Ashford District Governor Briefing Autumn 2015 Welcome Agenda

Ashford District Governor Briefing Autumn 2015 Welcome Agenda

Ashford District Governor Briefing Autumn 2015 Welcome Agenda Welcome Tina Gimber, Governor Services, South Kent Kent Governor Association Ambrose Oliver & Matthew Roberts, Ashford KGA Reps. Provision of School Places David Adams, Area Education Officer, South Kent School Improvement Fiona Wainde, Senior Improvement Advisor, South Kent In the News Tina Gimber, Governor Services, South Kent

Polite Reminders ! Housekeeping Paper free ! Have you signed the register? List two actions that you will complete following this discussion. Please complete the online evaluations (direct to you via email) Kent Governors Association Ambrose Oliver Matthew Roberts Autumn 2015 Commissioning School Places David Adams Area Education Officer Autumn 2015 Progress in Implementing Proposals For September 2015 our commissioning intentions were to: Commission 30 Year R places in Ashford South - not needed as numbers were lower than forecast. Commission a new primary school for Finberry, Cheesemans Green. Opened off-site in Sept 2015. Will move to permanent location in Sept 2016. Expand Wyvern School by between 60-70 places consulting on an expansion of 80 places (from 190 to 270).

Woodchurch CEPS increased its PAN from 20 to 26 for Sep 2016. Forecasting accuracy - Primary Forecast Reception Year 2014/15 Actual Reception Year Jan 2015 Forecast Primary Roll 2014/15 Actual Primary Roll Jan 2015 1573 1480 10476 10327 Reception pupils were 6.3% higher than forecast. Total rolls were 1.4% higher than forecast. Forecasting accuracy - Secondary Forecast Year 7 2014/15 1331 Actual Year 7 Jan 2015 1330 Forecast Secondary Roll 2014/15 6428 Actual Secondary Roll Jan 2015 6445 The forecasts for both Year 7 pupils and secondary pupils generally were very close to the actual numbers on roll in January 2015. The total secondary forecast was lower than the actual roll by 0.3%.

Targets Maintain between 5% and 7% surplus capacity in each District: Reception Year: January 2015 7.2% Years R - 6 January 2015 4.3% Across Kent ensure that 85% of parents secure their first preference primary school and 84% secure their first preference secondary school: 89% of primary parents and 83% of secondary parents secured their first preference school. Birth Rates Ashford, Kent, National Ashford births Housing Ashfords core strategy (2008) states the target of 20,000 new homes to be built in the Borough between 2001 and 2021. By 31 March 2015. 7,919 new homes were completed. The current housing trajectory for completions suggests between a further 8,000 to 10,000 new dwellings being completed by 2021. 2016/20 Draft Commissioning Plan Demand for school places is mainly caused by inward

migration connected to house-building and the birth rate (at 2 to 3 points above the County and National rates). Although the birth rate dropped significantly in 2013 there was a slight recovery in 2014. The number of births in 2014 remains 4FE fewer than the peak of 2012. The expansion of schools and opening of three new schools since 2012 has kept capacity in line with demand. Moving forward, temporary expansions will be needed to manage the peak in demand for Year R places in 201617 and 2017-18, and new schools will be required to support major housing developments. 2016/20 Plan Secondary places Secondary pressures begin in Year 7 in 2019-20 when demand is expected to exceed supply, and by 2021-22 only 2% of all secondary school places are forecast to be vacant. Plans are in place for a new secondary school in the Chilmington Green development (5,750 homes) from 2022-23. 2016/20 Commissioning Plan Primary Commissioning Position: Planning Group By 2016/17 By 2017/18 Ashford South

East Ashford South 30 Yr R places Willesborough By 2018/19 By 2019/20 1FE expansion Finberry 1st FE of 2FE school Chilmington 30 Yr R places 2nd FE of Chilmington 2FE new school Willesborough 2016/20 Commissioning Plan Secondary Commissioning Position: By By By By 2019/20 2016/17 2017/18 2018/19 2019-20 60 Yr 7 Places 2020-21 90 Yr 7 Places 2022-23 1st 4FE of 8FE school in

Chilmington Ashford District Governor Briefing National, Local and Ofsted Updates Fiona Wainde Senior Improvement Adviser - Primary Autumn 2015 South Kent Team Fiona Wainde Senior Adviser 07718 272360 David Adams Area Education Officer 07740 184848 Tina Gimber GDSO 07712 301352 Jenny Howarth

EYFS Adviser 07919 414580 Jenny Jones IA: Ashford and Dover 07795 650850 Simon Molony IA: Ashford, Dover and Shepway 07740 183928 Sam Morgan-Price IA: Ashford and Shepway 07826 868052 Wendy Simmons IA: Shepway 07753 227715 Ruth Swailes IA: Ashford and Shepway

07872 199615 Jayne True IA: Dover and Shepway 07917 848622 Sheila Wilding IA: Dover and Shepway 07740 183966 Tom Winek SISO 07795 650813 Barbara Morrison Natalie Briggs Administration Team 03000 415068 School Improvement Support Entitlement is unchanged: Securely good/outstanding = 3 visits

RI/Risk of RI = up to 12 visits Category/Risk of Category = up to 20 visits Academy = 3 keep in touch visits Appraisal for Headteachers of RI and category schools Support during Ofsted Visits include those of IA, EYFS Adviser or GDSO Visits are evaluative, with recommended next steps Progress and impact meetings for more schools termly or seasonally Each visit is approx. 3 hours Additional visits can be purchase via School Improvement Team directly (pay as you go) or via SLA Contact: Jayne Bartholomew 03000415820 http ://www.edukent.co.uk/news/the_school_improvement_service_level_agreement _from_september_2015_is_here / New Headteachers in Ashford Headteacher School Alison Crockford Charing CEP School Cheryl Chalkley Mersham Primary School Sara Williamson

St Michaels CEP School, Tenterden Jennifer Bailey Finberry Primary School Cathy Hylands Beaver Green Primary School 2015 Pupil Performance Outcomes Update Kent, Area and District South Kent Achievements EYFS & KS1 GLD (%) Phonics (%) Level 2+ Level 2+ Writing (%) Maths (%) 76.4 Level 2+ Reading (%) 91

North 71.1 87.9 93.4 South 72.5 79.4 91.6 88.4 94 East 72.2 77.0 90.1 86.9 93.3

West 76.4 79.7 92.9 89.5 95 South Kent Achievements at KS2 Level 4 R/ W/M (%) North 80.9 Expected progress Reading (%) 91.6 Expected Expected progress progress Writing (%) Maths (%) GPS (%)

94.4 89.9 79.3 East 79.6 91.1 95.1 90.1 77.5 South 79.4 91.1 95 88.5 75.9 West

81.4 92 94.9 89.4 79.4 Summer outcomes Early Years Foundation Stage % 2013 Kent (%) 2014 2015 Kent Kent (%) (%) Direction of travel 2015 2015 Kent 2015 Kent National

v Ashford Target National (%) (%) 2015 Dover 2015 Shepway (%) (%) 73.9 70.4 (%) Percentage of children achieving a Good Level of Development *based on 151 Local Authorities 63.5

68.6 73.1 73 66.2 Above 73.2 Summer outcomes Early Years Foundation Stage 2015 District Kent South Kent Ashford Dover Shepway % GLD 2013 63.5 63.6 % GLD 2014

% GLD 2015 2015 comparison with National District Rank (out of 12) 68.6 67.7 73.1 72.5 Above Above 2nd (out of 4 areas) 63.5 69.0 58.2 66.0 69.7 67.9 73.2 73.9 70.4

Above Above Above 7th 5th 11th Key Stage 1 - 2015 % 2013 Kent 2014 Kent 2015 Kent (%) (%) (%) Direction of travel 2015 Kent

Target 2015 National (%) Kent v National (%) KS1 Phonics 66.9 64.6 67.0 -- 76.8* Above KS1 level 2b and above Reading KS1 level 2b and above Writing KS1 level 2b and above

Maths 79.3 81.7 84.1 85 82.1* Above 66.7 69.5 74.0 77 72.1* Above 79.2 81.5 84.0

85 81.6* Above *based on 153 Local Authorities Key Stage 1 - 2015 Kent South Ashford Dover Shepway (%) (%) (%) (%) (%) KS1 Phonics 67.0

69.2 69.9 68.1 69.1 KS1 level 2b and above Reading 84.1 84.1 84.6 86.3 81.3 KS1 level 2b and above Writing 74.0 73.2 72.4 77.7

70.0 KS1 level 2b and above Maths 84.0 82.7 83.4 84.4 80.2 Ashford Key Stage 1 - 2015 2013 2014 2015 (%) (%) (%) Trend Comparison with

National 2015 District Rank (%) EYFS GLD 63.5 66.0 73.2 66.2 Above 7 KS1 Phonics 66.4 75.9 79.5 -- 4

KS1 level 2b and above Reading 77.4 81.9 84.6 82.1 Above 5 KS1 level 2b and above Writing 62.4 67.0 72.8 72.1 Above 5 KS1 level 2b and above Maths

77.4 82.1 83.4 81.6 Above 8 Key Stage 2 - 2015 2013 Kent (%) 2014 Kent (%) 2015 Kent KS2 level 4 and above RWM 74 KS2 level 4 and above Reading % (%)

2015 Kent Target (%) 2015 National (%) Kent v National 79 80 83 80 = 85 89 89 89

= KS2 level 4 and above Writing 83 86 87 87 = KS2 level 4 and above Maths 83 86 86 87 Below KS2 level 4 and above GPS 71 74

78 n/a 80 Below 2 levels progress Reading 87 91 91 93 91 = 2 levels progress Writing 91 93 95 95

94 Above 2 levels progress Maths 86 89 90 91 90 = KS2 level 5 and above RWM 22 25 25 27 24 Above

3 levels progress Reading 28 34 33 36 -- -- 3 levels progress Writing 31 35 39 38 -- -- 3 levels progress Maths 31

35 34 38 -- -- n/a Key Stage 2 - 2015 % Kent (%) South (%) Ashford (%) Dover (%) Shepway KS2 level 4 and above RWM 80

79.4 77.8 81.1 79.7 KS2 level 4 and above Reading 89 89.1 88.3 90.0 89.1 KS2 level 4 and above Writing 87 87.3 86.9 87.9 87.4

KS2 level 4 and above Maths 86 85.9 84.9 86.7 86.5 KS2 level 4 and above GPS 78 75.9 75.3 75.8 76.8 2 levels progress Reading 91 91.1 90.0

93.3 90.4 2 levels progress Writing 95 95.0 95.4 95.9 93.6 2 levels progress Maths 90 88.5 86.3 90.6 89.3 (%) Ashford Key Stage 2 - 2015 %

2013 (%) 71.6 KS2 level 4 and above Reading 84.6 KS2 level 4 and above Writing 81.3 KS2 level 4 and above Maths 79.3 KS2 level 4 and above GPS 69.3 2 levels progress Reading 87.2 2 levels progress Writing 90.2 2 levels progress Maths 82.8 KS2 level 5 and above RWM 19.5 3 levels progress Reading 27.4 3 levels progress Writing 28.5 3 levels progress Maths 22.6 KS2 level 4 and above RWM 2014 (%) 81.1 88.8 85.4

83.3 70.9 90.4 93.9 86.3 23.0 32.3 32.7 29.7 2015 (%) 77.8 88.3 86.9 84.9 75.3 90.0 95.4 86.3 23.5 29.8 38.4 29.3 Trend (%) Comparison with national (%)

80 Below 89 Below 87 Below 87 Below 80 Below 91 Below 94 Above 90 Below 24 Below ---- District Rank 11 11 9 11 10 11 3 12 7 11 6 12 Closing the Gap 2015 The proportion of vulnerable pupils achieving a combined Level 4 in South Kent is 16.7%, which is 0.9% below the Kent gap of 17.6% in 2015. The gap has widened in Ashford by 0.3%, narrowed in Dover by 3.3% and widened in Shepway by 3.1%.

District 2014 FSM attainmen t L4+ RWM 2014 Gap (%) (%) 2015 FSM attainmen t L4+ RWM 2015 Gap (%) 2015 Area / District Rank (%) Kent

65.5 17.8 67.3 17.6 N/A South 66.8 16.6 67.5 16.7 2nd (out of 4 areas) Ashford 63.6 17.9 64.3

18.2 7th= Dover 68.3 18.2 70.8 14.9 3rd Shepway 68.8 14.1 67.8 17.2 6th Closing the SEN Gap 2015 District 2014 SEN

attainme nt L4+ RWM 2014 Gap (%) 2014 District Rank (%) 2015 SEN attainm ent L4+ RWM 2015 Gap (%) 2015 Area / District Rank (%)

Kent 42.3 47.3 N/A 37.6 51.7 N/A South 41.8 48.3 2nd (out 39.9 48.4 1st (out of 4 areas)

of 4 areas) Ashford 35.3 54.4 11th 30.9 56.0 11th Dover 42.1 49.7 8th 43.1 47.7 3rd Shepway

49.3 39.7 1st 46.3 41.5 1st Closing the Gender Gap 2015 District 2014 2014 Female Male attainme Attainme nt L4+ nt RWM L4+ 2014 Gap 2014 Rank

(%) 2015 Female attainment L4+ RWM (%) 2015 Male Attainme nt L4+ RWM (%) 2015 Gap 2015 Area/ District Rank (%) (%) RWM (%) Kent 82.2

75.6 6.7 N/A 82.8 78.0 4.7 N/A South 82.1 75.4 6.7 3rd 81.4 77.4 4.0 2nd (out of 4

(out of 4 areas) areas) Ashford 81.7 72.2 9.5 11th 79.1 76.4 2.7 3rd Dover 84.2 78.2 6.0 5th

83.9 78.6 5.3 8th Shepway 80.7 76.7 4.0 3rd 82.2 77.5 4.7 6th= Area and District Priorities Area Closing the gap for disadvantaged pupils (Pupil Premium) and those with additional needs (SEND) Achievement in Mathematics

Achievement of more able children and proportions working above expectation Continue the work already started to improve outcomes in GPS Ashford Achievement in Reading Dover Closing the gender gap Shepway KS1 Achievement Raising Achievement in Mathematics Teachers having secure subject knowledge and confidence Eradicate negative perception of mathematics, tackling staff or student messaging of maths is hard or I cant do maths Regular drill of basic skills Frequent opportunities (daily ?) for problem solving using and applying Open-ended investigations drawing on skills learnt over a significant time Find exactly what part of a process children are doing incorrectly and resolve this before the action is habitualised Develop high calibre subject leadership Closing the Gap for Disadvantaged Children (Pupil Premium)

Quality first teaching High expectations by all staff can do culture Interventions to fill gaps and accelerate progress Regular monitoring of impact interventions (each lesson) Use of data to inform planning Develop the middle/senior leadership role of pupil premium champion Kent Direction Laid out in: Vision and Priorities for Improvement 2015 2018 http://www.kent.gov.uk/__data/assets/pdf_file/0016/6217/Education,-lea rning-and-skills-vision-and-priorities-for-improvement.pdf Aims: All pupils to attend a good school Raise standards in all Key Stages and meet ambitious targets Closing the achievement gap for disadvantaged pupils Emphasis on: Services for vulnerable groups School to school support including KAH, collaborations and system leadership Joined up approach to district based working National Direction For governors there is greater Emphasis on:

Governing bodies operating as Executive Boards holding Headteacher to account Range of professional expertise being represented Governors strategic role including input into, and agreeing, the SEF and school improvement plan Monitoring visits to evaluate implementation and impact of school improvement plan Demonstration of challenge of the Headteacher and other leaders Impact of governance on standards How governing bodies assess and meet their own training needs Governors evaluation of their own performance and impact Ensuring safeguarding arrangements are not just compliant but highly effective Thank you National Direction Education and Adoption bill raises the profile of the responsibility of the Regional Schools Commissioner https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/45001 3/Considering_the_impact_of_the_Education_and_Adoption_Bill_provisions.pdf Coasting schools eligible for intervention Schools that are coasting by doing just enough to avoid falling below the expected standard in any one year, will be eligible for intervention if they consistently fail to make improvements over time (3 years). We consider that these schools are not supporting their pupils to make the progress they should. DfE September 2015 From 2016 a coasting school will be defined as in which: In 2014 and 2015 fewer than 85% of pupils achieved level 4 in reading, writing and mathematics and below the national median percentage of pupils make expected progress in reading, writing and mathematics, and in 2016 fewer than 85% of

children achieve the new expected standard in reading, writing and mathematics. NB Floor standard will remain at 65% in 2016 National Direction Schools causing concern: Statutory Guidance for local authorities. January 2015 https:// www.gov.uk/government/uploads/system/uploads/attachment_data/file/434047/Schools_Causing_Concer n Jan2015_FINAL_24Mar.pdf Statutory responsibility for LA if concerns are not being addressed promptly: The Local Authority should issue a warning letter, copied to Ofsted, unless there is a particularly good reason not to Use statutory powers of intervention, if necessary School causing concern defined as one with: Low standards of performance of pupil (attainment and/or progress below floor or sudden drop, poor achievement of disadvantaged pupils or low performance when compared with similar schools) Leadership and management (including governance) prejudicing (or likely to prejudice) standards Concerns over safety and/or safeguarding Kent response is measured, balancing support with challenge: Joint review meeting with SIA and Head of School Improvement for schools at risk of category / RI, resulting in one of the following: Letter summarising agreed actions Pre-warning Notice Warning Notice High level of IA support and school to school support

Follow-up monitoring by S/IA Ofsted Update Fiona Wainde Senior Improvement Adviser South Kent Primary Area Ofsted Outcomes 19 inspections in 2014/15 in the south 2 schools went from category to good (one in Dover, one in Shepway) 4 schools went from RI to good (two in Ashford and two in Dover) 1 school in Dover went from good to RI 1 school in Shepway was judged for the first time as RI 6 schools retained their good judgment (2 in Ashford, 3 in Dover and 1 in Shepway) 1 school in Dover was judged to be good for the first time 1 school in Dover moved from good to outstanding 2 schools went from RI to outstanding (one in Dover and one in Shepway) 1 school in Ashford retained its outstanding judgement Number of Category schools has decreased from 6 to 1 (4 converted, two moved to good) Number of RI Schools has decreased from 15 to 11 Number of good schools increased from 67 to 73

Number of outstanding schools increased from 12 to 15 % of good and outstanding schools Ashford 92.1% (from 82.5%) Dover 94.9% (from 87.5%) Shepway 78.1% (from 69.7%) District rank 2 District rank 1 District rank 9 Section 5 Current Quality of teaching The behaviour and safety of pupils The achievement of pupils Quality of leadership and management Section 5 Quality of teaching, learning

CIF and assessment Personal development, behaviour and welfare of students Outcomes for pupils Effectiveness of leadership and management Section 5 Key judgements: overall effectiveness effectiveness of leadership and management quality of teaching, learning and assessment personal development, behaviour and welfare outcomes for pupils 1 4 point scale as now Judgements Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils EYFS or 16-19 study programme (can be higher than OE grade) Leadership and management OE Frequency of inspection From September, Ofsted will inspect good schools once every three years under a new short inspection model. - premise that the school or provider is still good - check that leaders have identified key areas of concern

and that they have the capacity to address them. - Focus on leaders vision and ambition for all children and learners, how they set the culture and ensure that all learners particularly the most disadvantaged make strong progress from their different starting points. - New short HMI led inspections for good schools - 7 out of 10 inspectors will be current practitioners leading good or outstanding institutions Risk assessment Normally in 3rd school year after the most recent inspection. Ofsted analyses: pupils academic achievement over time, taking account of both attainment and progress pupils attendance the outcomes of any inspections, such as survey inspections, carried out by Ofsted since the last routine inspection the views of parents, including those shown by Parent View qualifying complaints about the school referred to Ofsted by parents any other significant concerns that are brought to Ofsteds attention. Exemption Maintained primary and secondary schools and academies judged outstanding at their most recent section 5 inspection can only be inspected under section 8 of the Education Act 2005 Outstanding special schools (including maintained special schools, special free schools, alternative provision academies and non-maintained special schools with residential provision), pupil referral units and maintained nursery schools

are not exempt HMCI has the power to inspect any exempt school at any time under section 8 if HMCI or the Secretary of State has concerns about performance Exempt schools Exempt schools may be inspected where: there are safeguarding concerns, including a decline in the standards of pupils behaviour a subject or thematic survey inspection raises more general concerns Ofsted has received a qualifying complaint about a school that, taken alongside other available evidence (specific powers under sections 11A-C of Education Act) concerns are raised about standards of leadership or governance concerns are identified about the breadth and balance of the curriculum Exempt schools (continued) Risk assessment identifies concerns about decline in performance Section 8 inspection if may no longer be outstanding can be converted to section 5 Trainees in the school Staff list must confirm if any NQTs or any trainees on placement including School Direct or School Direct (salaried) training routes.

Inspectors should not take trainees performance into account when assessing quality of teaching, learning and assessment across school. Monitoring of RI schools Will be re-inspected under section 5 no later than the end of the term of 24th month after last inspection report HMI monitoring inspection 3 6 months after report published May be judged RI at second inspection inadequate if not good after that Short inspections section 8 led by HMI for all secondary and large primaries notification period the same as section 5 Parent View used to gather views will not result in individual grade judgement will be converted to section 5 if inspector is unsure if still good or could be outstanding (within 48 hours) once had a short inspection, further short inspections at approximately 3 yearly intervals Reporting on the short inspection report in a letter format judgement that the school is still providing a good standard of education Judgement that safeguarding arrangements are effective any next steps the school should take

New inspection documents The new common inspection framework and handbooks for each of Ofsteds remits come into effect from September 2015 for the inspection of schools, further education and skills and early years provision: A leaflet for maintained schools and academies The common inspection framework: education, skills and early years from Septe mber 2015 School inspection handbook from September 2015 School inspection handbook for inspections under Section 8 of the Educatio n Act 2005 from September 2015 Further education and skills inspection handbook from September 2015 Early years inspection handbook from September 2015 Non-association independent school inspection handbook from September 2015 Inspecting safeguarding in early years, education and skills from September 2015 Recognition of Exceptional Leaders

Ofsted has also announced plans to recognise exceptional leaders. Ofsted will send a letter to a leader who has played a key role in turning around other institutions acknowledging their leadership as exceptional. A copy of this letter will go to the Secretary of State and Ofsteds Annual Report will also feature those leaders who have been recognised in this way. Emphasis of New Framework Capacity of leaders at all levels to bring about sustainable improvement Some thoughts: Leadership structure: roles, responsibilities and leadership time? Involvement of middle and senior leaders in monitoring, improving the quality of teaching, the SEF and improvement planning? Senior/middle leaders understanding and use of data their impact in closing gaps How does performance of school relate to the SEF? How is implementation and impact of items on improvement plan monitored and evaluated? What happens to the results of performance management? Monitoring of the quality of teaching and its follow-up including CPD Leaders role in developing pride, ambition, and confident and resilient learners Leadership of the curriculum (rationale for design, involvement of stakeholders, use to raise aspirations, evaluation of its impact, what information is shared with parents, SMSC British values) Emphasis of New Framework Safeguarding: Not just about compliance but about effectiveness Governing Body to: Walk the floor an consider if you feel safeguarding has a visible profile in school Regularly monitor the single central register

Experience relevant staff training and induction, and monitor their frequency Check colleagues understanding of the latest safeguarding updates, especially Prevent and response to allegations against staff (including the Headteacher) Monitor staff understanding of the whistle-blowing policy Consider a safeguarding audit Ensure policy reflects April 2015 changes (ask IA to look at it) Preparation for inspection Good schools have only one day to show they are still good, underpinning the importance of: Brevity of written and verbal information - Less is more, know the wood from the trees. Staff and students showing pride and ambition Demonstrating leadership capacity at all levels Articulating a clear understanding of what the data shows Summarising strengths and actions to address weaknesses confidently Having a concise, accurate and highly evaluative SEF Effective school improvement planning with targets, milestones and monitoring of impact Keeping the focus on the things that make the difference to the judgments First impressions Thank you for your participation any questions? In the news Tina Gimber Governor Support & Development Officer Autumn 2015

Leadership and Governance Support Edukent Service Level Agreement: http:// www.edukent.co.uk/images/uploads/misc_files/EduKent_School_Improvement_Support_April_2 015_Web.pdf Support for HT recruitment Initial Advice and Guidance via the Area School Governance Officer Leadership and Governance SLA: http:// www.edukent.co.uk/images/uploads/misc_files/Governor_Services_SLA_2015_Rev_email_add. pdf Package 1 Best value for money and the most popular package. Package 2 Pay as you go Other services, such as a Review of Governance, Projects - at an additional cost, refer to SLA Governor Training Brochure: http://www.kelsi.org.uk/__ data/assets/pdf_file/0003/37524/Governor-and-Clerk-Professional-Development-Programme-Ap ril-15-to-March-16.pdf AOB Complaints - new guidance for 2015 found at: Schools: https:// www.gov.uk/government/uploads/system/uploads/attachment_data/file/346867/Scho ol_Complaints_Toolkit_2014.pdf Academies: https:// www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure /putting-in-place-a-complaints-procedure Review the school website:

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online Publishing business interests the names of the governors, personal relationships, details of other establishments where a governor/trustee/member, declared interests must be published on the school website. This was expected by 1 September 2015 New model Code of Conduct August 2015 to include the above expectations (see NGA website/KELSI) https://www.gov.uk/government/uploads/system/uploads/attachment_data /file/459032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Sta t_Guidance.... pdf AOB Joint governor panels must be agreed in advance - model terms of reference on KELSI. New Monthly Governor update - have you received it? Clerking service is recruiting - over 90 clerks employed by KCC Clerking Service in over 200 schools. Clerks appraisal - has the Chair scheduled this? British Heart Foundation CPR training pack for secondary schools

http://www.bhf.org.uk/lifesavers. NGA website - a really useful tool, does your GB subscribe? Free School Governor Dashboard Webinar - FFT Governor Dashboard free webinar extra sessions have been added to the autumn term https:// events-emea2.adobeconnect.com/content/connect/c1/1312108187/en/ev ents/event/shared/default_template/event_landing.html?sco-id=1390144 598 The end of Stakeholder Governance? - see consultation at www.nga.org.uk/events.aspx

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