Issue 82 Spring 2017

A Termly Newsletter for Governors

Contents

Liverpool Learning Partnership 04

Coasting Schools 05

Engaging Parents 08

Liverpool School’s Parliament 10

Obesity strategy 12

Publishing information about governors 14

Standard for teachers’ professional development 16

Headteacher Wellbeing 19

LGF Conference 22

Courses for Spring 2017 24 Liverpool Learning Partnership

100% Attendance Awards Arts and Culture

Working with School Improvement The Liverpool Cultural Education Liverpool and the Families Programme, Partnership is now in full swing with we recently held a fantastic event with schools and a wide range of the Lord Mayor in the Town Hall for cultural partners working together. children who had 100% attendance The strategic plan is in place and we throughout their time in either primary are leading the way in making our city or . One pupil a foremost Artsmark city in the UK. managed to be in school every day We have recently enlisted five schools from Reception to Year 11! All the in the Cultural Citizens Programme pupils received certificates, medals and with Curious Minds. More young a Kindle in recognition of this amazing people will be given the opportunity to achievement. engage with the arts and work towards Arts Award. Whole school approaches to mental health and wellbeing Alice Demba, our Cultural Education Ambassador, will soon have an intern Thank you to all schools who working with her on communications. completed the survey on school For more information on our cultural approaches to mental health and initiatives contact Alice at: wellbeing. The findings are currently [email protected]. being analysed and a report will be published shortly. School to school support

Thanks to Archbishop Beck! The Partnership continues to broker support for primary schools through The Finance team at Archbishop Beck the school to school support protocol. have held the LLP accounts and To date this year, we have allocated all managed them on our behalf until but £50,000 of the budget. Schools are recently. Many thanks for their untiring reporting clear benefits from the support. LLP finances are now support put in place and impact managed via a service agreement templates are being completed by all with SIL. schools that are being supported.

Multi Academy Trust It’s your partnership….

We are currently working with the Please contact me to discuss any Local Authority, SIL and other partners support you would like or any initiative to consider the formation of a Multi you wish to be involved with. Almost all Academy Trust. Liverpool schools have now joined LLP and we want to serve everyone as best we can. Elaine Rees, CEO, [email protected]

4 Coasting Schools

What are ‘coasting’ schools? and • In 2014 and 2015, fewer than 60% During 2016, the government defined of pupils achieved 5 A*-C including a new category of schools eligible for English and mathematics, and the intervention: coasting schools. A school number of pupils who made could be defined as coasting if, over a expected progress in English and three-year period, performance data mathematics was less than the showed it had failed to ensure that national median percentage. pupils had reached their potential. A school will have to be below the The ‘coasting’ definition coasting definition in three consecutive years to be defined as coasting. For primary schools: This definition applies to both • In 2016, fewer than 85% of children maintained schools and academies. achieve the expected standard in Certain types of school are not subject reading, writing and mathematics. to the ‘coasting’ definition: maintained Average progress made by nurseries, infant schools, special pupils is below -2.5 in English schools, and pupil referral units. reading or -2.5 in mathematics or -3.5 in English writing. What happens when your and • In 2014 and 2015, fewer than 85% school is defined as ‘coasting’? of pupils achieved level 4 in reading, There is no automatic route for schools writing and mathematics and below whose performance falls within the the median percentage of pupils ‘coasting’ definition. Although LA’s also made expected progress in all of have powers to intervene in ‘coasting’ reading, writing and mathematics. schools, Regional Schools Commissioners (RSCs) will be primarily As an example, this means that if a responsible for intervention and will where the median have discretion to decide on the most percentage of pupils made expected appropriate course of action. progress in reading in 2014, it could not then be ‘coasting’ in 2016. When a school has been notified by an RSC that it has fallen within the For secondary schools: ‘coasting’ definition, the governing • In 2016, the school’s progress 8 board must inform the parents and score is below -0.25 and the upper keep them up to date with what is band of the 95% confidence interval being done to address this. is below zero.

5 Step 1: The RSC will make judgements (especially on leadership an assessment of what and management) intervention is required • The effectiveness of the school’s pupil

premium strategy. RSC will consider the full range of factors affecting school performance. The process will be a dialogue between The Schools Causing Concern guidance the RSC and school leaders. The school’s groups these into two broad governing board, as the accountable categories: body for the school’s performance, should be integral to this dialogue. The 1) Performance and other RSC may ask for relevant information to quantitative data make an assessment and the • Educational performance data for governing board should make every that school, further to the data that effort to accommodate requests. meant the school was identified as coasting; If, after reviewing the evidence, the RSC concludes that no further action is • Performance of the school in relation required, either because the school is to schools in similar contexts and supporting pupils well or has sufficient pupils with similar starting points; plan and capacity to improve, the RSC will continue to monitor the school (Step 3). • The educational performance data of groups of pupils with particular Step 2: Potential intervention characteristics e.g. disadvantaged pupils, those with special educational Maintained schools needs and disabilities (SEND). If the RSC decides that further action is Other data about the school, such as required to improve a ‘coasting’ school, pupil cohort size, attendance and there are a range of options available mobility of pupils (i.e. the number of to them: pupils who joined and left the school) and what impact that may have had on • Additional support and challenge e.g. the school’s data. through Teaching School Alliances, partnership with other schools, or

2) Other information about the National Leaders of Education. school, and its plans and capacity • Require the governing body to enter to improve into arrangements. This may take • The school’s plan to improve its the form of: educational performance and pupil progress, whether that plan is - A contract for advisory services. sufficient and has the rigour and credibility to bring about the - Collaboration with the governing necessary improvement of the body of another school. school; - Collaboration with a further • Capacity to deliver against that plan, education body. taking into account recent Ofsted - Creation of or joining a federation. 6 Before doing so, the RSC must Academies consult the governing body, the appropriate diocesan authority (if If the RSC considers that action is applicable), and (in the case of a required to improve the performance foundation or voluntary school) the of a ‘coasting’ academy, they may issue person or persons by whom the the academy trust with a termination foundation governors are appointed. warning notice. This will detail specific actions which the academy trust must • Appoint additional governors or an take to improve its performance by a Interim Executive Board (IEB). Again, specified date e.g. working with a the RSC must consult as above. particular school improvement partner. The academy trust will be • Issue the school with an academy required to respond to this warning order. There is no requirement for a notice. consultation to be carried out unless

the school is a foundation or Where the academy fails to comply voluntary school that has a with the termination warning notice, foundation, in which case the RSC the funding agreement for that must consult the trustees, the academy may be terminated. If the RSC person(s) by whom the foundation decides to terminate the academy’s governors are appointed, and (if funding agreement, in most cases they applicable) the appropriate religious will identify a new sponsor to take on body. responsibility for the academy. For stand-alone academies, this will When an academy order has been usually mean joining a multi-academy issued, the governing body and LA are trust (MAT), while those which are under a duty to take all reasonable already part of a MAT will usually be steps to facilitate the conversion. The ‘rebrokered’ to join a different MAT. RSC can direct the governing body and LA to take specified steps within In exceptional cases where the specified timescales. academy is not viable in the long term, the funding agreement will be The RSC will identify a sponsor for the terminated in order to close the school. school and that sponsor will be under a duty to communicate to parents about Step 3: ongoing monitoring their plans for improving the school before the conversion takes place. Whatever course of action the RSC chooses, they will continue to monitor the school’s progress. This may include collecting further information and/or visits to the school

by the RSC, their staff, or a

representative. While the school’s

performance meets the ‘coasting’

definition, the RSC may revise their decision about the support and challenge required by the school at any time.

7 Engaging Parents

Engaging with parents is an excellent Governors need information to help way for governors to get to know their them judge how well the school is school – its strengths, its weaknesses performing against the criteria that the and its community. Soliciting the views board and senior leaders have agreed. of parents informs the governing The views of parents are a vital part of board’s strategic planning and gives that evidence base. parents the opportunity to help shape their child’s education. What information your school currently holds about parents and what else you Governors may want to consider: may need to find out will emerge from your annual planning process. Some • What are the issues, changes or considerations are: opportunities that parents need to be told about or involved in? • Do we know how parents feel about the school? • What means or channels exist or may be created to communicate • Do we know the opinions of all with parents and which would be the groups of parents or just some? most effective? • Do parents know what we expect of • What are the key dates by which this their children? needs to be done over the school year? • Do parents understand what and how their children are learning? • What is the role of the governing board in communicating, as opposed • Do parents know how they can best to the headteacher and other mem- support their children’s education? bers of staff? • How do we support parents who don’t know how to support their The parent community is often a children’s learning? diverse audience with a range of needs, interests and influences. It’s • Are there specific elements of our important to ensure that you analyse school improvement plan that this target audience to know how you require parental engagement to be will reach as many as possible and successful? know what engagement you need in order to achieve your mission. Running a regular survey is one way of informing your strategy and gauging Governing boards are much better attitudes. One approach is to ask equipped to hold school leaders to parents to what extent they agree or account for the performance of their disagree with a number of statements, school when they know the school’s such as: (See next page) strengths and weaknesses, including its relationship with parents.

8 1. I am made to feel welcome when I Social media come into school The school should take a position on 2. I find it easy to approach the whether or not it will engage with school with questions or problems parents though social media. For to do with my child example, the school might have an 3. I am part of the school community ‘official’ Facebook and/or Twitter account for news but could also 4. The school is effective at use them to raise awareness about communicating; I get the consultations and options for parental information I need when I need it engagement. However, if the school is considering using such platforms 5. I understand what my child is to glean views, they need to be aware learning and how they are being of the risk of criticism, and how to taught encourage parents to use the 6. I know how to support my child’s formal channels. learning at home Acting on the results and 7. The school helps me to support reporting my child’s learning Parents will want to know what 8. My relationship with the school happened as a result of their could be improved engagement. In short – was it worth the effort? Is the school listening to 9. I want to get involved in school life us? For each specific exercise, the 10. I want to have a say in how the governing board could consider how school is run the school will report the results. For example, using the school newsletter, 11. The school asks me for my opinion website, parent email, text message or social media account. 12. I have attended a PTA activity or

event In addition, governing boards could

consider producing an annual report Getting a high response rate to surveys for parents, including on strategic from parents is not always easy. Many developments and demonstrating how schools promote surveys with letters the governing board acted on parental home, the school website, parent email views to improve the school: ‘you said/ and social media. we did’. Careful timely communication is likely to lead to more support for Events changes and reduce the number of From coffee mornings to parents’ complaints. evenings, events are a good opportunity to explain the work of the school to parents, quash rumours, gauge reactions and invite responses.

9 Liverpool Schools’ Parliament

Make Your Mark Campaign Manifesto 2016-17 2016 Earlier this term MSPs from both Make Your Mark is the largest Houses of the Liverpool Schools’ consultation exercise with young Parliament drew up their manifesto people aged 11-18 within the UK. This for 2016-17. In total, over 270 pupils year a total of 978,216 young people from 58 different educational from across the country took part in establishments met with the annual Make Your Mark ballot to representatives from a number of decide what issues the UK Youth organisations and agencies such as Parliament should consider as the Merseyside Police, Merseyside Fire subject for its campaign for 2017. and Rescue, City Safe, CAMHS, Healthy Liverpool exceeded its target of 8,100 Schools, Public Health, Merseytravel, votes with 10,498 being cast (27.10%). Bullybusters and Ariel Trust. The top five issues that emerged were: UK Youth Parliament Annual • A curriculum to prepare us for life: Sitting schools should cover topics including finance, sex and Members of UK Youth Parliament relationships and politics in the met in the House of Commons on 11 curriculum; November to debate the five issues above. Caitlin Cavanagh, from • Tackling racism and religious Archbishop Blanch School, was elected discrimination, particularly against by other MYPs from the North West people who are Muslim or Jewish: as one of the debate leads and spoke all young people should work at the sitting which was chaired by the together to combat racism and Speaker of the House of Commons, other forms of discrimination, and Rt Hon John Bercow MP. Following the ensure we know the dangers of debate, ‘Votes at 16’ and ‘A curriculum such hatred; to prepare us for life’ emerged as the two national campaigns for UKYP for • Transport: make public transport 2017. cheaper, better and accessible for

all;

• Votes at 16: give 16 and 17 year olds the right to vote in all elections/referendums;

• Stop cuts that affect the NHS: funding that affects the NHS shouldn’t be cut. We must keep up vital services to protect young people.

10 Children’s Rights and Brexit: EurVoice Liverpool 2016 Perspectives and Prospects

Seven MSPs took part in this event organised by the European Children’s Rights Unit of Liverpool University. Although not eligible to vote in the national referendum, two MSPs explained why they supported the Remain and Leave camps respectively. MSPs gave their views on how Brexit might affect education opportunities, youth employment and the environment.

Athenaeum Debates On 28 September Schools’ Parliament and European Youth Parliament UK Four primary schools took part in jointly held their seventh EurVoice Athenaeum Debates on 04 October. Liverpool event. MSPs and alumni of All who took part not only showed EYPUK led four workshops looking at excellent speaking and debating skills Mental Health, Youth Employment, but that they had put in much research STEM (science, technology and maths) on topics being debated. These were: and the voting age.

• The School Day should be from 9.00 am until 5.00 pm (resolution was defeated);

• There should be no national testing in schools until Year 11 (passed);

• Charities and individuals should

not be allowed to ask for money in

the street (defeated);

• There should be votes at 16 Workshops were attended by around (passed); 110 young people and were followed by a ‘Question Time’ session. Panel- • Those aged over 66 should not be lists for this were Cllrs Tom Crone and allowed to vote in elections in the Richard Kemp and Ananda Mohan of UK (defeated). Liverpool University’s Student Union.

11 Obesity strategy

Nearly a third of children aged 2 to 15 Long-term, sustainable change will are overweight or obese, with younger only be achieved through the active generations becoming obese at earlier engagement of schools, communities, ages and staying obese for longer. families and individuals. Reducing obesity levels saves lives as obesity doubles the risk of dying The government has released prematurely. Obese adults are seven Childhood obesity: a plan for action times more likely to become a type which introduces some important 2 diabetic than adults of a healthy initiatives that will affect schools, weight. Not only are obese people particularly primary schools. more likely to get physical health conditions like heart disease, they are All schools also more likely to be living with conditions like depression. • There will be a levy on the soft drinks industry introduced in the Finance Obesity rates are highest for children Bill 2017. The levy will see the from the most deprived areas and this primary PE and Sports Premium is getting worse. Children aged 5 from doubled and a further £10 million the poorest income groups are twice invested in school healthy breakfast as likely to be obese compared to their clubs. most well-off counterparts and by age • The government will invest £300 11 they are three times as likely. million in walking and cycling, including encouraging walking and Obesity is a complex problem with cycling to school. many drivers, including behaviour, environment, genetics and culture. • The secretary of state will lead a However, at its root obesity is caused campaign encouraging all schools, by an energy imbalance: taking in more including academies and free energy through food than we use schools, to commit to the School through activity. Physical activity is Food Standards. associated with numerous health benefits for children, such as muscle • Ofsted will undertake a thematic and bone strength, health and fitness, review on obesity, healthy eating and improved quality of sleep and physical activity in schools in 2017. maintenance of a healthy weight. • Training will be introduced for school There is also evidence that physical nurses and health visitors to help activity and participating in organised them recognise the signs of obesity sports and after school clubs is linked early on. to improved academic performance.

12 Primary schools Early Years

• Primary schools will be expected to • The Children’s Food Trust has been provide 30 minutes of physical commissioned by PHE to produce activity a day to children through revised menus which will be “active break times, PE, incorporated into official voluntary extra-curricular clubs, active lessons, guidance for early years settings. or other sport and physical activity This will be accompanied by a events”. The government will be campaign to raise awareness of the developing an online tool to help guidelines in 2017. schools plan for at least 30 minutes of exercise a day. Parents are • The UK Chief Medical Officers’ expected to support an additional guidance for physical activity in 30 minutes of exercise outside of early years will be incorporated into school. the Early Years Foundation Stage Framework. • To help schools understand what initiatives are available for Primary PE and Sports Premium, Public Health (PHE) will be developing advice for 2017/18 to help schools work with school nurses, health centres and healthy weight teams to help children develop a healthier lifestyle.

• Primary schools can sign up to a new healthy rating scheme from September 2017. This scheme will help schools take evidence-based approaches to pupil health, to communicate with parents and to signpost parents to information/ advice on keeping their family healthy. The scheme will be mentioned in the Ofsted handbook and Ofsted will consider the healthy rating scheme as a source of evidence for promoting healthy eating and physical activity in schools.

13 Publishing information about governors

Information for Edubase Information for the school website From September it became compulsory to send information about The duty of governing bodies to governors to the government data publish information about their website, Edubase. Much, but not all, members extends further than this. of this information is open to public The following has to be published on scrutiny. the school’s website:

The information required for the public • the structure and remit of the part of Edubase is fairly simple: governing body (Academies to also include Trust members and board) • the full name of each governor and any committees, and the full name of the chair of each; • the body that appointed them • for each governor/member/trustee • the date of their appointment who has served at any point over the • the date their term of office ends, past 12 months:

or ended if they ceased to be a • full name governor during the current school year • date of appointment

• for maintained schools, whether they • term of office are the chair of governors or a member of the governing body. • date they stepped down (where applicable)

However, there is additional • who appointed them information for each governor which will not be made public but is required • relevant business and pecuniary by the Department for Education: interests (as recorded in the register of interests) including • postcode governance roles in other • date of birth educational institutions

• previous names

• nationality

• the chair’s email address.

14 • any material interests arising from iii. a relative of a relevant person relationships between governors or (including the relevant person’s between governors and school staff spouse, civil partner or someone living including spouses, partners and with the relevant person as if the other relatives (an Academy has person were the relevant person’s discretion over whether to publish spouse or civil partner), to the its full register of interests including knowledge of the relevant person had, senior employees and close family or would be treated as having, such members on its website.) an interest.

• their attendance record at In other words, you also have an governing board and committee interest if someone close to you is meetings over the last academic year. directly involved. Interests that must be declared include those of family Governing bodies should also publish members if they could gain a financial this information for associate benefit from the school. The governing members, making clear whether board may decide that any such they have voting rights on any of the individuals or employees should be committees to which they have been listed in the register of interests. If they appointed. do, then the published version of the register does not have to include these The information should be “readily names, but may do so if the governors accessible” meaning that it should be decide that it should. on a webpage without the need to download or open a separate Having an interest does not prevent document. the person from being involved in a contract between their business and Conflicts of interest the school, but they must not participate or vote when awarding it is Not acting for personal gain has always considered. They must also not benefit been a fundamental principle of school from any terms that are better than governance. The School Governance those that would be offered to a (Roles, Procedures and Allowances) person with no connection to the (England) Regulations 2013 defines a school. Where appropriate, normal pecuniary interest as including “an tendering procedures would have to interest in a contract or a proposed be followed. contract where: Regulations also exclude a staff i. a relevant person was nominated or member who is a governor from taking appointed to office by a person with part in the discussion of the pay or whom the contract was made or is appraisal of any other staff member, proposed to be made; including the headteacher. ii. a relevant person is a business partner of a person with whom the contract was made; or

15 Standard for teachers’ professional development

The new academic year saw a new • reflect systematically on the DfE Standard for Teachers’ effectiveness of lessons and Professional Development in place for approaches to teaching; and all schools in England. The standard was put together by an independent • know and understand how to assess group comprising teachers, school the relevant subject and curriculum leaders, school business managers and areas. researchers with a wide range of experience who reviewed existing Effective professional development for advice and standards from across the teachers is a core part of securing world and across different professions. effective teaching. It cannot exist in isolation, rather it requires a pervasive As the Teachers’ Standards set out, culture of scholarship with a shared teachers make the education of their commitment for teachers to support pupils their first concern, and are one another to develop so that accountable for achieving the highest pupils benefit from the highest possible standards in work and quality teaching. The thousands of conduct. The Teachers’ Standards set professional decisions that must be out a number of expectations about made every day need to be informed professional development; namely, by the best evidence, knowledge and that teachers should: professional wisdom.

• keep their knowledge and skills Not all professional development is as teachers up-to-date and be equally effective. Helping teachers to self-critical; improve their practice takes thought, planning and effort. It requires • take responsibility for improving headteachers who prioritise not only teaching through appropriate the operational aspects of teacher professional development, development but also, as Ofsted put it responding to advice and in their September 2015 handbook, feedback from colleagues; “a motivated, respected and effective teaching staff” in “a culture that • demonstrate knowledge and enables pupils and staff to excel”. understanding of how pupils learn and how this has an impact on teaching;

• have a secure knowledge of the relevant subject(s) and curriculum areas;

16 While professional development can This means the activities are designed take many forms, the best available around: research shows that the most effective professional development practices • individual teachers’ existing share similar characteristics. Effective experience, knowledge and needs; professional development should be • the context and day-to-day seen as a key driver not only of staff experiences of teachers and their development, but also of recruitment, schools; retention, wellbeing and school improvement. • the desired outcomes for pupils; • ensures individual activities link The Standard logically to the intended pupil outcomes; Professional development should: • involves ongoing evaluation of how 1. Have a focus on improving and changes in practice are having an evaluating pupil outcomes. impact on pupil outcomes. 2. Be underpinned by robust evidence and expertise. 2) Professional development should be underpinned by 3. Include collaboration and expert challenge. robust evidence and expertise

4. Have programmes that are sustained Professional development is most over time. effective when informed by robust evidence, which can be from a range And all this is underpinned by, and of sources. In particular, effective requires that: professional development:

5. Professional development must be • develops practice and theory prioritised by school leadership. together; 1) Professional development • links pedagogical knowledge with should have a clear focus on subject/specialist knowledge; improving and evaluating • draws on the evidence base, pupil outcomes including high-quality academic research, and robustly evaluated Professional development is most approaches and teaching resources; effective when activities have a clear purpose and link to pupil outcomes. • is supported by those with expertise In particular, effective professional and knowledge to help participants development has explicit relevance to improve their understanding of participants. evidence; and,

• draws out and challenges teachers’

17 3) Professional development 5) Professional development should include collaboration must be prioritised by school and expert challenge leadership

Professional development that aims Professional development is most to change teachers’ practice is most effective when it is led well as part of effective when it includes collaborative a wider culture of evidence-informed activities with a focus on the intended reflection and discussion of teaching pupil outcomes. In particular, effective practice. In particular, effective professional development: leadership of professional development: • builds-in peer support for problem solving; • is clear about how it improves pupil outcomes; • includes focussed discussion about practice and supporting groups of • complements a clear, ambitious pupils with similar needs; curriculum and vision for pupil success; • challenges existing practice, by raising expectations and bringing in • involves leaders modelling & new perspectives; championing effective professional development as an expectation • includes support from someone in for all; a coaching and/or mentoring role to provide modelling and challenge. • ensures that sufficient time and resource is available; 4) Professional development • balances school, subject and programmes should be individual teachers’ priorities; sustained over time • develops genuine professional trust Professional development is most effective when activities form part of The Standard for Teachers’ Professional a sustained programme, typically for development can be accessed via the more than two terms. In particular, www.gov.uk website. effective professional development:

• is iterative, with activities creating a rhythm of ongoing support and follow-up activities;

• may include complementary one-off activities as part of a wider coherent package;

• includes opportunities for experimentation, reflection, feedback and evaluation.

18 Headteacher Wellbeing

The National Workforce Agreement governors) and it was felt that this places responsibility on the governing could be reviewed to become more board for ‘ensuring that the focused. Headteacher has a reasonable workload in support of a reasonable It is important that committees have work-life balance, having regard for full delegated powers so that decisions health’ and ‘welfare and providing do not have to be ratified at full GB Headteachers with dedicated time that meetings. recognises their significant leadership responsibilities for the school’. There were a number of recommendations on how this As part of a Headteacher wellbeing could be improved: initiative, LGF has worked with the Liverpool Primary Headteachers • No meeting should last longer than Association reflecting on elements of two hours. governance that can make a Head’s life more difficult and, sometimes, more • The length of meetings is often down stressful, along with suggested to the Chair’s skills in keeping it tight. solutions arising from two conferences • Agenda items should have a rough on this subject. time allocation to assist the Chair.

1) Meetings • Staff making presentations should be made aware of what time allo- Attendance at meetings can be very cation they have to enable them to demanding on a Head’s time. Feedback prepare accordingly – 10-15 minutes from our conferences showed that seemed appropriate. the frequency of governing board (GB) meetings ranged from three to six per • Sending out all papers a week year. A number of schools have before the meeting (a statutory abandoned the traditional committee requirement) means they won’t set up in favour of full GB meetings. have to be read out by the This allows all governors to receive the presenter and the Chair can move same information at the same time straight to discussion and questions. and removes duplication and Governors must play their part in repetition of discussions. this by reading all papers in advance of the meeting and coming armed For those GBs who had retained a with questions and comments. committee structure, the number of committees ranged from one to six, • Any Other Business should be though most had two committees restricted to emergency items which focused largely around Standards have arisen after the agenda has and Resources. A high number of been sent out. committees is clearly a significant demand on a headteacher’s time (and

19 GBs have to choose a day and time Many governors felt it would be that gets the best attendance and it’s beneficial to know what their Head’s often difficult to agree a day and time working week looked like and to that suits a dozen or so diaries. The receive a typical overview of what a starting time of meetings ranged from Head deals with each day. Some GBs 9.00am to 7.00pm. It was felt that a allow their HT to work from home for two hour (or longer) meeting starting half a day a week so s/he can work at 7.00pm following an already long uninterrupted. day was unfair on Heads and LGF would recommend that no meeting 2) The Chair starts later than 6.00pm. Where a late It is good practice for the Head and start is unavoidable, GBs could Chair to meet on a regular scheduled consider granting a half-day off basis. Many governors felt that in-lieu for the Head and any staff governance could not be effective if attendees. this relationship was not there. Heads

must be able to run ideas past the Despite a legal requirement for Chair. We found quite a variation in employers to give employees who the number of times Heads and Chairs are school governors in maintained met each other: weekly, fortnightly schools ‘reasonable time off’ to carry or half-termly with some restricted to out their duties we know that some phone or email contact. Some governors find it difficult to leave work governors felt that if there are early to attend a meeting. With this in problems in arranging suitable times to mind a number of schools alternate meet due to other commitments of the between day and evening meetings. Chair, the Chair should consider his/ her position. The time taken for headteachers to prepare for meetings varied Most Heads confide in their Chair. considerably. Some Heads said they With this in mind, LGF is of the opinion spent one or two hours per meeting that it is not good practice to be Chair whilst others reported that it took as (or even a governor) whilst related to much as four days, when including a member of school staff: we heard writing the Head’s Report. It was felt of one Chair who shared confidential there was scope for some or much of matters with his wife who worked in this to be delegated to other members the school. of school staff – SLT, PA or admin –

and it should not be assumed that the Head has to prepare (or present) her/ his report.

Most governors felt that their Head should attend all full GB meetings where possible. This was not deemed as important for committees where another staff member could represent the school – for example, the School Business Manager could lead in a Finance Committee meeting.

20 As with any aspect of school life, the conduct should be adopted by all role of the governor has changed governing boards (the National considerably over the past few years Governors’ Association has a good one) and it is important that governors that sets out expected standards of consider what training and behaviour and professionalism. development is required to ensure their effectiveness. LGF is surprised at A governor-Head relationship based how few governors attend training or on understanding and respect of each our own conferences (which are free!). other’s roles would help to reduce Some Heads admitted that a source stress for HTs. The days of a of stress was whether their governors governing board merely having a would be able to convince Ofsted that rubber-stamping role have long gone. they are effective – failure to do so Heads appreciate that governors must could result in weakening the challenge school leaders and hold judgement on leadership and them to account, part of the skill of management of the school. being an effective governor is to be able to do this in a professional Parent governors manner. Governors can contribute to their Head’s welfare by seeking to Of all the different governor categories, govern according to the seven parent governors give Heads the most principles of public life – selflessness, cause for concern. There were integrity, objectivity, accountability, examples cited of parent governors openness, honesty and leadership. having their own agenda, only being interested in matters that directly affect their child, lacking appreciation or understanding of collective responsibility and accountability, breaching confidentiality and, on occasion, risking reputational damage to the school through misuse of social media (including openly criticising their school on Facebook).

Although in extreme circumstances GBs can suspend a governor (an appointed governor can also be removed), LGF feels the long term solution lies in providing prospective governors with comprehensive, relevant information on the role and responsibilities of a governor. This would go to parents along with nomination details. Once elected, there should be a thorough induction process so that all new governors knows what is expected of them. In addition, a clear code of

21 LGF 2016 Conference

The topics chosen for this year’s The two guest speakers delivered conference were based on feedback excellent presentations, which were from governors at previous LGF events. well received by the delegates. We chose two key topics: Moreover, it ensured the delegates acquired a good understanding of • Headteacher Appraisals, delivered the how to conduct a purposeful and by guest speaker: Amanda meaningful Headteacher appraisal and Patmore, NLG and chair of the positive impact of adopting the P4C governors at St Michael in the approach in lessons. Hamlet Primary School; and and Some of the feedback we • Philosophy for Children (P4C):

Unleashing Potential, delivered by received: Julie McCann, School Improvement “I learnt how to approach our next Liverpool. Headteacher’s appraisal”

Headteacher appraisals are both a “It has given me confidence and sensitive and challenging responsibility an understanding of Headteacher’s for Governors. They need to be well appraisal” planned and appropriately carried out “I have understanding of how it is to achieve constructive and purposeful possible to do P4C and why it is outcomes. P4C is an enquiry based beneficial – previously sceptical” pedagogy, where students take the lead and the teaching style is “Retested my awareness regarding facilitative. The foundations of P4C Headteacher appraisal. Now have a are creative, critical, caring and grasp and understanding of P4C” collaborative thinking. P4C drives questioning, reasoning and “It was good to have the opportunity independent learning skills and, as to think and discuss ideas for research shows, it accelerates rotation of governor roles” academic progress. “I gained more information regarding

Headteacher appraisal and how it It was rather disappointing that only looks, the different barriers and how 20 governors attended compared to to deal with them. Learnt what P4C is the 48 who attended last year’s and how to reproduce it in my school” conference. However, governors attending made up for this through “Take ideas back, particularly their enthusiasm, interaction and regarding rotating roles” engagement in the various group discussions and exercises. “Propose to Governing Body the need to review the main targets for Head”

22 “Take minutes during the Appraisal committee deliberations”

“More training by LA to cover succession planning in the Appraisal Board”

“I will attend more conferences”

It was clear from the informal discussions at the end of the conference and from the positive feedback on the evaluation forms that this was a most successful conference and delegates gained maximum benefit from attendance.

LGF would like to record our thanks and appreciation to our two excellent guest speakers: Amanda Patmore and Julie McCann. The delivery of their sessions helped to stimulate the group discussions and participate in the exercises, which significantly contributed to our understanding of these important topics and thus ensured this was a worthy event.

David Blythe Hon Secretary

23 Courses for Spring 2017

Termly Briefing for Chairs Ofsted Inspections

This meeting is open to Chairs, or This course will cover: representatives, of all Governing • The framework for inspections Bodies. Councillor Nick Small, Assistant • The inspection process Mayor of Liverpool & Cabinet Member • How is governance inspected? - Education, Employment & Skills and • What will the Inspector ask me? Colette O’Brien, Director of Children’s Thursday 19 January Services will be present at the meeting. Ref: G17/02 10.00am to 12noon Thursday 12 January or Ref: G17/01 Thursday 19 January 6.00pm to 8.00pm Ref: G17/03 6.00pm to 8.00pm Cost: Free

Termly Briefing for Clerks Pupil Data

Our termly meeting for clerks to This course will cover: governing boards and/or committees • School performance – sources of includes briefings and discussion on information current issues as well as an • RAISEonline demystified opportunity to share good practice • Benchmark comparisons and raise queries. • Identifying trends and patterns • Questions for governors to ask Tuesday 24 January • What might Ofsted ask me? Ref: G17/04 10.00am to 12noon Thursday 26 January Ref: G17/05 Cost: Free 6.00pm to 8.00pm or Friday 27 January Ref: G17/06 10.00am to 12noon

24 Pupil Premium Free with Governor Training Service Agreement 1; £100 plus vat per This course will cover: evening session if no service • The responsibilities of governors agreement; £200 excl vat for the one • Ofsted expectations and day session if no service agreement. requirements • Questions for governors to ask Safer Recruitment • How successful schools are using the Pupil Premium The School Staffing Regulations require governing bodies of

Thursday 09 February Ref: G17/07 maintained schools to ensure that at 10.00am to 12noon least one person on any appointment or panel has undertaken safer Thursday 09 February Ref: G17/08 recruitment training. Participants on 6.00pm to 8.00pm this course will be awarded a Certificate of Accreditation upon successful completion of a short The Role of the School assessment paper on the day. Governor - An induction course for new governors Friday 17 February Ref: G17/09 9.00am to 4.00pm This course is an important element of a governor’s induction and it is Cost: Free with Governor Training recommended that all new governors Service Agreement 1 or £200 excluding attend. It covers the essential vat if no service agreement aspects of a governing board’s responsibilities and provides an Governing School Finances opportunity for participants to discuss how best to approach their role as a This course will cover: governor. The course is informal, • An overview of the (SFVS) Schools non-threatening (you won’t be put on Financial Value Standard the spot!) and provides a forum for you • The governing board and school staff to ask questions about your new role. • Setting the budget • Value for money The course is offered astwo evening • Protecting public money sessions on: Monday 13 March Ref: G17/13 Wednesday 01 March 10.00am to 12noon Ref: G17/10 6.00pm to 8.00pm or Monday 13 March and Ref: G17/14 Wednesday 08 March 6.00pm to 8.00pm Ref: G17/11 6.00pm to 8.00pm or a one day session on: Thursday 09 March Ref: G17/12 9.30am to 2.45pm

Cost: (See next column)

25 Parent Governors Online Safety

This informal course aims to clarify This course will cover: the role of the parent governor and • Potential risks posed by the internet will include: and new technologies • What does being a parent • Is your school e-safe? representative mean? • Acceptable/Responsible Use Policies • What if I’m approached by another for children and staff parent? • Maintaining your professional • Separating being a parent from reputation online being a parent governor • Governing body responsibilities • The importance of confidentiality Wednesday 29 March Ref: G17/17 10.00am to 12noon Tuesday 21 March Ref: G17/15 6.00pm to 8.00pm or or Wednesday 29 March Ref: G17/18 Wednesday 22 March 6.00pm to 8.00pm Ref: G17/16 10.00am to 12noon

Booking information

For more information or to book a place on a course call Jean Worrall on 0151 233 3944 or email [email protected]. You will receive written confirmation of your booking by email or post.

Our courses are available to all schools, whatever their status (maintained, academy, free, independent, UTC) and from any local authority.

Cost

Unless otherwise stated all sessions are FREE with Governor Training Service Agreement 1 or £100 excl vat per session if no Service Agreement. Longer sessions are priced individually. As a courtesy, please liaise with your school before booking onto a course if this will incur a fee. If you are unable to attend a course for which you have booked please tell us as soon as possible otherwise a fee, if applicable, will be charged.

Venue

The venue for all sessions is Toxteth Annexe Conference Centre, Aigburth Road, Liverpool, L17 7BN (please note that Aigburth Road is a dual carriageway). Free car parking is available within the grounds of the building. Bus routes 82 and 60 run regular services along Aigburth Road whilst St Michael’s train station is located 600 metres away on Southbrook Road, L17 7BQ.

26

Toxteth Annexe, Aigburth Road, Liverpool L17 7BN Phone: 0151 233 3901 Email: [email protected] Web: www.ednet.co