Catholic Diocese of Portsmouth DEPARTMENT FOR SCHOOLS

St Joseph’s Catholic School, Bracknell on Tuesday 1 st March 2011 Park Place, Wickham on Thursday 3 rd March 2011 Briefing Session for Governors

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

Revisions to Ofsted Inspection Inspection of core educational purpose: ‘a proportionate’ approach to be taken Inspection of core educational purpose: ‘a proportionate’ approach to be taken No requirement to complete SEF: schools choose how best to evaluate their work and record outcomes No requirement to complete SEF: schools choose how best to evaluate their work and record outcomes The inspection focus will be: 1. The quality of teaching 2. The effectiveness of leadership 3. Pupils’ behaviour and safety 4. Pupils’ achievement Inspectors will continue to make full use of the SEF in inspections during the current academic year Inspectors will continue to make full use of the SEF in inspections during the current academic year

The Equality Act Replaces all previous equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act Replaces all previous equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act Job offers should be made conditional pending checks on health and fitness Job offers should be made conditional pending checks on health and fitness ‘New Positive Action Provisions’ allow use of target measures to alleviate disadvantage ‘New Positive Action Provisions’ allow use of target measures to alleviate disadvantage Reasonable adjustment duty will be extended to require provision of auxiliary aids and services to disabled pupils Reasonable adjustment duty will be extended to require provision of auxiliary aids and services to disabled pupils Admissions: permissible to give priority to those of other faiths after the Catholic criteria. Admissions: permissible to give priority to those of other faiths after the Catholic criteria. Governors should monitor the actions of the school to ensure that their obligations under the Act are met Governors should monitor the actions of the school to ensure that their obligations under the Act are met

The Education Bill - Part 1 Takes forward the proposals in The White Paper – The Importance of Teaching (November, 2010) Overview: Powers for teachers to improve discipline in the classroom Powers for teachers to improve discipline in the classroom A vision for a transformed school curriculum A vision for a transformed school curriculum The reform of school performance tables The reform of school performance tables A pupil premium to channel more money to the most deprived children A pupil premium to channel more money to the most deprived children Plans to develop a fairer and more transparent funding system Plans to develop a fairer and more transparent funding system

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

The Education Bill – Part 3 Chapter 6 ‘Accountability’ (Governance) Governors are ‘unsung heroes’ who deserve more recognition, support and attention Governors are ‘unsung heroes’ who deserve more recognition, support and attention Trained clerks should be appointed to offer expert advice and guidance to support them Trained clerks should be appointed to offer expert advice and guidance to support them Governors will have easier access to comparative data enabling them to set high expectations and ask challenging questions. Governors will have easier access to comparative data enabling them to set high expectations and ask challenging questions. The National College will be commissioned to offer high- quality training for chairs of governors. The National College will be commissioned to offer high- quality training for chairs of governors. Business people and professionals are to be encouraged to volunteer as governors becoming part of smaller governing bodies with appointments primarily focused on skills. Business people and professionals are to be encouraged to volunteer as governors becoming part of smaller governing bodies with appointments primarily focused on skills.

5 Key Questions for Governors 1. What are the school’s values? Are they reflected in our long-term development plans? 2. How are we going to raise standards for all, including the most and least able, those with SEN, boys and girls, and any who are currently underachieving? 3. Have we got the right staff and the right development and reward arrangements? 4. Do we have a sound financial strategy, get good value for money and have robust procurement and financial systems? 5. Do we keep our buildings and other assets in good condition and are they well used?

5 More Key Questions for Governors 1. How well does the curriculum provide for and stretch all pupils? 2. How well do we keep parents informed and take account of their views? 3. Do we keep children safe and meet the statutory health and safety requirements? 4. How is pupil behaviour? Do we tackle the root causes of poor behaviour? 5. Do we offer a wide range of extra-curricular activities which engage all pupils?

Issues Arising for Governors from the White Paper It is important that schools and their governing bodies discuss the issues raised in the Education Bill and the implications it has for future thinking It is important that schools and their governing bodies discuss the issues raised in the Education Bill and the implications it has for future thinking Activity : in discussion, working in a pair or in a small group and using the questions above, review Activity : in discussion, working in a pair or in a small group and using the questions above, review 1. How well is our school is doing in relation to the key questions above? 2. How do we know? 3. What are our next steps?

CATHOLIC DIOCESE OF PORTSMOUTH DEPARTMENT FOR SCHOOLS