New Headteacher Directory September 2015€¦ · 9 Nigel Blackburn Principal Advisor, Secondary...
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New Headteacher Directory September 2015
Transcript of New Headteacher Directory September 2015€¦ · 9 Nigel Blackburn Principal Advisor, Secondary...
New Headteacher
Directory
September 2015
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Leadership and Governance
Standards & School Improvement Team Structure Page 4
Governor Services - Contact Details Page 5
KAH Area Board Members – Contact Details Pages 6—9
Information maintained schools must publish on website Pages 10—13
Leadership and Governance - Service Level Agreement Pages 15—19
School Improvement Support Offer Pages 21—25
The Headteacher’s Report to the Governing Body Pages 27—34 (35—43)
Outline Job Description
Senior Improvement Advisor Page 45
Improvement Advisor Page 46
Area Education Officer Pages 47—49
Safeguarding
EYPS – Safeguarding in Education – Contact Details Page 50
Health & Safety
Health & Safety Unit – Contact Details Page 52
Health & Safety Check List for Headteachers Pages 53—56
Schools Financial Services
SFS Teams Page 58
SFS Finance Cycle Page 59
Key Financial Statutory Return Dates Page 60
SFS Package Details Pages 61—63
SFS Contracts and Services Pages 64—65
SFS Training Programme Pages 67—68
Property
Maintenance and Statutory Services Team Page 70
PFI & FM Contracts Management Team Page 71
Ofsted
School Inspection Handbook Appendix 1
Headteacher Handover Checklist Primary or Secondary Appendix 2
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LEADERSHIP & GOVERNANCE
Governor Service Contact Details
Sue Tunnicliffe Senior Improvement Advisor Leadership & Governance Manager
[email protected] 03000 412390
Rachèle Verrier Leadership & Governance Manager
[email protected] 03000 416795
Aileen Cooper Governor Training & Development Manager
[email protected] 03000 414469
Sue Hill Clerking Service Manager
[email protected] 03000 412910
Suzanne Mayes GSDO North Kent
[email protected] 03000 416447 07712 301353
Tina Gimber GSDO South Kent
[email protected] 03000 415030 07712 301352
Lorraine Monkhouse GSDO East Kent
[email protected] 03000 414510 07860 704198
Lee Round GSDO West Kent
[email protected] 03000 412309 07860 704200
Administration Support Team
leadershipgovernancecen- [email protected]
03000 417979
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KAH Area Board Members
Contact Details
Area District Category Headteacher School Email address
North
Special
Pam Jones
Ifield School
Dartford Primary David Lloyd Manor Primary School [email protected]
Chair Garry Ratcliffe Oakfield Primary & Temple Hill Primary
Secondary Andy Williamson Wilmington Grammar School for Boys [email protected]
Maggie Bolton DASCO [email protected]
Gravesham Nursery Panna Nagar Northfleet Nursery School [email protected]
Primary Ruth Doughty Culverstone Green Primary School [email protected]
Nicole Caulfield Riverview Infants [email protected]
Secondary Jane Partridge Northfleet Technology College [email protected]
Sevenoaks Primary Lorraine Hollingworth Hartley County Primary School [email protected]
Caroline Cain New Ash Green Primary School [email protected]
Helen Jones Chevening Primary [email protected]
Sonia Philips West Kingsdown Primary [email protected]
Secondary Mary Boyle Knole Academy [email protected]
Ian Watts AEO, KCC [email protected]
Penny Bowles KCC, Primary SIA [email protected]
Carol Morris KCC, Secondary SIA [email protected]
Anne Massey KCC, Special SIA [email protected]
Tony Smith Consultant [email protected]
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Nigel Blackburn Principal Advisor, Secondary [email protected]
Diana Robinson Lead SEN Consultant [email protected]
South Special Bob Law The Goldwyn-Brook School [email protected]
Ashford Primary Gillian Guthrie Tenterden Junior School [email protected]
Ian Witts Kingsnorth CE Primary School [email protected]
Chair
Secondary
Sally Lees
Homewood School and Sixth Form Centre
Dover Primary David Metcalfe Capel-le-Ferne Primary School [email protected]
Jo Hygate Kingsdown & Ringwould CEP School/Temple Ewell CEP School
Secondary Matthew Bartlett Dover Grammar School for Girls [email protected]
Shepway Primary Annie Wiles All Souls CE Primary School [email protected]
Carolyn Chivers Hythe Bay CEP School [email protected]
Secondary Mario Citro Pent Valley Technology College [email protected]
TSA Paul Danielsen Highworth Grammar School for Girls [email protected]
David Adams KCC - AEO [email protected]
Fiona Wainde KCC, Primary SIA [email protected]
Phil Leyland KCC, Secondary SIA [email protected]
Derek Norton KCC, Special SIA [email protected]
Nigel Blackburn Principal Advisor, Secondary [email protected]
East PRU Ros Eastwood [email protected]
Canterbury Primary Andrea Noake Hoath & Chislet [email protected] [email protected]
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Deb Hines Joy Lane Primary [email protected]
Chair Secondary Jane Robinson Simon Langton Grammar School for Girls [email protected]
Swale Primary Heather Futter The Oaks Infant School [email protected]
Chilton Saint Davington Primary School [email protected]
Secondary Alan Brookes Fulston Manor School [email protected]
Thanet Primary Di Springett Garlinge Primary School & Nursery [email protected]
Sue Collins St Mildred’s Primary Infant School [email protected]
Secondary Paul Luxmoore Dane Court Grammar School & KES [email protected]
Marisa White
KCC, AEO
Linda Pickles KCC, Primary SIA [email protected]
Phil Leyland KCC, Secondary SIA [email protected]
Peter Byatt KCC, Special SIA [email protected]
Diana Robinson Lead SEN consultant [email protected]
Nigel Blackburn Principal Advisor, Secondary [email protected]
West
Special
Jacqui Tovey
Ridge View
PRU Barbara Wallace [email protected]
Maid-
stone
Primary Emma Hickling Kingswood Primary School [email protected]
Piers Anscomb Platts Heath Primary School [email protected]
Secondary Richard Baddeley Swadelands School [email protected]
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Tonbridge & Malling Primary Mary Priestley Woodlands Junior School [email protected]
Paul Ryan St Margaret’s CEP School [email protected]
Rachel Green Brenchley & Matfield Primary
TAWKE Teaching School Alliance
Secondary Patrick Hannaway The Malling Holmesdale Federation [email protected]
Elaine Buchanan Hillview School for Girls
Tunbridge Wells Primary Elizabeth Hatcher Hawkhurst CE Primary School [email protected]
Clare Owen Bidborough CE Primary School [email protected]
Secondary John Harrison Tunbridge Wells Grammar School for Boys [email protected]
Debbie Coslett Brook Learning Trust [email protected]
Maureen Johnson Kaizen Teaching School [email protected]
Nigel Blackburn Principal Adviser, Secondary [email protected]
Jared Nehra KCC, AEO [email protected]
Tel German KCC, Primary SIA [email protected]
Rachel Gough KCC, Secondary SIA [email protected]
Steve Ackerley KCC, Special SIA [email protected]
Diana Robinson Lead SEN Consultant [email protected]
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The information maintained schools have to publish on their websites.
Contents School contact details Admission arrangements
Ofsted reports
Exam and assessment results
Performance tables
Curriculum
Behaviour policy
Pupil premium
Year 7 literacy and numeracy catch-up premium
P E and sport premium for primary schools
Special educational need s (SEN) report
Charging and remissions policies
Values and ethos
Requests for copies Every maintained school must publish specific information on its website to comply with The School
Information (England ) ( Amendment) Regulation s 2012 .
If you are an academy or free school, you need to check your funding agreement to find out what you
should publish on your website.
School contact details Your school’s website must include the following contact information:
your school’s name
your school’s postal address
your school’s telephone number
the name of the member of staff who deals with queries from parents and other members of the
public
Admission arrangements You must do one of the following:
publish your school’s admission arrangements, explaining how you will consider applications for
every age group, including:
arrangements you have in place for selecting the pupils who apply
your oversubscription criteria (how you offer places if there are more applicants than places)
an explanation of the process parents need to follow if they want to apply for their child to attend
your school
publish details of how parents can find out about your school’s admission arrangements through
your local authority
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Ofsted reports You must do one of the following:
publish a copy of your school’s most recent Ofsted report
publish a link to the webpage where users can find your school’s most recent Ofsted report
Exam and assessment results
Key stage 2 (KS2) results
You must publish the following details from your school’s most recent KS2 results:
percentage of pupils who achieved level 4 or above in reading, writing and maths
percentage of pupils who have improved by 2 or more levels in reading, writing and maths
between key stage 1 (KS1) and KS2
percentage of pupils who achieved level 5 or above in reading and writing
percentage of pupils who achieved level 5 or above in maths
Key stage 4 (KS4) results
You must publish the following details from your school’s most recent KS4 results:
percentage of pupils who achieved a C or above in GCSEs (or equivalent) in 5 or more subjects,
including English and maths
percentage of pupils who achieved the English Baccalaureate percentage of pupils who have achieved at least the minimum expected levels of progress in
English and maths between KS2 and KS 4
Performance tables
You must include a link to the DfE school performance tables website .
Curriculum
You must publish the following information about your school’s curriculum:
the content of the curriculum your school follows in each academic year for every subject
the names of any phonics or reading schemes you are using in KS1
a list of the courses available to pupils at KS4, including GCSEs
how parents or other members of the public can find out more about the curriculum your school is
following
Behaviour policy
You should publish details of your school’s behaviour policy.
The policy must comply with section 89 of the Education and Inspections Act 2006 .
Advice on developing and publishing your school ’s behaviour policy is available.
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Pupil premium You must publish details of how your school spends its pupil premium funding and the effect this has had on the attainment of the pupils who attract the funding.
You must include the following:
your pupil premium allocation for the current academic year
details of how you intend to spend your allocation
details of how you spent your previous academic year’s allocation
how it made a difference to the attainment of disadvantaged pupils
The funding is allocated for each financial year, but the information you publish online should refer to
the academic year, as this is how parents and the general public understand the school year.
As allocations will not be known for the latter part of the academic year (April to July), you should
report on the funding up to the end of the financial year and update it when you have all the figures.
Year 7 literacy and numeracy catch-up premium
If your school receives year 7 literacy and numeracy catch-up premium funding , you must
publish details of how your school spends this funding and the effect this has had on the
attainment of the pupils who attract it.
You must include the following:
your year 7 literacy and numeracy catch-up premium allocation for the current academic year
details of how you intend to spend your allocation
details of how you spent your previous academic year’s allocation
how it made a difference to the attainment of the pupils who attract the funding
PE and sport premium for primary schools
If your school receives PE and sport premium funding , you must publish details of how your
school spends this funding and the effect it has had on pupils’ PE and sport participation and
attainment.
You must include the following:
your PE and sport premium allocation for the current academic year
details of how you intend to spend your allocation
details of how you spent your previous academic year’s allocation
how it made a difference to the PE and sport participation and attainment of the pupils who attract
the funding
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Special educational needs (SEN) report
If your school is a maintained school, then your governing body must publish a report on the
school’s policy for pupils with SEN.
The report must comply with:
section 69(2) of the Children and Families Act 20 14
regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014 The report must include details of:
your school’s admission arrangements for pupils with SEN or disabilities
the steps you have taken to prevent pupils with SEN from being treated less favourably than
other pupils
access facilities for pupils with SEN
the accessibility plan your governing body has written in compliance with paragraph 3 of
schedule 10 to the Equality Act 2010
Charging and remissions policies
You must publish your school’s charging and remissions policies. The policies must include details
of:
the activities or cases for which your school will charge pupils’ parents
the circumstances where your school will make an exception on a payment you would normally
expect to receive under your charging policy
Values and ethos
Your website should include a statement of your school’s ethos and values.
Requests for copies
If a parent requests a paper copy of the information on your school’s website, you must provide this
free of charge.
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Leadership and
Governance Service Level Agreement
April 2015 – March 2016
Leadership & Governance, Room 2:04 Sessions House, Maidstone, Kent, ME14 1XQ
Tel: 03000 414469
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Governor Services
Training and Development Package Options
April 2015 - March 2016
There is a continuing national focus on governing bodies becoming more ‘professional’ in their practice, evident both in the OFSTED framework where governance is judged as part of the leadership and management function, and in the changes to governance legislation driving ‘smaller skills based’ membership.
The Leadership and Governance team recognises the need for governors to develop their collective skills and to plan for the future through targeted succession planning and development.
It is our aim to support governing bodies and provide effective guidance, support and training opportunities to all governors to ensure that Kent schools are governed by effective, enthusiastic and knowledgeable governing bodies.
It is our vision that governing bodies through our support and training programme become independent and that they will demonstrate shared responsibility as part of the leadership team in their schools to be able to challenge and drive school improvement.
Successful governance requires a balance of skills, knowledge and expertise across the governing body membership but corporately have the same impetus to have vision, be ambitious and set high expectations to ensure the pupils in their school and community have the best education.
It is essential that governing bodies know the strengths and can identify any weaknesses in their collective skills knowledge and competence required to ensure that they can robustly hold their school to account for continued school improvement.
Targeted training to keep governors knowledge up to date and succession planning for governors is essential to ensure that individual governors can actively and effectively participate in the work of the governing body.
Information on our current training programme can be found on KELSI at www.kelsi.org.uk/
school_management/governors/training__development.aspx or via a link at www. kentcpdonline.org.uk In our aim to support governing bodies we offer an opportunity to buy into a Service Level Agreement (SLA) to fulfil the CPD needs of the governing body. The Governor Training SLA is an agreement purchased direct by the governing body itself through EDUKENT and includes:-
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For the year April 2015 to March 2016, there is a choice of two packages as detailed below.
Package 1
Best value for money and the most popular package. As well as 1 free place at each of the annual conferences for Governors, Chairs and Clerks, the package includes
Governor Briefing papers for example the Governor 3 times a year
Relevant and timely email based communication sharing key messages and information from the local authority relevant to the governor role
New Governor, Chair and Clerk induction training
Unlimited attendance at any core training session from the published programme for any
member of your governing body.
Additional places at annual conferences charged at £75 person
Costs for the year April 2015 to March 2016
Small schools with less than 100 pupils
£250
All other schools
£250 for the first 100 pupils
£1.50 per pupil thereafter
Annual conference for governors, clerks and
chairs
First place free, additional delegates £75 each
At an Additional Cost for governing bodies purchasing package 1
A 2 hour In-house session (delivered in your
school) from a list of available topics published
in the training and development programme
£200 per session
Online E-Learning Modules- GEL £90 (per governing body)
(This is an LA package discounted price. If you choose
to buy direct through GEL, the cost will be £150)
Online E-Learning Modules– Modern Governor £130 (per governing body)
(This is an LA package discounted price. If you choose
to buy direct through Modern Governor, the cost will be
£299)
Monitoring of Governing Body minutes Re-
view of a full year of governing body papers and
minutes, with feedback to the governing body as
a tool to assess the impact of the governing
body activities (equivalent to 2 days work)
£800
(This can also be purchased using Schools
Improvement SLA credits)
This may be limited to schools where we are already
engaged in governor improvement activities dependent
on demand
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External Review of Governance
A 2 hour development session held at your
school followed by discussion, interviews and
examination of a range of school governance
documents, resulting in a formal report with
recommendations, and an action plan for
improvement.
(2 days work)
£800
(This can also be purchased using School Improvement
SLA credits)
This may be limited to schools where we are already
engaged in governor improvement activities dependent
on demand
Governing Body Meeting Observation
Attendance at a full GB meeting resulting in a
short report with recommendations to improve
practice
(1 day)
£400
(This can also be purchased using School Improvement
SLA credits)
This may be limited to schools where we are already
engaged in governor improvement activities dependent
on demand
Package 2
A pay as you go service allowing you to customise to your requirements from the following: Governor Briefing papers for example the Governor 3 times a year
Relevant and timely email based communication sharing key messages and information from the local authority relevant to the governor role
Governor, chair or Clerk induction training
Any core training session from the published programme
Annual conferences for governors, chairs and the clerks In-house session (delivered in your school) from a list of available topics published in the
training and development programme Online E-Learning in the comfort of your own home using either Governor E-Learning
(GEL) or Modern Governor modules across a variety of topics
Costs for the year April 2015 to March 2016
Governor briefing papers & email communica-
tions
£125 per governing body (annual sub)
Any core course £85 per delegate
Conference or whole day session £185 per delegate
In-house session (delivered in your school) from
a list of available topics published in the training
and development programme
£300
Online E-Learning Modules- GEL £115 (per governing body)
(LA discounted price – direct through GEL = £150
Online E-learning Modules– Modern Governor £175 (per governing body)
(LA discounted price – direct through Modern Governor
- £299)
Monitoring of Governing Body minutes. Review
of a full year of governing body papers and
minutes, with feedback to the governing body as
a tool to assess the impact of the governing
body activities (2 days work)
£1200
(This can also be purchased using School Improvement
SLA credits)
This may be limited to schools where we are already
engaged in governor improvement activities.
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External Review of Governance
A 2 hour development session held at your
school followed by discussion, interviews and
examination of a range of school governance
documents, resulting in a formal report with
recommendations, and an action plan for
improvement.
(2 days work)
£1200
(This can also be purchased using School Improvement
SLA credits)
This may be limited to schools where we are already
engaged in governor improvement activities dependent
on demand
Governing Body Meeting Observation
Attendance at a full GB meeting resulting in a
short report with recommendations to improve
practice
(1 day)
£600
(This can also be purchased using School Improvement
SLA credits)
This may be limited to schools where we are already
engaged in governor improvement activities dependent
on demand
To Order Governor Service Training Package
Details of our current training programme can be found on our KELSI web pages http://www.kelsi.org.uk/ school_management/governors.aspx
To purchase the governor training packages and/or e-learning packages please contact [email protected]
Please email [email protected] with all other additional training / review requests
National College for Teaching and Leadership - Development Programmes
National College Development Programmes and workshops are delivered under license by Hampshire County Council. Kent along with other South East Coordinator of Governor Services are delivery partners of Hampshire County Council.
Details of forthcoming events and costs will be communicated to governors via email and will be uploaded to our CPDgovernoronline website. Access to any of the Chairs Development Programmes must be made through Hampshire. There is a link from KELSI to the Hampshire Governor Services Website.
The National College Development Programmes that we offer:-
The National College Development Programme for Chairs and Aspiring Chairs
The National College Development Programme for clerks (expected January 14)
Both of these currently attract a scholarship towards the cost
The National College Training workshops that we offer:- Understanding
and using performance related pay (PRP) Understanding and using
RAISEonline to improve school outcomes Improving financial
efficiencies in school
Currently the workshops have been funded by the National College and are offered free to all governors.
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Kent County Council
Education and Young People’s Services
The School Improvement Support Offer from September 2015 We are very pleased to be able to share the School Improvement Support offer for all
LA Maintained, Academies and Free schools. This offer is the product of on-going
conversations with Headteachers and reflects national policy initiatives and changes, as
well as locally determined priorities. It provides our LA core support which is non-
chargeable for all schools and a Service Level Agreement (SLA), which is
chargeable, that provides an entitlement and the offer of flexible packages that can be
tailored to individual school needs.
All elements of the School Improvement offer, core and chargeable, cover all Key
Stages from Early Years through to Key Stage 5.
Our aim is to offer excellent value for money within a quality framework. The most
cost effective way of maximising your school’s spending power will be to purchase the
SLA which provides a wide range of support and enables you to use your credits to meet
your school improvement priorities very effectively. Collaborations of schools can talk to
their Senior Improvement Adviser (SIA) to use their credits collectively for even greater
purchasing power.
The School Improvement Service is committed to ensuring that support is well
tailored to the needs of schools and individual discussions with Headteachers will
determine the content of what is provided. Our service will be monitored and evaluated
by outcomes we achieve and quality assured on a regular basis both internally and by
externally commissioned reviews.
We are committed to working in partnership with schools to support improvement, to
deliver an excellent education for the benefit of all children and young people across
Kent.
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Core Support from September 2015 – Non-Chargeable
The Local Authority is committed to continue to fund core improvement support for all
schools in Kent free of charge, as part of our statutory responsibility to ensure we
achieve good educational outcomes for all children and young people.
Every school in Kent will continue to be offered support through links with a Senior
Improvement Adviser (SIA) or Improvement Adviser (Primary) and will receive a number
of visits which are non –chargeable. The number of visits is flexible but is determined
by the local authority’s categorisation of schools’ needs based on Ofsted outcomes and
analysis of school performance data . KCC is committed to working with all schools
and therefore the existing 3 visits of ‘keeping in touch’ for Academies and Free schools
will remain for the coming school year.
Good and outstanding LA maintained schools receive up to 3 visits from the school
improvement team depending on their needs. LA maintained schools that require
improvement receive up to 12 visits and those in category up to 20. Visits include advice
and support for school monitoring of teaching and learning, reviews of school data and
pupil progress, reviewing school self- evaluation, support for Ofsted preparation and the
brokering of support for school improvement priorities.
It will also include providing support to Governing Bodies on Headteacher
recruitment in all maintained schools and Headteacher appraisal for those LA maintained
schools which require improvement or are in category.
In addition schools will continue to receive:
Discussing and brokering support where required
Writing a note of visit for the school, governors and Local Authority
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Giving advice to governors on performance management process and objectives
Safeguarding – the telephone consultation service, child protection newsletter, and
quality assurance visits for Kent’s residential Special Schools is also included.
Support for LA maintained schools for Headteacher Recruitment – there will be a Lead
Officer present to support and advise the GB during the recruitment process. Welcome event and induction for all new Headteachers
Headteacher briefings throughout the year
Governor support – Initial advice and guidance via the area School Governance
Officers The Governor magazine (electronic copy)
1:1 support from Senior Improvement Advisers
Brokering of leadership support – this could be in the form of secondments,
school to school support and Headteacher Mentor Coaching.
Support for section 5 and section 8 Ofsted Inspections and DFE monitoring visits
– this includes support for post inspection planning and statement of action. Data Analysis – making figures speak for themselves, secondary school
comparative analysis, collaborations analysis and post 16 data packs .
KELSI – Access to KELSI including a free password for curriculum resources on
Kent Learning Zone. District writing moderation process (KS1 and 2)
Training for teacher moderators
National Curriculum assessment updates
Any support or visits which are over and above the non-chargeable offer shown
will be paid for by schools either through purchasing the SLA or on a pay as you
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The SLA Entitlement
All schools that purchase the SLA will have access to the following:
We have made changes to the current SLA to allow more flexibility for schools.
Changes will take place for September 2015 and are outlined as follows.
PRIMARY OFFER
Basic Package - This package offers Primary Schools:
FFT Aspire
AEN update meetings
Curriculum network meetings for Maths
Curriculum network meetings for English
NQT Induction training 6 x ½ day sessions for one NQT
NQT induction for two NQTs
Access to KCC’s School Improvement Framework for commissioning external
consultants
Access to the Bristol Summary documents
This equates to a saving of over £1,000 on the pay as you go tariff for these services
(Schools with more than two NQTs can pay for additional NQTs with credits or by
invoice)
The SLA can be enhanced by adding a number of credits which can be used for
a range of additional school improvement support and training opportunities,
as follows:
Basic package £60 monthly
Primary bronze offer basic package plus 25 credits £1,970 pa £165 monthly
Primary silver offer basic package plus 50 credits £3,220 pa £269 monthly
Primary gold offer basic package plus 75 credits £4,470 pa £373 monthly
Primary platinum offer basic package plus 100 credits
£5,720 pa £477 monthly
Primary schools can buy further bundles of credits should they wish to top up.
Credits can be spent on training courses, conference places bespoke support and
training or school support as outlined on the service menus.
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Secondary Offer
There is no basic SLA package offer for Secondary schools however Secondary schools
are able to purchase support on a ‘pay as you go’ basis. The daily rates are outlined on
the menus in the school improvement brochure. This support is flexible and bespoke to
the school. Please contact your Senior Improvement Adviser to discuss the support in the
first instance.
Additional Credits
Additional credits can be purchased by schools who buy the SLA. These additional credits will be offered at a flat rate price to provide more bespoke school improvement services for schools.
Additional credits can be purchased at £60 each in the following bundles:
Number of Credits
Total cost
20 £1,200
30 £1,800
40 £2,400
50 £3,000
60 £3,600
70 £4,200
80 £4,800
90 £5,400
100 £6,000
All amounts payable pursuant to this Agreement are exclusive of any applicable VAT which is payable in addition on receipt of a valid VAT invoice.
If you have any questions related to ordering or booking please contact –
Jayne Bartholomew / [email protected] / 03000 415820
Kat Bellinger / [email protected] / 03000 415840
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The Headteacher’s Report to the Governing Body
The content and style of the Headteacher’s termly report to governors is likely to vary from
school to school, reflecting the wide variety of working and decision-making structures within the
county. Headteachers, when writing their report may find it helpful to consider the following to
ensure their report is easy to read and their hard work in compiling the report is not wasted.
Characteristics of Good Practice
A Headteacher’s report is likely to be effective when it:
is kept brief but as informative as possible
is well structured, using consistent headings
indicates items for action and the role of governors in making decisions
avoids using unexplained jargon and acronyms
presents data with clear explanations
Over the course of the academic year, the reports should provide a comprehensive analysis of
the work of the school (please refer to the suggested timetable overleaf). This could form part
of the school’s self-evaluation evidence.
What is the purpose of the Headteacher’s report?
The Headteacher’s report to governors fulfils three vital functions;
It is the means by which a Headteacher accounts to governors for the day-to-day management of
the school and, especially, on standards and the quality of education. It should outline the
progress and development of the School Improvement Plan and provide information on the
management of the school’s resources and the curriculum.
The report can assist with the decision-making process by providing governors with information
vital for formulating policy, identifying issues and prioritizing them. It will also provide
governors with opportunities to offer advice.
It provides important contextual data about the school that can be used for other purposes, such
as the completion of the SEF and preparation for the school’s annual review with the
School Improvement Partner (SIP)
Headteachers’ reports help governors:
fulfil their duties of challenge and support;
keep up to date on the key issues facing the school (School Development Plan);
maintain focus on the school’s priorities;
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make well informed decisions;
ask informed questions.
Key Principles
Reporting arrangements and contents of reports should be the result of negotiation and
agreement with clear objectives established and reporting and content related to the
governing body's working structures.
Reports including information on performance which ensures governors are in a position to
discuss the progress the school is or is not making in line with targets set.
Information should include performance data about the school and how it compares with
similar schools.
The headteacher provides summarised reports on local and national legislation and policy
developments. This should include information about specific identified target groups.
Reports should include progress against the five outcomes of the Every Child Matters
(ECM) agenda.
Aspects of the following checklist may be reported to governors in a variety of other forms,
such as reports from committees following input from the Headteacher/staff, so that the
Headteacher’s termly report focuses on reporting against standards, quality of education,
progress of School Development Plan and OfSTED Action Plan if the school has one.
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The following checklist will support the Headteacher in compiling reports
Ongoing items on which
you are likely to report
(this could be to a
committee, where the
governing body has
delegated powers to a
commit- tee)
Progress towards targets in the School Development Plan
Progress towards set in annual reviews and IEPs
Attainment and progress, with benchmark data and analysis of
progress
Outcome of target setting at end of Key Stage 2
Progress towards meeting curriculum targets
Progress against OfSTED Action Plan as appropriate
Pupil admissions data, trends and turnover
Attendance data
Pupil data with comparative data and trends over 3/5 years
Pupil exclusion analysis data, by type, gender and ethnic group
with comparative data and trends (possibly termly in secondary schools)
Staffing structure
Well-being of staff
Continuing Professional Development (CPD) of staff
Relevant curriculum development
Premises and urgent Health and Safety issues
Efficiency of the management of the school's resources/financial
accounts/update on budget
Home/School links (including system for reporting to parent,
seeking the views of parents, communication with parents, PTA
etc.)
Community links (include use of facilities)
Inclusion – more able (gifted and talented), SEN, ethnic
minorities including travellers
How the school is promoting equality
Summary of extra-curricular activities including education visits
and journeys annual programme
Information pertaining to procedures for safeguarding, safer
recruitment
key information relating to the delivery of extended services
How the school is working with partners in the community and
promotion of community cohesion.
Autumn Term
Analysis of pupil progress, using RAISEonline and the school’s
own tracking data
Analysis of any teacher assessments, optional or internal test or
examination results Projection for Annual Pupil Census numbers
Staffing structure – performance management
Outcome of self-evaluation and the School’s Annual Review (SAR)
Analysis of statutory assessment including Foundation Stage
Profile where appropriate
32
Spring Financial Plans
Pupil Level Annual School Census (PLASC) data analysis and
implications
Summer Class organisation and structure
Option choice patterns (secondary) and implications
Review of the quality of careers provision (secondary)
As and when it occurs
Complaints monitoring (number, type – not individual
complaints)
Significant visitors (discussion and/or report back)
Policy monitoring information
Monitoring of incidents of racial abuse/harassment
Incidents of bullying
33
Possible Template for Headteacher’s Report
School Improvement
a) standards
b) teaching and learning
c) assessment and data analysis
d) school self-evaluation
Action
Resources
(finance, premises, health and safety, staffing)
Pupil Information
(Admissions, attendance, PLASC)
Community and Partners
(Complaints, visitors and parents)
Monitoring of incidents
(Racial, bullying, exclusions)
34
Recommendations The report should be in writing and sent to governors with the agenda seven days prior to
the meeting
Highlight key points at the meeting - do not read it out or go through every point
Ask for questions/comments as you go through and at the end of the report
Highlight the issues that need:
- a decision
- referral to a committee
The main focus of the report should be teaching and learning, progress and standards of
achievement
Include items that enable governors to think and plan ahead
Give a progress report on the implementation of the School Development Plan
Use the SEF or a similar tool to assist governors to participate in monitoring and evaluation
Report briefly on the key activities that have taken place in the school – governors do not
need all the management details
Highlight successes
It is not necessary to report on the same topics every term – plan your report across the
year and report at an appropriate time
Do not repeat information that is included in committee minutes, newsletters or reports etc.
Do not include detailed information about issues relating to individual pupils or staff that
may need further action by members of the governing body.
35
School Context
Alternative Example Headteacher’s Termly Report to Governors
Report on significant changes in:
Pupil numbers
Number of pupils on roll
SEN (SA, SA+ etc.)
Exclusions
Staffing (teaching and non-teaching)
Contextual factors
How well are pupils doing, taking account of any variation?
Essential
Termly
Pupils’ achievement and the extent to which they enjoy their learning.
Compared to:-
All schools nationally
Similar schools
Particular groups including pupils with learning difficulties and/or disabilities, gender, ethnic groups, and ability groups.
Targets
Subjects
Essential Annually
The extent to which pupils feel safe
Healthy Schools, Curriculum Initiatives
Pupils’ behaviour
Exclusions, bullying, racist incidents
The extent to which pupils adopt healthy lifestyles
Food in schools, PSHE/Curriculum Initiatives
The extent to which pupils contribute to the school and wider community
school and community links, consultations
The extent to which pupils develop work-place and other skills that will contribute to their future economic well-being
Taking into account:
Pupils’ attendance
Optional termly
Optional termly
Optional termly
Optional termly
Optional termly
Essential termly
HOW EFFECTIVE IS THE PROVISION?
Report on how well teaching promotes learning, progress and enjoyment for all pupils
outcomes of observations and teaching audits
how well assessment is used to meet the needs of all pupils
changes in teaching and learning policy and practice
Essential annually
The extent to which the curriculum meets pupils’ needs, Outcomes of curriculum audits or curriculum reviews
Visits and visitors
Extra-curricular opportunities
Essential termly
The effectiveness of care, guidance and support Pastoral
Health and safety curriculum
CPD Inset days
Staff meetings
Courses attended by staff
Essential Termly
36
HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT?
The effectiveness of leadership and management in embedding
ambition and driving improvement
Optional
Termly
Performance management
summary of targets and progress
Essential annually
The effectiveness of partnerships in promoting learning and well-being
activities with other providers, organisations and services
Optional Termly
The effectiveness with which the school promotes equal opportunity and tackles discrimination
Impact of actions on outcomes for different groups of pupils.
Optional Termly
The effectiveness with which the school promotes community cohesion
Community audit
Actions
Outcomes/impact
Optional Termly
The effectiveness of the school’s engagement with parents and carers
Information on pupil progress, behaviour, curriculum, home-learning etc
Questionnaires
Meetings
Focus groups
Report on parental complaints and outcomes of actions
Optional Termly
The effectiveness of safeguarding procedures
Safeguarding
Child protection
Confirmation of named person/governor
Policy development or new initiatives
Essential termly
The effectiveness with which the school manages resources
Current budget situation and issues arising
Premises, accommodation issues
Health & Safety:
Termly / Annual Audit
Policy developments or new initiatives
Training issues or concerns
Essential termly
IMPROVEMENTS SINCE THE LAST INSPECTION
Report on progress since the last inspection in relation to:
Key Issues
Other areas identified by Ofsted?
Essential termly
Report on progress of School Development Plan Essential termly
Provide feedback on work with
Changes to SEF
School Improvement Partner
Optional termly
GEL Guidance on Headteacher’s Report to Governors 2010
37
Nov 14 March 15
Pupils on Roll 326 321
Pupils in Nursery 36 43
% pupils from minority ethnic groups and / or mixed ethnicity and mixed European 16.56% 15.38%
No. for whom English is not their first language 47 44
SEN – with EHC 9 10
SEN – without EHC 11 10
Vulnerable Register 21 24
No. who joined the school other than in Reception since September 2014 8 20
No. who left the school other than
at the usual time of leaving or
transfer since September 2014
Independent School
Moved House
Maintained School within same area as BD
Emigrated
6
3
2
0
9
3
7
1
No. of looked after Children 5 5
No. ‘Ever 6 Pupils’ (FSM, armed forces families) 37 36
2 Accidents Reported to LEA 1 Pupil
1 Staff
0
Attendance
Unauthorised Absence
March-Nov 14 Nov – March 15
96.3%
0.6%
95.06%
0.66
Exclusions 1 pup-1.5 days 1 pup - 3 days
Headteachers Report
Slide 1
Primary School
Headteacher Report March 2015
1
Slide 2 Contextual data March 2015
2
Slide 3
Teaching Structure
Headteacher Appraise Leadership
Deputy Headteacher Appraise Teachers
Assistant HT / SENCo
Appraise Teachers
X2 middle ldrs
coaching
EYFS teachers
x 2 classes
KS1 teachers x 4 classes
KS2 Teachers x 6
classes PPA Cover HLTAs x3
Teachers appraise TAs Total number of teachers: 19 Full time equivalent (FTE): 15.3
PPA sports 2 days per week
3
38
Slide 4
Staffing, organisation and appraisal
Headteacher
Appraise Admin
team
Deputy
Headteacher
Lead/appraise
MDS
Assistant
Headteacher
Lead TAs
Appraise W AC
manager
Administrative
5 staff – FTE
3.17
Site Manager
1.0 FTE
Appraised by
finance officer
W AC manager
Appraise WAC
team
Midday
supervisors
7 staff
HLTAs
3 staff 3.0 FTE
Teaching
Assistants
26 staff
W AC team
Appx 5 staff
• HLTA Higher Level Teaching Assistant
• FTE Full time equivalent • WAC Wrap Around Care
4
Slide 5
Appraisal cycle • Teaching appraisal is now in mid year cycle.
• Support staff end of year appraisals are now complete with the
following outcomes;
13% Outstanding
23% Above the required standard
61% Achieved the required standard
3% (1) not assessed due to maternity
• Kent Scheme Pay rises are now confirmed for support staff at;
Outstanding 6%
Above required 3.5%
Achieved required 2%
• New objective setting now complete for support staff 2015-16.
5
Slide 6 Teaching changes
• AN Other left to go on maternity leave in January.
• We welcomed A N Other and A N Other who are both new
staff to job share.
• In April A N Other will return to teach part time in Beech class
(Year 1) for two days per week.
• A N Other has agreed to increase her days in April temporarily
to 4. She will do 3 days in Beech and 1 day Forest school.
• A N Other is leaving as her contract expires when B returns.
• Teacher B (Year 5) has resigned and will leave in July as she
has been promoted.
• Teacher C has been off school ill since January. She returned
part time last week.
6
39
KS2 – year 6 % on track for ARE % currently
achieving ARE (4B)
% making
progress since
December 14
% making
progress since
July 14
Notes
KS1 % on track for ARE % currently
achieving ARE
% making
progress since
December 14
% making
progress since
Oct 14
Notes
KS2 % on track for ARE % currently
achieving ARE
% making
progress since
December 14
% making
progress since
Oct 14
Notes
R W M R W M R W M R W M
Beech 93 85 89 82 64 71 96 75 82 96 93 96
Slide 9
Q
•
•
•
•
•
•
•
•
Slide 7
Current Y6 Pupil progress and
achievement
• Year 6 Attainment
Currently the class is on track to meet Level 4+
combined (Reading, Writing, SPAG & Maths) floor
standard 85%. Predicted 86%.
• Year 6 progress ARE=Age related expectations
R W M R W M R W M R W M
Year 6 Oak 93 87 90 90 77 67 77 63 70 74 60 67 3 new pupils since Sept
7
Slide 8
Pupil progress and achievement
End of term 3
Olive 93 83 83 73 47 47 47 50 40 93 93 93 4 pupil left in spr 1 *2 new pupils
Apple 93 93 97 67 57 80 67 17 47 93 97 90
Bonsai 87 77 83 53 50 53 50 60 77 90 65 93
R W M R W M R W M R W M
Year 5 Redwood 60 63 67 14 10 13 17 27 30 43 60 60 New pupils, SEN etc.
Year 4 Hazel 90 90 87 40 23 30 40 40 70 60 47 80 New pupils
Year 4 Sycamore 89 93 68 79 54 36 93 86* 64 93* 86* 83* *New pupils Jan 15
Year 3 Mulberry 87 87 87 17* 17* 10* NA NA NA 53* 50* 33* *As at Dec 14 – CS absent
Year 3 Maple 90 90 90 57 43 13 43 90 23 NA 90 43
8
uality of teaching and learning
Observations have been carried out since October on all teaching staff, some jointly with
our School Improvement Advisor.
IA also carried out book scrutiny with teachers advising on feedback and marking following
the introduction of agreed criteria.
Teacher A and Teacher B have been mentoring our Newly Qualified Teachers.
Kent NQT team are directly monitoring/supporting one NQT in her development.
Teacher C and Teacher D have been coaching/mentoring colleagues across the school.
Subject leaders have carried out monitoring activities in each core subject. These have
included book scrutiny, phonic observations, writing moderation and analysis of data and
gaps in learning.
CPD is in place for all staff with training internally and externally.
Pupil progress meetings were held with each teacher in Spring Term 1 and actions agreed
to accelerate progress for slow moving pupils.
9
40
Slide 10
Peer Mentoring for teachers Peer mentoring here at BD is based on ‘Lesson Study’, which has its origins in
Japan. It is a model of professional development where a group of teachers collaboratively plan, deliver, observe and discuss lessons that have a particular
pedagogic focus often related to ‘difficult’ aspects of the subjects or focused on
the learning of particular groups of pupils.
Our focus was ensuring greater challenge for Low Attaining Pupils (LAPs). Most
teachers have had the opportunity to carry this out during term 4 and have
been asked to present their findings next term using the following questions.
• What have you learned as a teacher?
• What has the impact been on you and the pupils?
• What impact has there been on the Involvement levels of pupils and quality
of learning?
10
Slide 11 Quality of teaching and learning
Proportion of good
or better teaching
Spring
2013
Summer
2014
Autumn
2013
Spring
2014
Summer
2014
Autumn
2014 Spring 2015
%
Good/outstanding
teaching
75% 87% 79%* 88% 94% 77%* 89%*
*includes newly qualified teachers who would be expected to be improving towards ‘good’ at
this stage in their development.
Proportion of good or
better teaching
November
2013
March 2014 June 2014 November
2014
Spring
2015
Teachers present in
September ‘13
92% 100% 100% 100% 95%
Slide 12
Assessment We are using the following assessment tools to track children
• Teachers have participated in moderation in school and with other schools across the
LCT and Local Authority.
• In February teachers assessed each child according to age related expectations-
Emerging/Expected/Exceeding (high/low) in order to show progress since December.
• Teachers received training in the new ‘Target Tracker’ software on the February INSET
day.
• Pupil data is now being updated using the software which will allow ongoing
monitoring of pupil progress.
• Parent consultations took place in early March.
• Teachers participated in training on Marking and Feedback and as a result developed
criteria for assessing the quality of marking and feedback in books.
• Teachers used these criteria to moderate their books with the school improvement
advisor.
12
41
Slide 13 Leadership & Management (L&M)
School Improvement Partner –Actions from meetings:
• IA suggested HT leads a session with whole staff on work
scrutiny to write criteria for ‘Outstanding’ & Good’ marking &
feedback.
• IA then helped moderate books once this had happened.
• IA will ask Sandy Wheeler of the Local Authority Early Years
team to ask them to quality assure temporary maternity cover.
• IA to also check with newly appointed HT that she wishes to
leave staff appointments until after she starts in April.
• IA provided further advice on marking and feedback.
13
Slide 14
L&M - Collaboration
Headteacher Meetings
• Headteachers have met each term to review progress. Topics reviewed or discussed include; training,
Disqualification by association, pay awards, Assessment, KCCs Troubled Families Initiative and funding.
• A group of 10-11 schools have agreed to pursue the start up of an Early Years project in September to improve
outdoor learning run by Early Excellence.
• The board met on the 12th March and received reports on the recent activities of the Trust. They also discussed
the future membership of the trust.
LCT groups update and actions
Leadership and Management
• This group has met many times and have been working on; a Leadership Health Audit (support is being offered as
a result), Model LCT policies are being created, Leadership models/staffing structures and Learning walks.
Teaching and Learning
• The group have discussed how professional development for the LCT can work with TAWKE (teaching alliance).
• One HT is looking at funding from the Institute of Education for research projects.
SEN and Behaviour
• The group have been looking at pupil premium reporting on school websites, as well as the accessibility plan and
equality statement.
• The group also discussed low achieving pupils (not SEN) and how to accelerate progress.
• It was noted that we need to ensure that local schools that are not within the LCT fall within the remit for
managed moves.
Governors
• The governor group have also met. 14
Slide 15
L&M - Collaboration
TAWKE (teaching Alliance)
Initial teacher training –15 places are being sought. TAWKE are also looking at their core offer of training.
‘Tracks’
‘Tracks’ is the new provision for pupils in danger of exclusion based at the TA centre and led by Challenger
Troupe. Most evaluations have been successful or partly successful. A new bid has given us more money from
KCC, but all schools will have to make a contribution. All schools will be asked for £1 per pupil and it will
remain just KS2 at present.
Mini Collaborations
Three mini collaborations are in place across the town. Activities have included amongst other things, shared
INSET days, moderation, data review, training and joint observations.
Subject Groups
Subject groups are now in place for teachers in all schools in the LCT across the town to share good practice in
the following subject areas and minutes will be made available on the TWPSCT website;
Science PE Maths Modern languages
English Early Years Computing History/Geography
Assessment Art/DT
Music and RE are already established in the town and SENCOs have their regular meetings.
15
42
Slide 16
L&M - Coaching & mentoring • Two Middle Leader coaches who have joined the Leadership Team this year have
had an impact on the Quality of Teaching.
• The Coaches have been alerted to teachers needing support in different ways
including;
- Teachers are asking for help from the coaches voluntarily.
- Line managers are offering this support as part of CPD.
- The Leadership Team have prioritised teachers needing support
identified through monitoring and observation.
• Coaches might then observe colleagues, model teaching lessons, teach
alongside colleagues, meet formally and informally to discuss strategies and
identify what to do next.
• Alongside this the teaching staff have had training from A N Other on coaching
techniques and practised coaching each other.
• This has had a really positive impact as barriers to sharing professional problems,
concerns and issues have been broken down and teachers have been able to
identify solutions and actions to resolving them.
16
Slide 17
External Training for Teachers
Kate Spoor Maths Course Teaching New Eng. Curr Y5&6
Eng. & Maths Moderation Training
Sarah Pain Maths Subject Leader Update
Maths Course Maths Problem Solving
WW1 Training (The Christmas Truce)
Behaviour Management
Christie
Ritman-
Meer
Preparing to teach the new English Curriculum
NQT Induction / Mentor Training
Abigail
Clarke
NQT Induction Programme
Team Building and Problem Solving
NQT Conference
NQT ORA Day
Joint Moderation of Writing Course
Debbie
Perolls
NQT Induction Programme
Team Building and Problem Solving
NQT Conference
Tara Bell Forest Schools Skills Day
Simon Wyke Primary Computer Cluster Meeting
Develop an Outstanding KS1/2 Computing Curriculum Course
Develop your Computer Skills in Scratch and Kodu
Making Good – Improving the Learning for All
IPad training 17
Slide 18 External Training for Teachers
Poppy Kemp History in the New Curriculum
Eng & Maths Moderation Training
Geography Curriculum Course
Subject Leaders Meetings with Partnership Schools
Joint Moderation of Writing Course
Emma Akers English Subject Leaders Meeting
Developing the Teaching & Learning of Spelling in Y1&Y2 (New Curriculum)
Lesson Observation Course
KS1 Grammar Course
Music Meetings/Course at St James’
English Subject Leaders District Meeting
Diane Tizzard PE Conference
Cathy Spoor Specialist Leader in Education Training
Science Cluster Meeting
Anna Cheeseman ASD Course
Mentoring Course
Assessment for Learning, Effectively Assessing EAL Learners
Improving Writing in KS1
Angela Alkureishi Eng & Maths Moderation Training
Lesson Observation Course
Primary Deputy HT Professional Development (6 sessions)
Delivering the teaching and learning of Spelling in KS2
18
43
Slide 19
Internal Training for Teachers
Spring 15 • Marking and feedback
• Maths moderation in mini collaboration at St Matthews
• PE
• Appraisal of support staff
• English & Moderation of writing
• Coaching
• Book scrutiny and quality of books
• Attachment training x 2
• Computing & IPADs
• Peer mentoring
• Reading
• Assessment and Target Tracker
• Early Years TW mini collaboration mtg & Early Years moderation
• Maths
19
Slide 20 Support staff training
Safeguarding & Child Protection
(internal)
13 TAs
2 MDS 6 tchrs
Social, Emotional, Mental Health Training
2 TAs (external)
Whole Class Teaching for TAs 3 HLTAs & 2 TAs (external)
Team Teach 20 TA’s (external)
Speech & lang Workshop 2 TA (external)
Emergency First Aid at Work 2 TA (external)
Defibrillator Training 3 TAs Hand on Heart Charity (external)
Speech & Lang. - Day Workshop 1 TA (external)
Sensory Circuit Training 2 TA (external)
EYFS Language and Learning
Course (5 sessions)
1 TA (external) 5 sessions with
teacher
20
Slide 21 Support staff training
Safeguarding & Child Protection
(internal)
6 TAs
2 MDS
6 tchrs
Social, Emotional, Mental Health
Training
2 TAs (external)
Whole Class Teaching for TAs 3 HLTAs & 2 TAs (external)
Team Teach 20 TA’s (external)
Speech & lang Workshop 2 TA (external)
Emergency First Aid at Work 2 TA (external)
Defibrillator Training 3 TAs Hand on Heart Charity
(external)
21
44
Slide 22
Spiritual, Moral, Social & Cultural (SMSC)
Assembly and collective worship themes Spring 2015
• Headteacher selection day
• Responsibility – School code of conduct/School council
• Responsibility – taking responsibility for ourselves
• Responsibility – being given responsibility/ for others
• Honesty – honesty is the best policy
• St David’s day
• Honesty – Why are other people dishonest?
• Caring – caring for others we know and in our community
• Caring – famous carers and/or caring for the world
• Changes – Transition to a new Headteacher
• Easter
22
Slide 23
PE funding
What have we used our PE funding for?
• Re-organisation of PPA & subject leader cover to increase specialist
PE teaching time from 1 day to 2 days.
• Increased time allocated to PE on the curriculum from 1 to 2 lessons
per week for all children.
• Schools partnership coaches supporting teachers for 3 terms this
year. Coaches developing teachers confidence and skills to deliver PE
lessons. Coaches are also supplying the school with schemes of
work.
• Coach working alongside A N Other to develop our extracurricular
clubs and tournament preparation.
• Year 3 and Year 4 Teachers team teaching with PE coordinator for
term 4. 23
Slide 24
PE funding
What else can we use the remainder of the funding for?
• Maintain specialist teaching time for PE at 2 days per week.
• Pay for additional sports coaches.
• Pay for cover to allow teacher to attend festivals and tournaments.
• Creating and staffing change4life club to be run by new sports leaders (year 5-6).
• Hosting a Tunbridge wells primary sports competition – using Rose Hill Facilities.
24
45
P. E specialist Girls football
Basketball Winter
athletics Rugby
Hockey
Yr 3-4 Hockey tournament
Girls football league
Sportshall Athletics
competition for Y3/4
Y5/6, and Y5/6
Athletics tournament for
Hockey tournament
Teaching assistants
Netball Netball league
PA
Netball Teachers
Speed stacking
Cross Country
Cross country league
Caretaker
Senior football
Football league
ESFA tournament
Parents
Senior football
Cross country
Other
Infant football Coaches Basketball
Rugby
Basketball tournament
Pay for clubs
Msporti
Fitnabel
Do4Kidz
Football
Multiskills
Dance
Pupil
premium
Number on track for
ARE
/ number of PPP
% currently
achieving ARE
% making at least
2SL/1SL progress
between Aut 13 to
Summer 14
Number making
Oct 14
progress since
Notes
Current Y2-6
44
64
60
64
53
68
1 child = 4%
Year 6 2/3 2/3 2/3 2/3 2/3 2/3 33
67
33
33
33
67
2/3 1/3 2/3 1 child = 33%
Includes 1 (SEN +SS)
Year 5 2/5 1/5 1/5 0/5 0/5 0/5 40
80
60
60
60
80
1/5 1/5 2/5 1 child =20%
Includes 1 (EAL), 1 (SEN), 1 (SEN +SS),
1(SEN)
Year 4 7/9 8/9 7/9 2/9 1/9 1/9 63
100
100
100
88
100
8/9 5/9 8/9 Includes 1(SEN), 1(SS), 1(SEN +SS), 1
(vuln)
Year 3 0/3 0/3 0/3 0/3 0/3 0/3 67
67
33
67
67
67
1/3 1/3 0/3 1 child = 33%
Includes 1(SEN), 1 (SEN)
Year 2 4/6 5/6 5/6 3/6 1/6 4/6 67
83*
67
83*
83
83*
6/6 6/6 6/6 1 child = 17%
Includes 1 (EAL), 1 (SEN)
Year 1 3/6 3/6 3/6 2/6 2/6 2/6 Not applicable /6 /6 /6 1 child =17%
Includes 1 (SEN), 1 (EAL), 1 (SEN)
Slide 25
Extra curricular PE Club Leader Sport Tournaments entered
25
Slide 26
Pupil premium strategy for 2014 - 2015?
Amount allocated for 2014 - 2015 £46,100
Initiative Allocated Cost
Small group tuition by a Teacher
•Raise the achievement of groups of children identified by school data and pupil progress £15,666
meetings
Support for learning (Teaching assistants)
•Provide booster groups in phonics, reading, writing, maths, social communication and £10,000
behaviour
After School Club, Breakfast Club and Homework Clubs
•Improve wellbeing, improve social skills
•Provide opportunities for children to complete homework regularly with the guidance of
a teacher
Enrichment activities and outdoor education
•Offer a rich and varied curriculum
•Develop physical skills
Resources to support group interventions/ before and after school clubs
•Personalised learning with resources and equipment best suited to meet the needs of
children in interventions
Resourcing to help children and families overcome barriers to home learning
£1,500
£3,500
£1000
Improve home learning and community links. £5,000
Curriculum resources
Improve and update school resources making use of new technologies and
opportunities with a range of software which will support FSM pupils and the wider
school.
£9,433
26
Slide 27
Progress of disadvantaged pupils - Pupil Premium
R W M R W M R W M R W M
Current Y1-6 18/32 19/32 18/32 9/32 6/32 9/32 Not applicable /32 /32 /32
27
46
47
SENIOR IMPROVEMENT ADVISOR (SI A) – OUTLINE ROLE
Job purpose:
To provide strategic leadership for improving the quality of provision of all schools in an Area of Kent to ensure that KCC’s statutory functions are discharged effectively in order to achieve/exceed government floor standards and KCC’s strategic vision
Support:
Accountable for the standards of pupil achievement and Ofsted grading of all state funded provisions in order to achieve the highest performance as outlined in EYPS Vision and Priorities for Improvement 2015 – 2018
Ensure decisive action relat ing to schools that cause performance
and standards concerns is taken so that leadership and/or governance barriers to improvement are overcome swiftly
Ensure that advice to schools in the designated Area is integrated with advice from
members of other Divisions within their Directorate and with partners beyond KCC in order to achieve the ambitions of EYPS Vision and Priorities for Improvement 2015 – 2018
Provide leadership to school leaders and governors in the designated Area on the
curriculum and assessment arrangement Analyse and interpret school performance data to inform the Kent Association of
Head teachers Board for the designated Area which will achieve better outcomes at lower cost
Provide leadership to school leaders and governors to ensure there is a step
change in the quality of teaching and learning in all schools in the designated Area Provide LA Lead Officer role for Governing Body Headteacher appointment panel
for schools in their Area
48
IMPROVEMENT ADVISOR (I A) – OUTLINE ROLE
Job purpose:
Raise levels of achievement and secure improved pupil outcomes in each school in a District through the effective support, monitoring and challenge of schools. Facilitate appropriate support packages to achieve the rapid and sustained improvement of the District schools within set timescales in order to secure attainment above the government floor standards.
Support:
Monitor and report on the progress and performance of schools in the District using
a range of indicators including planning, lesson observations, work scrutiny and
predictive, formative and summative pupil data (school produced, County and
national); challenging and intervening where necessary at an early stage in order to
ensure schools meet high standards of pupil achievement.
Advise and challenge school leaders and governing bodies to ensure improvement
plans are comprehensive and that changes are effectively implemented. Identify and commission appropriate high quality training to improve the quality of teaching and learning in all schools within the District.
Develop recovery plans for schools that cause performance and standards
concerns and monitor their progress, highlight risk and take corrective action as appropriate to ensure plans are achieved and the functions of the Local Authority are discharged effectively to all schools in the District
Support the leadership and staff of all school collaborations within a district to
achieve significantly higher attainment in all pupil groups and ‘close the gap’ with vulnerable groups to ensure children are afforded equality in education.
Analyse and interpret school performance data in the District to inform the
Senior Improvement Adviser categorisation of schools which in turn will inform the deployment of resources and reporting to the Kent Association of Head teachers Area Board.
Provide leadership to school leaders and governors to ensure there is a step
change in the quality of teaching and learning in all schools in the District
49
AREA EDUCATION OFFICER (AEO) – OUTLINE ROLE
Purpose of the Job:
Leads the commissioning process to plan and secure the appropriate provision of high quality school places across a defined area of Kent to provide more good schools and improved pupil outcomes, helping to ensure diversity of provision for children and young people at all ages and improved parental choice.
Leads the strategic planning for, and oversight of, the delivery of District-based services for children and young people in three Districts of Kent coordinating service delivery with other KCC staff, to ensure that resources are appropriately prioritised and outcomes improved.
Main duties and responsibilities: Plan and deliver the commissioning of school places in all Districts of Kent, through the ongoing
Commissioning Plan process.
Lead negotiations with primary, secondary and special schools, and with all other
education provision, for example PRUs and Units/resourced provisions, to meet the aims of the Commissioning Plan.
Undertake consultations, including Public Consultations, with relevant parent
communities and other agencies, liaising with elected members, District Councils, MPs and others interested to ensure that decision-making on school organisation and commissioning matters is conducted within a framework of legal, transparent and collaborative practice.
Develop and lead District-based working at a strategic level, working with Senior Improvement Advisers (primary, secondary and special) and Early Help and Preventative Services Managers, to provide co-ordinated and integrated delivery of services in all Districts through partnership with schools, other providers and agencies, and other KCC directorates.
Take the lead on implementing leadership change, where appropriate, when a school fails an Ofsted inspection or is seriously underperforming.
Advise and brief members of the County Council, MPs, Locality Boards, District Councils and others including parents on education matters within an area of Kent.
Promote links with all other EYPS Service Units and those in other Directorates, developing coherent, co-ordinated and integrated delivery of education services in an area to meet strategic priorities and business plan targets.
Investigate and resolve complex complaints, relating to schools, which are outside the remit of an individual governing body, and provide briefings for the Corporate Director and members on contentious issues.
Lead the co-ordination of the EYPS response to emergencies within an allocated area of Kent.
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Manage the reorganisation of maintained schools in a defined locality where expansion,
contraction, federation, amalgamation or closure is proposed, and lead the process to
establish new schools.
Manage aspects of the EYPS Directorate including Client Services, Outdoor Education, and
the provision planning function.
Represent the Corporate Director, and the Director Education Planning and Access, as
required at country, area and district level.
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SAFEGUARDING
52
KENT COUNTY COUNCIL
EYPS – Safeguarding in Education Contacts – January 2015
Head Office – Sessions House Sessions House, County Hall, Maidstone ME14 1XQ
Room
2.04
Kel Arthur
Principal Officer (Safeguarding)
Office: 03000 415788 Mobile: 07786 191 359
Rebecca Avery - e-Safety Officer
Office: 03000 415797
Mobile: 07789 968705
[email protected] general enquiries: [email protected]
Kay Ashman Safeguarding Admin
Assistant (part-time)
Office: 03000 415792
North Kent – Worrall House (Dartford, Gravesham, Sevenoaks)
30 Kings Hill Avenue, W est Malling, ME19 4AE
Helen Windiate
Area Safeguarding Adviser (Education)
Office: 03000 412445
Mobile: 07740 183798
Linda Funnell
Safeguarding Admin Support (part-time)
Office: 03000 411995
West Kent – Worrall House (Tonbridge & Malling, Tunbridge Wells, Maidstone)
30 Kings Hill Avenue, W est Malling, ME19 4AE
Claire Ray
Area Safeguarding Adviser (Education)
Office: 03000 412284
Mobile: 07920 108828
Linda Funnell
Safeguarding Admin Support (part-time)
Office: 03000 411995
East Kent – Brook House (Swale, Canterbury, Thanet)
Brook House, Reeves W ay, W hitstable CT5 3SS
Mike O’Connell
Area Safeguarding Adviser (Education)
Office: 03000 418503
Mobile: 07740 183807
mike.o’[email protected]
Katie Agnew
Safeguarding Admin Support (P/T)
Office: 03000 418503
South Kent – Kroner House (Ashford, Shepway, Dover)
Kroner House, Eurogate Business Park, Ashford TN24 8XU
Peter Lewer
Area Safeguarding Adviser
(Education)
Office: 03000 415648
Mobile: 07917 602413 [email protected]
Lin Storton
Safeguarding Admin Support (P/T)
Office: 03000 415648
Central Duty: 03000 41 11 11
Urgent child protection issue outside of office hours,
Call the Central Duty Out of Hours Number: 03000 41 91 91 Early Help & Preventative Services:
[email protected] or ring 03000 419222
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HEALTH & SAFETY
54
KCC Health & Safety Unit
Health and Safety Advice Line—03000 418 456
Email—[email protected]
Head of
Health & Safety
Health & Safety
Operations Manager /
H&S Managers
Health & Safety Advisers /
Health, Safety and Development Adviser
Health & Safety
Assistants
Administration Officer /
Monitoring Assistant /
Apprentice
Helen
Bale
03000
417239
Flavio
Walker
03000
417264
(Operations Manager)
Gill
Wiseman
03000 417265
Cyril
Everett
03000
417249
Christine
Myers
03000 417254
(Term Time)
Shannon
Roffey
03000
417260
Tony
Carty
03000
417243
David
Nicholson
03000 417144
Karen
Stark
03000 417262
Liz
Nixon
03000 417255
(Mon, Tue Wed, Thu)
Paula
Gwynne
03000
417251 (Tue, Wed, Thu, Fri)
Carol
Cassin
03000
417403
Alan
Maitland
03000 417216
Peter
Howland
03000
417415
Sandra
Twort
03000 417263
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Health and Safety Check List for Headteachers
Key Points to Remember Guidance Notes
Policy
1. Health and Safety Responsibilities - Check- that your staff are aware of their role regarding Health and Safety issues.
Your health and safety policy should list key responsibilities, but also cover this at Induction, and regularly at staff meetings, e.g. reminder of what classroom checks teachers should do.
2. Health and Safety Policy - Ensure your school has a Health & Safety Policy and it is reviewed annually - involve your Governors. Policy should be signed and dated by the Headteacher and Chair of Governors.
Also ensure that your school's Health and Safety Policy statement and supporting documents are available for the audit process.
There are model policies on KELSI, click on the link for a sample School Health and Safety Policy.
H-And-S-Policy-For-Schools You must ensure all staff are aware of their role in the policy with regard to health and safety. Auditors will ask for evidence such as electrical testing certificates, maintenance records, staff induction checklists, meeting minutes. You can save time at the audit by making sure these are easily available.
3. School Development Plan - Include Health & Safety issues in your School Development Plan or other Action Plan.
Prioritise actions so that the items that in your judgement present the highest risk, receive attention before those items that present less significant risk.
4. Health and Safety Law Poster - Employers
have a legal duty under the Health and Safety Information for Employees Regulations to display the approved poster in a prominent position in each workplace.
A revised law poster came into force in April 2009. Please ensure you have the latest version displayed in your school and relevant contacts included. Click on the KELSI below to find out how you can purchase yours.
Health-and-safety-law-poster
Health and Safety Guidance
5. KELSI - Make sure you can easily locate the Health and Safety site on KELSI, and use to obtain guidance on a range of health and safety issues.
Click on the KELSI link for Health and Safety Guidance
Health-and-safety-guidance
Termly Inspections
6. Health and Safety Inspections - Carry out regular health and safety inspections around your school buildings and land. These should be carried out three times a year. Involve your staff to raise their awareness of health and safety issues.
Click on the KELSI link below and scroll down to guidance on how to carry out inspections and a useful checklist.
Policies-and-guidance
Essential Risk Assessments
7. Undertake risk assessments, considering risks to staff and visitors, as well as pupils.
Click on the KELSI link below for a variety of health and safety risk assessments.
Risk-assessment
For Display Screen Equipment and Stress Management documents, please click on the link below.
Health-safety-and-welfare-assessments
8. Caretaker Risk Assessments – caretakers along with management must complete risk assessments for the tasks carried out at the school.
Risk assessment guidance for caretakers are throughout KELSI. Please contact the Advice Line on 03000 418456 if you are unable to find what you are looking for.
Risk-assessment
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9. Control of Substances Hazardous to Health (COSHH) – caretakers along with management must carry out risk assessments of all chemicals used in the school.
The Safety Data Sheet tells us about the chemical and possible health hazards, but not about how it is being used in your school and this is what you need to capture in the risk assessment. Click on the KELSI link for guidance and risk assessment pro-forma.
Chemicals-coshh
10. Fire Risk Assessment - It is your responsibility to ensure the school has a fire risk assessment and it is reviewed on an annual basis.
Click on the KELSI link for a sample fire risk assessment.
Fire
11. Working at Height - You must ensure a task based risk assessment is carried out for all work at height activities in your school and your caretaker/s have been trained to work at height. They must also ensure access equipment is regularly inspected.
Click on the KELSI link for work at height information and a ladder safety user checklist.
Policies-and-guidance
12. Manual Handling – You must ensure a task based risk assessment is carried out for manual handling activities in your school and your caretaker/s have been appropriately trained.
Click on the KELSI link below for further manual guidance.
Moving-and-handling
KCC Requirements
13. Asbestos Register – It is your responsibility to ensure the Asbestos Register is held in the Docubox and placed in the reception office.
A survey must be undertaken by KCC every three years. Any recommendations resulting in remedial work must be noted by you on the survey document. Headteachers and caretakers to attend Statutory Compliance training.
14. Legionella Risk Assessment - You must ensure any remedial works following recommendations made on your Legionella risk assessment are noted on the risk assessment document.
A Legionella risk assessment to be carried out every two years, arranged by KCC Property and Infrastructure Support. Headteachers and caretakers to attend Statutory Compliance training. Further training may be required for staff carrying out regular monitoring.
15. Five Year Fixed Installation Test/PAT Testing – It is your responsibility to ensure the KCC commission a competent company to carry out your Five Year Fixed Installation test. You must also ensure all portable electrical equipment is PAT tested on an annual basis and appropriate for the task being used.
Any recommendations resulting in remedial work must be noted by you on the Fixed Installation Report.
Ensure all portable electrical equipment is available for testing on an annual basis. You should also be carrying out visual checks in between testing to ensure equipment is safe to use and fit for purpose. Click on the link below and scroll down for the PAT table to identify what needs to be checked on a regular basis.
Health-and-safety-guidance
16. Management of Contractors - You must manage the contractors you have on site so that the risks to pupils, staff and visitors are minimised. This includes using the Asbestos Docubox and ensuring you know your responsibilities as a duty-holder.
Many accidents have occurred in schools when contractors are present, due to inadequate checks on contractors before work starts, lack of risk assessments and poor communication.
All Heads should attend “Management of Contractors” training: telephone 03000 416534 for courses. See also “Management of contractors” policy by clicking on the link below.
Policies-and-guidance
57
17. Annual Monitoring Return – complete the AMR every October when alerted by a KELSI bulletin, to help the Health and Safety Unit monitor your school’s health and safety performance.
Monitoring of health and safety by the Education Authority is required by law. This is a set of 12 “Yes/No” questions to be returned to the Health and Safety Unit at the beginning of November.
Emergency Procedures and Accident Report-
ing Arrangements
18. Emergency Procedures - Ensure that procedures are in place for emergencies, including fire, first aid, violence and accidents.
Click on KELSI links below for accident reporting, fire safety and personal safety (including violence).
Accident-reporting Fire
Personal-safety-and-Emergency Plans
19. Accident/Incident Reporting - Ensure that you and other senior staff know what procedures to follow if there is an accident or incident. Set up a system for monitoring accidents that occur.
Click on KELSI link below on “Accident Reporting”
Accident-reporting
Some accidents are reportable to the Health and Safety Executive on Form F2508 and all senior staff should be aware of this requirement. Investigations on form HS160 will sometimes need to be completed – contact the Health and Safety Advice Line on 03000 418456 if unsure.
Training
20. Communication, Training and Consultation - Set up adequate systems for communication, training and consultation with your staff regarding health and safety.
Examples: Involve your safety representatives; consult with staff on new building initiatives; assist two way communication by putting health and safety as a standing item on the agenda of all staff and governing body meetings.
21. Training - Incorporate employees' Health and Safety responsibilities into their job descriptions, and ensure they are provided with suitable training.
Contact Learning and Development Unit on 03000 416128 or email them at hrlearning&[email protected] for information on training courses.
Governor Training is arranged separately: Contact Governor Support on 03000 417979. The Health and Safety module is a useful introduction and update for Heads as well as Governors.
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For further guidance about issues relating to Health and Safety, ring the Health and Safety Advice Line
on 03000 418456 or email [email protected]
Other useful contacts:
Staff Care Services (Occupational Health) – 03000 411 411
Schools Visits – Richard Hayden – 03000 413971
Drugs – Kate Tree Cooper – 03000 417186
Child Protection – Kel Arthur – 03000 415788
CLEAPSS School Science Service – 01895 251496
Property Queries – Accommodation Development – (WK) 03000 416648/416741, (EK) 03000 415816, (MK) 03000 416035
Asbestos Surveys and Works – 03000 416195
Technical Services – Portable Appliance Testing and Fire Risk Assessments - 01622 237019/236907
Catering and Cleaning – Janet Stein – 03000 410373
Kent Health Protection Unit for Communicable Disease queries e.g. head lice - 0345 894 2944 Landscape and Grounds – 01622 605038 Insurance and Security General Enquiries – 03000 416 311
Minibus Training - 07740 185361
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SCHOOLS FINANCIAL SERVICES
• Review of School Asset Register • Review FGB and committee structure
• Review delegation and terms of reference for committees
• Review Governors Allowances Policy
• Review Business Continuity Plan
• Update Register of Business Interests • Review Finance Policy regularly (no
longer an annual requirement) • Review ‘Whistle Blowing’ Policy • Review Lettings Policy
• Review of LA Contracts i.e. Finance and Personnel
• Review of Quotes and Tenders
• Presentation of Voluntary Fund Audit Certificate to the Governing Body
• Review Governor Self Evaluation of Competencies Matrix
• Benchmarking Comparison • Review of Banking Signatories
• Review Staffing Structure
• Review any outstanding audit/compliance recommendations
• Review Recruitment processes
• Provisional budget approval [budget received from LA in March]
• Discuss unspent balances • Review/Approve School
Improvement Plan (Financial Year) • Review Pay Policy • Present and discuss latest Budget
Monitoring; Formula and Devolved Capital
• Provisional budget approval [budget received from LA in March]
• Review Staffing Structure • Review pay of non-teaching staff • Review and discuss the Schools • Nine Month Monitoring and BCM
Information submit to LA • Financial Value Standard (SFVS)
return (return by 31 March) • Prepare for Closedown
• Start Budget Setting • Closedown Early Returns submit to
LA
• Review/Approve School Improvement Plan (Academic Year)
• Review Capability and Appraisals Policies
• Review Headteacher Performance and Pay
• Present and discuss latest Budget Monitoring; Formula and Devolved Capital and submit to LA
• Half Year Accounts submit to LA
• Review school charging policy e.g. School Trips
• Review of Benchmarking comparisons
• Census/Pupil Roll • Review Section E of SFVS
• Revise budget and submit to LA [end of May] • Review School Improvement Plan progress • Review the pay of teachers and staff • Review analysis of year-end budget figures
• Present and discuss latest budget monitoring; Formula and Devolved
• Internal financial controls Self Evaluation
• Review of School Asset Register • Review Staffing Structure
• Finalise Closedown
Finance Best Practice
• Opportunity to declare Business Interests at every meeting
• Completion of Governing Body Decision Planner (delegation of governing body responsibilities)
• Ensure all decisions are made according to ‘best value’
Monthly Budget Monitoring
Ensure all decisions are made according to ‘best value’ and consider collaboration with other schools
Key Tasks
Statutory Tasks
Finance Tasks
Finance Cycle for Schools Financial Services
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Key Dates for Financial Statutory Returns
Financial Year Date Return Due
2015/16 16 October 2015 Six Month Monitoring
2015/16 16 October 2015 Half Year Returns
2015/16 15 January 2016 Nine Month Monitoring
2015/16 15 January 2016 BCM Form
2015/16 31 March 2016 SFVS
2015/16 TBA Closedown – Early Returns
2015/16 TBA Closedown – Year End Returns
2016/17 31 May 2016 3 Year Budget Plan
2016/17 14 October 2016 Six Month Monitoring
2016/17 14 October 2016 Half Year Returns
2016/17 20 January 2017 Nine Month Monitoring
2016/17 20 January 2017 BCM Form
2016/17 31 March 2017 SFVS
2016/17 TBA Closedown – Early Returns
2016/17 TBA Closedown – Year End Returns
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SCHOOLS FINANCIAL SERVICES
It all adds up to a great service, flexibility and peace of mind Packages and prices for 2015/16 – new prices and contract rollovers for 2016/17 will be published in November 2015
Core Financial Support Package - including BPS Budget Planning Software (Kent Maintained, Medway Maintained & Academy Schools)
Cost: £900 per school profiled equally over 12 months
Telephone/E-mail finance support line - including Remote Access
Budget Planning Software
Budget Planning Software Guidance
Budget Planning Software Training
Asset Register Excel Spreadsheet
FMS6 System Support
Financial Advice
FMS6 Procedure Notes and Finance Updates
Step by Step Health Check
Reduced charge on Ad Hoc visits Reduced charge on 1:1 training
The Core Financial Support Package requires a one year commitment
The Core Financial Support Package can also be purchased without the Budget Planning Software at a cost of £660 per school profiled equally over 12 months.
Financial Returns and Monitoring
Cost: £45 per hour - minimum 30 hours for new contracts + £900 Core Financial Support Package
All activities detailed in the Core Financial Support Packages plus:
Preparation of the monthly VAT claim or the VAT 126 report
Processing of salaries to FMS6
Reconciliation of the bank statements to FMS6
Preparation of KCC/EFA financial returns
Completion of the monitoring report, in conjunction with the headteacher
Preparation of annual returns, including creditors and debtors and their input to FMS6
Guaranteed resolution if there are reconciliation problems
Other financial tasks requested and agreed between SFS and the headteacher
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Note: If you chose to purchase this package you will also have to purchase 3 Year Budget Planning, this is essential and will ensure both the production of accurate budget monitoring and the provision of ongoing support.
The service required will be discussed with your school/academy and reviewed during the year to ensure it is meeting your financial support needs throughout the year.
Full Bursarial Service
Cost: £40 per hour - minimum 120 hours for new contracts + £900 Core Financial Support Package
All activities detailed in Core Financial Support Package and Financial Returns and Monitor- ing plus:
Processing orders and invoices
Cheque processing (normally on a weekly basis)
Control and reimbursement of petty cash, if applicable
Other financial tasks requested and agreed between SFS and the headteacher Note: If you choose to purchase this package you will also have to purchase 3 Year Budget Planning, this is essential and will ensure both the production of accurate budget monitoring and the provision of ongoing support.
The service may be contracted on a permanent basis; alternatively short term arrangements to cover set periods of absence can also be negotiated.
The service required will be discussed with your school/academy and reviewed during the year to ensure it is meeting your financial support needs throughout the year.
3 Year Budget Planning
Cost: £525
Plans will take account of roll fluctuations, changes in income streams, the priorities identified in the School Development Plan and other changing circumstances in the school over the medium term, with particular regard to staffing changes
Full consultation with the headteacher will take place to enable the school to plan and make sound financial decisions as appropriate. This in turn will help the school to produce a balanced budget in the medium term, at the same time ensuring the authority's no deficit policy is adhered to
Note: The purpose of this service is to enable schools to meet their requirements in
producing a 3 year budget plan for the Local Authority outline within the Scheme for
Financing Schools and will be charged as a one off. For Academies this will be in
65
line with the requirements of the EFA for a one year Budget Forecast and working 3 Year Plan.
Academies are not able to run a deficit without remedial action. Academies that develop a deficit after opening will have to agree a structuring plan with the EFA (Ref: DfE Academy deficits and surpluses updated Aug 2012).
Please visit our website: http://www.edukent.co.uk/our_services/service/schools_financial_services/page_2/ for full details of all the services provided by Schools Financial Services.
Should you wish to discuss any of the above please do not hesitate
to contact Schools Financial Services on 03000 415415 or email
66
SCHOOLS FINANCIAL SERVICES
It all adds up to a great service, flexibility and peace of mind
Core Package
The Core Financial Support Package will provide you with a full range of financial
management tools, including a Budget Planning Software, along with in-depth training and
comprehensive guidance notes; FMS6 system support, with procedure notes and finance
updates; a dedicated helpdesk answering queries on the telephone and via email with the
ability to remotely access your network; step by step health checks and financial advice
from knowledgeable, experienced staff.
The Core Financial Support Package can also be purchased without the Budget Planning
Software.
Contracts
In addition to the Core Financial Support Packages, Schools Financial Services also offer a
range of contracts to suit your individual needs.
The Financial Returns and Monitoring service includes salary processing, bank statement
reconciliation, completion of monitoring reports and preparation of VAT claims, KCC/EFA
financial and annual returns.
The Full Bursarial service includes all activities detailed in the Financial Returns and
Monitoring service plus processing orders, invoices and cheques.
Schools Financial Services also offer other tailored services including short term support, 3
year budget planning and academy accounting structure build.
Training
Schools Financial Services offer a wide range of training solutions to meet your financial
management needs.
Regular group training courses are offered in training centres across Kent.
Bespoke training can be tailored to provide expert knowledge and guidance on a 1:1
67
or small group basis and delivered at your school.
Training courses are offered to finance staff, headteachers and governors and cover skills
areas such as introduction to finance, budget monitoring, FMS6, Senior Leaders and more.
For more details on any of the above services or to discuss your
specific financial management or training needs, please contact
Schools Financial Services on 03000 415415 or email
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Schools Financial Services Training Programme 2015/16
Appended below is the Schools Financial Services programme of training courses. Bespoke training, which is chargeable, is available for governors and school staff, please contact Schools Financial Services on 03000 415415 or at [email protected] for details.
Course List 2015/16 Date Venue Time
Financial Management & Controls (including FMS6 updates) 08-Sep-15 Wentworth School 9:30 - 4:00
FMS6 Introduction to Schools Finance Day 1
09-Sep-15
EIS Maidstone
9:30 - 16:30
FMS6 Introduction to Schools Finance Day 1 10-Sep-15 EIS Maidstone 9:30 - 16:30
FMS6 Introduction to Schools Finance Day 2 14-Sep-15 EIS Maidstone 9:30 - 16:30
Budget Monitoring Refresher with workshop MEDWAY schools
15-Sep-15 Rainham Resource Centre 9:30 - 16:30
Budget Monitoring Refresher with workshop KENT schools 16-Sep-15 The Hop Farm Paddock Wood 9:30 - 16:30
Budget Monitoring Refresher MEDWAY and KENTschools
17-Sep-15
Rainham Resource Centre
9:30 - 12:30
Budget Monitoring Refresher with workshop KENT schools 17-Sep-15 Midas Centre Meadowfield 9:30 - 16:30
FMS6 Introduction to Schools Finance Day 2 17-Sep-15 EIS Maidstone 9:30 - 16:30
Budget Monitoring Refresher with workshop KENT schools 18-Sep-15 Inn on the Lake 9:30 - 16:30
FMS6 Introduction to Schools Finance Day 3 18-Sep-15 EIS Maidstone 9:30 - 16:30
FMS6 Introduction to Schools Finance Day 3 21-Sep-15 EIS Maidstone 9:30 - 16:30
Budget Monitoring Refresher with workshop KENT schools 21-Sep-15 Aspen Centre Whitfield 9:30 - 16:30
Senior Leaders Understanding School Finance Day 1 (for aspir- ing headteachers)
22-Sep-15 Meadowfield Midas Centre OAK 8:30 - 13:00
Budget Monitoring Refresher with workshop KENT schools 22-Sep-15 Ann Robertson Centre Canterbury 9:30 - 16:30
Budget Monitoring Refresher with workshop KENT schools 23-Sep-15 Midas Centre Meadowfield 9:30 - 16:30
Budget Monitoring Refresher KENT schools 23-Sep-15 Hadlow Manor Hotel 9:30 - 12:30
FMS6 Introduction to Schools Finance Day 4 23-Sep-15 EIS Maidstone 9:30 - 16:30
FMS6 Introduction to Schools Finance Day 4 24-Sep-15 EIS Maidstone 9:30 - 16:30
Budget Monitoring Refresher with workshop KENT schools 24-Sep-15 Hadlow Manor Hotel 9:30 - 16:30
Budget Monitoring Refresher KENT schools 25-Sep-15 Midas Centre Meadowfield 9:30 - 12:30
Budget Monitoring Refresher with workshop KENT schools 25-Sep-15 Singleton Environmental Centre 9:30 - 16:30
FMS6 Accounts Payable 26-Sep-15 EIS Maidstone 9:30 - 16:00
FMS6 Accounts Receivable 28-Sep-15 EIS Maidstone 9:30 - 16:00
FMS6 Introduction to Schools Finance Day 1 30-Sep-15 EIS Maidstone 9:30 - 16:30
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Course List 2015/16 Date Venue Time
Senior Leaders Understanding School Finance Day 2 (for aspir- ing headteachers)
02-Oct-15 Meadowfield Midas Centre OAK 8:30 - 13:00
FMS6 Introduction to Schools Finance Day 2 02-Oct-15 EIS Maidstone 9:30 - 16:30
FMS6 Introduction to Schools Finance Day 3 05-Oct-15 EIS Maidstone 9:30 - 16:30
Senior Leaders Understanding School Finance Day 3 (for aspir- ing headteachers)
05-Oct-15 Meadowfield Midas Centre OAK 8:30 - 13:00
Budget Monitoring (Academies/schools using FPT and PSF) 06-Oct-15 Barham Court Teston 9:30 - 16:30
Budget Monitoring for Academies was 5/11
08-Oct-15
Midas Centre Meadowfield
9:30 - 16:30
Budget Monitoring for Academies
09-Oct-15
Midas Centre Meadowfield
9:30 - 16:30
FMS6 Introduction to School Finances Day 4
13-Oct-15
EIS Maidstone
9:30 - 16:30
Budget Monitoring for Academies 13-Oct-15 Midas Centre Meadowfield 9:30 - 16:30
Budget Monitoring for Academies
14-Oct-15
Midas Centre Meadowfield
9:30 - 16:30
Headteacher Induction (Cohort 1) (part of Headteacher Induc- tion Programme)
04-Nov-15
Oakwood House Garden Room
1.00 - 5.00
Finance Information Group 23-Nov-15 Kent Invicta Chamber of Com- merce
9:30 - 12:30
Finance Information Group 24-Nov-15 Hadlow Manor Hotel 9:30 - 12:30
Finance Information Group 25-Nov-15 Inn on The Lake 9:30 - 12:30
Finance Information Group 26-Nov-15 University of Kent Canterbury 9:30 - 12:30
School Finance part of Deputy Headteacher Conference 26-Nov-15 TBA TBA
Finance Information Group 27-Nov-15 The Black Horse Inn 9:30 - 12:30
Governing bodies roles and responsibility (part of Governor Training Programme)
08-Dec-15 Ifield Smile centre, Gravesend 7.00 - 9.00
Governing bodies roles and responsibility (part of Governor Training Programme)
20-Jan-16 Community College, Whitstable 7.00 - 9.00
Headteacher Induction (Cohort 2) (part of Headteacher Induc- tion Programme)
03-Feb-15 Oakwood House Garden Room 1.00 - 5.00
Governing bodies roles and responsibility (part of Governor Training Programme)
08-Mar-16 Oakwood House, Maidstone 7.00 - 9.00
Headteacher Induction (Cohort 3) (part of Headteacher Induc- tion Programme)
11-May-16 Oakwood House Garden Room 1.00 - 5.00
Finance Information Group 07-Mar-16 TBA TBA
Finance Information Group 08-Mar-16 TBA TBA
Finance Information Group 09-Mar-16 TBA TBA
Finance Information Group 10-Mar-16 TBA TBA
Finance Information Group 11-Mar-16 TBA TBA
CPD Online will be updated as soon as courses are available for booking. Further courses are added to CPD Online at various times throughout the year so please check regularly.
Please note the above is a provisional timetable only and is therefore subject to change.
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PROPERTY
72
Property
The Maintenance and Statutory Services Team manage a number of budgets on behalf of
the E&YPS directorate, including: Revenue maintenance for landlord funded statutory inspections for fire alarms and
emergency lighting, boiler servicing and testing, hard wire electrical, gas catering testing, water hygiene risk assessments, asbestos management plans, tree survey and inspections, and lift inspections and maintenance. The statutory service team manage the above contracts and report on completion of this testing at a high level. They also run compliance training on legionella and asbestos for school head teachers, bursars and site managers.
Inclusive access advice on new projects and management of the schools access
initiative (SAI).
The planned enhancement budget which covers the major programme works which is annually planned and emergency reactive maintenance to schools. They are involved each year in applying for budgets and gaining spend approval, commissioning works and managing the work through to completion acting as a point of contact for schools.
They run a service known as Classcare which provides a revenue buy back maintenance scheme for schools and also deal with ad hoc enquiries on all school maintenance issues.
If schools are interested in joining Classcare please contact [email protected] who can provide a quote.
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The PFI and FM Contracts Management team within Property and Infrastructure look after
the following areas – Contract Management of 3 area based Total Facilities Management Contracts (TFM),
which cover approximately 320 sites and premises across the County Services included within these 3 area based contracts which are provided mostly to
the non-school (corporate landlord) estate include – Maintenance (both planned and reactive), statutory compliance testing, cleaning, catering, waste management, reception, grounds maintenance, Health and Safety management, energy management, locksmith services, helpdesk reporting, security, room bookings, business continuity, and schools tree surveys.
Upgrade and replacement of assets/capital works within the corporate landlord estate
which include – mechanical and electrical equipment, building fabric and feasibility studies.
A specialist Project Team who can advise on space management and undertake
minor and major moves of teams within or between locations. This includes both corporate landlord sites and schools.
We manage 3 PFI contracts which cover 11 schools. These contracts are generally
for 25 years and include the financing, design, build, operate and lifecycle replacement of equipment.
For further information please contact the team on [email protected]
