Devon Association of Governors - Run by Devon Governors for Devon Governors
Area Meetings Spring 2008
Feedback
Issues raised at Area
Meetings Spring 2008
List of main topics:
Introduction
This report is a summary of points raised by
governors at the Area Meetings held earlier this term in the following Local
Learning Communities: Dartmouth, Ivybridge, Kingsbridge, South Dartmoor and
Totnes : Dawlish, Newton Abbot, Teign Valley and Teignmouth : Holsworthy,
Okehampton and Tavistock : Chulmleigh, Crediton and South Molton. These meetings
were attended by governors, clerks and headteachers from many schools in these
areas. Discussion focused initially on the termly 'Checklist' of current issues
sent to all Devon schools at the beginning of each term and also available on
the Devon Governor Services web site:
www.devon.gov.uk/governors
. Further discussion embraced other issues of current concern raised by those
present. The sections
- in normal type indicate points from the Checklist or made by me at the
meetings
- in italics indicate comments made by governors at the meetings
- in bold indicate the questions with responses in red (where received)
from LA officers, NGA and others to the points raised.
This is a very detailed report which will almost certainly have items of
immediate relevance to your school / GB. It offers answers to questions that may
have been concerning your GB as well as providing an insight in to what fellow
governors are thinking about topics of current concern. Please share this report
with your GB, in particular committee chairs. There are also cross-references to
the Devon Governor and a parallel document sent to GBs of all schools in
November which covered further aspects of some of these issues.
Although there were not many really contentious issues a recurring theme at
all 4 meetings was that of the demands placed on governors to deliver, as
volunteers, yet more and more … combined with increasing pressures on head
teachers at a time when leadership succession is becoming a major issue.
- Ivan Godfrey - Contact at
- David Tall, DAG’s Executive Officer
- New DAG website
www.dag.gb.com
^top
-
1. Leadership Succession
This is a topic exciting considerable interest amongst governors. They
welcomed the opportunity for CoGs and Vice Chairs to meet at the ‘ Chairs Around
a Table ‘ sessions this term where there is a particular focus on succession
planning with regard to headteachers ( Wed. 5 Mar Barnstaple Hotel, Barnstaple
and Tue 11 Mar, The Isca Centre, Whipton, Exeter – both from 10.00 to 12.30
followed by lunch ). Representatives from the National College of School
Leadership who have been working in Devon on a range of projects will be giving
input - as will LA officers. The sessions offer a chance to look at succession
planning in Devon and different options around school leadership beginning to
emerge.
- Governor comment
- At all meetings there were lengthy discussions about the issue of
replacing retiring headteachers and the opportunities associated with what
might appear, initially, to be a problem
- It was felt that governors need to start talking about federation for
all the right reasons and not to leave it until schools reach a point of
weakness
- Various options were mentioned of existing Devon practice and
positive experiences:
- ‘ All through schools ’ - CATS ( Consortium for All-Through Schools )
has given presentations in Devon. The new school in Sherford will be an All
Through School. Dartmouth Primary and Dartmouth CC have now formed an
all-through Federation with 2 HTs, 1 GB but each school keeping its own
identity
- Federations – examples of these in South Devon and North Devon were
quoted. It is clear there are considerable variations in practice with
solutions responding to perceived local needs
- Collaboration – a group of small South Devon primaries across 4 LLCs
( including Newton Ferrers, Widecombe, Ermington and Ilsington ) are
developing ways of shared working such as exchanging Deputy HTs, encouraging
governors to meet up to share ideas, making it viable to run joint school
trips etc.
- A governor from a different part of the county said that HTs should
be encouraged to look into federation / partnerships / collaboration. His
school was very keen to talk to and work with other schools. They were
attracted by the idea of sharing resources. By working with other schools it
would enable them to put together enough children for, e.g, a football team
and trips abroad
- All types of schools can federate – VA / Church / CP – it is not a
problem
- Federated schools keep their own budgets as if they are still
separate, i.e. this saves the LA nothing.
- LLCs can provide the basis for collaboration – though this need not
be the only way of doing so
- It is important that there is a perceived equality when schools unite
in federation / collaboration otherwise it can be perceived as bigger
schools ‘ taking over ’ smaller ones particularly if they make the first
approach
- Whilst one governor quoted the sentence ‘ federation will not stop
small schools being closed ’ it was felt by others that, at a time of
falling rolls, a degree of rationalisation of resources would enable such
schools to act from a position of greater strength. Resources can be used to
a better effect when small schools get involved with one another. There is
more scope for the teaching staff and for schools to keep good staff.
- There can be special circumstances which make it very hard for
individual schools to plan ahead:
- One school which shares a boundary with Cornwall has its intake from
both counties and cannot rely on the register from one or the other to
predict its numbers. This creates problems with setting the PAN
- The movement of the Armed Forces personnel
- Governor questions
- How can governors be encouraged to welcome approaches from other
schools in their area interested in looking at collaboration and / or
federation?
- Sue Clarke ( Strategic Lead for Achievement
through Collaboration, DCC ): Many schools have already approached the Local
Authority requesting facilitation of formal partnerships and we have
developed a good working knowledge of different partnership models e.g.
forming federations, setting up Management Partnerships and acquiring Trust
status. Devon’s work to give support for school to school partnership is
recognised nationally.
- Interest in formalised school partnerships and new
leadership models is growing rapidly right across Devon. We have a number of
schools that have registered their interest in working more closely with
other schools but for some no suitable partners have come forward.
- I was pleased to read in your notes that governors
felt that partnership work should be considered for the right reasons and
before schools reach a point of weakness. This is a positive and confident
approach which the Local Authority would strongly support.
- If governors are interested in formal partnerships
with other schools they could:
- Find out about partnerships their school
is already working within and further develop informal partnerships
- Find out as much as they can about
different models of partnership by asking for copies of our
publications from
or by visiting Just 4 Schools website
- Register interest in formal partnership
work with Sue Clarke
.
- Invite a speaker to a governors’ meeting
to talk about school to school partnership and new models of
leadership
- Visit schools already working in
partnerships and meet staff and governors to find out how each
partnership works. Here is a list of current and proposed
collaborative arrangements in Devon
- Established Federations
- Devon's First Federation ( Blackpool
and Chudleigh Knighton Primary Schools )
- West Exmoor Federation ( Lynton,
Parracombe and Kentisbury primary schools )
- Dartmouth Learning Campus ( Dartmouth
Community College and Dartmouth Community Primary School )
- Currently out to formal consultation ( proposed
start dates September 2008 )
- Chulmleigh Community College and
Chulmleigh Primary School
- Tavistock St Rumon’s Infants and St
Peter’s Junior School
- Management Partnership
- Cornwood Primary and Malborough and South Huish
Primary
- Collaborative working ( soft federation )
- In addition, there are many different examples
of informal partnerships where schools work together on specific
projects to raise standards and enrich learning. Such projects can draw
together schools in the same learning community, across phases,
mainstream and special schools and even the maintained and independent
sector. A report from our recent leadership conference tells the story
of one such partnership between five small schools in South Devon. The
Totnes Federation ( Dartington Primary, Bidwell Brook and King Edward VI
CC ) provides another example of collaborative practice across schools
with a website to share their learning journey and outcomes (
www.totnes-federation.org.uk/index.html
).
- When looking at very small schools, what number on roll
gives a ' whole learning experience '?
- David Chaplin ( Lead Primary Adviser: Primary SIP
Manager ): If governors consider evidence such as Ofsted inspection reports,
which report on the quality of provision and its impact on outcomes for
children in terms of personal development as well achievement and standards,
then it would be very difficult to draw any correlation between number on
roll and the learning experiences for pupils. For example, the quality of
curriculum provision and outcomes, including personal development, are often
judged to be strengths in small schools. However, a challenge for some very
small schools might be to consider social experiences for pupils when
individual Year groups in the school are very small. In such cases, schools
often collaborate with other schools locally to ensure a range of high
quality experiences is offered to pupils.
- Do small schools have problems recruiting HTs because it is
not seen as a good career move?
- DCh: There is no generic answer to this. People
are attracted to small school headship, and particular schools, for a
variety of reasons. For some, it may be a conscious career move in terms
of commitment to small schools and the retention of a class teaching
commitment alongside the role of leadership. For others, that may be seen as
a disadvantage of the role. It might be part of a planned journey to other
posts, providing an opportunity to learn more about aspects of leadership
and demonstrate success in the role. There are many examples of headteachers
of small schools being successfully appointed to other posts.
- Can schools access the predictions of births?
- SC: Yes schools can access data about births in
their area. Information for each school is via the forecast module
accessible via link at
www.devon.gov.uk/schoolplaceplanning.htm.
General information on births in Devon is also available at
Devon: Number of Births by District.
-
Fran Butler ( Early Years Development Officer :
Schools ): Within the Early Years and Childcare Team we can provide audits
that include predictions of births. We generally offer this if we are
looking at developing early years or childcare provision. It may also be
helpful for governors to contact Keith Lewis about school place planning ().
- David Tall: Please note that Leadership Succession
Planning is one of the Workshops being provided at the Governors’ Conference
on 29 March. See
www.dag.gb.com
for details
^top
-
2. Services to Schools
Schools will be responding this term to the new Portfolio of Services
and deciding which services to purchase from Devon and / or other providers.
For the future the LA is seeking to modernise the way it operates and is
looking specifically at school improvement services to schools such as
inclusive education, Governor Services, headteacher recruitment, music and
library services and support for good use of resources.
Under the title Project Stratcom the LA is promoting a radical
look at how school improvement and associated services are commissioned and
provided in the future. It is not looking to ‘ externalise ‘ curriculum
services but at an entirely new organisation which will pull together a
number of services which currently operate separately. There is a commitment
to inclusive education which must be central to school improvement. Enjoy
and Achieve cannot be seen in isolation from the whole of Every Child
Matters, and this includes a focus on vulnerable young people. There is also
an expectation of ‘ narrowing the ( achievement ) gap ‘.
More details about this project can be accessed from Sarah Aggett, Lead
Officer, Business Reengineering (01392 383089 or
)
or John Barnard, Steering Group Chair (01392 383261 or
).
- Governor comment
- The move to commissioning services is progressing rapidly and the
change in the old paternalistic role adopted by the LA in the past is
significant
- There seemed little evidence of primary schools using ‘ outside ‘
services and only a small number of secondary schools where, for example
outside catering services are used. One school buys Teacher Absence
Insurance elsewhere
- Whatever their choice all schools should continue to buy into PR and
Legal Services
- If schools buy out of HR they will still need to buy into
Occupational Health.
- A number of schools were disappointed with the end of PROMIS and the
new arrangements
- One school had a problem with the comparison criteria
- Governor questions
- What are governor views about the support mechanisms that will be
needed in the future to help governors cope with commissioning?
- John Barnard ( Head of Resource Strategies, CYPS
): The new Commissioning Forum, a sub group of the Schools Forum that will
include Head Teacher and Governor representation, will reflect school needs,
in terms of services and support, to the Authority.
- What evidence is there that schools go elsewhere and buy from
external providers?
- JB: Schools themselves report where they buy
services other than DCC which can be from external suppliers or from other
schools for curriculum support.
- Is Project Stratcom a true consultation or a done deal?
- JB: At its meeting on 26 February, Executive
agreed that firm project proposals should be developed, taking into account
the concerns and issues raised by staff and schools. The identified services
also need to work together to develop options for different delivery models.
To date, briefings have been held to establish stakeholders’ views. Once
firm proposals have been developed, formal consultation will be undertaken
with stakeholders which will be reported to the Executive who will then
decide on the way forward.
-
- In response to concerns expressed by DAG about the
tight deadline for the return of the Portfolio Choices Ray Beale ( Head of
Business Strategies ) has sent out the following note to schools: “ I have
received a number of emails from schools and Devon Association of Governors
about the difficulty of returning the schedule of service requirements
before the 29 February 2008. I recognise this has been a challenging
timeline and for those schools who will not have Governors’ meetings until
March, impossible. With this in mind I am very happy to extend the closing
date until Thursday 20 March 2008. “
- This is much appreciated and in return the
importance of meeting this deadline is stressed to all schools!!
-
^top
-
3. Gender and Disability Equality Duty
By 3rd December 2007, primary schools, special schools and PRUs were
required to meet their Disability Equality Duty by scrutinising the general
and specific duties, and then drawing up a scheme which details areas that
the school needs to address, and actions that will be taken. Schools are
then required to implement the actions in their scheme within three years.
Guidance is available at
www.devon.gov.uk/dgs-ddaguidance.pdf
A template is available at
www.devon.gov.uk/dgs-ddatemplate.pdf A useful national link
is www.equalityhumanrights.com
following 'For businesses
and organisations' - 'Education and Training providers'. A useful Devon link
is www.deseducation.org
following 'School Improvement' -
'SEN' - 'SENCO Handbook' - 'Disability Equality Duty'.
- Governor comment
- Some governors commented that they had ‘ not got their heads around
this yet ‘, feeling that it was a huge policy needing considerable time to
develop
- On the other hand some felt it was not nearly as difficult as it at
first seemed. The essential was to prioritise the things that need to be
done and to develop a strategy plan. In many ways it was just an extension
of current good practice
- In some schools the response from parents to the consultation had
been poor
- There were some governors still anxious to have a template and
annoyed that no Model Policy could be adopted
- Others felt exposed from a legal point of view – who is to say that
what GBs put in place is right?
- One school pointed out that the key clause was the one about taking ‘
every reasonable ‘ step
- Okehampton Learning Community had dealt with developing this policy
at a LLC group inset session. It needed now to be personalised in each
school but the groundwork was done with SENCOs of all schools – governors
were not involved at this stage
- Jo Hooper ( Corporate Equality Officer, DCC ): As
I commented last term, DCC should not produce a model scheme for schools.
DCC has produced a template and that is as far as it can go. The law
requires schools to give due regard to disability equality and consult with
stakeholders to develop their scheme. Each school will have different issues
to address and therefore their schemes will, inevitably, look different.
- IG: Please note that there are much fuller
comments from Jo in the DAG Area Meeting Feedback document for the Autumn
Term 2007, Item 3
^top
-
4. The Primary Capital Programme
A new government initiative due to run, subject to future government
spending decisions, for the next 14 years, sets out to radically refurbish
or replace a significant proportion of the primary school estate. The
criteria set out by the DCSF require the Local Authority to submit a ‘
strategy for change ‘ document for the department’s approval. The LA has
been consulting schools, stakeholder groups as well as partner providers
prior to submitting its strategy for change submission to DCSF in April 08.
Further information is available from
www.teachernet.gov.uk/docbank/index.cfm?id=12292
or by
contacting Chris Dyer on 01392 382531 or
.
Chris is very keen to have agreement on a set of priorities for
inclusion re the Primary Capital Programme (PCP) Strategy for Change. He is
keen for governors to give any feedback they may wish to offer on how the LA
should approach its PCP Strategy for Change submission, together with views
regarding the prioritisation, as well as the delivery of the programme.
Initial feedback will be presented to the Schools Organisation Forum on 27
February 2008. It is intended that the LA’s consultation process will also
include a round of consultation meetings.
- Governor comment
- There was considerable scepticism expressed about the consultation
process. A number of those present at meetings felt that any planning for
capital projects was pre-determined and that this exercise was a waste of
time
- There were others who welcomed an opportunity for their voice to be
heard and understood that the purpose of the exercise is a consultation to
start setting priorities
- One governor had issues with the way capital monies were spent in
Devon and questioned the necessity for ‘space-age projects’ when basic
provision was often more important
- Another governor identified 2 very different issues
- design and provision of buildings
- rationalisation of building stock as a result of falling roles
- Governor questions
- Is energy efficiency really going to be a priority?
- Chris Dyer ( Capital Programme Manager, Strategic
Planning Group CYPS ): Yes, the government is promoting energy efficiency as
a key target for capital building projects, with the view that all new
schools will in future be designed to be carbon neutral. In addition to this
County Council members are committed to sustainability and have set a target
for Devon to become the greenest county in the country. The emerging CYPS
capital programme paper for 2008-09 specifically sets out to:
- a) encourage the design of new school buildings in
accordance with best practice
- b) identify matched funding specifically targeted
at reducing energy costs
- c) where possible set out to pursue BREEAM
excellent for all new school buildings
- d) support research and development of carbon
neutral schools and renewable energy solutions
- Is this funding linked to building schools for the future?
- CD: The Primary Capital Programme funding is a
separate DCSF initiative from that of the secondary schools building schools
for the future initiative.
- When is the money likely to be released and what sort of funding
levels are being talked about?
- CD: Subject to DCSF's approval of Devon's Primary
Capital Programme strategy for change ( date for submission 16th June 2008 )
Devon is set to receive £5.840m in 2009-10 and £8.218m in 2010-11.
- How transparent will the procedure for deciding priorities be?
- CD: The process aims to be as transparent as
possible. Governors are encouraged to take an active part in the current
consultation, the outcome of which will help influence the LA's strategy for
change. Consultation on progress as well as emerging priorities will be
presented to the School Organisation Forum as part of this process.
^top
-
5. Health & Safety Training for Governors,
Headteachers and Premises Managers
The County Council’s Business Transformation Unit (BTU) is facilitating
training for governors and staff who are responsible for managing Asbestos,
Legionella and the Construction and Design Regulations 2007 within schools.
The training will be provided by an independent consultant.
A detailed letter about this has been sent to
schools in both hard copy and electronic version ( this can be found in the
weekly distribution list for Feb. 5th in the Administrator
section as DCC premises related Health & Safety Training - various courses
www.devon.gov.uk/sc-feb0747029.doc
) There will be training for governors, head teachers and members of the
school with responsibility for specific health and safety issues. All
schools should have made a return indicating when they will be taking up
their allocation of the 1200 free training places on offer. There are
training venues across the county and training will start early in the
summer term.
For further details contact Jon Williams within the Business
Transformation Unit on 01392 382444 or
The LA is providing a substantial amount of training for this and
governors are encouraged to go on training to get a fuller understanding of
the matter. This is very important for governors as it brings together a
range of Health & Safety issues and seeks to identify where responsibility
lies.
- Governor comment
- This is exactly the kind of issue that discourages people from
becoming governors and headteachers… and this at a time when the LA is
worried about where new headteachers are going to be found!
- It was suggested that this is, in essence, a ‘ paper trail ‘ exercise
– having to name a person who ultimately has to make sure everything is
covered. The requirement exists by law already with the demand that there is
a named person who is responsible ( HT or Governor ).
- Several governors at different meetings had a very clear
understanding of aspects of this work as a result of their own jobs:
- One commented that Asbestos and Legionella issues are very onerous.
The LA needs to provide a standard contract for all schools as HTs and
Governors are in no way qualified to deal with this and there is no
protection for HTs / Governors. If the LA were to have a contract to cover
itself it should also apply to schools in particular because they close for
long holiday periods
- Another ( a plumber ) commented that to his knowledge not one case of
Legionella in schools has yet been found and that Legionella is a very rare
occurrence anywhere.
- Nigel Coleman ( Compliance Management [Legionella
& Asbestos] NPS South West Ltd ): Regarding this comment, it is the
Management of Health and Safety at Work Regulations that require we conduct
Risk Assessments on our water systems. The Health Protection Agency identify
between 7000 and 8000 cases of legionella infection each year with 10 - 15%
of these being fatal ( over 1000 deaths per year ). Only last year a 15 yr
old in Dorset had a lung transplant following infection believed to be from
his boarding school ( another boy was also infected ). He lost 96% of his
lung function. 80% of these infections will come from hot and cold water
systems. Air conditioning hits the news because it infects large quantities
- such as the Barrow in Furness case in 2002 where 182 people were infected
and 7 people died. The LA was fined £125,000 and the Officer £15,000. If it
were today then Corporate Manslaughter would have been the likely charge.
- With ever more inclusive policies for our schools
we will have many children joining the school community who live with long
term illness and also those with compromised immune systems following cancer
treatment and other diseases. In addition Teachers and Parents with similar
conditions or who have compromised immune or respiratory function through
social behaviour may also attend our schools. These highly susceptible
groups along with the risks to other general populace groups must be
managed. This is why DCC have implemented the requirements of Approved Code
of Practice L8 - the control of legionella bacteria in water systems. The
requirements are not difficult but must be managed with a day to day
consistency to maintain good levels of water hygiene and minimise the risk
of bacterial colonisation.
- Governors from one school in South Devon had been impressed by an
offer from a company who would take on responsibility and offered a complete
package at £20 per pupil. However, others raised serious concerns and
suggested schools should be very wary of such offers as the question needs
to be asked about what is NOT covered and where responsibility ultimately
lies
- The end of the current PROMIS agreement on 31st March 2008 does not
help!
- The new DAG website could provide a useful hub for discussion on this
subject.
- Governor questions
- Surely schools / governors are not deemed liable unless
negligent?
- Ray Beale ( Head of Business Strategies CYPS ): I
think that is absolutely the case. That is why we would encourage Governors
to ensure their Heads attend our training events.
- Can the LA make use of governor expertise in some of these areas?
- RB: I am sure that is so and we would welcome
input from Governors with the appropriate expertise.
- Can DAG help in finding ways of supporting governors with advice
on these requirements?
- RB: Could the answer to 2 give us those who could
mentor less knowledgeable Governors?
^top
-
6. FMSiS for primary/special school governors
- Schools should be aiming to meet these standards by 31st
March 2008 and have completed or be in the process of completing a
self-evaluation form. The FMSiS training programme for governors and staff
is near completion with over 30 free events provided around the County. Very
good feedback has been received from these events. For governors and staff
unable to attend the introduction training on FMSiS, a video training
package is available on the internet at
www.devon.gov.uk/fmsisvideotraining The video clips
are presented like " frequently asked questions " so that governors can
select any clip or work through them all. There is no plan to put on more
free introduction training events but if a school has a strong need then
please contact David Curnow ()
- Governor comment
- Nationally FMSiS does not have to be in place until 2010. The LA is
doing it now so that Audit can help those schools who cannot meet the
standard at this time
- Feedback from the training for governors was, in general, very
positive – in practice the task is not as onerous as it might have seemed
initially. If governors tackle FMSiS as a self-assessment process that will
help. One governor commented: ‘The Audit team are really helpful if you are
stuck’
- David Curnow ( Senior Audit Manager, Devon Audit
Services ): Thank you, this is our aim.
- It can be off-putting for potential new governors and this fact needs
to be flagged up. As one governor said: ‘This is all getting a bit much for
amateurs’. In particular some felt that the competency chart is off-putting
for governors – someone suggested the matrices need a 14 page glossary!
- It was felt that this exercise has been easier for secondary schools
as they have finance teams in place
- Problems arise for small schools when key staff leave. They are
especially vulnerable as it is often difficult within a small school to find
people to be governors who have sufficient financial interest / expertise
- Those who have been audited for FMSIS told the meeting that the Audit
team leaves a helpful ‘action plan’ as a guide for things to be worked on.
The Audit process is very thorough ( some commented more demanding than
OfSTED! ). The recording of decisions in accurate governor minutes is really
vital.
- Governors were advised to contact other schools that have been
through the process for guidance. One piece of advice was to keep a running
box file for the three yearly cycle
- One governor felt the video clip now available was rather long and
boring!
-
- Governor questions
- What sort of support, if any, will be available for those schools
unable to meet the standard by March 31st?
- DCu: We offer support in the following ways:
- our website is always available
- we are about to issue another audit
bulletin
- advice can be sought to specific enquiries
through our email and phone contact
- audits completed will take schools through
the FMSiS
- the Finance Officer / Support Officers can
provide guidance.
- In addition, we are planning to produce some
training materials for Risk Management and Development Plan Finance.
- We are being put through this now. Who is to say what change
there might be in two years time?
- DCu: DCSF will be the ones who make changes. They
are proposing to update the Standard this April, although if like last year,
this is likely to be superficial. Ofsted has now put the FMSiS into the
School SEF to be part of the inspection process and it will increase in
significance during inspection over the coming yrs. We are not expecting to
be dropped!
-
^top
-
7. Role of governance / cutting size of GBs
/ introduction of mandatory induction training
Judith Bennett ( Chair of the National Governors’ Association ) has
contacted DAG to say that there is to be a DCSF consultation out this spring
on the future of governance. The NGA Board has been thinking about this and
had discussions with various partners - in the case of DCSF to have them
listen to governor views ( a novel experience BEFORE consultation! ). There
will be something out to members soon from NGA. The consultation will
include questions about how governance models may need to change - and what
must be retained and so on. It also seems clear that the issue of size will
be part of the coming consultation as there is a feeling at DCSF that 20/21
is too large a group and that some reduction in the size of GBs would be
sensible.
- A selection of governor comments:
- It may be good to have small GBs when all is running smoothly, but
once there is a serious issue ( e.g. staff disciplinary matter ) there may
not be enough Governors for committees and / or to share the workload
- The fewer governors you have the smaller the potential pool and level
of expertise
- Interim Boards may work well but they have a limited agenda
- Governors also have a right to work/life balance. This would be a
retrograde step as the workload gets more, never less … and efficiency is
hard enough to come by as it is
- There is already too much work for too few people
- It would be too difficult to cover committee work properly if the
size of GBs were to be reduced
- A bad move – this would load too much responsibility on to too few
people
- I can see no advantage and no logic in this!!
- An additional point from several governors
- We are not happy with the proportion of parent governors getting onto
GBs as LA or Community Governors. Some parents come with their own agenda
and, having too many parents, can offset the balance of the GB. Governors
were advised to use the Code of Conduct for Governors available from DGS
Effective Governing Bodies folder to counter such difficulties
A further item on the table is the issue of mandatory induction training
for governors. For a long time NGA has argued that Induction Training for
governors should be mandatory. If governors are to carry out duties and bear
considerable responsibilities, and if we want all governing bodies to be fit
for purpose, then to be well trained should be a given. Various Schools'
Ministers have disputed this on the grounds that governors are volunteers.
The Schools’ Minister, Jim Knight, has, however, shown a glimmer of interest
but wants to know if the belief in mandatory training is held by most
governors across the country.
- Governor comment
- Mandatory training sounds OK, but it is how you promote it that
counts. If it sounds too difficult or too demanding it might put people off
becoming governors. In a rural county such as Devon geography also comes
into this as it takes time and money to travel to training and could be
logistically impossible for some
- A small number had mixed feelings about mandatory training, feeling
that some governors were not committed enough as it is and would probably
leave if they were forced to attend training. Others felt that schools were
well rid of such governors if there only purpose was to make up the numbers!
- Various additional support mechanisms for new governors were
suggested:
- Schools should give out their own induction packs
- Online training could be considered – e.g. E-learning with a timeline
of one year ( others, though, stressed the value of face-to-face interaction
at training events )
- Networking with other GBs
- In-house training for the whole GB as currently provided by
DGS was highly recommended
- Using an existing governor as a mentor
- Governor questions
- What is the objective in reducing the size of GBs?
- Debbie Clapshaw ( DGS ): One of the stated
objectives in looking to reduce the size of governing bodies is to encourage
governing bodies to focus on their strategic role. Governors have raised
concerns here about workload, but what the government is saying is that we
need to be looking at doing things very differently. This links to schools
working differently with different models of leadership and groups of
schools coming together to share resources perhaps through a federation. The
message is that larger schools (or groups of schools), should be putting
resources in to funding a business manager whose role would include
responsibility for issues like finance, personnel management, health and
safety, grounds and premises maintenance. The intention being that this
would free up both the headteacher and the governing body to focus on
strategic matters and most importantly school improvement.
- It is likely though that the governing body will
still carry overall strategic responsibility for these areas, so lines of
delegation and accountability must be made absolutely clear. We already have
some different models beginning to emerge through our federations where the
governing body is having to become more strategic, shaping a vision and
monitoring progress, becoming ‘leaner and sharper’ as a governing body with
a better developed and resourced school Senior Management Structure.
- Is this a cost cutting exercise because of the training, or a
response to difficulties experienced in finding sufficient numbers of
governors?
- DCl: There is no doubt that the argument is driven
in part by experience in other areas of the country where it is harder to
recruit governors. One of my concerns is that we will be forced to move away
from our traditional stakeholder model, and away from the argument that
‘anyone can be a governor’. Generally the stakeholder model has worked well,
but already we can see from the government’s arguments put forward for Trust
school and Academy governance that they are looking for a much more
‘professionalised’ model and a model that is much less likely to be able to
accommodate ‘all the talents’. The drive is on for all schools to become
‘self-governing’ (Foundation/VA/Trust) within the next five years, the move
to reduce the size and re-think the make-up of governing bodies is linked to
this.
- Is it possible to use recently retired governors from other
schools in a crisis?
- DCl: When a school goes into crisis, usually as
the result of an Ofsted category, we are invariably asked by the School
Improvement Officer to find at least one additional LEA governor. This
should be an experienced governor who is able to give time and support to
helping the governing body move forward. Our experiences have been very
positive and I am very grateful to those governors who have already
responded to a request to help out in this way – currently about eight
people. In all cases these individuals have made/are making a huge
contribution and many of these governors are then asked to stay on by the
governing body in another category of governorship having built an excellent
relationship with the school.
- What online training, if any, exists for new governors?
- DCl: Whilst we continue to investigate the
possibilities offered through on-line training or ‘e-learning’, we are of
the view that there really is no substitute for face-to-face training,
although it would be a challenge to reach all of our 900 or so newly
appointed governors each year in this way. We are due to meet with an
e-learning provider later this month and there are companies already in the
market so we are exploring the idea, but remain to be convinced as to the
quality!
-
After these discussions 2 questions were asked at each meeting ( in
total 100+ governors from across Devon ):
- Thinking about the size of your current GB, would you want a
reduction in the number of governors?
- At 3 of the 4 meetings ALL present were opposed to reducing the size
of their GB. At the fourth meeting the overwhelming majority were opposed.
- Are you in favour of mandatory training for governors?
- At all of the meetings a substantial majority was in favour of such
training. Some felt, however, that such training should be ‘ expected but
not compulsory ‘. There was also a view that this would have to lead to an
increase in the number and availability of courses
- DCl: As a Service we would welcome the move to
introduce mandatory training. We still reach less than half of newly
appointed new governors, although we know that when governors attend our
induction day they find it invaluable. Many of the potential difficulties
created within a governing body and between a governing body and its
headteacher can be avoided by governors having a good understanding of their
role and their responsibilities.
^top
-
8. Community Cohesion / Extended Schools /
Extended Services
Governors need to be aware that the Extended School Services agenda is
about maximising learning potential for all children, and is borne out of
Every Child Matters. The self review forms that went to schools for return
last term will inform the implementation of ESS in Devon schools. How
support will be rolled out to schools is in the final planning stages at the
moment, but all schools are expected to be 'extended' by 2010. Lots of
schools are already offering these services but may not realise it and so
the training in the second half of this term should help to allay fears and
give a good general overview.
In addition in the summer of 2007 schools were issued with a document ‘
Guidance on the duty to promote Community Cohesion ‘ and were required to
comply with this from September. Ofsted will report on this from September
2008. Jim Knight, Minister for Schools, has announced a £3 million pound
project to help schools from different communities to link up. For further
help watch out for a ‘ Community Cohesion Information Pack for Schools ’
produced by The Institute of Community Cohesion and available on the ICoCo
and DCSF websites. A new toolkit from the DCSF is due out around Easter –
see also
www.schoolslinkingnetwork.org.uk
- Governor comment
- There were anxieties expressed particularly by small schools who felt
it was difficult for them to provide services in rural areas and simply not
viable as the take-up would be poor. Others felt it involved too much work
and that the consultation was too complicated and onerous. Some governors
remain under the impression that their school MUST provide before and after
school clubs. Others talked about ‘ yet another pressure on HTs and
governors ‘.
- Others, however, were more positive and stressed that the key was in
identifying what was needed within a community. Schools should look at what
is already available in the community and look at addressing gaps in
provision. This can involve ‘sign posting’ i.e. it can be information led,
pointing people in the right direction rather than providing wraparound
care. There is no ‘ one size fits all ‘
- One governor felt strongly that it was not for schools to provide
breakfast and that this was a social services matter, not an education issue
- There are 3 area co-ordinators for Extended Services supported by
others to give advice to schools
- Fran Butler: Governors can contact their District
Co-ordinator about developing childcare ( details on the Early Years and
Childcare section of DCC website ). The DC can help to put governors in
touch with existing childcare providers and explain a bit more about how
schools can make the core offer by 2010.
- One senior governor who has undertaken countywide work on ESS
suggested these links to the TDA website which is very user friendly
www.tda.gov.uk/remodelling/extendedschools/introduction.aspx
Information about rural schools and extended services is also available at
www.tda.gov.uk/upload/resources/pdf/r/rural_schoolschecklist.pdf
and there is an Extended Schools toolkit at
www.tda.gov.uk/about/publicationslisting/TDA279.aspx?keywords=governors+toolkit
- The cost of transport limits activities in Devon with funding issues
for out of school hours activities
- Children’s Centres will also have a role to play
- A number of schools gave examples of what they felt was good practice
- In one school a parent had set up a business and leased space in the
school to run out of school activities
- At another primary the after school club takes in children from other
schools in the area
- Another had chosen to use the funding for a website that parents can
access for useful advice
- One rural secondary school runs a lot of activities with buses laid
on free of charge to the pupils
- Governor questions
- Does every school have to have everything - for example, do
schools HAVE to run a breakfast club?
- Sue Turner ( Childcare Development Manager, Early
Years and Childcare Service, CYPS ): No, schools should assess the needs of
children and parents and can consider a number of possible options dependent
on the need. If the school is providing access to services which currently
meets parents’ needs, then the school is providing full access. If an
outstanding need is established, schools can consider linking in with
current provision, through signposting e.g. local childminders, local
voluntary or private group providers, provision at other schools with
transport provided e.g. walking bus if practicable. If there is no other
provision available to meet need and the demand is sufficiently great
enough, a breakfast club may be an option to consider or recruiting a number
of childminders. To discuss further schools can contact the Early Years and
Childcare Service District Co-ordinators. Contact details in the Extended
Services prospectus.
- Does an extra budget allocation come with this?
- ST: If the need is sufficient for a new breakfast
club or childminders to be sustainable, the Early Years and Childcare
Service will support new childcare places with a start-up grant.
- What, exactly, do schools have to do by 2010 to demonstrate they
have met the requirements?
- ST: By 2010, all primary schools should be
providing access to childcare / varied menu of activities according to
parental need.
- Until how late at night should clubs be run? Are they run by
volunteers? Should there be a charge?
- ST: The time depends on parents’ needs, e.g. if
4.30 pm meets parents’ needs then that is OK. Who runs the childcare /
varied menu of activities depends whether it is governor run or a private /
voluntary organisation, or a childminder who is self employed. Please see
Extended Services prospectus for different options of governance.
- Who bears the cost of the transport?
- ST: Childminders would bear the cost of
transporting children to and from their care. For other forms of care this
would need to be worked out with parents.
- Does the provision of Extended Services also cover the school
holiday period?
- ST: Yes, but again the school can provide access
to childcare through signposting to provision that is already running –
childminders, holiday play-schemes.
- Please contact the Early Years and Childcare
Service District Co-ordinators. Contact details in the Extended Services
prospectus for queries on the above.
^top
-
9. DAG Issues
A number of issues were drawn to governors’ attention:
a) Clerks
There is a proposal to include clerks within DAG membership. This stems
from problems during the Job Evaluation process when clerks did not appear
to have a ‘voice
’ to represent them. Clerks are already invited to attend
Area Meetings. No cost or commitment would be involved but it could lead,
for example, to the possibility of a clerk joining the DAG Executive or a
clerk’s discussion forum on the DAG website.
- Governor comment
- There was overwhelming support from both governors and clerks present
at meetings for clerks to be offered membership of DAG
- Governor questions
- What has happened with regard to Clerks in the JE process?
- David Tall: 50 Governors have volunteered to
assist with the process for all JE appeals and training is already underway
- What decisions are being made with regard to the JE process for
Church Schools?
- If any information is received in response to this
query it will be added to the website document
-
- A Job Evaluation Joint Update by the Corporate
Management Board / Joint Trade Unions for February 2008 (Issue 12) can be
found at:
www.devon.gov.uk/sc-feb0751006.pdf
b) DAG Nominee
GBs have been invited to nominate a governor to be the DAG contact for
their school. This would involve ensuring that relevant governors received
the relevant information for their role within the GB. Anyone interested is
asked to contact David Tall. At the same time DGS would like to know how
best to communicate with governors – by paper or electronically. They are
coming to a fairly strong view that new materials will not be routinely sent
out as hard copy in the schools
’ post as so many seem to fail to reach
governors. This is very costly and frustrating for all concerned. They are
also still considering the option of setting up an e-mail system so that
they can e-mail directly all governors who want to be on it.
- Governor comment
- There was a general welcome for the DAG initiative. However, in
response, one governor asked why everybody should not be e-mailed, another
felt a couple of contacts per school was enough and another suggested the
Clerk as the best point of contact
- The preferred means of communication for governors present at
meetings was e-mail, but it was dependent on what the communication is, as
there are issues with printing costs and the time taken to download items.
These costs are an issue for volunteers expected to print out long documents
at their own expense. Governors need to be alerted if hard copies are to
follow.
- E-mail communication often depends on the Clerk to each GB – there is
no one case fits all
- Paperless meetings are becoming more popular
c) New CoGs
DAG is developing an initiative to provide mentors for new CoGs. This
has provoked a lot of interest both from those who would like such mentoring
and others prepared to offer it. Anyone interested should contact David
Tall.
- Governor comment
- All those present welcomed this initiative
d) DAG website
The new DAG website ( www.dag.gb.com )went live on
January 31st. It includes:
- A governor discussion board in which governors can raise issues /
express opinions for fellow governors to respond to / comment upon
- Individual web pages for key DAG documents so that each document has its
own form of search engine
- A Glossary / Jargon Buster section
- It is very comprehensive, but if anyone notices any notable absences
please forward their comments through the website ( preferred method ) or to
David Tall.
e) DAG Conference
The DAG Conference will take place from 10.00 – 3.30 on Sat. March 29
th
at County Hall. This replaces the former Annual Assembly. The theme for the
day will be " Tomorrow's Schools ". There will be a short period of business
during the day, but, more importantly, Conference will receive addresses
from 2 VIP speakers - Anne Whiteley ( Devon CYPS Director ) and Phil Revell
( CEO of NGA ). There will also be 3 workshops looking at:
- SEN Framework Provision and GBs’ responsibilities
- Leadership Planning Succession ( 50% of Devon's HTs are likely to retire
within a few years )
- The value the new School Improvement Partners should bring to school
improvement ( SIPs will be in place in primary schools from 1 April 2008 )
With the financial support of NPS SW, DAG can provide lunch and during
this break the Devon Youth Choral Experience will entertain delegates. In
addition there will be displays illustrating how Devon's children see their
schools and Governing Bodies. Ample parking is available. Formal calling
notices have gone out to all schools.
Part of the business side of the day will be devoted to the election and
appointment of Officers and proposed ratification of Constitution. DAG is
always looking to strengthen the Executive so if any governor is interested
in joining the Executive please contact David without prejudice and he will
be delighted to outline what is involved.
-
^top
-
10. Schools’ Forum
The Schools’ Forum continues to play a major role in giving advice to
decision makers in Devon on educational issues. Governors play a significant
role on this body. Recent issues dealt with by the Forum include:
- Recommendations to the LA on the distribution of the 2008 – 11 budget
- A challenge to councillors NOT to fund the overspend ( as a way of
protesting at Devon’s position as 146th out of 149 in the funding
table )
- Welcoming the fact that John Smith ( Portfolio Holder for CYPS ) has bid
for £25 million from sale of Exeter airport for CYPS. This would be a
one-off bonus
- Receipt of a thorough and independent review of the JE process
DAG is looking for governors to act as ‘substitute’ members of the
Forum in the first place. It will be seeking new governor members in the
summer. Anyone interested contact David Tall.
Details of the school budget will be in schools by the end of February /
early March. The need to agree and approve this will dominate much of the
work of the governing body this term.
- Governor comment
- This time the budget will indicate what schools will receive for the
next three years. In general it was felt that this would help schools as it
allows the potential to plan ahead.
- John Barnard: Since the start of LMS schools have
always been issued with 3 year budgets, based on projected pupil numbers.
However, 2009/10 and 2010/11 only include funding increases based on the
minimum funding guarantee as the Schools Forum took the view that there were
unknown spending pressures which may need to be funded from headroom. It is
hoped that additional funding will be allocated to schools from the
available headroom in these two years, meaning budgets issues are at the
minimum level of likely funds
- Some governors asked whether other schools were facing problems with
falling rolls as this involves some painful decision making.
- John Barnard: Many schools have ‘managed’ falling
rolls by not replacing staff - as they have left, for example. There are
some schools that have needed to make formal redundancies because of falling
rolls and this will continue if the current demographic projections hold
true.
^top
-
11. Exeter's unitary bid - latest update
from DCC
Since the decision rejecting the proposal for a new unitary authority
based on the narrow confines of Exeter City Council's boundaries, the
Government has asked the independent Boundary Committee to conduct a
thorough review of local government arrangements throughout Devon and make
recommendations. The terms of reference for the review were announced in
early February. The Committee is a statutory
committee of the Electoral Commission and is responsible for reviewing the
structure, boundaries and electoral arrangements of local government in
England. Phil Norrey, the Chief Executive of Devon County Council, has made
a detailed commentary on the background to this which will be placed on the
web pages as indicated below.
- Peter Doyle ( Head of Corporate Communications DCC
): The Boundary Committee of England has confirmed that it will be carrying
out a review of local government in Devon. Max Caller, Chair of the Boundary
Committee, said the Committee would be visiting Devon to discuss the review
process and likely timescales. Further details can be found both at the
Boundary Committee's news centre:
-
www.boundarycommittee.org.uk/news-centre/newslgr.cfm/news/696
and at
-
www.boundarycommittee.org.uk/our-work/structuralreviews.cfm
- The leader of DCC, Brian Greenslade, has
commented: "Devon County Council welcomes this healthy opportunity to take
part in an independent and serious public policy review. We look forward to
the chance to work with the Boundary Committee and stakeholders to ensure
that any future local government structure proposed for Devon is well
thought through, financially viable and produces real benefits for public
services and taxpayers. The County Council will certainly want to consult
widely with stakeholders and the communities we all serve and we will
continue to keep you informed of developments as the process unfolds."
- DCC will publish its own web pages shortly where
it will put the latest information about the review including links to the
Boundary Committee's website, any commentary from DCC and an online facility
for anyone who wants to contribute their thoughts and views about the future
structure of Devon.
^top
-
12. Other issues
a) ‘Succession Breeds Success’ is a new publication from the
National Coordinators of Governor Services which has been sent to schools.
It gives practical advice on developing new governors, helping them to take
on responsibilities and ultimately preparing governors to take on areas of
leadership within the governing body.
- Governor comment
- Governors who had seen the publication commented that the SBS
document lays out the issues very well
- Many governors also praised both the Effective Governing Body folder
and the Finding and Keeping Effective School Governors booklet and CD …
though a substantial minority were unaware of the existence of these vital
publications for governors
b) School Profile - updates
There have been some changes to the way schools can update their school
profile. The profile is no longer a locked document and school / governors
can update it at any time they wish. Schools will be alerted by e-mail when
the validated statistical data for the academic year ending in July has been
posted on their profile. Schools can enter their own unvalidated results in
the interim if they wish. Contact the National Support Line with any further
queries at:
school.profile@dcsf.gsi.gov.uk To complete the profile you
need to use the correct login at
schoolprofile.teachernet.gov.uk . Profiles can be
accessed at schoolsfinder.direct.gov.uk
c) SATs and League Tables
NGA sought governor comments on the value of SATs and league tables.
- Governor comment
- Assessment should definitely be kept in some form but it would be
better to have a ‘ roll-over average ‘ of, say, 5 years and yardsticks
reflecting the wider curriculum should also be used
- The majority of governors across the meetings were in favour of
getting rid of league tables, though some were unsure
- This is not a black and white issue - the problem lies more with how
to interpret league tables. Although value-added information is now
presented the general public does not seem to understand this
- Most criticism was made against the use made of the information by
the media, reducing complex statistics to simplistic popularity charts that
indicate mainly where schools are situated rather then what they achieve.
d) NGA membership
Although all GBs affiliated to DAG are basic members of NGA, individual
GBs are encouraged to consider taking out full standard NGA membership in
order to enjoy all the benefits of the organisation such as
- Copies of the NGA magazine delivered to the home address of three
members of your governing body and one to the school. The NGA magazine will
be produced six times a year from April 2008 ( with additional copies
delivered to the school address for other members of the governing body if
requested )
- Members’ log-in access to the members’ area of the NGA website. The
members* area will include back-copies of the NGA magazine and the full text
of other NGA publications.
- Discounts off other NGA publications such as ‘Welcome to Governance’.
- Three free places at NGA conferences
The brand new NGA magazine, in full colour, to be launched in April will
have 32 pages of information, guidance and comment. As part of the reformed
NGA membership package ( see above ) the magazine will be sent direct to
members’ homes, cutting distribution costs considerably, and also saving on
paper and wastage.
DAG has negotiated an initial reduction in the standard membership fee
of £50 for the current year only.
e) Successor to PROMIS
The Strategic Planning Group, in conjunction with NPS (South West) Ltd,
have produced a draft copy of the proposed replacement maintenance buy back
scheme called The Devon Maintenance Partnership (DMP) See: www.devon.gov.uk/sc-feb0748027.pdf
f) Teaching Awards
March 1st was the deadline for this year’s nominations.
However, do not panic at the thought of missing this year’s deadline - just
start to think about next year!! You can find all the information you will
need about this wonderful process at
www.teachingawards.com/nominations/ . Making a
nomination is a unique opportunity to give teachers, teaching assistants,
governors and schools the recognition they deserve. Nominating is a quick
and easy process which only takes a few minutes. If you have any queries
about making a nomination call 020 7776 2340 or e-mail nominations@teachingawards.com
g) Training:
The spring term edition of the Devon Governor (sent out to clerks on 26th
February) contains summer 2008 training dates on the centre pages.
- Governor comment
- Governors were encouraged to claim their mileage rate for attendance
at training and many felt that the rate should be increased. Colleen Arnold
( a Torbay governor and Vice-Chair of NGA ) will raise this as a nationwide
issue with NGA. Devon is one of the few authorities that offers governors
travel expenses
- Governors were also encouraged to go back to their schools and
consider their own expenses policies
h) Toxic Childhood – Sue Palmer
Visit her website at www.suepalmer.co.uk:80/toxic.php Her book is a ‘must
read’ recommendation to all governors from IG.
-
^top
-
- Ivan Godfrey 10.03.08
-