highlighted Business Rates. He explained that a rebate had been received in 2014/15 which would need to be repaid in 2015/16. This resulted in a NET impact on the Start Budget deficit of approximately £69,000.
2015-02-04 MT F&S minutes 1 Governors received the End of Year Outturn and above update. Questions and comments were invited.
With reference to I06: Other Government Grants, a governor asked why the balance was showing as a minus when it was income. Alex explained that a minus income figure referred to extra income against what was expected.
In response to a request, it was agreed that future Outturn Statements would be formatted to include commas in the figures so it was easier to read.
Tim Moat entered the meeting at 6.15pm.
The Headteacher reported that a cumulative deficit balance of £187,000 had been expected at the end of the 2014/15 financial year but this had increased to approximately (£209,000); about 4% of the school’s income.
A governor asked when the Outturn Statement would be sent to the LA and if a response would be received. Sheila Sweeting confirmed that the statement had already been sent but in a different format to what was presented to governors. She said no response would be received as the statement would just be added to the collective Council funds. In response to a question about the Start Budget, Alex answered that schools applying for a license would receive an acknowledgment response from the LA. He added that the LA also responded to questions submitted from schools.
A governor asked if deficit licences were funded by the surplus positions of other schools and if it was possible to find out the position of these schools. Alex answered that deficit budgets were funded by the surplus of other schools and that only the Outturn positions for 2014/15 were known. He said there was sufficient surplus to cover the deficits but he expected this to be tighter in coming years. A governor asked what would happen in 2017 if the school was still carrying a deficit and there was insufficient surplus to fund it. Alex said that the LA would not be able to licence the deficit if it was over 40% of the overall surplus. He said this had not happened previously. Governors continued to discuss the surplus positions and noted that the NET surplus was reducing and the Schools’ Forum could take back very large surpluses from schools. Ratios for funding were discussed and governors acknowledged that York was poorly funded in comparison to other areas. It was acknowledged that the increase in employer contributions to Pensions and National Insurance was impacting all schools and surplus balances.
5. Start Budget 2015/16 (previously distributed) Governors received the Start Budget 2015/16 and Helen Thomas reported that she, Tim
Hooper and Bill Schofield had met Alex Collins and Sheila Sweeting to review the first draft of the budget.
Alex reported that a number of assumptions had been made when setting the Start Budget
and these were outlined on a previously circulated paper. From the information provided, Alex highlighted the following:
The increased employer contributions for Support Staff Pensions had not been known prior to implementation in April 2015 A £40,000 contingency had been build into the budget as per the previous year. This should be sufficient to provide support in the event of such things as long term
sickness absence. At the end of the year any remaining contingency would offset some of the deficit position A £10,000 maternity contingency had been included for 2015/16 based on the previous year
The Start budget assumed that the redundancy process would be completed by August 2015 There had been some reductions in part time hours and replacement of staff who
had left with less expensive staff.
The Headteacher reported that three members of staff were currently being recruited and candidates on the higher end of the pay scale were not being considered. He said that this
was the first time the school had rejected candidates based on salary level. A governor asked if this went against equal opportunity rights. The Headteacher clarified that as the positions had been advertised as Main Pay Scale, applicants on the Upper Pay Scale could 2015-02-04 MT F&S minutes 2 be rejected or choose to accept the position at a reduced salary. He added that the difference between a Newly Qualified Teacher and UPS teacher was approximately £13,000
a year; £16,000 a year including on-costs. A governor asked if there was a good field of applicants. The Headteacher answered that there were a couple of positive applicants and options were being considered. Governors acknowledged the concern that the salary point of teachers was impacting
recruitment but also expressed that NQTs or Lower Pay Scale teachers can still be good teachers.
There had been some natural wastage of support staff and the school was looking at how to do things more efficiently without impacting provision Following the resignation of the full time Science Technician, the school had planned to recruit a part time replacement as there was capacity to reduce the hours
for this post. Capacity would be monitored One of the split shift Site Managers, working 2pm to 10pm, would be leaving at the end of the week and this position had been planned to be replaced with a two hour a day key holder to cover the critical role of locking up. There was no budget available
for non-essential maintenance and the maintenance staff were being impacted Possible changes to the Cover Supervisor team would be monitored and addressed with consideration of the budget.
Further to the information above, the Headteacher added that the Governing Body would need to review and approve changes to the Pay Policy. Contentious areas would include: Raising the bottom grade by 1% and top grade by 2% with no comment on the
middle A decision on senior staff salaries to raise the bottom by 1% and freeze the top. The Action Governing Body would need to decide how to approach the changes and decisions. Agenda It was agreed that Tim Hooper, Bill Schofield and Helen Thomas would meet the th Headteacher to discuss the Pay Policy prior to the Full Governing Body meeting on 13 July. The Policy would then be reviewed by the FGB.
A governor asked whether the pattern of staff absence had changed from the last review where the majority was planned absence. Alex answered that the pattern had changed and planned supply had reduced. There had been a focus on optional cover and more rigorous checking of training and costs. The total
supply outturn was £2-3,000 below the Start Budget and a greater proportion had been unplanned; this had included sickness absence.
In response to a question about training, the Headteacher explained that the LA funding was
being given to the Teaching Schools and the Pathfinder Teaching School would be responsible for running Continued Professional Development (CPD). The majority of this training would be twilight and therefore not require supply cover.
Referring back to the assumptions document, the following were highlighted:
The Foreign Language Assistants were not considered ‘essential’ but provided unique enrichment to the students. As such, the school had planned to reduce provision by 50%
and achieve the remaining savings by not replacing a part-time TA expected to leave shortly and redeploying the existing TA specialising in MFL to cover those responsibilities as well.. The Headteacher added that with each staffing change there had been an assessment of options that would allow the school to make savings without impacting teaching and
learning.
Alex reiterated that non-essential maintenance and IT Support had reduced but a contingency for essential maintenance had been agreed for work currently unknown.
A governor asked if the morale of staff had been impacted by departmental capitation. The Headteacher answered that the staff were very pragmatic and effectively managed their resources and budget to achieve the best value for money and with a whole school view.
The Headteacher further reported that this was having an impact on teaching and learning as there were fewer resources for students, such as photocopied sheets, but the alternative would be to lose staff. Governors were informed that a more efficient photocopying deal had been agreed and new text books had been purchased for Science, but not one for each
student. Governors suggested looking at the School Fund to support departments in the purchase of 2015-02-04 MT F&S minutes 3 resources. A governor noted that there had been positive reports from other schools of iPad subscriptions. The headteacher acknowledged the possibility but suggested that it was not
the time to consider this as it would be a complete change in the way the school worked and would require all families to be involved. Governors agreed that it was important to address other budget areas initially.
With reference to the Start Budget commentary and assumptions document, Alex highlighted the assumptions for future years and asked governors to bear in mind that the assumption of pupil numbers was out of the school’s control. If the assumed increase for 2015/16 did not happen then this could be taken into account for 2016/17. Governors
acknowledged the physical space available in the school and the allocation of funding based on the October census.
There was an assumption that all staff would receive a pay award and that
resignation/retirements could present an opportunity to make a saving by not replacing like- for-like.
With reference to the Start Budget spreadsheet, a governor said that the total In-Year
Revenue balance for 2018/19 seemed low at £7,059. Alex explained that the increase in staffing costs, including National Insurance and Pensions, will be fully implemented and impacting on the budget. It was also the year when the large, current Year 9 cohort will have left and no increase in funding will be received.
The Chair (Helen Thomas) acknowledged the tight budget and asked if there were any additional ways the Committee or Governing Body could support the school in terms of monitoring or link governor roles. Alex said that he would keep sharing the milestones at
meetings and provide commentary on whether assumptions were holding true. He felt that Action the termly meetings of the Staffing and Finance Committee were sufficient as there were internal monthly meetings and governors would be notified of any concerns. It was discussed that the elected Chair of the Committee, Tim Hooper, regularly met with Alex
Collins to discuss the budget and he would be asked to take a greater focus on monitoring the assumptions during those visits.
Governors noted the pupil to teacher ratios included on the Start Budget and noted that it
increased year on year; from 16.2 in 2015-16 to 17.8 in 2019-20. The Headteacher reported that the National pupil to teacher ratio in November 2013 was 15. Considering the local figures, the school had the second highest ratio for secondary schools in 2015-16.
Governors agreed that a thorough job had been done to produce the best possible Start budget under current circumstances. They thanked all who had been involved. . The Finance and Staffing Committee unanimously approved the Start budget for 2015-16 and it was signed by Bob Sydes, Chair of Governors. Agenda Action Governors briefly discussed ways of generating additional income and a suggestion was made to seek help from parents. Fundraisers were consider and it was agreed that the School Development Committee would discuss options at their next meeting and Tim Moat (Chair of School Development) would speak to Jenny Kent (Governor/Friends of Millthorpe) to seek the views of Friends of Millthorpe.
6. School Fund (previously distributed) The Chair reminded governors of a previous discussion proposing a reduction of the reserve balance by £4,000 and seeking expenditure suggestions from students and Head of Department (HODs). The Headteacher suggested starting with a £4,000 reduction in the reserves and if there is a high demand the Committee could reconsider the amount.
Sheila Sweeting reported that the Year End accounts would be sent for audit and the finished trip accounts had been closed. Some residential balances would be put into the reserve balance, potentially making a better year end position.
. The Finance and Staffing Committee unanimously approved the reduction in School Fund reserves by £4,000.
Bill Schofield entered the meeting 7. Academy Update The Committee discussed in detail the current position relating to the Academy
Consultation. It was acknowledged that e-mail conversations had taken place involving the 2015-02-04 MT F&S minutes 4 Full Governing Body; however, the content of these conversations was currently confidential. Tim Moat explained that due to the General Election the school had been
informed that it could not publicly discuss the process or consultation and this was creating some tension and uncertainty in the school community. Governors discussed these issues and concerns at length and it was noted that the formal process would begin after the election and a comprehensive plan was in place to engage as many people as possible in th various ways. A formal meeting had been arranged for 19 May at which governors discussions in smaller groups.
Governors acknowledged and discussed the requirement to follow procedure and the need
to feel comfortable with all information provided and gathered. The Governing Body would have the final vote on conversion after a thorough and robust period of consultation involving, but not limited to, parents and staff.
Staff concerns were raised during the meeting and discussed at length. It was expressed that a number of concerns and questions would be easily addressed as soon as the school received permission to speak publicly and provide information to stakeholders. The Finance and Staffing Committee recorded their acknowledgement of the concerns and that answers
and information would be provided as soon as possible. Helen Ainsworth was thanked for providing feedback to the Committee from staff.
Governors discussed and recognised the need to be neutral in their approach to the
consultation process and correspond with stakeholders effectively.
The Headteacher reported that he had received quotes from legal firms offering to support the three schools through the consultation process and conversion, should the Governing
Body approve conversion. All quotes were in the region of £21,000 to £22,000 to cover all three schools. The Headteacher acknowledged that a decision to convert had not been made but recommended initiating work from the legal firm as, if the school did convert, there would be a lot of work to complete; particularly relating to land.
Governors acknowledged the amount of work required and it was expressed that the work carried out by the legal firm would help the Governing Body in their final considerations. It was also noted that any money spent at this time could be taken from the £25,000 startup grant and would not need to be repaid if the Governors decided not to convert.
Action . The Finance and Staffing Committee unanimously agreed that negotiations would take place with legal firms and work would be initiated. It was stressed that this did not mean that the Governing Body had agreed to convert to Academy Status. The work would help inform the consultation process and, if the decision was made to convert, it would support a speedier conversion.
In response to a question, the Headteacher said that he would appreciate a governor representative from each school to sit in the presentations from the legal firms. Tim Moat volunteered.
8. Contracted Services (previously distributed) Alex Collins reported that an annual review of Service to Schools was carried out and that
this year’s review had been extended to include non-LA provided services.
Cleaning Alex reported that the change in service had gone well and showed a cost saving of
£10,000. He made governors aware that the promotion of the Premises Manager had not been included within the information provided and the cost saving may not fully reflect the actual position. He explained some of the difficulties in cost comparisons but assured governors that there had been some saving made by bringing the service in-house.
Governors were informed that the school had continued to buy-in to the LA’s monitoring Service for cleaning but this had not been initially acknowledged by the LA. Internal monitoring had taken place but this had not been as rigorous as the LA service. Alex
reported that when the LA realised their error they had worked quickly and thoroughly to address issues in quality and monitoring.
Catering
Alex reported that prospective catering contractors had visited the school, provided good responses and the school was expecting approximately six bids.
2015-02-04 MT F&S minutes 5 A governor asked how this tendering process would sit with the in-house evaluations. Alex answered that all bids received from the tendering process would be reviewed alongside the
in-house costs being gathered with another secondary school. In response to a question about the in-house process, Alex explained that fact finding was taking place relating to areas including HR, sales, viability and management.
A governor asked if there was consideration of health and wellbeing. Alex answered that this was an important consideration and compliance with healthy food and hygiene regulations was being built into the tender process and in-house evaluation. Sheila Sweeting added that the LA had supported the process so far.
A governor asked if the final decision would be brought to the Committee. Alex answered that he would be happy for governors to be involved in the final decision and it was noted that the current contract ended on 20th July.
The Headteacher said that governors needed to reassure themselves that the school was compliant with statutory requirements, considered the benefit of students and best value, so that if timing did not allow governors to be directly involved, they would have confidence that the selection process had been effective
In response to a question relating to best value and how private companies worked with other schools, Alex said that it was possible to obtain some information relating to the service provided to other schools and that he had asked for financial projections from the
companies. He had also asked for a description of value for money, student benefits and how the service could be developed. Alex explained that the tendering process was a scoring process with a focus on both finance and quality of provision.
A governor highlighted that a primary school had recently moved to an in-house service and the profits had either been re-invested into the school or used to reduce the price of meals. He suggested the school speak to the school to discuss how they manage their catering in- house and which local suppliers they use. Alex noted that there were likely to be
opportunities for improvements to both quality of service and viability, whether the service was brought in house or re-tendered to an external contractor.
Governors briefly discussed the increase in HR responsibilities if the catering service was
taken in-house and the impact on capacity and finances.
With reference to the overview of LA services and expenditure, the following was discussed:
A governor asked why Buildings, Maintenance and Repairs included energy and water when this was paid for separately. Alex explained that the service included management of tariffs Amend not the actual cost of energy and water.
In response to a question, it was clarified that only one Legionella Risk Assessment box should be selected at a cost of £130. This would be amended. Action Considering Management Information Systems, it was highlighted that the Fischer Family
Trust: FFT Aspire Access was not ticked. Alex said that he would check this was being received and highlighted that there was no cost to the system.
Governors expressed their concern that the Insurance services were selected by that there
were no costs connected. Sheila explained that the LA did not know the cost of these services and could not include them on the form. This had been similar in the previous year Amend and the costs had come in at approximately £24,000. It was suggested that within the feedback section of the form, the score for Insurance should not be rated ‘1 Good Delivery’. Governors acknowledged that the service for supporting claims had been good but they agreed that the area should be down graded for lack of information.
Governors acknowledged that it was important to monitor the services purchased and that it was a requirement of the Schools Financial Value Standard.
9. SIP Financial Implications A brief update on the RAG rating was provided in light of the School Improvement Plan review on 25th March.
2015-02-04 MT F&S minutes 6 10. Governor Involvement in School None to report. 11. Confidentiality No items were recorded as a separate, confidential minute. 12. Any Other Business Bill Schofield provided the update on action points 1 and 7 from the previous meeting. He said that a letter had been sent to Richard Hartle and the response to that letter had offered a visit from Linda Brook (School Business Support Manager). In light of more recent considerations this had not been pursued further.
The Headteacher outlined the current financial position of the LA and highlighted that schools would not receive any additional funding. He explained that York was under funded, receiving approximately £4,500 per pupil against a National median of £5,400. Governors briefly discussed the funding formula and noted that Academies received the same amount of funding as maintained schools but they were not subject to top slicing by the LA.
The Headteacher reported that he was the School’s Forum representative for 11-16 Secondary Schools and that the Forum was looking at the balance of block grants for primary and secondary schools within the City.
Governors discussed political forums that could be used to push concerns regarding the National funding formula from a local to a national level.
The Headteacher reported that redundancy process was moving forward as expected.
13. Dates of future meetings Thursday 2nd July 2015 Meeting ended at 8.15pm.
______Mr Tim Hooper Date Signed Chair of Finance & Staffing Committee
Action Plan following the Meeting of the Finance and Staffing Committee Meeting Held on Thursday 30th April 2015
Action Agenda Person Date
Carry Forward: Speak to Staff Governors regarding 1. 3 Headteacher 2nd July consultation on redundancy proposal
Carry Forward: Consult with HoDs re: allocation of £4k from 2. 3 Headteacher 2nd July school funds
Head, Helen Thomas, Bill th 3. Meet to discuss the Pay Policy 5 Prior to 13 July Schofield, Tim Hooper
Tim Hooper to focus on monitoring the Start Budget 4. 5 Tim Hooper Ongoing assumptions
5. Speak to Jenny Kent / FOM re-fundraising for the school 5 Tim Moat 2nd July
2015-02-04 MT F&S minutes 7 6. Start negotiations with Legal Firms 7 Headteacher asap
7. Amend Services to Schools feedback form as discussed 8 Alex Collins Asap
8. Query FFT Aspire Access on Services to Schools 8 Alex Collins Asap
Items for Future Meetings: SIP financial implications (standing item) Governor Involvement (standing item) Summary of HR Service and comparative quotes – Summer Term 2015
FGB: Pay Policy School Development: Fundraising / FOM
2015-02-04 MT F&S minutes 8
MILLTHORPE SCHOOL
MINUTES OF THE FINANCE & STAFFING COMMITTEE MEETING
Held on Wednesday 8th July 2015 at 6pm
Present: Ms Helen Ainsworth Mr Tim Moat Mr Tim Hooper (Chair) Mr Martyn Pysanczyn Mrs Katie Hurrell Mr Bill Schofield
In Attendance: Mr Trevor Burton (Headteacher) Mr Alex Collins (School Business Manager) (from 6.05pm) Mrs Sheila Sweeting (Bursar) Mrs Barbara Kybett (Clerk)
Action 1. Apologies for Absence & Declarations of Interests Apologies for absence were received from Helen Thomas. Bob Sydes did not attend. There were no declarations of interest.
2. Minutes of the previous meeting held on 30th April 2015 (previously distributed) The minutes were agreed as a true and accurate record of the meeting and were signed by the Chair.
3. Matters Arising and Action Plan
Action Agenda Person Date
Carry Forward: Speak to Staff 1 Governors regarding consultation on 3 Headteacher Completed
redundancy proposal Carry Forward: Consult with HoDs re: See AP2 2 3 Headteacher allocation of £4k from school funds below Head, Helen Thomas, Bill 3 Meet to discuss the Pay Policy 5 Completed Schofield, Tim Hooper
Tim Hooper to focus on monitoring the 4 5 Tim Hooper Ongoing Start Budget assumptions
Speak to Jenny Kent / FOM re- 5 5 Tim Moat Completed fundraising for the school
6 Start negotiations with Legal Firms 7 Headteacher Completed
Amend Services to Schools feedback 7 8 Alex Collins Completed form as discussed
Query FFT Aspire Access on Services 8 8 Alex Collins Completed to Schools
With reference to AP1, the Headteacher reported that the compulsory redundancy of a member of teaching staff would be effected on 31st August 2015. The member of staff had taken the decision to appeal but the appeal had been rejected. The Headteacher was
confident that the LA would cover the cost of the redundancy which would be in the region of £5k. He noted that whilst redundancy payments were still being funded by the LA, this was not the case for any enhanced early retirement packages.
With reference to AP2, it was noted that £4k from school funds had still not been allocated to specific projects in school. The Headteacher reminded governors that every department’s budget had been reduced and therefore the money could be used to supplement these budgets. Governors acknowledged this view but were keen that the money be used for 2015-07-08 MT F&S minutes 1 specific purchases that might not otherwise be funded from the school’s budget. The Action Headteacher agreed that he would ask HoDs to make bids for the funding.
(Alex Collins joined the meeting at 6.05pm)
With reference to AP5, Tim Moat reported that he had spoken to Jenny Kent about fundraising and that the matter had been passed to the School Development committee.
There were no matters arising not covered by the agenda.
4. Budget Monitoring Report Period 2 (previously distributed) Sheila Sweeting and Alex Collins highlighted the recent difficulties with the introduction of
the new finance system which was supported by the LA. They reported that the new system had not been fit for purpose and therefore they had needed to revert to the previous system, provided by RM Finance, in order to produce the necessary data.
The Chair asked if the school should consider buying its own system. The Headteacher acknowledged that this was a possibility but that as the licence for RM Finance would run for another year, it was reasonable to delay the choice of a new system until the decision on converting to academy status had been made, as all the schools in the MAT would need to
be using the same finance software. Alex agreed that whilst the RM system was not flexible, there was no realistic alternative currently.
Alex referred governors to the monitoring report and the cumulative balance figure of
£16,838. He warned that this figure included the amount of £25k which the school had received to cover the costs of academy conversion. The actual figure without this money was in the region of -£8k. He noted that at this early stage in the financial year, it was difficult to predict the outturn. Alex expected that the new catering contract would turn a profit of around £5k- £10k per annum although this was unlikely to be the case in its first year. He drew governors’ attention to E22 Admin Supplies and noted that the cost of reprographics had not yet been charged to departmental capitation. Once this was allocated, the final variance would be more in the region of -£1k to -£2k.
The Chair asked if any of the £25k received for academy conversion costs had actually been paid out. Alex replied that although money had already been committed, it had not been paid out. The Headteacher added that he expected possible conversion costs to be in the region of £8k to £9k but there might be other unforeseen expenses.
The Chair queried the catering costs. Sheila noted that assumptions had been made in the Start Budget which were now not relevant, so the income and expenditure cancelled each other out.
The Chair asked whether there might be any reduction in the deficit this year. The Headteacher and Alex agreed that the budget would not permit any reduction this year. Alex agreed with the Chair that the licence for the deficit would need to be formally re-applied for this year. The Headteacher added that the deficit was due to be repaid by April 2018 under current budget forecasts. If the school converted to an academy, there was a possibility the deficit might be repaid earlier. It was noted that if the school did convert to academy status, the repayment of the deficit would form part of the agreement with the EFA. The Headteacher emphasised that, whatever the future status of the school, the aim would be to repay the deficit and build up a surplus as soon as possible.
The Headteacher reported that he had begun to meet with Alex and Sheila on a monthly basis. He agreed with a governor that it would be useful to make a “like for like” comparison with monitoring report figures from the previous year. It was noted, however, that expenditure might vary significantly from year to year, even within the same period, particularly for costs such as energy. The Chair added that this data would only be useful if the figures were directly comparable and if they were worth the work needed to produce them.
5. School Fund (previously distributed) Sheila Sweeting referred governors to the School Fund data, noting that some
reimbursements were due to parents for school trips. There was no further information to add and no queries were raised.
2015-07-08 MT F&S minutes 2 6. Lettings Charges Sheila Sweeting tabled a document showing lettings charges from September 2015. She explained that compared to other schools, Millthorpe’s letting charges were reasonable and that there was no proposal to raise them.
A governor asked about the possibility of raising the charges. Sheila responded that the school did not want to risk losing any of the regular users. A governor asked if the number or frequency of lettings could be increased. Alex reported that he was currently exploring links with an organisation that would manage the lettings on the school’s behalf. The company would guarantee that the school would retain the current level of profit from the existing lettings and would then split equally any extra income. He explained that this option was being considered as one of the caretakers had resigned, leaving the school short of cover to manage the lettings. The arrangement with the company would alleviate the need to employ a member of staff and might also increase the lettings income.
A governor queried the difference in VAT charges for the sports facilities. Sheila explained that VAT was chargeable on sports lettings if they were for a period of less than 10 weeks.
7. Policies for Review (previously distributed) 7.1)Teacher’s Pay Policy
The Headteacher explained to governors that the Teachers’ Pay Policy was revised annually by the LA, who consulted with the unions as part of the process. As a revised policy had not yet been received, the Headteacher had made his own revisions, marked with a sidebar on the policy, in order that a fully up-to-date policy could be approved by governors and be in
place for the start of autumn term.
The Headteacher drew attention to the following amendments: - all references to lead practitioners had been removed as the school did not use this
nomenclature - Pay Points Tables were now published in an appendix to the policy so that when pay grades changed, it would not be necessary to make changes to the main body of the policy.
The Headteacher described some elements of the national recommendations which were in his view unhelpful including:
raising the bottom of MPS by 1% and the top of MPS by up to 2% while removing all reference to intermediate points - a decision on senior staff salaries to raise the bottom of each headteacher group by 1% and freeze the top.
The Headteacher recommended that all current pay points were raised by 1% and this was reflected in the draft pay policy.
The Headteacher explained that when the LA policy was released, he would compare the school’s policy against it to ensure parity. He reminded governors that staff’s performance management would be completed in the autumn term, with pay increases being paid in arrears.
The Headteacher asked governors to approve the Teachers’ Pay Policy with the caveat that it might need to be amended when the LA policy was received.
The Teachers’ Pay Policy was unanimously approved.
The Headteacher asked for governors’ guidance on a matter of teachers’ pay progression which had recently come to light. Under normal circumstances, when an NQT employed on a full-time basis attained QTS at the end of their first year of teaching, they would join the normal pay progression in the following autumn term. NQTs employed on a part-time basis would not attain QTS until they had completed the statutory number of weeks in school and might therefore be considered to be disadvantaged as they would not join the pay progression until the following year. The Headteacher proposed three options for governors to consider: - part-time NQTs would need to wait until their second year to join the normal pay progression - part-time NQTs could join the pay progression before they attained QTS - part-time NQTs could be awarded a pay progression point as soon as they attained QTS. 2015-07-08 MT F&S minutes 3 The Headteacher expressed a preference for the third option, with the condition that he would need to be satisfied that the NQT was judged to be at least good against the Teachers’ Standards. The Headteacher advised governors that as this situation had not arisen previously, their decision would set a precedent.
Governors discussed the options and agreed that the third was the most reasonable and delegated authority to the Headteacher to institute the process.
7.2) Charging and Remissions Policy (previously distributed) Alex Collins drew attention to an amendment to the Charging and Remissions Policy which clarified the actions taken when a student left the school with their ParentPay account in credit or debit: credits of less than £5 would be retained and added to the School Fund whilst debts of less than £10 would be written off. Alex confirmed that the numbers involved were very small.
A governor asked for clarification on the phrase “dependent on circumstances”. Alex explained that a student would be more likely to be chased for a debt of more than £10 if they were local or had siblings in school.
A governor asked if there was a limit to the debt which could be accrued. Alex replied that the aim was to keep the debt no higher than the cost of two meals and very few students had gone beyond this limit although some staff had needed to be reminded.
8. SIP Financial Implications Alex referred to SP8 of the School Improvement Plan and, whilst the school had sought
further efficiencies, he acknowledged that the end of year financial position was slightly worse than budgeted. The Headteacher added that there were no financial implications of the SIP other than managing the budget and it was agreed that this item should no longer be a standing item.
9. Governor Involvement in School There was no specific governor involvement to report, although governors acknowledged the considerable amount of time involved in the consultation process.
Helen Ainsworth reported that some staff had expressed a wish to meet governors and put names to faces, particularly since the consultation process had highlighted the importance of the governing body as decision makers. Governors agreed on the importance of this and Action discussed how they might, more informally, meet staff who were not part of the SLT. It was agreed to make a commitment to this aim.
10. Confidentiality No items were recorded as a separate, confidential minute.
11. Any Other Business Alex Collins confirmed that appointment of Hutchisons as the school’s new catering contractors following a robust tendering process. He noted that the company had been chosen for their enthusiasm for their product and the service they provided. He reported that the company had already started working with the existing catering team.
Alex explained that the previous catering contractors had been supplied by the LA on a 5 year contract, but that engagement and investment in the school’s catering provision had been significantly lacking in recent years. He added that the school had been required to pay a subsidy of £5k per annum for the benefit of receiving a catering service. Under the new arrangement with Hutchisons, there would be no payment required from the school and both parties stood to benefit financially. The Headteacher added that the arrangement had been entered into with Canon Lee School and he felt that the provision would be good. A governor who had attended part of the tendering process agreed that the company seemed very enthusiastic and that he felt that the outcome was positive for all parties involved.
The Chair asked the Headteacher if, should the school continue on the path to academy conversion, there were any financial implications that the Committee should be considering. The Headteacher expressed his view that a project officer should be employed on a temporary basis to manage the conversion process but that he would appreciate governors’ support in the transition phase. He drew attention to a meeting he had attended on 7th July regarding the future of school partnerships in York which was also attended by a 2015-07-08 MT F&S minutes 4 considerable number of school senior leaders and governors. He considered that this was further evidence of growing interest in academy conversion. 12. Dates of future meetings (all to be approved by FGB) Thursday 12th November 2015 Thursday 4th February 2016 Thursday 28th April 2016 Wednesday 6th July 2016
Meeting ended at 7.20pm.
______Mr Tim Hooper Date Signed Chair of Finance & Staffing Committee
Action Plan following the Meeting of the Finance and Staffing Committee Meeting Held on Wednesday 8th July 2015
Agen Action Person Date da 12th Ask for bids from HoDs re: allocation of £4k from 1. 3 Headteacher November school funds 2015 12th Make arrangements for more informal meetings 2. 9 All governors November between governors and school staff 2015
Items for Future Meetings: Governor Involvement (standing item) Summary of HR Service and comparative quotes
2015-07-08 MT F&S minutes 5 START BUDGET 2015/16 COMMENTARY AND ASSUMPTIONS
The start budget for 2015/16 is intended to be both tightly controlled in terms of expenditure in all areas and reasonably prudent in its allowances for unforeseeable costs and staff changes. Attention is drawn to the following points in particular:
A contingency of £40k has been included for staff absence A further contingency of £10k has been allowed to cover maternity costs It includes the recent 0.6% rise in employer’s contribution to support staff pensions, a 1% pay increase for teaching staff in September 2015 and an increase to employer’s contribution to teachers’ pensions from September 2015. The budget includes the assumption of 1 FTE member of PE teaching staff leaving as part of the ongoing redundancy process In teaching staff, the following reductions have also been achieved or are assumed through natural wastage: replacement of 1 UPS teacher with a NQT; backfill of 0.5 FTE teacher by 0.1 FTE increase to part-time teacher’s hours; reduction in hours for 5 part-time staff. In support staff, the following reductions have been achieved or are assumed through natural wastage: 1 FTE Senior Science Technician replaced by 0.5 FTE Science Technician; 1 FTE Caretaker replaced by keyholder working 2 hours per day; 1 FTE Cover Supervisor not replaced from January 2016; Admin Assistant 28 hours/week replaced on 20 hours/week; 2 x Foreign Language Assistants previously employed for 8 months each year not to be re-employed in 2015/16. Reduced spending on non-essential planned maintenance and the IT Support service is planned. Departmental capitation has been effectively frozen at the same level as last year: additional measures are planned to help Heads of Department manage these budgets effectively within agreed limits.
Budgets for subsequent years assume that:
The current funding formula continues with no increases The school continues to pay annual increases of 1% to all staff each year and the additional employer’s NI contributions from April 2016 Current levels of spending on overheads are maintained, except allowances for planned one-off costs or other known changes The school attracts the equivalent of an additional 6 students in KS3 and 2 students in KS4 before October 2015 and no further increases in-year before October 2016 (last year 19 students joined in-year) No changes are made to the staffing establishment. Any resignations/retirements are likely to present an opportunity to make savings.
Millthorpe School - DfE No. 4229 Version No. SB 1.1 : 2015-16 FINANCIAL PLANNING - BUDGET SUMMARY REPORT
2014-2015 CFR Category 2015-16 2016-17 2017-18 2018-19 2019-20 Comments Start Expected Table No. Start Draft Draft Draft Draft Budget Outturn Description Budget Budget Budget Budget Budget
N01 Number of FTE Pupils 907.0 April to August 939.0 956.0 981.0 977.0 1,002.0 943.0 September to March 956.0 981.0 977.0 1,002.0 1,002.0 N02 Number of FTE Teachers (incl'g Head) 56.8 April to August 58.0 56.3 56.3 56.3 56.3 55.3 September to March 56.4 56.3 56.3 56.3 56.3 N03 Pupils to Teachers Ratio 16.0 April to August 16.2 17.0 17.4 17.3 17.8 17.1 September to March 17.0 17.4 17.3 17.8 17.8 N04 Number of FTE Support Staff 43.1 April to August 43.9 41.4 41.4 41.4 41.4 41.2 September to March 42.3 41.4 41.4 41.4 41.4 N05 Number of Support Staff Hours per Week 1,749.3 April to August 1,793.84 1,691.34 1,691.34 1,691.34 1,691.34 1,669.9 September to March 1,731.84 1,691.34 1,691.34 1,691.34 1,691.34
REVENUE INCOME 4,254,214 4,294,467 S05 Delegated Funding 4,319,230 4,438,608 4,526,477 4,504,872 4,611,659 192,575 185,168 S06 Other Central Funding 189,395 189,395 189,395 189,395 189,395 87,300 85,407 S07 School Generated Income 149,415 149,415 149,415 149,415 149,415 4,000 15,282 S08 Other Income 4,000 4,000 4,000 4,000 4,000 4,538,089 4,580,324 Grand Total - REVENUE INCOME 4,662,040 4,781,418 4,869,287 4,847,682 4,954,469 REVENUE EXPENDITURE 2,753,127 2,833,176 S09 Teaching Staff 2,866,974 2,911,325 2,967,761 3,023,159 3,074,184 1,095,561 1,071,736 S10 Support Staff & Other Staff Costs 1,122,545 1,128,097 1,146,534 1,160,224 1,170,072 411,552 323,550 S11 Premises & Occupation Costs 329,594 328,671 328,033 328,033 328,033 235,328 260,069 S12 Learning Resources 233,711 230,711 230,711 220,211 220,211 133,361 140,796 S13 Supplies, Services & Other Costs 108,996 108,996 108,996 108,996 108,996 4,628,929 4,629,327 Grand Total - REVENUE EXPENDITURE 4,661,820 4,707,800 4,782,035 4,840,623 4,901,496 REVENUE BALANCES (90,840) (49,003) S14 In Year 220 73,618 87,252 7,059 52,973 (91,226) (91,226) S14 Brought Forward (140,229) (140,009) (66,391) 20,861 27,920 (182,066) (140,229) S14 Cumulative Carried Forward (140,009) (66,391) 20,861 27,920 80,893
CAPITAL 19,935 19,935 S02 Income 19,407 19,407 19,407 19,407 19,407 19,710 19,984 S03 Expenditure 19,133 19,407 19,407 19,407 19,407 225 (49) S04 In Year Balance 274 0 0 0 0 (225) (225) S04 Balance Brought Forward (274) 0 0 0 0 0 (274) S04 Cumulative Carried Forward 0 0 0 0 0
TOTAL BALANCES I confirm this Budget and financial plan has been (90,615) (49,052) S01 In Year 494 73,618 87,252 7,059 52,973 approved by the Governing Body. (91,451) (91,451) S01 Brought Forward (140,503) (140,009) (66,391) 20,861 27,920 Signed (182,066) (140,503) S01 Cumulative Carry Forward (140,009) (66,391) 20,861 27,920 80,893
(4.41)% Revenue Balance C/Fwd as % of Resource Alloc (3.28)% (1.51)% 0.46% 0.63% 1.77% (4.41)% Total Balance C/Fwd as % of Resource Alloc. (3.28)% (1.51)% 0.46% 0.63% 1.77% Chair of Governors Date
Printed at 17:34 on 24/04/2015 Page 1 of 3 FINANCIAL PLANNING - CFR LEVEL REPORT
2014-2015 CFR Category 2015-16 2016-17 2017-18 2018-19 2019-20 Comments Start Expected Table No. Start Draft Draft Draft Draft Budget Outturn Description Budget Budget Budget Budget Budget
Table S01 - TOTAL BALANCES 4,558,024 4,600,259 Capital and Revenue Income 4,681,447 4,800,825 4,888,694 4,867,089 4,973,876 4,648,639 4,649,311 Capital and Revenue Expenditure 4,680,953 4,727,207 4,801,442 4,860,030 4,920,903 (90,615) (49,052) In Year 494 73,617 87,252 7,059 52,973 (91,451) (91,451) Brought Forward (140,503) (140,009) (66,391) 20,861 27,920 (182,066) (140,503) Cumulative Carry Forward (140,009) (66,392) 20,861 27,920 80,893
CAPITAL INCOME, EXPENDITURE AND BALANCES Table S02 - CAPITAL INCOME 19,935 19,935 CI01 Capital Income 19,407 19,407 19,407 19,407 19,407 0 0 CI02 Loans 0 0 0 0 0 0 0 CI03 Voluntary or Private Income 0 0 0 0 0 0 0 CI04 Direct Revenue Financing 0 0 0 0 0 19,935 19,935 Total Capital Income 19,407 19,407 19,407 19,407 19,407 Table S03 - CAPITAL EXPENDITURE 0 0 CE01 Acq. of Land & existing Buildings 0 0 0 0 0 19,710 19,984 CE02 New construct., conversion & ren. 19,133 19,407 19,407 19,407 19,407 0 0 CE03 Vehicles, Plant, Equip. & Machinery 0 0 0 0 0 0 0 CE04 Info. & Comm. Tech. Equipment 0 0 0 0 0 19,710 19,984 Total Capital Expenditure 19,133 19,407 19,407 19,407 19,407 Table S04 - CAPITAL BALANCES 225 (49) In Year 274 0 0 0 0 (225) (225) Brought Forward (274) 0 0 0 0 0 (274) Cumulative Carried Forward 0 0 0 0 0
REVENUE INCOME Table S05 - DELEGATED FUNDING 4,226,271 4,265,297 I01 Funds Delegated by the LEA 4,287,210 4,406,588 4,494,457 4,472,852 4,579,639 0 0 I02 Funding for 6th Form 0 0 0 0 0 27,943 29,170 I03 SEN Funding 32,020 32,020 32,020 32,020 32,020 0 0 I04 Funds for Minority Ethnic Pupils 0 0 0 0 0 0 0 I18 Addidtional Grant for schools 0 0 0 0 0 4,254,214 4,294,467 Total Delegated Funding 4,319,230 4,438,608 4,526,477 4,504,872 4,611,659 Table S06 - OTHER CENTRAL FUNDING 172,575 171,392 I05 Pupil Premium (formerly Stds Funds) 175,395 175,395 175,395 175,395 175,395 0 13,500 I06 Other Government Grants 13,500 13,500 13,500 13,500 13,500 20,000 276 I07 Other Grants & Payments 500 500 500 500 500 0 0 I15 Pupil Focus Ext'd Sch. Funding/Grants 0 0 0 0 0 192,575 185,168 Total Other Central Funding 189,395 189,395 189,395 189,395 189,395 Table S07 - SCHOOL GENERATED INCOME 87,300 85,407 I08 Facilities & Services 79,415 79,415 79,415 79,415 79,415 0 0 I09 Catering 70,000 70,000 70,000 70,000 70,000 87,300 85,407 Total School Generated Income 149,415 149,415 149,415 149,415 149,415 Table S08 - OTHER INCOME 0 0 I10 Supply Teacher Claims 0 0 0 0 0 0 7,603 I11 Other Insurance Claims 0 0 0 0 0 4,000 7,679 I12 Contributions to Visits 4,000 4,000 4,000 4,000 4,000 0 0 I13 Donations or Private Funds 0 0 0 0 0 4,000 15,282 Total Other Income 4,000 4,000 4,000 4,000 4,000 4,538,089 4,580,324 TOTAL REVENUE INCOME 4,662,040 4,781,418 4,869,287 4,847,682 4,954,469
Printed at 17:34 on 24/04/2015 Page 2 of 3 2014-2015 CFR Category 2015-16 2016-17 2017-18 2018-19 2019-20 Comments Start Expected Table No. Start Draft Draft Draft Draft Budget Outturn Description Budget Budget Budget Budget Budget
REVENUE EXPENDITURE Table S09 - TEACHING STAFF COSTS 2,683,127 2,765,609 E01 Teaching Staff 2,811,974 2,856,325 2,912,761 2,968,159 3,019,184 0 0 E02 Supply Teaching Staff Costs 0 0 0 0 0 0 0 E10 Supply Teaching Staff Insurance 0 0 0 0 0 70,000 67,567 E26 Agency Teaching Supply Staff 55,000 55,000 55,000 55,000 55,000 2,753,127 2,833,176 Total Teaching Staff Costs 2,866,974 2,911,325 2,967,761 3,023,159 3,074,184 Table S10 - SUPPORT STAFF & OTHER STAFF COSTS 561,821 581,264 E03 Education Support Staff 555,960 556,681 568,060 575,870 582,001 198,929 195,361 E04 Premises Staff 178,694 178,312 180,018 180,742 181,472 224,290 226,105 E05 Admin & Clerical Support Staff 213,353 217,001 221,528 225,892 228,074 0 0 E06 Catering Staff 65,752 67,100 67,486 67,966 68,455 32,221 34,187 E07 Cost of Other Staff 31,270 31,986 32,426 32,739 33,053 1,017,261 1,036,917 Sub Total - Support Staff Costs 1,045,029 1,051,081 1,069,518 1,083,208 1,093,056 13,976 11,122 E08 Indirect Employee Expenses 15,596 15,096 15,096 15,096 15,096 13,550 12,623 E09 Staff Development & Training 11,800 11,800 11,800 11,800 11,800 50,774 11,074 E11 Staff Related Insurance 50,120 50,120 50,120 50,120 50,120 78,300 34,819 Sub Total - Other Staffing Costs 77,516 77,016 77,016 77,016 77,016 1,095,561 1,071,736 Total Support Staff & Other Staff Costs 1,122,545 1,128,097 1,146,534 1,160,224 1,170,072 Table S11 - PREMISES & OCCUPATION COSTS 53,000 69,505 E12 Buildings Maint. & Improvements 56,195 56,195 56,195 56,195 56,195 11,250 9,061 E13 Grounds Maint. & Improvements 9,250 9,250 9,250 9,250 9,250 17,000 8,626 E14 Cleaning and Caretaking 10,000 10,000 10,000 10,000 10,000 81,250 87,192 Sub Total - Premises Costs 75,445 75,445 75,445 75,445 75,445 5,500 9,042 E15 Water and Sewerage 9,000 9,000 9,000 9,000 9,000 97,907 89,559 E16 Energy 93,561 92,638 92,000 92,000 92,000 97,995 28,461 E17 Rates 81,838 81,838 81,838 81,838 81,838 17,080 18,183 E18 Other Occupation Costs 16,844 16,844 16,844 16,844 16,844 75,320 73,494 E23 Other Insurance Premiums 28,756 28,756 28,756 28,756 28,756 36,500 17,619 E25 Catering Supplies 24,150 24,150 24,150 24,150 24,150 330,302 236,358 Sub Total - Occupation Costs 254,149 253,226 252,588 252,588 252,588 411,552 323,550 Total Premises & Occupation Costs 329,594 328,671 328,033 328,033 328,033 Table S12 - LEARNING RESOURCES 106,668 136,565 E19 Learning Resources - non ICT 112,531 109,531 109,531 109,531 109,531 67,660 65,157 E20 ICT Learning Resources 51,180 61,180 61,180 50,680 50,680 61,000 58,347 E21 Exam Fees 70,000 60,000 60,000 60,000 60,000 235,328 260,069 Total Learning Resources 233,711 230,711 230,711 220,211 220,211 Table S13 - SUPPLIES, SERVICES & OTHER COSTS 50,750 54,762 E22 Administration Supplies 29,125 29,125 29,125 29,125 29,125 550 437 E24 Special Facilities 800 800 800 800 800 43,816 44,759 E27 Bought In Curriculum Services 40,146 40,146 40,146 40,146 40,146 38,245 40,762 E28 Bought In Other Professional Services 38,925 38,925 38,925 38,925 38,925 0 76 E29 Loan Interest 0 0 0 0 0 0 0 E30 Direct Revenue Financing 0 0 0 0 0 133,361 140,796 Total Supplies, Services & Other Costs 108,996 108,996 108,996 108,996 108,996 4,628,929 4,629,327 TOTAL REVENUE EXPENDITURE 4,661,820 4,707,800 4,782,035 4,840,623 4,901,496 Table S14 - REVENUE BALANCE 4,538,089 4,580,324 Total Revenue Income 4,662,040 4,781,418 4,869,287 4,847,682 4,954,469 4,628,929 4,629,327 Total Revenue Expenditure 4,661,820 4,707,800 4,782,035 4,840,623 4,901,496 (90,840) (49,003) In Year 220 73,617 87,252 7,059 52,973 (91,226) (91,226) Brought Forward (140,229) (140,009) (66,391) 20,861 27,920 (182,066) (140,229) Cumulative Carried Forward (140,009) (66,392) 20,861 27,920 80,893
Printed at 17:34 on 24/04/2015 Page 3 of 3 MILLTHORPE SCHOOL
Minutes of the School Development Committee
rd Held Wednesday 3 June 2015 at 6pm In the School Library
Present: Mr Tim Hooper Mrs Gillian Markland-Zuiderwijk Mr Dave Merrett Mr Tim Moat (Chair) In Attendance: Mr Alex Collins (School Business Manager) Mrs Barbara Kybett (Clerk to Governors)
Action 1. Welcome – Apologies – Declarations of Interest The Chair welcomed everyone to the meeting. Apologies for absence were received from Don Henson, Jenny Kent and Martyn Pysanczyn. There were no declarations of interest.
2. Minutes from the meeting held on 21st January 2015 (previously distributed) A correction was noted to Item 6, paragraph four, which should have read: “Councillor Merrett suggested that the school might explore the possibility of working with the Yorkshire Energy Partnership Committee of which he is a council-appointed director.”
The previous minutes were then agreed as a true and accurate record of the meeting and were signed by the Chair.
3. Action Plan and Matters Arising from the previous meeting not covered by the agenda
Action Agenda Person Date Contact Steve Wells re: discrepancies in information about 1. 4 AC Completed the size of astroturf pitch which will attract funding. Make a formal approach to Jake Wood at the council re: 2. 4 AC Completed project managing the improvement to sports facilities. Invite a representative of the Friends of Millthorpe to the 3. 4 Chair Completed next meeting Follow up possibility of acquiring power washers for 4. 4 AC Completed netball courts Ask Steve Wells for his recommendations on how the various projects might be phased so that a timetable of 5. 4 AC Completed actions can be created.
Investigate costs re: repairs to gym floor and disseminate 6. 4 AC Completed information to governors Contact Steve Wells re: any involvement with “sale of land” 7. 4 AC Completed projects Carried 8. Investigate the possibility of installing LED lighting 6 AC forward
9. Email Martyn Pysanczyn re: link governor visit 9 Chair Completed
With respect to Action Point 2, Alex Collins reported that he had met with Jake Wood to discuss the possible sale of land and the prospects of investment from the LA for new sports facilities. Jake Wood had explained the procedure for initiating the sale of land but felt that the proposal was unlikely to get the support required as there was no benefit to the local community. The Chair queried whether the land might be of interest to a local developer.
Governors agreed that pursuing this project at this time would be inappropriate, given the attention already focussed on the school as a result of the academy conversion proposal.
Millthorpe: School Development minutes 03-06-2015 1 Regarding the prospect of investment from the LA in new sports facilities for the school, Alex reported that this was entirely contingent on place planning. With the rise in pupil numbers feeding through to the school in five years’ time, there was good reason to expect that the LA might fund a mutually beneficial facility such as an all-weather pitch in exchange for using Millthorpe land for a new school building. Alex had asked Jake if the possible conversion to academy status would affect either of the proposals discussed, the answer being that it would not make a significant difference. A governor commented that the LA would be funded by central government to provide a new school building but, given inflated land prices in York, it would be more cost effective for the LA to use land it already owned. It was noted that if the school lost green space due to a new school build, it would be entitled to double that amount of space in the form of a multi-use games area (MUGA).
With regard to Action Point 3, the Chair reported that a member of the Friends of Millthorpe had been invited to the meeting but had been unable to attend.
With regard to Action Point 4, Alex reported that, after seeking recommendations from Steve Wells, he had obtained quotes for the netball court power washers. However, the cost, at £1700, was considered too great and he would consult with the PE department regarding possible next steps.
4. Steve Wells Associates Feasibility Study and input from PTA Alex Collins reported that he had contacted Steve Wells as requested regarding the various projects
discussed at the last meeting. Steve Wells considered that the two grants worth pursuing were those which could be used to upgrade the playing fields and the gym. However, in a more recent conversation, Steve Wells had informed Alex that since the general election, funding was even scarcer. Steve agreed to keep Alex informed about any change in the situation. Alex had made a diary note to contact Steve twice a year
for any further updates.
5. Academisation Update The Chair brought governors up to date on recent developments, including diary dates for forthcoming
meetings and consultation events. He noted that the Chairs of all three governing bodies would be meeting on Thursday 7 June to decide on the next steps. An extra-ordinary meeting of the Millthorpe Full Governing Body would be held following the consultation period, when governors would have the opportunity to feed back. The Headteacher intended to issue each governor with a pack of information so that an informed
decision could be made on whether to progress with the conversion to academy status or not.
A governor highlighted the importance of all governors being available for this extra-ordinary meeting.
Gillian Markland-Zuiderwijk commented that she had not received some of the recent emails which had Action been sent to governors; Alex Collins agreed to look into this. AC
The Chair reported that on June 11, there would be an opportunity for governors to meet with the Chairs of the Governing Bodies of Manor CE Academy, Poppleton Ousebank Primary and possibly Archbishop Holgate’s School. He also noted that the Headteacher had recently met with Councillor Jenny Brooks, the new city council executive member for education, and with Rachel Maskell, MP for York.
Governors discussed at length the possible reasons for the strength of feeling the proposal had engendered and it was noted that the school had more than met its obligations regarding the consultation process. A governor asked if any legal services had been consulted, as the next step in the conversion process. The Chair replied that this had not yet taken place as the Headteacher and Senior Leadership Team were fully occupied with the consultation process.
6. Future of School Development Committee, including fundraising The Chair explained that although in September 2014, the School Development Committee had been
assigned the work with primary partners and place planning, these were now the remit of working groups which could better keep pace with the fast-moving developments. He invited governors’ views on where the committee might go from here.
A governor noted that as funding was the key to development, the committee could not always progress projects as it would like. It was likely that development would be driven by place planning and the associated new school build.
A governor observed that if the schools decided against becoming a multi-academy trust, then the cluster working model would come to the fore.
The Chair commented that he would like to expand the interests and responsibilities of the committee to
include, for example, pupils’ emotional well-being and use of technology.
Millthorpe: School Development minutes 03-06-2015 2 Governors discussed the idea of a structured, forward-thinking “governor away day” which would ideally be led by a suitably qualified person from outside the school community. It was agreed that the Chair should Action Chair progress this in discussion with the Headteacher.
Gillian Markland-Zuiderwijk agreed to approach a personal contact who might act as a facilitator. Action GMZ 7. School Uniform Policy – amendment It was noted that some pupils were wearing unacceptably tight trousers to school.
Governors unanimously agreed that the uniform policy should be amended to read “very tight trousers are not acceptable”.
Alex Collins agreed to action this amendment and to inform Sue Cordell who would work with staff and parents to deal with non-compliance. In response to a governor query, Alex noted that pupils were given Action time to correct non-compliant uniform and that this was dealt with on a case by case basis. AC
8. Update on School Improvement Plan Priorities: a) SP5d: We will develop an effective public relations strategy for Millthorpe
The Chair reported that he had met with Alex Collins and Jon Deamer and that the strategy had been updated. A governor commented that communications had been much improved. The Chair agreed that use of social media and more immediate reporting of, for example, school sporting success had helped. A governor asked about the weekly email which was sent to parents. Alex Action AC agreed to check with Jon Deamer to ensure that governors who were not parents also received this email.
b) SP5f: We will celebrate the 30th anniversary of Millthorpe School
The Chair invited ideas on how this might be progressed. A governor suggested a visit from a prominent former pupil, for example, Vince Cable. Alex Collins observed that the forthcoming Nunthorpe School reunion would be a useful forum for contacts. A Action governor suggested that curriculum links could be made. The Chair agreed to make an approach to Chair Action Vince Cable. Alex Collins agreed to take the idea of making curriculum links to the HoDs. AC
c) SP8b: We will explore opportunities for external investment in the development of the site It was agreed that progress on this was ongoing.
9. Asset Management Plan (previously distributed) Alex Collins explained to governors that the Plan was unchanged from the one reviewed at the last meeting.
He drew attention to the modest plan of works: a budget of £25,000 had been set of which half would be set aside for contingencies. The remaining £12,000 would be spent on improving classroom environments and replacing streetlights on the main drive.
*10. Policies for Review This item was added to the agenda after its distribution
10.1) Data Protection Policy (previously distributed) A typographical error was noted on the first page. Alex Collins explained to governors that the policy, a standard City of York Council one, was unchanged but was currently due for approval. Governors felt that parts of the policy were not very relevant to the school environment. However, Alex highlighted the necessity of having a legally robust policy in place. A governor suggested an amendment which linked the policy to the school’s Information Management policy.
. The Data Protection Policy was unanimously approved subject to the correction of the typing error on page 1 and the inclusion of an amendment suggesting the policy should be read in conjunction with the Information Management policy.
10.2) Publication Scheme (previously distributed) Governors discussed the list of items in Section 6 and queried why some were not available on the website. Alex explained that some were now available on the website, whereas some information, especially regarding pastoral care and special needs, was too specific to be on the website. Some information, for example on careers education, had not yet been formalised.
. The Publication Scheme was unanimously approved.
Millthorpe: School Development minutes 03-06-2015 3 11. School Community Events and Friends of Millthorpe Updates It was noted that these were advertised on weekly updates.
Alex Collins reported that he had attended a recent Friends of Millthorpe meeting where the discussions centred around the Summer Fair. He informed governors that the current chair and treasurer of the Friends were both soon to step down but that there were no obvious replacements.
12. Governor Involvement in School Martyn Pysanczyn, the Link Governor for Asset Management, had met with Alex Collins. The Chair agreed Action Chair to contact Martyn regarding his report.
13. Confidentiality None reported.
14. Any Other Business None.
15. Dates of next meetings: tbc
The meeting ended at 8.00pm
______Mr Tim Moat Date Signed Chair of Committee
Action Plan following the Meeting of the School Development Committee Held Wednesday 3rd June 2015 at 6pm
Action Agenda Person Date
Investigate the possibility of installing LED lighting with the 1. 3 AC ASAP Yorkshire Energy Partnership.
Ensure Gillian Markland-Zuiderwijk’s correct email address is 2. 5 AC ASAP included in all governor email distribution lists.
Progress idea of governor away day with the Headteacher. 3. 6 Chair ASAP
Approach personal contact who might act as a facilitator for Gillian 4. governor away day. 6 Markland- ASAP Zuiderwijk
5. Action amendment to uniform policy and inform Sue Cordell. 7 AC ASAP
Check with Jon Deamer to ensure that governors receive weekly 6. 8a AC ASAP email to parents.
Make an approach to Vince Cable regarding a possible visit for 7. 8b Chair ASAP Millthorpe’s 30th anniversary.
Broach idea of making curriculum links re: 30th anniversary to 8. 8b AC ASAP the HoDs.
Millthorpe: School Development minutes 03-06-2015 4 9. Email Martyn Pysanczyn re: link governor visit report 12 Chair ASAP
Standing Items: School Improvement Plan: SP5d and SP8b Asset Management Plan
Millthorpe: School Development minutes 03-06-2015 5 Millthorpe School – Governor Training Record 2014-15 29/06/2015 Digital Communication User Discovery Workshop 14814 Mr W A Schofield 30784 Mr T Moat 30935 Mr M Pysanczyn 05/03/2015 A Governors' Role in Improving the Quality of Teaching and Learning 14814 Mr W A Schofield 30382 Ms N C Mitchell 25/02/2015 Managing Deficit Budgets 30397 Mr T Hooper 12/02/2015 Pupil Premium - Training for School Governors 30935 Mr M Pysanczyn 30382 Ms N C Mitchell 29972 Mr D Henson 29279 Ms H Thomas 14814 Mr W A Schofield 31001 Mrs G Markland-Zuiderwijk 26/01/2015 Governor's Role - Improving the Quality of Teaching and Learning 29676 Mr D Merrett 30956 N Heaton 30944 Mrs J Terrett 27/11/2014 Furthering Knowledge, Skills & Practice 29279 Ms H Thomas 18/11/2014 Understanding School Finance 31014 Mrs K Hurrell 10/11/2014 Governors'Staffing Responsibilities 31001 Mrs G Markland-Zuiderwijk 06/11/2014 Managing The Finance 30784 Mr T Moat 21/10/2014 Strategic Role of Governors 31001 Mrs G Markland- Zuiderwijk 14/10/2014 The Chair as Team Leader 30382 Ms N C Mitchell 30784 Mr T Moat 13/10/2014 Welcome to Governance 30944 Mrs J Terrett 31001 Mrs G Markland- Zuiderwijk 31014 Mrs K Hurrell 07/10/2014 Working with the Headteacher & Senior Leaders 30784 Mr T Moat 30382 Ms N C Mitchell 17/09/2014 LA Briefing 17/9/2014 Afternoon 29799 Mr B Sydes 29279 Ms H Thomas
Training log 2014 - 2015
governor training/course date comment
Bill Schofield pupil preium feb 15 Bob Sydes gov briefing sept 14 Dave Merrick Don Henson pupil preimum feb 15 Eileen Robertson RESIGNED
Gillian Markland-Zuiderwijk Welcome to Governance oct 14 Buddy- Tim Hooper The strategic role of governors oct 14 staffing responsibilites nov 14 understanding school finance nov 14 pupil premium feb 15 Helen Ainsworth
Helen Thomas governors briefing sept. 14 leading the governing body november 14 pupil preimium feb 15
Jane Terrett improving quality go T&L Jan 2015 Buddy - Nicki Mitchell
Jenny Kent Katie Hurrell Martin Pysanczyn pupil premium feb 15 Naomi Heaton Improving quality go T&L Jan 2015
Nicki Mitchell Working with the Head and Oct 2014 Buddy to Jane T Senior Leaders and the Chair as Team Leader pupil premium FFT Aspire (webinar) feb 15 June 15 Richard Newton Sarah Barbacane RESIGNED Tim Hooper Buddy to Gill M-Z
Tim Moat Leading the governing body: nov. 2014 happy to be buddy managing the finance Ongoing training on leadership Trevor Burton
Millthorpe School Governor Meeting Dates 2015-16
AUTUMN TERM 2015
Full Governing Body Monday 5th October 2015 at 6.00pm Achievement and Curriculum Committee Wednesday 14th October 2015 at 6.00pm Teaching and Learning Committee Tuesday 3rd November 2015 at 6.00pm Finance and Staffing Committee Thursday 12th November 2015 at 6.00pm School Development Committee Wednesday 25th November 2015 at 6.00pm Pay Committee Wednesday 2nd December 2015 at 1.30pm Full Governing Body Wednesday 9th December 2015 at 6.00pm
SPRING TERM 2016
Achievement and Curriculum Committee Wednesday 13th January 2016 at 6.00pm School Development Committee Wednesday 20th January 2016 at 6.00pm Finance and Staffing Committee Thursday 4th February 2016 at 6.00pm Teaching and Learning Committee Thursday 25th February 2016 at 6.00pm Full Governing Body Wednesday 23rd March 2016 at 6.00pm
SUMMER TERM 2016
Finance and Staffing Committee Thursday 28th April 2016 at 6.00pm Achievement and Curriculum Committee Thursday 5th May 2016 at 6.00pm School Development Committee Wednesday 18th May 2016 at 6.00pm Teaching and Learning Committee Wednesday 8th June 2016 at 6.00pm Finance and Staffing Committee Wednesday 6th July 2016 at 6.00pm Full Governing Body Monday 11th July 2016 at 6.00pm