Maiden Erlegh Trust - Governance and Scheme of Delegation. Updated September 2017

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1 Maiden Erlegh Trust - Governance and Scheme of Delegation Updated September 2017 Company number Background Maiden Erlegh Trust was formed in October It was formed from Maiden Erlegh Academy Trust, a single academy Trust with responsibility for Maiden Erlegh School (Earley). The Trust was approached by the local Member of Parliament to apply to the Department for Education (DfE) to open a new school in East Reading, with the same vison and ethos as its current school. The school opened to 180 Year 7 students in September In September 2014 we became a DfE approved sponsor. Trust schools Maiden Erlegh School, Earley NOR 1775, including 390 post-16 Maiden Erlegh School in Reading NOR 540, in years 7, 8 and 9. (This school will reach capacity of 900 in September 2019) Great Hollands Primary School NOR 422, years R-6, plus 52 part time nursery places Contents Structure of the Trust and Governance Page 2 Roles and responsibilities Page 3 Accountability Annex 1: Terms of reference of Trust Page 7 Annex 2: Terms of reference of the LABs Page 10 Annex 3: Terms of Reference of Local Transition s Page 14 Annex 4: Scheme of delegation Page 18 Annex 5: Code of Conduct Page 28 Page 1 of 32

2 Structure of the Trust and Governance Strong governance puts the interests of pupils/students before adults and, at board level and above issues of control and school identity must be put aside to consider objectively how governance can benefit all children and young people across the Trust s current and future schools. The Trust has therefore chosen a hub approach as it grows, whereby groups of schools will unite under the leadership of a single board. Hubs can be led by schools which are graded good or outstanding and have the capacity to take on the functions of lead school. Where schools are not yet at least good they will be supported or sponsored by another Trust school until they secure at least a good rating. MEMBERS 3-5 People 3 meetings / year MAIDEN ERLEGH TRUST BOARD OF TRUSTEES Minimum 3 people 7 meetings / year Chair of of Trustees 1 x Chair of LAB Executive Headteacher Finance & Operations Director Co-opted Trustees FINANCE, AUDIT & RISK COMMITTEE 5-7 People 4 meetings / year Chair of of Trustees Finance & Operations Director Executive Headteacher Co-opted Trustee APPRAISAL COMMITTEE 4-6 People 1 meeting a year READING HUB BRACKNELL HUB LOCATION HUB MAIDEN ERLEGH SCHOOL EARLEY LAB 8-10 People 5 meetings / year Chair of LAB Headteacher 2 x parents 1 x staff Co-opted LAB members GREAT HOLLANDS PRIMARY SCHOOL LAB 8-10 People 5 meetings / year Chair of of LAB Headteacher 2 x parents 1 x staff Co-opted LAB members MAIDEN ERLEGH SCHOOL READING LAB 8-10 People 5 meetings / year Chair of LAB Headteacher 2 x parents 1 x staff Co-opted LAB members Page 2 of 32

3 Roles and responsibilities Roles and responsibilities and lines of accountability are set out in the Scheme of Delegation ( Annex 3). This is reviewed annually by the Trust and allows academies that require improvement/support to receive a more intensive focus by the Trust. Intervention, both through governance and leadership and management will be in inverse proportion to success. Members Currently Maiden Erlegh Trust has three founding Members but will move to appoint up to five Members by 2020 to support the increased accountability of the growth strategy. Eligibility to be a Member is set out in the Trust s Articles of Association. Members are signatories to the articles of association which includes definition of the Trusts charitable object and governance structure (where they are founding Members). They also have a range of other responsibilities including the entitlement to: appoint new Members or remove existing Members other than, where there is one, the foundation/sponsor body and any Members it has appointed; appoint Trustees as set out in the trust s articles of association, and have power under the Companies Act to remove any or all serving Trustees; have power to change the name of the charitable company and ultimately, wind up the academy Trust. Trustees Accountability rests with the Trustees of the Trust. They will discharge their legal responsibilities through the governance structures described and in accordance with their Terms of Reference, as detailed in Annex 1. They have strategic oversight of the Trust, they ensure compliance with regulation, set the Trust s vision and policies and they are ultimately responsible for the performance of the Trust. The Trustees have overall responsibility and are the ultimate decision making authority for all the work of the Trust, including the establishing and running of schools. The Trustees will manage their responsibilities through committees as shown on the governance structure on page 2. There are currently 8 Trustees including the Executive Headteacher and the Director of Finance and Operations. The Trustees have been chosen for their ability to maintain a strategic overview and bring a range of prior experience of running or managing teams or organisations. The Trust intends to expand the of Trustees to 10 by the end of 2018 and for the group to include at least one primary phase specialist. A central management team and central services structure will grow as the Trust grows: its purpose is to support the Executives of the Trust and the day to day running of the Trust. The terms of reference of the of Trustees can be found in Annex 1. The role of the Trustees is to focus strongly on the three core functions of governance: 1. Ensuring clarity of vision, ethos and strategic direction 2. Holding executive leaders to account for the educational performance of the organisation and its students, and the performance management of staff 3. Overseeing the financial performance of the organisation and making sure its money is well spent. Trustees must ensure compliance with the Trust s charitable objects and with company and charity law. The board of Trustees signs off the annual accounts and is responsible for adherence to the Trust s funding agreement and all supplemental funding agreements with the Secretary of State. It is the Trustees who are therefore responsible for the trust s accountability to Parliament and to the Secretary of State as the Principal Regulator of academies as exempt charities. Page 3 of 32

4 Trustees will monitor progress towards the Trust Strategic Plan and the Trust Budget plan as well as the Risk Register. They will also ensure that all Trust Policies are up to date and fit for purpose. They will hold the Executive Headteacher to account for the quality of leadership and management in the different Academies and for progress towards each Academy School Improvement Plan. Trustees are entitled to attend any Local Advisory meeting. Finance, Audit & Sites Trust committee At Trust level there is a group which meets regularly to scrutinise the progress against the budget plan and the risk register but also compliance in terms of health and safety and other operational statutory areas. The Chair of this group will present findings to the main Trust meetings. Trust Scrutiny Leads Trust Scrutiny Leads (TSLs) take responsibility for reviewing the provision across all schools in two key areas of work. They liaise with LAB Chairs and the relevant Trust executive leads prior to each end of term full Trust meeting to ensure they can report on the overall quality of provision across the Trust. There will be TSLs for: 1. Safeguarding/Equalities/SEND 2. Standards and in-trust variation Local Advisory s (LABs) Each Academy will have a LAB consisting of 8-10 LAB members as detailed on the Governance structure diagram above. The terms of reference of the LAB are detailed in Annex 2. Each LAB is accountable to the Trust and LABs are represented through nominated Chairs of the LABs. Going forwards, there will always be at least one Chair of a LAB from each Hub on the of Trustees and they will be responsible for ensuring good communication between the LABs and the Trustees and vice versa. He/she will be responsible for ensuring they represent the views of the local Chairs to the Trust and offer support and guidance as appropriate. It will also enable the Trust to support the local accountability and look at ways it can help the LABs to be more effective. Each LAB has a series of champions for key areas of the Academy s work: 1. Safeguarding/Equalities/SEND 2. Standards 3. Groups 4. Budget 5. Health & Safety and sites/facilities 6. Admissions 7. SIP area 1 8. SIP area 2- if required 9. Community Liaison* Each Academy may allocate, on a time limited basis, other areas to support their improvement. LAB Champions meet with key school leaders in their respective Academy prior to each LAB meeting. They scrutinise the SEF, progress towards SIP success criteria, stakeholder voice and review any pertinent events, achievements or complaints relevant to their area. They report back to the LAB ensuring significant issues or decisions are taken up at the relevant meeting. Pro formas are available for completion by LAB champions. *See below re Community Liaison Governor LAB Accountability and membership Membership of each LAB includes 2 parents (elected by parents) and 1 staff member (elected by staff). This will ensure that the 2 main stakeholder groups are well represented. In addition the students, through their student council will have the opportunity to feed into the LAB meetings. Other members of the LAB are co-opted by the Trust, chosen for their ability to represent the local community, and act as a critical Page 4 of 32

5 friend, offering challenge and support to the Headteacher and leadership team. We will ensure local representation by carefully matching LAB members of each Academy to the local community it serves. In order to maintain and develop our extremely positive links with each community and to hold true to our motto of: schools for the community, schools as a community each LAB will nominate a Community Liaison who will represent the school on appropriate local community groups and also be a point of contact for the community. Recruitment and training of Trustees and LAB members The Trust will oversee the leadership and management of each Local Advisory and charge its Executive Director and the Chairs of each Local Advisory with monitoring the conduct of Local Advisory s. All trustees and LAB members are required to undertake a DBS check and sign the Maiden Erlegh Trust Code of Conduct- see Appendix 5. The role of the non-executive director is to establish the trust's strategic vision, values and ethos and to model the behaviours expected of all their staff. They will put the wellbeing and highest quality education of children first. They will monitor, challenge and support the executive team, understanding the challenges and pressures on schools and helping leaders navigate these issues with sensitivity, optimism and ambition. They will act with integrity and honesty in all their dealings with the schools. The Trustees give careful consideration to the Charity Commission s general guidance on public benefit and believes it conducts the Academy s business in accordance with the highest standards of integrity, probity and openness. The Trust understands and abides by the Nolan Principles-The 7 Principles of Public Life Trustees and LAB members are appointed for an initial period of 4 years. Normally they would serve no more than 3 periods of 4 years. The Trust is aware of the need for succession planning and looks for potential future trustees and LAB members within the local communities and provides development opportunities within each LAB and the Trust. Regular skills audits are carried out across the Trust board and all LABs. Trustee and LAB Training Mandatory Core Training Trustees Core Training LAB Trust face to face Training (3 times/year) Annual half day training and networking day Keeping Children Safe in Education Prevent / Chanel Training Equalities Training Self-Review 21 Questions for Multi-Academy Trust s Keeping Children Safe in Education Prevent Training Equalities Training Self-Review 20 Key Questions for Governing s Mandatory sessions will include: Ofsted ready training Understanding school performance data SEF and SIP awareness Safeguarding updates Health & Safety updates Providing challenge and support Working with stakeholders Opportunity for whole Trust training, networking and workshops with outside speakers. Page 5 of 32

6 Optional depending on role and experience Online Training Through National Governors Association (NGA) Information & Guidance Other face to face training Succession Planning Programme Through National Governors Association (NGA) Executive Headteacher Director of Finance & Operations Company Secretary One-to-one sessions with senior leaders One-to-one sessions with governors in other Trust schools Courses/conferences where appropriate Open invitation to any in-school training session Shadowing Chair of LAB or Chair or Trustees Shadowing of Executive Headteacher Shadowing of Director of Finance & Operations Attending Trustee or Member meetings as observers Visits to other Academies/MATs Page 6 of 32

7 ANNEX 1: TERMS OF REFERENCE FOR THE TRUST BOARD PURPOSE The Trustees of the Trust have overall responsibility and ultimate decision making authority for all the work of the Trust, including the establishing and running of academies. The Trustees fulfil their responsibilities through strategic planning and by the setting of policy and standards as well as taking responsibility for the oversight and management of risk. The Trustees have the power to direct change where required. The day to day management and responsibility for the running of the Academies in the MAT has been delegated to an Executive Director. They in turn may delegate management responsibilities to Academy headteachers depending on experience and performance. The Executive Director is supported by both a Central Management Team (led by the Director of Finance & Operations) and leadership teams in each of the Academies, including the Headteachers appointed to each of the Academies. The Trustees will be further supported by Local Advisory s, the Finance, Audit & Sites Committee, the Appraisal committee and the Trust Scrutiny Leads. The role of the Non-Executive Director is to establish the Trust's strategic vision, values and ethos and to model the behaviours expected of all their staff. They will put the wellbeing and highest quality education of children first. They will monitor, challenge and support the executive team, understanding the challenges and pressures on schools and helping leaders navigate these issues with sensitivity, optimism and ambition. They will act with integrity and honesty in all their dealings with the schools. The Trust shall meet at least 6 times a year. KEY AREAS OF RESPONSIBILITY AND REVIEW Trust Strategic Plan Trust Budget Plan Risk Register Central Management Team Strategy Transition and Sponsored School Improvement Plans Appraisal Procedure and Impact Statutory & Trust Policies Teaching School Plan Admissions across the Trust Website Compliance TRUST SCRUTINY LEADS TSL Standards and in- Trust variation Areas for Scrutiny Report to of Trustees termly on the performance of all schools in respect of: SIP progress (Student Outcomes) Attainment and progress of students across the Trust Quality of Teaching, Learning and Assessment Setting of targets and educational KPI s Development of staff Reviewing Self-evaluation forms and School Improvement Plans Quality of Leadership and Management (LAB effectiveness) Review relevant policies eg: Reporting and Assessment Pupil Premium Strategy and Impact Report Page 7 of 32

8 Safeguarding/Equal ities/send Report to of Trustees termly on the quality of: Effectiveness of Behaviour Policy Attendance and persistent absence Safeguarding Effectiveness of Anti-bullying Policy Effectiveness of Equality Policy Pastoral provision internal and impact of outside agencies Review relevant policies eg: Behaviour and Attendance Anti-bullying Safeguarding Annual Safeguarding Report SEND Information Report Equalities Policy and Access Plan MEMBERSHIP The composition and powers of the Trust are (subject to charity and company law) determined by the Articles of Association and in any conflict between these Terms of Reference and the Articles, the Articles shall prevail. members must be able to demonstrate an understanding of the ethos and values of the Trust and a commitment to fulfilling the Trust s mission and objectives for the Academy, drawing on specialist skills where required. REVIEW In accordance with best practice, the Trust will carry out a regular review of the skills and experience available on the Trust and will seek to develop additional capacity and skills where required. Except in relation to posts held in an ex officio capacity and otherwise only in exceptional circumstances, Trustees will not seek reappointment beyond the usual 3 terms of office, a standard term of office being 4 years. RESPONSIBILITY / DELEGATED AUTHORITY Ethos and vision Provide a clear educational vision, ethos and direction for the Trust which promotes learning and the moral, social and cultural development of pupils. Formulate policies and practices, which reinforce the Trust s overall vision and aims as well as recognise the uniqueness of the Academies and the contribution each makes to the Trust and to the communities served by the Academies. Leadership and External Partnerships Promote collaboration within the Trust and externally, identifying and supporting the development of strategic partnerships where appropriate that support the vision of the Trust. Provide challenge and support to the Trust s executive team (headed by the Chief Executive Officer), agreeing responsibilities and appointing individuals as appropriate. Consider strategic threats and opportunities in relation to the Academies and assessing the impact on premises, curriculum, resources and admissions. No expansion or contraction of any Academy will be permitted without the Trust s consent. Be responsible for the long term strategy of the Trust and each Academy, ensuring the Trust s strategic plan is robust, accountable and promotes outstanding teaching and learning. Page 8 of 32

9 Intervene in the management of an Academy where necessary. Finance and Risk Management Ensure that at all times any funds held by the Trust are safeguarded, recognising the duties on them as trustees of charitable assets and as recipients of public money. Monitor, review and where appropriate approve of the budget of the Trust, including budgets set aside for central and shared costs as well as budgets delegated to individual Academies, noting the significance of reserves and contingencies. Establish and oversee appropriate processes for the identification and management of financial and other risks within the Academies and in respect of the Trust more widely. Curriculum and Standards Agree the priorities and standards to be met in all Academies. Staff Develop and adopt a set of HR policies and contracts to be used by all Academies ensuring consistencies and having regard to all legal responsibilities and the equality duty, consulting as necessary. Appoint the Chief Executive Officer and any Principal/Headteacher of the Academies and manage and support their performance. Evaluate the standards of teaching and learning in each of the Academies, ensuring that proper standards of professional performance are established and maintained. Formulate, implement and keep under review a policy for disciplinary and grievance procedures relating to staff performance, advising the Chief Executive Officer on the implementation of the same. Premises Develop a strategic plan for the management and maintenance of the physical resources available to the Academies, disposals and acquisitions will be decisions of the Trust. Where appropriate raise funds, considering and approving of grant applications put forward by the Chief Executive Officer as appropriate. Delegation The Trust may delegate any powers and responsibilities to an executive officer (including the Chief Executive Officer) or to a management team led by the Chief Executive Officer or to the Principals/Headteachers of the Academies. The Trust may establish committees to undertake aspects of the organisation, including any Advisory for one or more of the Academies if and when this is felt appropriate or advisable. Page 9 of 32

10 ANNEX 2: TERMS OF REFERENCE FOR LOCAL ADVISORY BOARDS PURPOSE Each Academy is accountable to and must serve its community. All children deserve and should expect to receive a high standard of education and to have the best experience of school life possible. The Local Advisory has an important community facing role, ensuring the Academy meets the needs of its community and the students attending the Academy. The Local Advisory Body represents the community and is responsible for all engagement with parents and the wider community. Each Local Advisory will assist in the development of policy, advising on standards and target setting as well as daily life within the Academy. The Local Advisory shall meet at least 4 times a year. KEY AREAS OF RESPONSIBILITY AND REVIEW School Improvement Plan School Budget Plan Pupil Premium Grant Strategy and Impact plus Year 7 Catch Up Implementation of Trust policies Development of Implementation of Academy Policies/guidance documents Trust Policy Development of Implementation of SEND offer Value for Money MEMBERSHIP The role of those serving on the Local Advisory Body is an important one, fulfilling the Trust s mission and providing feedback to the Directors/Trustees. Members of the Local Advisory will serve as ambassadors of the Academy and the Trust and must be able to demonstrate an understanding of the ethos and values of the Trust and a commitment to fulfilling the Trust s mission and objectives for the Academy, drawing on specialist skills where required. Those serving on the Local Advisory Body must act in the best interest of the Academy and the Trust, whilst recognising that the Academy is part of a family of schools run by the Trust. Members of the Local Advisory Body are expected to use their skills and experience in supporting the Academy and having made a commitment must fulfil that responsibility to serve to the best of their abilities. LAB members are expected to: to work as a team; to prepare for and attend meetings, being ready to contribute to discussions and commit to agreed actions; to be respectful of the views of others and to be open to new ideas and thoughts; to treat all confidential information confidentially; to understand the policies and procedures of the Trust and how these are flowed down to the Academy; to support the Trust in public and act as an ambassador of the Trust and the Academy; to commit to training and skills development to be ready to ask questions; to be focussed on problem solving and be ready to learn from past experiences. Specific skills may be needed if a member of the Local Advisory Body is to take responsibility for and lead on a specific area as part of a working party or when invited to serve on any of the Trustee committees looking at finances, audit and risk management, premises, resources, standards and continuous school improvement across the Trust. A regular skills audit will be undertaken and those serving on the Local Advisory should expect to be able to articulate their contribution to the success of the Academy. Page 10 of 32

11 It is intended that the members of the Local Advisory will be drawn from the community and will represent those employed within the Academy, parents of students attending the Academy, organisations who provide support or work in partnership with the Academy and the wider community. Whilst there is no limit on the size of the Local Advisory with the number being determined by the itself, the expectation is that it will comprise of 8-10 persons with at least 2 members being elected from amongst the parents of students attending the Academy and 1 member being elected from the staff body. The Headteacher of the Academy will serve on the Local Advisory in an ex officio capacity. The chair of each LAB will be elected by the of Trustees. The Local Advisory will comply with any guidance issued from time to time by the Trust as to the composition of the, the carrying out of elections and any other matter affecting the functioning of the Local Advisory, including the removal of members of the LAB. Minutes of LAB meetings will be circulated to all members of the Academy LAB and the Trust and members. Approved minutes will be available to the general public. REVIEW In accordance with best practice, the Local Advisory will carry out a regular review of the skills and experience available on the and will seek to develop additional capacity and skills where required. Except in relation to posts held in an ex officio capacity and otherwise only in exceptional circumstances, members of the Local Advisory will not seek reappointment or re-election beyond the usual 3 terms of office, a standard term of office being 4 years. LAB Delegated Authority The Trust reserves the right to review the delegated authority of each academy where it considers that the academy is not performing as expected, or where the Trust perceives there is a higher risk in maintaining these levels of delegation. A new Academy joining the Trust may also have lower levels of delegated authority if the Trust considers this is necessary to mitigate a risk. Levels of delegated authority for each Academy will be reviewed annually. Ethos and vision Support the Trust in developing a clear educational vision, ethos and direction for the Academy within the context of the vision for the Trust as a whole, recognising the uniqueness of the Academy and the contribution it makes to the Trust and to the community served by the Academy and assisting in the fulfilment and communication of that vision. Promote the Academy and the Trust within the community, members of the acting as ambassadors for the Academy and the Trust, being ready to respond to challenges and acting with honesty and integrity in the best interests of the Trust, the Academy and its pupils. Community Engagement and External Partnerships Act as liaison with the community, including any parent groups acting to support the Academy and any third party community organisations with whom the Academy works in partnership. This may include any foundation bodies, trustees, charitable or community trusts established to support the Academy, and the local authority. The Local Advisory will lead on any community consultation, formal or otherwise, acknowledging any guidance issued by the Trust. Actively develop partnerships with organisations who will support the Academy and with whom the Academy can collaborate, to improve teaching and learning and enrich school life including other Academies within the Trust and other local schools Consider the strategic impact that the Academy has on its community, looking also at any strategic threats and opportunities in respect of the Academy and working with and supporting the Trust in taking any necessary action. No expansion or contraction of any Academy will be permitted without the Trust s consent. Promote pupil welfare and ensure there are systems within the Academy to support pupils and their families, providing an extra resource to the Academy s leadership team. Page 11 of 32

12 Advice the Trust on the Academy s admissions policy within the constraints of the Admissions Code, ensuring there are systems in place for the hearing of any appeal against an admission refusal and establishing a panel to determine any exclusions and appeals against exclusion. Financial Controls Support and advise the Academy s leadership team and the Trust in assessing the overall suitability of the budget set for the Academy, contributing to any strategic discussion regarding capital expenditure, central costs, reserves and contingencies, shared resources with other Academies within the Trust and threats to income, recognising that at all times any funds held by the Trust in respect of the Academy are safeguarded. Respect the budget set by the Trust and provide support to the Academy s senior leadership team as to the priorities for expenditure, recognising the importance of ensuring the Academy works within its budget. Provide an additional forum for the management of risk and the monitoring of the effectiveness of any expenditure in respect of the Academy, including any centrally procured services, supporting the Academy s leadership team as appropriate. Curriculum and Standards Assist the Academy s leadership team in the development of the curriculum which meets the Academy s specific needs and has regard to: any nationally recognised curriculum priorities and initiatives the obligation to provide religious education, sex education and physical education special educational needs provision for the most able national testing and attainment targets any teaching objectives and priorities adopted by the Trust for all Academies, and budgetary limitations Advise the Trust on the impact in relation to premises, resources and staffing of changes to the curriculum, assisting the Academy s leadership team in securing additional resource where needed. Advise and report to the Executive Director and the Trust (as required) on the targets for relevant Key Stages in the Academy, supporting the leadership team in the Academy on action to be taken to address areas of weakness and to maximise attainment and pupil progress, analysing data and carrying out inspections as appropriate, and advising on the transition by pupils from one key stage to the next supporting the development of a personalised learning plan for each pupil. Share expertise and best practice with the other Academies in the Trust, contributing to the work undertaken by the Trust in relation to standards and school improvement and, if advised by the Trust, to either provide additional resource to any central standards committee established by the Trust or to establish a joint local committee with the other neighbouring Academies. Safeguarding The Local Advisory will appoint one of its members to be the safeguarding champion.. They will receive appropriate training and will meet regularly with the safeguarding lead of the school to ensure that the school is fulfilling its statutory requirements in terms of safeguarding, including the completion of an annual audit. They will also meet at least annually with the designated safeguarding trustee. Staff Support the Headteacher with regard to the implementation of any HR policies adopted by the Trust and advise the Trust Appraisal committee on the performance management of all teaching and non-teaching staff employed within the Academy, advising on the impact of any pay and performance policies and supporting any consultation to be carried out with either individual staff or collectively. Advise the Chief Executive and the Trust of any areas of weakness in the staffing provision and/or performance and where additional support and/or training is required, recognising the Trust s preference where possible for organising training and professional development support on a Trust-wide basis. Implement any written policy for staff disciplinary and grievance procedures put in place by the Trust and where appropriate advise on and support the Academy s leadership team on the implementation of the same. Undertake any disciplinary or grievance procedure for any member of staff (other than the Headteacher), assisting the Headteacher/Principal, reporting to the Chief Executive and noting any right of appeal to the Trust. Facilitate discussion with staff representative bodies, including the unions, at both Trust level and within the Academy. Delegation The Local Advisory may delegate any powers and responsibilities to an executive officer (including the Headteacher or other staff member), subject to formal reporting and oversight. The Local Advisory may establish or contribute to working parties established for a specific project or designed to encourage collaborative working. The Local Advisory will support and where necessary report to any committees established by the Trust. Page 12 of 32

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14 ANNEX 3: LOCAL TRANSITION BOARDS (LTBs) PURPOSE The Trust may choose to put in place a Local Transition to facilitate the establishment of an effective Local Advisory to whom delegated responsibility can be given. This may happen where: The governance of a school has been rated as Grade 3 or 4 by Ofsted There are issues of quality of membership or attendance There are issues of skillset during conversion (This list is not exhaustive) The Transition will ensure that the Strategic Plan for the Academy is being implemented and focus on five key areas of action: Student outcomes Teaching, Learning and Assessment Personal Development, Behaviour and Wellbeing Leadership & governance Facilities & resources and finance LTBs report to the Maiden Erlegh Trust and recommend further action/intervention as necessary. LTB s are a temporary situation, designed to support the conversion of the School and its rapid turnaround as it joins the Trust. A review of the LTB will take place at least annually MEMBERSHIP Members of the Transition can be drawn from the Trust and LABs from existing Maiden Erlegh Trust Schools. Where possible the will include at least one member from the Academy s local community. LTB Members are all appointed by Maiden Erlegh Trust to provide support and challenge to leaders and staff in the school and to building/maintaining strong existing links with the community. They must: 1. Have the capacity and skills to work intensively and strategically with the Academy and the appointed School Improvement Link officer. 2. Demonstrate an understanding of and commitment to the ethos and values of Maiden Erlegh Trust Whilst there is no limit on the numbers expected to serve on an LTB, typically there will be between 3 and 8. DURATION AND WAYS OF WORKING LTBs are not intended to be in place long-term. The initial period for the LTB to remain in place will be determined by the Chair of the Trust and reviewed as necessary. Any initial period will not be greater than 12 months. LTBs meet at least 5 times a year, more if necessary. Page 14 of 32

15 LTB DELEGATED AUTHORITY Responsibility / Delegated Authority Ethos and vision Support the actions of the Trust in developing and sustaining a clear educational vision, ethos and direction for the Trust and the School, which promotes learning and the moral, social and cultural development of pupils. Assist with the communication of the Trust s vision within the School s community, reinforcing the School s identity as a school within the family of schools run by the Trust. Establish systems and procedures in the School which recognise and prioritise collaborative working within the Trust where possible. Support the Trust in the formulation of policies and practices which reinforce the Trust s overall vision and aims as well as recognise the uniqueness of the School and the contribution it makes to the Trust and to the community. Compliance and Leadership Take the lead in the development of a strategic plan for the School which is consistent with the Trust s overall strategic objectives and identifies appropriate priorities for the School, targets for improvement and specific actions to be taken. Advise and report to the Executive Headteacher on the implementation of the strategic plan, identifying any financial, educational and organisational threats and weaknesses as well as opportunities for growth and improvement. Support both the Executive Headteacher and the Trust, as well as the leadership team within the School, ensuring that there is sufficient challenge and feedback so that continuous improvements can be made and preparing the leadership team for the transition to full delegated responsibility. Promote the establishment in due course of a Local Advisory (LAB) for the School, carrying out a skills and capacity audit of any existing governors. Encourage and facilitate the coming forward of individuals who can serve on the LAB, supporting the training of governors and leaders as appropriate and ensuring there is sufficient diversity of skills, appropriate experience and capacity to provide meaningful support to the Trust and the School s leadership team. Have regard to the public sector equality duty in the performance of any duty. Act in accordance with the terms of the Trust s Master and Supplemental Funding Agreements, the Trust s Articles of Association and the current ESFA School Financial Handbook in the performance of any duty. Page 15 of 32

16 Responsibility / Delegated Authority Ensure that at all times the School is meeting any legal requirements and duties. Finance and Risk Management Ensure that at all times any funds delegated to the School or otherwise held on behalf of the School are safeguarded, having regard to the duty of the Trust Directors as trustees of charitable assets and as recipients of public money. Monitor, review and control the budget, expenditure and income of the School, acknowledging any amounts to be set aside for central costs and reserves, contributing to any discussions initiated either by the Trust or the Executive Headteacher in relation to the budget of the School and the appropriate use of all funds available to the School. Support and introduce the systems of financial and risk reporting in respect of the School to the Executive Headteacher and the Trust, reporting as required (including to any internal audit committee or to the external auditors) highlighting any specific risks which might jeopardise the fulfilment of the strategic plan for the School. Implement any Trust policy for the approval and signing of contracts, ensuring all contracts to be entered into by the School are appropriate, have been authorised (or are within delegated authority) and do not expose either the Trust or the School to undue risk. Curriculum and Standards Advise the Executive Headteacher and the Trust on the development of a curriculum which meets the School s specific needs and has regard to: any nationally recognised curriculum priorities and initiatives the obligation to provide religious education, sex education and physical education special educational needs national testing and attainment targets, and any teaching objectives and priorities adopted by the Trust for all Academies. Advise and report to the Executive Headteacher and the Trust on the targets for relevant Key Stages in the School, supporting the leadership team in the School on action to be taken to maximise attainment and pupil progress and advising on the transition by pupils from one key stage to the next supporting the development of a personalised learning plan for each pupil. Page 16 of 32

17 Responsibility / Delegated Authority Carry out regular reviews of the standards of teaching and learning in the School and agree with the leadership team specific actions to be taken to address areas of weakness, facilitating the sharing of best practice and the development of a training programme for staff which draws on the strengths of the School and secures additional resources which meet needs. Pupil Behaviour and Attendance Implement and formulate local arrangements of the Trust pupil behaviour policy in accordance with guidance produced by the Department for Education and as advised by the Executive Headteacher. Staff Recruitment In conjunction with the Executive Headteacher and the Trust (but having regard to the advice of the School s leadership team), develop a staffing structure for the School, identifying the number of staff required to be employed at the School, the levels of the posts and the role responsibilities of all staff employed and supporting, where appropriate, the sharing of resources between the Academies. Ensure the implementation of the HR policies adopted by the Trust. Having regard to any advice of the Executive Headteacher and the Trust, appoint all staff to work in the School, establishing an appointments committee in respect of the appointment of any key leadership appointments as advised by the Executive Headteacher. Staff Appraisal and Performance Management Evaluate the standards of teaching and learning in the School and ensure that proper standards of professional performance are established and maintained. Implement any pay policy and performance management policy for all teaching and support staff employed at the School put in place by the Trust, ensuring all affected staff of the School are kept informed and consulted if necessary. Implement any written policy for the appraisal of all teaching and non-teaching staff who work in the School put in place by the Trust, having regard to the objectives of the School s strategic plan and ensuring all staff of the School are kept informed and consulted if necessary. Carry out the performance management and appraisal of the Principal/Headteacher, any deputies and other key leadership appointments in the School, supporting the School s leadership team in the performance management of all other staff, advising the Chief Executive Officer of any areas of weakness or where additional support and/or training is required. Advise the Chief Executive Officer on an appropriate programme for the training and professional development of all staff in the School, supporting and working with any Trust programme for the development of Principals/Headteachers and other key leadership appointments. Page 17 of 32

18 Responsibility / Delegated Authority Implement any written policy for staff disciplinary and grievance procedures put in place by the Trust and where appropriate advise on and support the School s leadership team on the implementation of the same. Undertake any disciplinary or grievance procedure for the Headteacher and other members of the School s leadership team, reporting to the Executive Headteacher and noting any right of appeal to the Trust. Facilitate discussion with staff representative bodies, including the unions, at both Trust level and within the School. Premises And Resources Implement and keep under review the policy for health and safety at the School, having regard to any advice issued by the Executive Headteacher from time to time. Provide such advice and information as may be required to enable the Trust to take out and review the level of insurance cover for the School and at the request of the Trust undertake appropriate and regular risk assessments. Advise and report to the Executive Headteacher and the Trust on any estate management strategy for the premises and facilities used by the School, identifying any planned maintenance and any need for substantial works to meet the strategic aims of the School, including considering the availability of funding or the need to secure funding. No significant capital works will be undertaken or commissioned by the Transition without the express written consent of the Executive Headteacher Ensure any works to the premises are carried out by appropriately qualified workmen, notifying the Trust s insurers as appropriate. Ensure any use of premises or facilities for community or income generating purposes are carried out in compliance with any policy issued by the Trust in relation to such matters and keeping a separate account of any income received so that this can be identified separately in the School s accounts. Delegation The Transition may delegate any powers and responsibilities to the Headteacher of the School, subject to any requirements of the Trust. The Transition will ensure the gradual transfer of responsibility to the Headteacher, the leadership team and the full Local Advisory is done sensitively to help successfully deliver the School s long term strategic plan. Page 18 of 32

19 ANNEX 4: SCHEME OF DELEGATION for 2017/18 Scheme of Delegation for 2017/18 This Scheme of Delegation should be read in conjunction with the Terms of Reference for the relevant body or individual. While the Scheme is designed to be comprehensive it will not cover every task. It should also be noted that not every task requires all levels of delegated power to be defined: Key Action/approval to be undertaken at this level Advise Provide advice and support, propose or recommend to those accountable for decision making. < > Direction of advice and support Area Decision Delegation Members Trust CEO/ Executive Head Teacher Finance, Audit, Site Appraisal Local Advisory (LAB) Head Teacher in Academy 1 Governance frameworks 1.1 Members: appoint/remove 1.2 Foundation directors/trustees: appoint/remove 1.3 Trustees: appoint/remove 1.4 Chair of Trust : appoint/remove 1.5 Vice Chair of Trust : appoint/remove 1.6 Appoint Advisers 1.7 Appoint (and remove) non-elected LAB members 1.8 Appoint (and remove) committee members 1.9 F&A committee chair: appointed/removed by Trust < Advise Page 19 of 32

20 Area Decision Delegation Members Trust CEO/ Executive Headteac her Finance, Audit, Site Appraisal Local Advisory (LAB) Head Teacher in Academy 1.10 LAB & committee chairs: appoint 1.11 LAB chairs: remove 1.12 Clerk to board: appoint and remove 1.13 Clerk to LAB: appoint and remove 2 Governance systems and structures 2.1 Articles of association: agree and review < Advise < Advise 2.2 Governance structure (committees) for the trust: establish and review annually Page 20 of 32 < Advise 2.3 Approve Terms of Reference of Trust and committee 2.4 Terms of reference for LABs: agree and review annually 2.5 Approve Trust Scheme of Delegation < Advise 2.6 Skills audit: complete and review- arrange training and recruitment to fill gaps 2.7 Annual self- review of trust board and committee performance <Advise> < Advise 2.8 Annual self- review of LAB performance 2.9 Chair s performance: carry out 360 review periodically 2.10 Succession at Trust and LAB level: plan <Advise> < Advise 2.11 Approve new convertor or sponsored academies joining the MAT < Advise 2.12 Establish LAB champions 2.13 Establish Trust Scrutiny leads 2.14 Organise calendar of Trust and LAB meetings

21 Area Decision Delegation Members Trust CEO/ Executive Headteac her Finance, Audit, Site 2.15 Approve Trustee & governors expenses policy < Advise 2.16 Annual cycle of business for trust board: agree Appraisal 2.17 Annual cycle of business for committees: agree < Advise Local Advisory (LAB) 2.18 Annual cycle of business for LAB: agree <Advise Head Teacher in Academy 3 Reporting 3.1 Trust governance details on trust website: ensure <Advise 3.2 Academy governance details on academy websites: <Advise <Advise 3.3 Register of all interests, business, pecuniary for members/trustees/committee members/lab/budget holders: establish and publish annually 3.4 Annual report on performance of the trust: submit to members and publish 3.5 Annual report and accounts, signed statement on regularity, propriety and compliance, incorporating governance statement demonstrating value for money: submit <Advise <Advise <Advise <Advise <Advise <Advise <Advise <Advise 3.6 Termly report of committees, submit to trust 3.7 Annual report of work of LAB: submit to trust <Advise Page 21 of 32

22 Area Decision Delegation Members Trust CEO/ Executive Headteac her Finance, Audit, Site Appraisal Local Advisory (LAB) Head Teacher in Academy 4 Strategic 4.1 Determine trust wide policies which reflect the trust's ethos and values (see policy review schedule): 4.2 Determine school level guidance documents/ policies, annex of Trust policies showing local arrangements (see policy review schedule): approved by LAB, written and recommended by Head & SLT <Advise Advise> <Advise 4.3 Engagement with stakeholders 4.4 Trust's vision and strategy (strategic plan), agreeing key priorities and key performance indicators (KPIs) against which progress towards achieving the vision can be measured: approve <Advise 4.5 Academy s vision and strategy: approve <Advise <Advise <Advise 4.6 Chief executive officer: Appoint and dismiss 4.7 Academy Headteacher : Appoint and dismiss <Advise <Advise 4.8 Academy Head of School : Appoint and dismiss <Advise <Advise 4.9 MAT/School Improvement Partner: appoint <Advise 5 Trust & Academy Performance, Curriculum & Teaching 5.1 Monitor quality of teaching and learning across the Trust and agree strategies for improvement if required 5.2 Monitor within academy: academic performance, the quality of provision and the quality of care Page 22 of 32 <Advise <Advise

23 Area Decision Delegation Members Trust CEO/ Executive Headteac her 5.3 Set, agree and monitor student/pupil level targets across the Trust <Advise Finance, Audit, Site Appraisal Local Advisory (LAB) Head Teacher in Academy 5.4 Set, agree and monitor pupil level targets in the academy <Advise <Advise <Advise 5.5 Academy 1 Year school development plan (SDP) & SEF: approve and monitor 5.6 Approval of cross-mat curriculum policies, schemes of work and development. 5.7 Auditing and reporting arrangements for matters of compliance (eg safeguarding, H&S, employment): agree 5.8 Teaching School- agree strategic plans and review performance <Advise <Advise <Advise <Advise <Advise <Advise <Advise <Advise <Advise <Advise 6 Financial Governance & Management 6.1 Director of Finance: appoint <Advise <Advise 6.2 Trust's and academy s scheme of financial delegation & authorisation limits: establish and review Page 23 of 32 Advise> 6.3 External auditors' report: receive and respond Advise> 6.4 Trust & Academy Financial procedures (F&A to prepare and recommend) 6.5 Appoint Trust auditors <Advise 6.6 Trust 3 year Budget Plan (F&A to recommend) <Advise

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