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Many of you will be aware that here at the Salisbury Diocesan Board of Education, we have a pictorial representation of our strategy and vision - our Vision vessel - in which we see ourselves as sailing boat travelling away from a harbour out onto the ocean.
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This is in essence a picture that is full of hope and expectation about the future but, in the same picture, it is possible to see the waves of choppier waters that may lie ahead as well as the calmer water in between. As I write this, I am conscious that one way in which we could reflect on the significant change that has been brought to us through the rollout of the new SIAMS evaluation schedule, would be to see it as a ‘wave’. Seen in this way, it has the capacity both to lift us up and to carry us forward (as church schools and those serving in them), and when fully harnessed, it also provides us with a clear direction of travel.
And now another wave is coming. The recently published Ofsted ‘Education Inspection Framework’ looks to all the world to be carrying at least the same potential as SIAMS in terms of its power to bring about positive change and transformation. Through continuing to observe this coming wave optimistically, it appears to share a similar essence with its emphasis on ‘intent’ and so rather than pushing us towards a different heading, it would seem to be one which will add to the lift and carry that is already a part of our onward journey as re-inspired by SIAMS.
This is really thrilling – in a good way! However, I am also conscious from my own experiences in sailing boats that if a wave arrives and we are either not as ready as we thought, or we are surprised by its size or depth, then far from being energising it can make us feel suddenly vulnerable and exposed to a natural power that we are at the mercy of. So, one aim of these newsletters is to help us as Foundation Governors to ‘set our rudder’ – to be as ready as we can be!
For the surfers amongst you, I am told that the feeling of riding a wave crest is worth any amount of effort and striving, so it is my sincere hope that we can see this too as a realistic goal. Once again, I want to thank you again here and now for all that you have done, and all that you continue to do, to make our schools and academies successful and all that means for the children and adults in them. As those with a belief in the Lord who calms the storm and puts the wind in our sails, it is my prayer for us all that we will be guided by Him over the seas ahead, safe in the knowledge that with His help, we will!
‘Some went out on the sea in ships; they were merchants on the mighty waters. They saw the works of the Lord, his wonderful deeds in the deep. For he spoke and stirred up a tempest, that lifted high the waves. They mounted up to the heavens and went down to the depths; in their peril their courage melted away…they were at their wits’ end. Then they cried out to the Lord in their trouble, and he brought them out of their distress. He stilled the storm to a whisper, the waves of the sea were hushed. They were glad when it grew calm, and he guided them to their desired haven.’
Psalm 107: 23-30.
Dan Roberts, SDBE Foundation Governor Adviser, June 2019.
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Throughout this document, ‘governors’ refers equally to ‘trustees’, ‘directors’ and ‘members’. Furthermore the ‘SDBE’ means the ‘Salisbury Diocesan Board of Education’. Click a link to jump to a section.
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• Comments made by Matthew Purves towards the end of the framework consultation:
“Inspectors will not look at schools’ internal progress and attainment data:
"That’s why we have proposed in the consultation that inspectors will not look at schools’ internal progress or attainment data.
Inspectors will use nationally published data about pupil performance in a school as a starting point – and only ever a starting point – but inspectors will not look at schools’ internal progress or attainment data.
This is a really important change, but I fear that it has sometimes been misunderstood by some to suggest that inspectors will stop up their eyes or ears and not look at essential evidence. That’s not the case at all.”
“Responses to the new quality of education judgement:
"The responses we have had to the consultation so far have been overwhelmingly positive about the new quality of education judgement and the criteria within it. Of course there have been quibbles, but those who have responded to the consultation so far have overwhelmingly said that they think we have got the focus right. I think a consensus is emerging that this is the right sort of conversation for us all to be having on inspection, and more generally in the day-to-day life of schools. I’m incredibly encouraged by that."
"Two-day section 8 inspection:
"I hope that you will appreciate that it takes time to get under the skin of the new quality of education judgement. This is why we’re proposing that inspectors spend 2 days on-site in almost all inspections, rather than having one day ‘short inspections’ of good schools as we do now.
"On pilots, we’ve found that both inspectors and school leaders really value having a night in the middle of the inspection to reflect. Often day 2 of the inspection will start with leaders bringing forward new evidence, or inspectors reframing some of the discussions from the day before. We want to take the time needed to reach valid and reliable conclusions about the quality of education that schools provide.
"But by the same token, we have legitimately had a lot of questions from the smallest schools, saying that a 2-day section 8 inspection feels like overkill—for them, it would be almost the same as a full section 5 inspection. I think this is a fair point, and so we will be thinking very carefully about the duration of section 8 inspections for small schools as we consider the consultation responses.” (Editor’s note: subsequent to these comments, it was confirmed that schools with less than 150 pupils will only have a 1 day Section 8 inspection).
• EIF changes – Executive Summary of the changes;
• Inspecting the Curriculum – how the ‘quality of education’ will be inspected;
• Amanda Spielman – speech to the National Conference of the NGA:
Addressing governors directly within her speech, Her Majesty’s Chief Inspector said;
“What should form the basis of your discussions with school leaders? Well, what does your school want children to know and to be able to do? You may want to think about what fits with your ethos.”
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• A reminder that the Ambition Institute, Confederation of School Trusts and the Church of England Foundation for Educational Leadership are working together to deliver the ‘MAT Governance Leadership Programme’ Details can be found here.The programme is for MAT governance leaders and their boards and one fully funded place is available for every MAT.
• A recently produced thematic analysis of Ofsted judgements across the SW found that in schools which dropped a grade (or more), “Governance is a significant issue – it was highlighted in 19/23 schools. There are 29 discrete comments about poor governance practice from the 23 reports. This is particularly the case for schools which became Inadequate – 7/7. For schools which went from Outstanding or Good to Requires Improvement - it was 12/16.”
• The NGA has added further to the body of research surrounding the role of the Chair with a study conducted into the role of the Chair of a MAT. The NGA ‘Chair’s Handbook’ suggests that ‘chairing a single school is manageable within 10-20 days a year’ whereas the new research has indicated that chairing a MAT takes an average of 371.8 hours a year.
• The most recently published case study of Faringdon Academy of Schools by the NGA (National Governance Association) into the lessons learned from MATs highlighted a number of key learning points;
a) It is important to balance having a clear vision and values across the trust with respecting the individual characteristics of schools.
b) For Faringdon, school-to-school collaboration is at the heart of their success and provides a cost-effective and well received solution to school improvement.
c) Mixed MATs should look to coordinate their provision in order to make transitions between key stages easier for pupils and realise some of the benefits of all-through education.
d) It is important to choose the right partners, and ensure that the trust has capacity to support the schools it is taking on, before expanding.
e) Key leadership roles within the trust will inevitably change over time and it is important to remain flexible to facilitate growth.
f) By centralising services MATs can not only realise benefits in terms of economies of scale, but also free up schools’ leaders’ capacity to focus on school improvement.
g) Finances are often a point of contention, particularly when it comes to reserves and the redistribution of resources.
h) Investing in in-house staff training has a significant pay-off in terms of recruitment and retention down the line.
i) Governance must adapt as a trust grows in order to remain sustainable and effective.
j) Those governing at a local level have an important role to play in ensuring that the trust is governed well and, if used effectively, they can alleviate much of the work required of trustees.
k) Getting communication right between the layers of governance and management is vital but challenging. It involves putting into place a number of different approaches.
l) Getting skilled, impartial and dedicated volunteers, with the time to commit to the role, is important at both a local governance and trust board level.
m) Training for those governing at all levels is vital for helping them understand their roles and responsibilities.
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• The SDBE has now launched the Partnership Service Agreement (PSA) details for 2019-20 which can be found here;
The cost for the subscription has stayed the same as in 2018-19; £575 + VAT but we have worked hard to boost the range of courses now included - such as the new ‘Excellence in SIAMS’ course for all school leaders. Dates for these courses can be found on the website and are available now for bookings. There is also now a specific strand to enable multi academy Trusts to access bespoke provision at a significantly reduced rate.
• The last ‘Termly Governor Briefing’ will take place on Thursday 4th July at the Diocesan Education Centre in Wilton from 1800 – 2030. Places are still available on this course and we will be looking together in more detail at the latest information regarding SIAMS, Ofsted and other matters relevant to us as governors in church schools.
• We have included a number of new courses for governors in the programme for 2019-20 including a session each term on the ‘core functions’ – one per term – and specific courses for Foundation Trustees / Directors and another specifically for Foundation Members in Trusts. Please check the website for dates and to book your place.
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• Damien Hinds’ speech to the NAHT describing the ‘single trigger’ of R.I. for school improvement support;
• Amanda Spielman’s speech at the same conference for the NAHT:
“I should say that I think it was a very positive move by the Secretary of State to clarify that the only trigger for intervention by RSCs should be an ‘inadequate’ inspection judgement. Taken with the removal of floor standards and the coasting measure, which I know he confirmed here yesterday, schools can now be sure that the default model is to provide support to improve, unless the school falls into the bottom 2 or 3% in the country.”
• Ofsted repeats the call for outstanding exemption to be lifted as only 16% of those inspected retain their top grade;
• Review of the Ofsted grading structure;
• Over 9600 schools to pilot Reception Baseline Assessment which is being described as a ‘quick check’:
“School Standards Minister Nick Gibb said: ‘Just like checking a child’s teeth or their eyesight, the reception baseline assessment is a quick check of a child’s early language and ability to count when they start school. It will provide the baseline of primary school progress which is an important check of our school system, providing important information on schools’ performance to make sure all children reach their potential.’”
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• Getting support for school improvement;
• A Department for Education publication entitled ‘School Improvement through school to school support’ has also focussed the spotlight on the significance which is placed on governance, including comments on the weight placed on this in MATs;
“a small-scale research study (Male, 2017) suggested that some MATs may be currently more focused on governance structures, with school improvement taking something of a back seat. Additional evidence is needed to show whether an early focus on securing sound governance structures is a necessary prerequisite for driving school improvement.”
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Continued Professional Development
Don't forget, our training courses are being updated all the time. Search for the latest ones here. If you have a query, feel free to contact Claire Kielty, as below.
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Thank you again for all that you do; thank you, governors!
Dan
Dan Roberts
SDBE Foundation Governor Adviser
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Foundation Governor Adviser
Dan Roberts
01722 746952
dan.roberts@salisbury.anglican.org
Dan leads on governor strategy and works with schools and parishes in governor recruitment, retention and training.
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Education Services Assistant
Pam Clemett
01722 746952
pam.clemett@salisbury.anglican.org
Pam handles data processing for governor body members, minutes of meetings and renominations.
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