NSP1: Induction for New Governors

Transcription

1 Sheet Primary School Making a difference for every child NSP1: Induction for New Governors Owning Committee: Full Governing Body Owning Governor: Training Liaison Governor Owning School Rep: Headteacher Date of Approval: September 2017 Date of next review: September 2019 AIM OF DOCUMENT: To provide new governors to Sheet Primary School with the necessary information to fulfil their new role. IN EVENT OF CONCERN/QUESTIONS: Contact the owning governor, contact details available through the school administrator. HOW DOES THIS DOCUMENT HELP THE CHILDREN? By giving governors clear guidance on their role, this will ensure that the governing body works effectively and efficiently for the school and its children. MONITORING PLAN FOR POLICY: The document will be reviewed and updated on an annual basis. For a new governor the mentor will be asked to submit a brief report in conjunction with the new governor as to the effectiveness of this policy and guidance so that any necessary changes can be made. REVISION HISTORY: Version Update details Date of approval V1 First full version Sept 2014 V2 Updates Sept 2017 Induction for Governors Updated Sept 2017 Page 1

2 Sheet Primary School Making a difference for every child Vision Children leaving Sheet Primary School are inquisitive, thrive on challenge and are optimistic learners. They have the confidence to adapt to the variety of situations life puts before them, and to establish positive and lasting relationships based on mutual respect wherever they are in the world. Mission Sheet Primary School aims to meet the individual needs of every child in order to instill enthusiasm and to provide a positive and memorable experience. Children engage with a contemporary curriculum that is inspiring, challenging and relevant for their future. They are given time to explore as independent learners and creative thinkers. Children are motivated and achieve well in all aspects of school life because those around them have high expectations. Every child is encouraged to respect and care for others throughout the school and within the local community, and to have an active role in preserving the environment within which they live. Induction for Governors Updated Sept 2017 Page 2

3 At Sheet Primary School, a governor s key task is to support the school in the journey towards achieving its vision. A governor s role is to guide, support and challenge the school by being a critical friend. The purpose of maintained school governing bodies is to conduct the school with a view to promoting high standards of educational achievement at the school. In all types of schools, governing bodies should have a strong focus on three core strategic functions: a. Ensuring clarity of vision, ethos and strategic direction; b. Holding the headteacher to account for the educational performance of the school and its pupils; and c. Overseeing the financial performance of the school and making sure its money is well spent. The above can only be delivered by working effectively as a team to plan, monitor and evaluate. According to Hampshire County Council Governor Services, governors should spend approximately two-thirds of their time supporting the school and onethird questioning / challenging. Every new governor to Sheet Primary School will be assigned an experienced mentor governor who will support and guide them through the first few months of governorship. According to the Education Act of 2002, The governing body shall conduct the school with a view to promoting high standards of educational achievement at the school. Good governance engages all stakeholders and makes accountability real, with a clear focus on the purpose and outcomes for the school. This involves: Setting out clearly defined functions and roles, Promoting values and demonstrating good governance through good practice, Developing the capacity and capability to be effective, and Taking informed transparent decisions and managing risk. The governing body has corporate responsibility within school. Authority rests with the whole governing body and collective responsibility should be taken for the outcomes. How individual governors vote is a confidential matter. The chair can act in an emergency on behalf of the governing body, but must inform the whole governing body at the earliest opportunity. Sheet Primary s governing body expects good practice in the behaviour of its members and in the staff it employs. Good practice in the behaviour of individual governors include: Attending regularly and being actively involved in decision making, Informing oneself and preparing for decision making, Making contacts with other organisations, and forging and maintaining links with the local and wider community outside of the school, and Engaging willingly and actively with all stakeholders and with the wider public within an agreed communication framework. Induction for Governors Updated Sept 2017 Page 3

4 Delegated Duties A governing body can delegate most of it functions to a committee, a governor or the headteacher. Sheet Primary has four committees that take on delegated powers in the areas of Curriculum, Resources, Performance Management of the Headteacher and Pay. Each governor sits on at least one of these committees. Ad hoc working parties are also occasionally set up to address other specific themes as and when necessary. In addition, many governors have other specific duties that focus them on defined functions. Governors will also be expected to be available to sit on an appeals panel if required. The current list of members and their delegated duties can be found on the school website. School Improvement Plan One of the main requirements of being a governor at Sheet Primary is to be familiar with the school s improvement plan (Figure 1) and its self-evaluation (Figure 2). As a governor, you will be asked to contribute to the setting of strategic targets and also to the monitoring of activities guided by those targets. Figure 1: Sheet Primary s School Improvement Plan STRATEGIC PLAN This is a single document that defines Sheet Primary s aspirations for its pupils, what the main areas for improvement over the coming years will be, and what the measure of success is. Sheet Primary s strategic plan explicitly sets out the mission and vision for the school and contains a set of focused strategic themes, which are reviewed annually, that directly respond to the aspirations of the school and its stakeholders (pupils, parents, staff, community, OFSTED and government). Making a Difference for Every Child IMPLEMENTATION PLAN This is a single document that addresses each strategic theme identified in the strategic plan and that details how each theme will be addressed, how specific goals will be achieved and how success will be monitored. This document also includes budget Induction for Governors Updated Sept 2017 Page 4

5 information related to each theme to assist in resource management. MANAGEMENT/ACTION PLAN These are a set of documents used operationally by the headteacher and staff to address the agreed targets as set out in the implementation plan. A school management plan is maintained by the headteacher and governs the overall operational running of the school and its staff. Underpinning this, a detailed action plan provides specific information on how each subject leader will seek to implement the agreed targets, who is responsible for the task, what the time frames are and what monitoring criteria will be utilised. Sheet Primary School aims to monitor and self-evaluate at every stage of this process to ensure that actions are fully traceable, through implementation to the agreed strategic goals (Figure 2). As a school, Sheet Primary has clear objectives that address all stakeholder (pupils, parents, staff, community, OFSTED and government) needs and that inspire and support its pupils. Figure 2: Sheet Primary s School Monitoring and Self-Evaluation STRATEGIC PLAN Difference ry Child Responsible: GOVERNORS Monitoring SELF- EVALUATION Responsible: HEADTEACHER MANAGEMENT / ACTION PLAN Responsible: HEADTEACHER / STAFF Induction for Governors Updated Sept 2017 Page 5

6 IMPLEMENTATION PLAN Monitoring Responsible: GOVERNORS / HEADTEACHER Monitoring Governors play a key role in school improvement planning by setting targets, monitoring progress and by ensuring that feedback and action takes places to close the loop (Figure 2). Monitoring visits into school are an important part of this. All governors at Sheet Primary are asked to make at least one visit into school per half term. Governors should sign the governor visits logbook and collect a badge every time they are in the building. The headteacher and the committees plan the programme for formal monitoring. A written report after each formal observation / monitoring visit must be completed and returned to the clerk. Where an informal visit has taken place, the governor should use the visits logbook only to note any observations. Details of all monitoring or observational visits should be non-judgemental, should encourage action were improvements are thought necessary, and should remain confidential in terms of discussion between individual staff and/or children. Questioning and challenge during the visit is actively encouraged, and feedback and recommendation for improvement welcomed. Governors should make every effort to familiarise themselves with the staff and their roles at Sheet Primary School. Governors have a key role to play in being a critical friend to staff by showing an interest in their work, by challenging their actions, by celebrating success and by being a listener when required. Meetings The Full Governing Body (FGB) meets once per half term (i.e. six times a year). The Curriculum and Resources committees also meet once per half term. The Pay committee will meet once or twice per year to consider proposals for pay increases. The Headteacher s Performance Management committee meet at least termly. Ad hoc working parties meet as and when required. Induction for Governors Updated Sept 2017 Page 6

7 The agenda for each meeting will be released seven days prior to the meeting. All papers for the meeting should also be circulated at this time, but certainly no less than five days before the meeting. Where possible, documentation will be shared and managed electronically. Governors responsible for producing documents for the agenda should ensure that these are sent to the clerk at least seven days before the meeting for distribution. If a governor is unable to access the documents electronically, it is the governor s responsibility to liaise with the clerk in good time to ensure that they have access to the papers. The school will not usually provide sets of hard copies for governors. Governors are invited to use laptops/tablets at meetings. Governors are asked to ensure that they are prepared for each meeting and to actively engage in that meeting. All meeting dates for that year are usually agreed at the beginning of the academic year. The timing of FGB meetings will usually be early evening, with meetings lasting approximately 2 hours. Committee meetings will be of varying length and will be usually held at the end, of or shortly after, the school day. A summary action sheet will be produced following each meeting and will be circulated with the minutes. This will outline responsibility for follow up action. It is the governor s responsibility to ensure that they carry out any actions assigned to them and report back on progress at the following meeting. In the event that a governor is unable to attend a meeting, it is the governor s responsibility to inform the clerk at the earliest opportunity. Consistent absence from meetings of over sixmonths could lead to a request for that person to resign from the governing body. Sheet Primary School recognises and respects the different circumstances, inputs and roles of their governing body membership. Collectively the governing body aims to ensure that the workload is fairly and effectively shared. Portraying a positive corporate image for the school Governors should promote a strong corporate image on behalf of the school at all times. Governors should be supportive of, and able to explain in general terms, policy or agreements, even those of a contentious nature. Sheet Primary School and its governing body should have a strong unified voice that reflects the supportive, caring and progressive nature of the school and that inspires confidence in all its stakeholders, including those in the local community, within which Sheet Primary holds a prominent place. If someone approaches a governor and that governor feels unable to handle the issue him/herself, they should direct the query to the appropriate person. Queries are many and varied, but in general the following lists examples of key stakeholders and where their queries and should be directed: Child direct to the Class Teacher Member of staff direct to the headteacher Parent direct to the headteacher Headteacher direct to the chair of governors Press or other similar enquiry direct to headteacher If approached by a member of staff with a grievance, governors must direct them to the school s grievance procedures. Induction for Governors Updated Sept 2017 Page 7

8 Confidentiality & Security Governors will encounter personal and/or sensitive information on occasion. Confidentiality must be respected at all times. Governors are asked to seek clarification in instances of uncertainty. Governors will receive confidential papers from time to time and these should be returned to the clerk after reading. In order to join Sheet Primary School s governing body, all are required to obtain full DBS (Disclosure and Barring Service) clearance. Governors are asked to be mindful of information that is passed on through the use of and/or any electronic media. Governors should not discuss the school or its governance on social networking sites. Governors at Sheet Primary have password access to information stored online and this password should not be shared with any member of public. Conflicts of interests Governors may experience a conflict of interest from time to time. It is important for every governor to be able to identify any potential for conflicts of interest and to declare those promptly at the appropriate time. Parent and staff governors are often more vulnerable to this being the case. A governor may wish to withdraw from a meeting if it is felt that they could be placed in a difficult position. A governor may also be asked to withdraw from part of a meeting if the chair feels that there is, or the potential for, a conflict of interest. If in doubt, governors are requested to always ask and to work on the basis of openness. Training All governors are expected to attend induction training following their appointment to Sheet Primary School s governing body. Other relevant training opportunities will be available throughout a governor s tenure and the school actively encourages each member to attend as many as these courses as they feel is appropriate to them and their role. The school has full access to training by Hampshire (County Council) Governor Services, which means that the school is charged an inclusive fee for any training and each governor can attend as much training as they would like. The school will also arrange FGB training once a year and all governors are expected to make every effort to attend this. Governors may claim for expenses where appropriate. For details of this please refer to the Governors Expenses policy on the website. The following is formal guidance from the National Governors Association which the governing body will approve each year: Induction for Governors Updated Sept 2017 Page 8

9 Appendix A: Code of Conduct Legislation, policies and procedures National Governance Association The National Governance Association (NGA) is an independent charity representing and supporting governors, trustees and clerks in maintained schools and academies in England. The NGA s goal is to improve the well-being of children and young people by increasing the effectiveness of governing boards and promoting high standards. It does this by providing information, guidance, research, advice and training. It also works closely with, and lobbies, UK government and educational bodies, and is the leading campaigning national membership organisation for school governors and trustees. The NGA online Guidance Centre is the information hub for governors. It supports you in your role as a governor, giving you access to up to date guidance and advice covering all aspects of school governance, including finance; staffing; Ofsted; curriculum; special educational needs; legislation and school improvement. Practical governance resources include sample documents; templates; checklists; information summaries; insights; case studies and much more. To join NGA and receive regular updates, contact: T: E: membership@nga.org.uk Code of Conduct for School Governing Boards Induction for Governors Updated Sept 2017 Page 9

10 2017 Version This code sets out the expectations on and commitment required from school governors, trustees and academy committee members in order for the governing board to properly carry out its work within the school/s and the community. It can be amended to include specific reference to the ethos of the particular school. Unless otherwise stated, school includes academies, and it applies to all levels of school governance. This code can also be tailored to reflect your specific governing board and school structure, whether that is as a maintained school or academy, either as a single school or group of schools. Where multiple options are given, i.e. senior executive leader/headteacher and governor/trustee/academy committee member, please amend to leave the option relevant to your governing board. Once approved by the governing board, the Code will apply to all governors/trustees/academy committee members. This Code should be read in conjunction with the relevant law and for academies, their articles of association and agreed scheme of delegation. It should be adapted as appropriate depending on the governance setting and level of delegation. The governing board has the following core strategic functions: Establishing the strategic direction, by: - Setting and ensuring clarity of vision, values, and objectives for the school(s)/trust - Agreeing the school improvement strategy with priorities and targets - Meeting statutory duties Ensuring accountability, by: - Appointing the lead executive/headteacher (where delegated) - Monitoring the educational performance of the school/s and progress towards agreed targets - Performance managing the lead executive/headteacher (where delegated) - Engaging with stakeholders - Contributing to school self-evaluation Overseeing financial performance, by: - Setting the budget - Monitoring spending against the budget - Ensuring money is well spent and value for money is obtained - Ensuring risks to the organisation are managed As individuals on the board we agree to the following: Induction for Governors Updated Sept 2017 Page 10

11 Role & Responsibilities We understand the purpose of the board and the role of the executive leaders. We accept that we have no legal authority to act individually, except when the board has given us delegated authority to do so, and therefore we will only speak on behalf of the governing board when we have been specifically authorised to do so. We accept collective responsibility for all decisions made by the board or its delegated agents. This means that we will not speak against majority decisions outside the governing board meeting. We have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer. We will encourage open governance and will act appropriately. We will consider carefully how our decisions may affect the community and other schools. We will always be mindful of our responsibility to maintain and develop the ethos and reputation of our school/group of schools. Our actions within the school and the local community will reflect this. In making or responding to criticism or complaints we will follow the procedures established by the governing board. We will actively support and challenge the executive leaders We will accept and respect the difference in roles between the board and staff, ensuring that we work collectively for the benefit of the organisation; We will respect the role of the executive leaders and their responsibility for the day to day management of the organisation and avoid any actions that might undermine such arrangements; We agree to adhere to the school s rules and polices and the procedures of the governing board as set out by the relevant governing documents and law When formally speaking or writing in our governing role we will ensure our comments reflect current organisational policy even if they might be different to our personal views; when communicating in our private capacity (including on social media) we will be mindful of and strive to uphold the reputation of the organisation Commitment We acknowledge that accepting office as a governor/trustee/academy committee member involves the commitment of significant amounts of time and energy. We will each involve ourselves actively in the work of the governing board, and accept our fair share of responsibilities, including service on committees or working groups. We will make full efforts to attend all meetings and where we cannot attend explain in advance why we are unable to. We will get to know the school/s well and respond to opportunities to involve ourselves in school activities. We will visit the school/s, with all visits arranged in advance with the senior executive leader/headteacher and undertaken within the framework established by the governing board. Induction for Governors Updated Sept 2017 Page 11

12 When visiting the school in a personal capacity (i.e. as a parent or carer), we will maintain our underlying responsibility as a governor/trustee/academy committee member. We will consider seriously our individual and collective needs for induction, training and development, and will undertake relevant training. We accept that in the interests of open governance, our full names, date of appointment, terms of office, roles on the governing board, attendance records, relevant business and pecuniary interests, category of governor and the body responsible for appointing us will be published on the school s website. In the interests of transparency we accept that information relating to governors/trustees/academy committee members will be collected and logged on the DfE s national database of governors (Edubase). Relationships We will strive to work as a team in which constructive working relationships are actively promoted. We will express views openly, courteously and respectfully in all our communications with other governors/trustees/academy committee members, the clerk to the governing board and school staff both in and outside of meetings. We will support the chair in their role of ensuring appropriate conduct both at meetings and at all times. We are prepared to answer queries from other board members in relation to delegated functions and take into account any concerns expressed, and we will acknowledge the time, effort and skills that have been committed to the delegated function by those involved. We will seek to develop effective working relationships with the executive leaders, staff and parents, the trust, the local authority and other relevant agencies and the community. Confidentiality We will observe complete confidentiality when matters are deemed confidential or where they concern specific members of staff or pupils, both inside or outside school. We will exercise the greatest prudence at all times when discussions regarding school/trust business arise outside a governing board meeting. We will not reveal the details of any governing board vote. We will ensure all confidential papers are held and disposed of appropriately. Conflicts of interest We will record any pecuniary or other business interest (including those related to people we are connected with) that we have in connection with the governing board s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time. We accept that the Register of Business Interests will be published on the school/trust s website. Induction for Governors Updated Sept 2017 Page 12

13 We will also declare any conflict of loyalty at the start of any meeting should the situation arise. We will act in the best interests of the school as a whole and not as a representative of any group, even if elected to the governing board. Ceasing to be a governor/trustee/academy committee member We understand that the requirements relating to confidentiality will continue to apply after a governor/trustee/academy committee member leaves office Breach of this code of conduct If we believe this code has been breached, we will raise this issue with the chair and the chair will investigate; the governing board will only use suspension/removal as a last resort after seeking to resolve any difficulties or disputes in more constructive ways. Should it be the chair that we believe has breached this code, another governing board member, such as the vice chair will investigate. The Seven Principles of Public Life (Originally published by the Nolan Committee: The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations). Selflessness - Holders of public office should act solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves, their family, or their friends. Integrity - Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties. Objectivity - In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit. Accountability - Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office. Openness - Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands. Honesty - Holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest. Leadership - Holders of public office should promote and support these principles by leadership and example. Induction for Governors Updated Sept 2017 Page 13

14 Appendix B: Acronyms & Information Sources Curriculum: ICT - Information and Communication Technology DT Design Technology RRR Rights Respect and Responsibility PSE Personal and Social Education MFL Modern Foreign Language VCOP Vocabulary, Connectives, Openers, Punctuation EYFS Early Years Foundation Stage FSP Foundation Stage Profile AFL Assessment For Learning SEAL- Social and Emotional Aspects of Learning HIAS Hampshire Inspection and Advisory Service SMSC Spiritual Moral Social and Cultural (education) HMS Hampshire Music Service HLS Hampshire Library Service SEN Special Educational Needs IEP Individual Education Plan IBP - Individual Behaviour Plan CAF Common Assessment Framework Data: FFT Family Fischer Trust APS Average Point Score NA National Average RAISE Reporting and Analysis for Improvement through school Self-Evaluation Personnel: PPA Preparation Planning and Assessment LSA Learning Support Assistant ELSA Emotional Literacy Support Assistant SSA Senior Supervisory Assistant SA Supervisory Assistant TLR Teaching and Learning Reward CPD Continuing Professional Development PM Performance Management EPS Hampshire Education Personnel Management: SSG Small Schools Group LCP Local Children s Partnership LLP Learning Leadership Partner PALS Petersfield Heads Finance: SLA Service Level Agreement Other key useful sources: Hampshire Governor Services: Induction for Governors Updated Sept 2017 Page 14