Download
1 / 54
540 likes | 668 Vues
Governor Partnership meeting Autumn 2013. Welcome and Introductions Tim Culpin Head of Service School Improvement. Introductions Jill Hodges- Director, CfBT Education Services Jill.hodges@cfbt.com Keith Batty- Assistant Director kbatty@cfbt.com
E N D
Governor Partnership meeting Autumn 2013
Welcome and Introductions Tim Culpin Head of Service School Improvement
Introductions Jill Hodges- Director, CfBT Education Services Jill.hodges@cfbt.com Keith Batty- Assistant Director kbatty@cfbt.com Tim Culpin- Head of Service, School Improvement tculpin@cfbt.com
Help and Advice • You can contact the Governor Helpline 01522 553240 • For advice on consultancy and booking contact Hilary Wells: • tel: 01522 553357 • For advice on courses and bookings contact 01522 553249, e-mail events@cfbt.com • To visit our website log onto www.cfbt.com/lincolnshireand select transforming leadership and then governors from the left hand menu • To apply for courses online, log onto www.cfbt.com/lincolnshire and select “Training Programme” from the menu on the right-hand side. Enter relevant item word in the quick search box.
Funding Reforms • OfSTED • Outcomes • Changes • Updates from the summer meetings • PE Grant • Exclusions and Admissions Review • School Improvement Strategy and Academies • National Curriculum 4. Questions
DfE SCHOOL FUNDING REFORMS • BACKGROUND • The Government plans to introduce a national funding formula in the next spending review period • As a step towards that, radical changes were made to school funding in 2013/14 • Lincolnshire's 2013/14 funding formula is broadly comparable with many other LAs • On 5 June 2013, the DfE outlined a number of further changes for 2014/15: • LAs will be able to operate separate lump sums for primary and secondary schools, up to a maximum of £0.175m • LAs will be able to introduce a sparsity factor to target funds to avoid 'necessary small schools' becoming unviable • LAs will be able to provide funding to support good and outstanding schools through short periods of falling rolls
DfE SCHOOL FUNDING REFORMS • BACKGROUND CONTINUED... • The prior attainment factor will be amended so that funding will be provided for pupils failing to achieve level 4 or above in English ormaths • LAs can continue to operate a mobility factor, but they will have to apply a 10% threshold to target the funding • These are refinements and are much less radical than the changes introduced in 2013/14 • Any changes to the local funding formula will affect maintained schools and academies • The minimum funding guarantee has been set by the DfE at minus 1.5% per pupil for 2014/15, so no school should see a significant reduction in their per pupil funding next year as a result of any changes
2. THE LA’S APPROACH • The LA's approach is again underpinned by a set of key principles. Stability and fairness remain important priorities • The LA wishes to use the increased flexibility offered for next year to address its key concern from the 2013/14 reforms, i.e. the reduction in the secondary lump sum allocation • The LA wishes to continue to secure stability in school funding by once again ring-fencing funds by sector • The LA has kept an open mind about introducing new factors that are permitted by the DfE • The LA has developed a set of proposals and has consulted various groups, including all schools on 5 September 2013
3. THE LA’s PROPOSED CHANGES FOR 2014/15 AND THEIR IMPACT • It is proposed that: • The lump sum for secondary schools is increased to £0.175m - this will be funded from the secondary age weighted pupil unit value and therefore represents a partial reversal of the change made for 2013/14. The protection arrangements in place for next year will again limit the immediate impact of this upon secondary school budgets • A sparsity factor of £0.1m will be introduced for small secondary schools that meet the DfE criteria – this too will be funded from the secondary age weighted pupil unit value and the same situation as above applies. Only 8 schools are expected to qualify • A Looked After Children factor will be introduced at a rate of £1,200 p.a. – this will be funded from the unwinding of transitional protection and so will not adversely affect schools’ current budgets • There has been considerable support for the LA’s proposals • The LA hopes there will not be an 'affordability gap' in 2014/15 or, therefore, a need to continue to cap the largest gains • No changes are proposed for the special schools funding formula, although a review of both outreach provision and the band profiles is planned • Modest changes are planned to the early years single funding formula - that is the subject of a separate consultation.
4. NEXT STEPS IN THE PROCESS • 9 October – the Schools Forum is consulted on the LA’s proposals • 18 October – the proposals will be considered by the C&YP Scrutiny Committee • 30 October – the Executive Councillor, Mrs Bradwell, will be asked to approve formally the LA’s proposals • 31 October – a return will be sent to the EFA setting out plans for the funding of Lincolnshire schools in 2014/15 • ANY QUESTIONS OR COMMENTS?
SCHOOLS FORUM • Meeting - 9 October 2013 • The LA plans to advise all schools a week in advance, of the publication of reports for Schools Forum • The reports will be accessible on LCC’s website • All schools are encouraged to read the reports and advise Schools Forum members of their views or concerns prior to the meetings • The contact details for Schools Forum members will be published • The LA plans to advise schools of the publication of the minutes of the meetings within 2 weeks of the Schools Forum meetings • The key agenda items for the October meeting include: • School funding arrangements 2014/15 • Revised schools budget 2013/14 • Maintained school carry forwards for 2013/14 • Schools Financial Value Standard 2013/14 • Scheme for Financing Schools • S.251 benchmarking data for 2013/14 • ANY QUESTIONS OR COMMENTS?
PUPIL PREMIUM • The pupil premium was introduced in April 2011 • It provides funding for: pupils that have been eligible for free school meals at any point in the last 6 years; children that have been looked after for at least 6 months, and; the children of service personnel • Over the 4 year Comprehensive Spending Review period to 2014/15, funding was scheduled to grow to £2.5bn nationally (planned spending for 2013/14 is £1.875bn; £50m has been used for the summer school programme) • In 2012 the DfE reported that nationally, 1.4m pupils were eligible for free school meals but only 1.2m were claiming them. It was suggested that the level of under reporting in Lincolnshire was relatively high. This will equate to several £m in lost funding • The LA has recently published information to help schools increase the take up of free school meals • The funding for Lincolnshire schools in 2013/14 is £17.057m • The current pupil premium rates are: £900 for ‘Ever 6’ and Looked After Children, and £300 for service children
PUPIL PREMIUM • The Government announced in July 2013 that the premium for primary schools would rise to £1,300 in 2014/15. The 2014/15 premium for secondary schools is expected to increase by at least the rate of inflation - details will be announced later in the year • Schools will be held accountable through: performance tables; the OfSTED inspection framework, and; reports for parents that have to be published on line • Being able to demonstrate actual (and planned) spend and its impact upon educational attainment is crucial • OfSTED is keen to see schools demonstrate how the pupil premium is being used and what impact it is having upon narrowing the gap • From September 2013, schools Requiring Improvement that also have disadvantaged pupils performing poorly, will be required to work with an outstanding school leader to draw up new plans • The DfE has published on its website a range of resources for schools, to help inform their decisions on how to raise attainment • ANY QUESTIONS OR COMMENTS?
Secondary OfSTED 2012 -13 • 25 Inspections of which 9 were of satisfactory schools • 2 academies places in a category but no maintained • No Maintained schools still in a category • 11% of satisfactory schools inspected moved to good 11% dropped to SM and 78% remained good • 8% of schools inspected improved • 67% now good or better compared to 66% in September • Of the 5 OS Schools inspected 3 went down by a grade and 1 by 2 • Of the 11 good schools inspected 0 moved to OS and 3 slipped to RI and 1 to SM • In the maintained sector 10 schools, 7 secondary mod all sats and 3 grammar all OS
Primary OfSTED 2012 -13 • 97 inspections of which 70 were of satisfactory schools • No schools were placed in a category • 60% of satisfactory schools inspected moved to good, 3% moved to outstanding • 51% of schools inspected improved, only 6% worsened • 80% now good compared to 65% in September 2012 • Of the 5 outstanding schools inspected 4 of them went down by at least 1 grade • Of the 20 good schools inspected only 3 moved to Outstanding and 2 slipped to Requires Improvement • 51 schools remain at grade 3 (20 of these are satisfactory and will almost certainly be inspected this year) • In September 2012 Lincolnshire was ranked 96th, at the end of June 2013, it was ranked 73rd (out of 152 Local Authorities)
OfSTED Framework Changes
Achievement of pupils at the school • A Greater focus on progress made by different prior attainment groups in Mathematics and English • Consistency of the progress made by all groups • The achievement of the most able • The achievement of those who receive pupil premium funds
Quality of teaching in the school • Inspectors will take greater account of how well younger children are taught and prepared for their next stage of learning. So for example, how well EYFS prepares children in terms of communication, language and literacy for KS1 • Inspectors will not expect staff to teach in any specific way • Teaching which is engaging with work that is challenging enough to meet individual needs, including the most able • Assessment in nursery, reception and KS1 must be accurate and used to set relevant work
The behaviour and safety of pupils • How well the school keeps students safe, whether within school or during external activities, through effective risk assessments, e-safety arrangements and action in response to any serious safeguarding incidents • Attitudes to learning and school will be explored in more depth • Good manners and courtesy towards each other and adults • Rates, patterns and reasons for permanent and fixed term exclusions
Quality of leadership and management • If the Parent View return is low, inspectors will take steps during inspection, to gather further evidence of the view of parents • The use of additional Primary school funding and the impact it is having on raising achievement and pupils’ physical wellbeing • The delivery of PE and school sport and participation in lunchtime and after-school sport • The curriculum providing timely independent information, advice and guidance • Inspectors will pay particular attention to the contribution made by the Headteacher
Quality of leadership and management • How well leaders and managers demonstrate a track record of improvements and/or maintenance of high levels of achievement, with particular reference to pupil premium pupils • How well the school provides guidance and prepares pupils for life in modern democratic Britain and a global society, and to prevent extremist behaviour • How effective the school works in partnership to improve the school, extend the curriculum and increase the range and quality of learning opportunities for pupils • The quality of middle leadership in the school and the extent to which schools are adequately developing their middle leadership • Succession planning and the development of future leaders
Governance • How well governors measure the impact of their own work • How well the governing body support and strengthen the school leadership including by developing their own skills • How well governors provide challenge and hold the HT and other senior leaders to account... By using the data dashboard, other progress data, examination outcomes and test results • How well governors... (sic) encourage the use of parent view • The effectiveness of safeguarding... This includes action taken following any serious incident
Purpose & Allocation Purpose • This funding must be used to fund improvements to the provision of PE and sport, for the benefit of pupils aged 5-11 years old, in the 2013 to 2014 academic year so that all pupils develop healthy lifestyles. Allocation • 17 or more pupils aged 5-11 years (January 2013 census) receive £8000 plus £5 per eligible pupil; and • 16 or fewer pupils aged 5-11 years (January 2013 Census) receive £500 per eligible pupil.
Payment details The PE and Sport grant is funded over 2 financial years How you can spend it: https://www.education.gov.uk/schools/adminandfinance/financialmanagement/primary
Possible uses for the funding • Hiring specialist PE teachers or qualified sports coaches to work alongside primary teachers when teaching PE • Paying for professional development opportunities in PE/sport • Cover to release primary teachers for professional development in PE/sport • Buying quality assured professional development modules or materials for PE/sport • New or additional Change4Life sport clubs • Running sport competitions, or increasing participation in the school games • Providing places for pupils on after school sport clubs and holiday clubs
Accountability Ofsted monitoring: How well the school uses its Sport Premium to improve the quality and breadth of its PE and sporting provision, including increasing participation in PE and sport so that all pupils develop healthy lifestyles and reach the performances levels they are capable of Website requires publication of details of: • Curriculum provision • Extra-curricular provision • Expenditure
TEACHING AND LEARNING CENTRES, EXCLUSIONS AND ADMISSIONS PRINCIPLES, SCOPE, SHORT-TERM ACTION PLAN AND LONGER TERM REVIEW Principles to underpin work: • We will ensure that we take collective ownership of all issues • The prevention of exclusions is of paramount importance • We will ensure that all schools are involved in the gatekeeping and referral process • We will support and encourage positive practice and challenge negative trends in the future • We will aspire to zero exclusions • We will ensure that there is a reduction of pressures on the High Needs Funding Block caused by exclusions The scope of a long term review will include: • Delegation • Behaviour Partnerships • Outreach and Support • Development of in-school Expertise • Cultivating the market
Exclusions Review Paul Keenleyside via Sara Gregory sgregory@cfbt.com
School Improvement Strategy and Relationships and Academies
School Improvement Strategy • The effectiveness of corporate and strategic leadership • The clarity and transparency of policy and strategy • The extent to which the LA knows its schools and other providers • The effectiveness of the LA’s identification of, and intervention in, underperforming schools • The impact of the LA support and challenge over time • The extent to which the LA commissions and brokers support • The effectiveness of strategies to support highly effective leadership
Review of School Improvement Strategy • Review the school improvement strategy so that it reflects both national priorities and local circumstances and links to the core offer for schools • Ensure there is a consistent and methodical approach to challenge • Further refine Schools Causing Concern process • Ensure that the impact of brokered support and the role of collaborative partnerships is regularly evaluated • Make sure all stakeholders can articulate the strategy • Develop a cycle for reviewing the strategy which involves consultation with stakeholders • Involve HTs, members and officers as appropriate (Children?) in developing the strategy.
Relationships with Academies OfSTED Sir Michael Wilshaw said to the House of Commons select committee in the Autumn; ‘If they (LAs) identify underperformance in an academy, they should be writing to the chair of governors and the sponsor of the academy and contacting the Academies Division at the Department .... any good local authority will know whether an academy is doing well or not and will alert the Department for Education to their concerns.’
The framework for the inspection of local authority arrangements for supporting school improvement Inspectors should note that local authorities have no specific powers of intervention in relation to academy schools. Local authority powers of intervention as set out under part 4 of the Education and Inspections Act 2006 do not apply to academy schools, which are state-funded independent schools. In terms of standards in academies, and holding sponsors to account for this, the lead responsibility lies with the Department for Education and the Schools Commissioner.
The framework for the inspection of local authority arrangements for supporting school improvement The form of relationship between academies and local authorities is largely for the academies to determine. There is no statutory requirement for them to establish such a relationship beyond that which is required for the delivery of local authority statutory duties, such as the making and reviewing of special educational needs statements, securing sufficient education in an area and provision of home-to-school transport for eligible children.
The framework for the inspection of local authority arrangements for supporting school improvement Despite this, local authorities retain a legal responsibility for performance in the area as a whole, under the 1996 Education Act. In addition, the Secretary of State has made clear the expectation for local authorities to act as strategic commissioners for all schools. Where the local authority has concerns about the performance of an academy, inspectors should explore whether the local authority has, within the confines of its responsibilities, taken reasonable steps to discuss this with the individual establishment, the executive leadership and governance of the chain, and/or the Department for Education, where appropriate.”
Principles behind LA role • Supportive of academies • Constructive relationship – working with academies • Constructive relationship – working with other organisations such as Diocese, DfE etc • All Lincolnshire children to attend a good school • Open, honest and transparent relationship • No surprises • Minimal bureaucracy
The Process Desk top review of academy • School’s website • Local intelligence • LA information • OfSTED • data dashboard or similar • reports • parent view Possible concerns with: • Learning of pupils • Leadership and management of school If information comes to light during the year that is of concern then further steps might be taken
The Process Discussion with academy As a result of the desk top review two possible courses of action: • If no concerns then no further action • If there are concerns then academy, (trust, governors and headteacher), are contacted.
The Process Discussion to include: • LA outline concerns • Academy leadership to respond and outline actions if necessary to remedy concerns • Decision made as to next steps
The Process Next steps could be; • No further action as academy has resolved/is resolving issue or concerns unfounded • Agreed follow up to review progress and broker further support if required • Continued concerns. LA designate academy as causing concern and decision made as to next steps which could mean a discussion with DfE at termly meetings.
Academies Causing Concern If an academy refuses to engage in discussions re concerns or is unable or unwilling to take appropriate course of action they become an academy causing concern. A meeting will be held with the DCS and appropriate key LA officers to decide whether to discuss with DfE.
