APTIS Spring Conference NICIE as SECTORAL SUPPORT Body

Definition: Sectoral Support The role of sectoral interests is defined under the Sectoral Support Policy (Policy Paper 21 revised Sept 2012) One major change since 2008 is the addition of the function to work with ESA to raise educational standards. The role will complement, but will not overlap with, the role of the Education and Skills Authority(ESA). It will be distinct from the provision of frontline services. The body will provide representation and advocacy to the Department and the new Education and Skills Authority on behalf of their sectors.

“A representational and advocacy role, including advice and support in responding to consultation exercises in respect of education policies, initiatives and schemes, and in regard to relationships with the Department, the ESA, and other Departments.” Includes: Consulting with stakeholders in their sector and listen to the issues raised. Convey issues and concerns and feedback to DE and ESA on initiatives and policies Employ staff who can articulate and argue the case for their sector Nominate appropriate representatives to serve on working groups/educational bodies. Respond formally on behalf of their sector in relation to consultation etc. The Role of the Sectoral Support Body

“Working with schools within the sector to develop and maintain the collective ethos of the sector including, where appropriate, a role in ensuring ethos is part of employment considerations.” Includes: To promote, develop and articulate an ethos for integrated education Provide advice and guidance to the sector on the ethos of integrated education, including its role in school employment schemes and appointment schemes. Liaison with stakeholders – communications, conferences etc Meet with teachers and leaders in the sector to share best practice on matters of ethos.

The Role of the Sectoral Support Body “ Working with ESA to raise educational standards.” Share information with ESA, the Department and ETI to target areas of weakness in the sector and to share areas of strength. Through a process of consultation and involvement with sector leaders/teachers provide comment and recommendations for improvements to ESA. Encourage schools to raise standards e.g. sharing best practice. In relation to ESA’s development and operation of a School Development Service – advise on issues relevant to the sector Liaise with the DE and ESA on the school improvement service in relation to global and specific issues.

The Role of the Sectoral Support Body “Participating in the planning of the schools estate, assessing current and ongoing provision within the sector, participating area-based planning co-ordinated by the ESA, and engaging where appropriate in strategic planning processes, including community planning.” ESA will be the “ sole planner “ for all schools. ESA must consult SSBs. The SSB will be expected to be involved in the regional and local area planning groups. The SSB for the sector will be expected to consult with sector leaders/teachers/pupils and parents and feedback to ESA on any concerns or issues specific to the sector. There will be one plan only for each area, not different plans for each sector.

The Role of the Sectoral Support Body “Identifying/nominating foundation governors and encouraging others to put themselves forward as governors” Identify and nominate suitable governors with particular skills to match the needs of schools in their sector. Promote the role of governor in an integrated school. Encourage appropriate nominees to apply for governorship. Arrange to share best practice in the sector. In relation to ESA’s development and operation of a Governor Support Service – advise on issues relevant to the sector.

The Role of the Sectoral Support Body “Discharging any role or responsibility relating to ownership of schools where appropriate.” The Trustee (BoG) of an integrated school is the person or body who legally owns the school, therefore the SSB would be expected to offer support and advice when required on issues pertaining to ownership and rights.

The Role of the Sectoral Support Body “Building co-operation and engaging with other sectors in matters of mutual interest, including promotion of tolerance and understanding, respect for diversity and the aims of A Shared Future.” The SSB will be expected to work with the other sectors for the educational good of all children in the system – joint responses, consultations, etc To work with the other sectors to in terms of raising standards, area-planning and other issues of mutual concern To help ESA to identify opportunities for shared education – in the context of the Advisory Group and Minister’s policy

Definition and Role of Sectoral Support Overall – SSBs should be advocates of their sector and developers of strategic thinking DE will commission and grant the functions of sectoral support; Existing functions of NICIE related to front-line delivery will transfer to ESA; Guiding principle on the extent of the sectoral support we shall commission from NICIE - its existing budget less transferred functions.

Process for funding Sectoral Support Bodies Business cases will not be sought for funding going forward.Business cases will not be sought for funding going forward. January 2013: DE will request application for grant for Sectoral SupportJanuary 2013: DE will request application for grant for Sectoral Support Guidance will be provided advising on what the content and presentation of the application should be.Guidance will be provided advising on what the content and presentation of the application should be.

Timescales (indicative) In general – SSBs should become operational (and DE funded) when Bill is complete Invitation to apply for a grant – early January 2013; Application to the Department for a grant– end January Approval of the applications – end February Transition/transfer planning ahead of operational deadline

Issues Balance between NICIE’s traditional role and its SSB role; Maintaining NICIE’s traditional role Developing SSB role to serve the collegiate of integrated schools and to represent their concerns and their cause Making the transition form NICIE today to this new NICIE