Catholic Diocese of Portsmouth  

DEPARTMENT FOR SCHOOLS 

   

  

 

St Joseph’s Catholic School, BracknellSt Joseph’s Catholic School, Bracknellon Tuesday 1on Tuesday 1stst March 2011 March 2011

Park Place, WickhamPark Place, Wickhamon Thursday 3on Thursday 3rdrd March 2011 March 2011

Briefing Session for Governors

Session Content

• Discussion of issues raised by Discussion of issues raised by participants participants • Receive briefing information Receive briefing information • An Activity: consider the An Activity: consider the implications of the recent implications of the recent Education Bill for our Governing Education Bill for our Governing BodiesBodies

Revisions to Ofsted Inspection

Inspection of core educational purpose: ‘a proportionate’ Inspection of core educational purpose: ‘a proportionate’ approach to be takenapproach to be taken

No requirement to complete SEF: schools choose how best No requirement to complete SEF: schools choose how best to evaluate their work and record outcomesto evaluate their work and record outcomes

The inspection focus will be:The inspection focus will be:1. The quality of teaching1. The quality of teaching2. The effectiveness of leadership2. The effectiveness of leadership3. Pupils’ behaviour and safety3. Pupils’ behaviour and safety4. Pupils’ achievement4. Pupils’ achievement

Inspectors will continue to make full use of the SEF in Inspectors will continue to make full use of the SEF in inspections during the current academic yearinspections during the current academic year

The Equality Act Replaces all previous equality legislation such as the Race Replaces all previous equality legislation such as the Race

Relations Act, Disability Discrimination Act and Sex Relations Act, Disability Discrimination Act and Sex Discrimination ActDiscrimination Act

Job offers should be made conditional pending checks on Job offers should be made conditional pending checks on health and fitnesshealth and fitness

‘‘New Positive Action Provisions’ allow use of target New Positive Action Provisions’ allow use of target measures to alleviate disadvantage measures to alleviate disadvantage

Reasonable adjustment duty will be extended to require Reasonable adjustment duty will be extended to require provision of auxiliary aids and services to disabled pupils provision of auxiliary aids and services to disabled pupils

Admissions: permissible to give priority to those of other Admissions: permissible to give priority to those of other faiths after the Catholic criteria.faiths after the Catholic criteria.

Governors should monitor the actions of the school to Governors should monitor the actions of the school to ensure that their obligations under the Act are metensure that their obligations under the Act are met

The Education Bill - Part 1Takes forward the proposals in The White Paper – Takes forward the proposals in The White Paper –

The Importance of Teaching (November, 2010)The Importance of Teaching (November, 2010)Overview:Overview: Powers for teachers to improve discipline in the Powers for teachers to improve discipline in the

classroomclassroom A vision for a transformed school curriculumA vision for a transformed school curriculum The reform of school performance tablesThe reform of school performance tables A pupil premium to channel more money to the A pupil premium to channel more money to the

most deprived childrenmost deprived children Plans to develop a fairer and more transparent Plans to develop a fairer and more transparent

funding systemfunding system

The Education Bill – Part 2•No requirement for every school to have a school No requirement for every school to have a school improvement partner (SIP)improvement partner (SIP)•Centralised target-setting for schools will ceaseCentralised target-setting for schools will cease•Schools where results fall below national floor targets will Schools where results fall below national floor targets will be subject to intervention, with the presumption that they be subject to intervention, with the presumption that they will convert to Academy statuswill convert to Academy status•Revised floor targets. For secondary schools: below 35% Revised floor targets. For secondary schools: below 35% of pupils achieving 5 A*-Cs including English and maths of pupils achieving 5 A*-Cs including English and maths (and, later in science), and fewer pupils making good (and, later in science), and fewer pupils making good progress between key stages 2 and 4. For primary schools: progress between key stages 2 and 4. For primary schools: fewer than 60% of pupils achieving level 4 in English and fewer than 60% of pupils achieving level 4 in English and mathematics, and fewer pupils on average making the mathematics, and fewer pupils on average making the expected levels of progress between key stages 1 and 2 expected levels of progress between key stages 1 and 2

The Education Bill – Part 3Chapter 6 ‘Accountability’ (Governance) Chapter 6 ‘Accountability’ (Governance) Governors are ‘unsung heroes’ who deserve more Governors are ‘unsung heroes’ who deserve more

recognition, support and attentionrecognition, support and attention Trained clerks should be appointed to offer expert advice Trained clerks should be appointed to offer expert advice

and guidance to support themand guidance to support them Governors will have easier access to comparative data Governors will have easier access to comparative data

enabling them to set high expectations and ask challenging enabling them to set high expectations and ask challenging questions. questions.

The National College will be commissioned to offer high-The National College will be commissioned to offer high-quality training for chairs of governors.quality training for chairs of governors.

Business people and professionals are to be encouraged to Business people and professionals are to be encouraged to volunteer as governors becoming part of smaller governing volunteer as governors becoming part of smaller governing bodies with appointments primarily focused on skills.bodies with appointments primarily focused on skills.

5 Key Questions for Governors

1.1.What are the school’s values? Are they reflected in our What are the school’s values? Are they reflected in our long-term development plans?long-term development plans?2.2.How are we going to raise standards for all, including the How are we going to raise standards for all, including the most and least able, those with SEN, boys and girls, and any most and least able, those with SEN, boys and girls, and any who are currently underachieving?who are currently underachieving?3.3.Have we got the right staff and the right development and Have we got the right staff and the right development and reward arrangements?reward arrangements?4.4.Do we have a sound financial strategy, get good value for Do we have a sound financial strategy, get good value for money and have robust procurement and financial systems?money and have robust procurement and financial systems?5.5.Do we keep our buildings and other assets in good condition Do we keep our buildings and other assets in good condition and are they well used?and are they well used?

5 More Key Questions for Governors

1.1. How well does the curriculum provide for and stretch all How well does the curriculum provide for and stretch all pupils?pupils?

2.2. How well do we keep parents informed and take account How well do we keep parents informed and take account of their views?of their views?

3.3. Do we keep children safe and meet the statutory health Do we keep children safe and meet the statutory health and safety requirements?and safety requirements?

4.4. How is pupil behaviour? Do we tackle the root causes of How is pupil behaviour? Do we tackle the root causes of poor behaviour?poor behaviour?

5.5. Do we offer a wide range of extra-curricular activities Do we offer a wide range of extra-curricular activities which engage all pupils?which engage all pupils?

Issues Arising for Governors from the White Paper

It is important that schools and their governing bodies It is important that schools and their governing bodies discuss the issues raised in the Education Bill and the discuss the issues raised in the Education Bill and the implications it has for future thinkingimplications it has for future thinking

Activity :Activity : inin discussion, working in a pair or in a small discussion, working in a pair or in a small group and using the questions above, reviewgroup and using the questions above, review

1.1. How well is our school is doing in relation to the key How well is our school is doing in relation to the key questions above? questions above?

2.2. How do we know?How do we know?3.3. What are our next steps?What are our next steps?

   

CATHOLIC DIOCESE OF PORTSMOUTH

  

DEPARTMENT FOR SCHOOLS