Briefing to Governing Bodies:
Spring Term 2010 /
Part A: For Action
Page no1 / school admissions / 5
2 / safeguarding issues / 6
3 / enhanced healthy schools programme / 8
4 / school governor long service award / 12
5 / The government-funded Masters in Teaching and Learning / 13
6 / knowsley post 16 provision / 15
7 / school complaints policy and guidance / 17
8 / Attendance and persistent absence / 18
9 / guide to the law for school governors / 21
Part B : For Information
1 / the knowsley children’s trust / 23
2 / emotional health and well-being strategy / 26
3 / Apprenticeships, Skills, Children and Learning Act 2009 / 28
4 / Healthy Child Programme Update Report / 30
5 / Future schooling in knowsley (FSK) programme update / 31
6 / The World Class Primary Programme / 33
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Executive Director of Children and Family Services Report to Governing Bodies: Summary
The executive summary summarises the purpose and recommendations in the Report in order to assist governing bodies in making appropriate decisions and to comply with deadlines, where appropriate. Governing bodies should refer to the report items for more detailed information and guidance.
Part A: For Action
1 / school admissionsGoverning bodies should ensure that schools display posters in school entrances to ensure parents are aware of the consultation and governing bodies respond where appropriate to the consultation – including to the request for agreement to the relevant admission schemes.
2 / safeguarding issues
Governing bodies should review current school processes for undertaking and monitoring the transfer of pupil records to new schools, and participate in the consultation of the Safer Recruitment Policy document.
3 / enhanced healthy schools programme
Governing bodies should note the information contained in this report and use it in order to encourage their schools participation in the Enhanced Model and share the benefits of the NHSP with the schools key stakeholders (pupils, staff, parents/carers).
4 / school governor long service award
Governing bodies and Clerks are requested to offer their nominations by 1 March 2010.
5 / The government-funded Masters in Teaching and Learning
Governors are asked to continue to support the development of newly qualified teachers. Your support is valued to ensure any NQTs employed at your school in 09/10 who express an interest in the MTL programme are given access to this entitlement.
6 / knowsley post 16 provision
Governors of all centres for learning to note the developed provision and actively support their students in exploring a quality Post 16 progression route within the new Knowsley Sixth Form.
7 / school complaints policy
Governing bodies are asked to consider adoption of policy and advise Governor Support Service of date of adoption. Governors are also requested to note date of training session and attend if possible.
8 / attendance and persistent absence
Governors are requested to:-
· review the actions being undertaken by the school in improving attendance
· monitor the schools’ progress in improving overall attendance and Persistent Absenteeism each half term
· to participate in the consultation process on the draft attendance policy
· to support school’s in implementing the key actions within the final attendance policy
9 / guide to the Law for school governors
Governors are asked to note the availability of the updated guide and request their copy from their Clerk to Governors.
Part B: For Information
1 / the knowsley children’s trustGoverning bodies are requested to note the developments in respect of Children’s Trusts and the new “duty to co-operate” requirements.
2 / emotional health and well-being strategy
Governing bodies are requested to note the content of this report in regard to
developments within CAMHS (Child and Adolescent Mental Health Services) in the journey towards the provision of comprehensive CAMHS services in Knowsley.
3 / Apprenticeships, Skills, Children and Learning Act 2009
Governing bodies are strongly recommended to note the content of the Act and access full details via the link provided.
4 / Healthy Child Programme Update Report
Governing bodies are asked to please note content of report.
5 / Future schooling in knowsley (FSK) programme update
Governors are asked to note the achievements of the Future Schooling Programme to date and the planned future programme.
6 / The World Class Primary Programme
Governors are asked to note the content of the report.
Part A: For Action
Report from: / Executive Director of Children and Family Services
Date: / Spring Term 2010
School Admissions consultation
1 / Purpose
To remind governing bodies of the consultation taking place on admission arrangements during late December 09 & January and February 2010.
2 / Background
Admission Authorities are legally required to consult on admission arrangements. Admission arrangements have changed due to new legislation and now include an In-Year co-ordinated scheme and an inter-authority primary scheme.
3 / Report Content
The authority is sending posters to schools for display to alert parents to the consultation, as they can submit comments if they wish.
If governors wish to submit comments on admission arrangements, they may do so, as early as possible and no later than 28 February 2010.
Governing bodies of Voluntary Aided schools, who are admission authorities, are requested to agree to the schemes – a form is being sent to the Headteachers for signing. Where no return is received by 28 February 2010, acceptance is presumed.
4 / Recommendations
· that schools ensure posters are displayed in school entrances to ensure parents are aware of the consultation;
· that governors respond where appropriate to the consultation – including to the request for agreement to the relevant admission schemes.
Contact Officer: Anne Forsyth, Inclusion Services Manager, 0151 443 5312
Report to: / Governing Bodies
Report from: / Executive Director of Children and Family Services
Date: / Spring Term 2010
Safeguarding Issues
1 / Purpose
Data transfer
(a) to remind governing bodies of the need to comply with legislation on the ‘Effective data transfer between schools’;
(b) to ensure governing bodies review the school’s processes in relation to the transfer of pupil records to other schools;
(c) to inform governors of the action of the Local Authority in monitoring schools’ current processes, with a view to issuing further advice and guidance.
Safer Recruitment
To inform governors that the Local Authority will be consulting on a safer recruitment policy document.
2 / Background
The new Inspection Framework has a greater focus on Safeguarding. Schools are required to ensure all policies and procedures are compliant with statutory guidance. The following aspects will be considered during the inspection:-
Data Transfer
National guidance is available re the legislative requirements and electronic transfer of records.
http://www.teachernet.gov.uk/management/ims/datatransfers/CTF/
Safer Recruitment
All appointments must follow the Safer Recruitment in Education guidance.
3 / Report Content
Data Transfer
Governors will be aware that schools have a duty to supply pupil records within 15 days of the pupil being removed from roll – normally when requested by the new school. When pupils leave and cannot be traced, schools contact their School Attendance Officer to ask for assistance.
Where the destination cannot be found, schools upload the Common Transfer File (CTF) to the missing children section of the national School-2-School website. The transfer of child protection and welfare concern records, are required to be sent separately. The Local Authority has provided guidance on the transfer of theses records.
Schools should build into their record transfer systems acknowledgement of receipt and details of how and when records were transferred.
The Local Authority will be monitoring schools’ current practice in the transfer of pupil records. Outcomes from this monitoring will enable further guidance to be developed, which will extend current practice.
Safer Recruitment
Schools have processes for ensuring safer recruitment. The Authority now wishes to work with them to develop a model policy which will review the current practices.
4 / Recommendations
· that governing bodies review current school processes for undertaking and monitoring the transfer of pupil records to new schools and
· participate in the consultation of the Safer Recruitment Policy document.
Contact Officer: Julie Young, Children and Family Services Manager – 0151 443 5669
Report to: / Governing Bodies
Report from: / Executive Director of Children and Family Services
Date: / Spring Term 2010
Enhanced Healthy Schools Programme
1 / Purpose
The information contained in this report aims at maximising the impact of Knowsley’s Healthy Schools Programme. The purpose is to inform governors about changes to the National Healthy Schools Programme (NHSP) and provide an update on the latest developments, introducing the new Enhanced Model and it’s alignment with the new OfSTED inspection framework and other national strategies and education plans.
2 / Background
In ten years the National Healthy Schools Programme has become one of the
country’s most widely embraced initiatives in schools. In May 2009 75% of
schools in England had achieved National Healthy Schools Status which meant
that the programme had reached its December 2009 target seven months early.
The local Knowsley programme has achieved 83%.
“There are countless examples of creativity & innovation from schools in supporting health & wellbeing of their students, I have every confidence
that Healthy Schools will continue to provide valuable support to schools as we move towards our ambition for the 21st Century school”
Ed Balls Secretary of State for CS&F
From From September 2009, schools that have already achieved National Healthy Schools Status (NHSS) will be invited to move on to the next stage of the development. The Enhancement Model stage asks schools to reflect and build on the 41 criteria they have already met to become Healthy Schools and to develop a plan which addresses national and local drivers. This includes contributing to priorities identified in the Local Area Agreement (LAA) and links to the new OfSTED Evaluation Schedule. There is an expectation that all schools will become part of the enhancement model by 2012 and that priorities for children & young people found in the LAA will inform schools planning in order to raise achievement through addressing the health & wellbeing of the school community.
Examples of National Indicators for LA relate to: emotional health, obesity, behaviour, substance misuse, under 18 conception and academic achievement.
3 / Report Content
3.1 Key Features of the Enhanced Healthy Schools Model
It is based on a cyclical ‘plan, do & review’ model in 8 stages. Schools have to choose 2 priorities, interpreting school and LA data to identify the 2 priorities. Priorities are then shaped into meaningful outcomes. Schools select actions/interventions which address both universal and targeted provision. The emphasis is on continuous development, rather than reaching a single goal. All schools will be expected to measure their impact by taking a baseline measure and then use comparison data to plot progress.3.2 Alignment with other national strategies and education plans
The Enhancement Model is closely aligned with the vision for the 21st Century School, Extended Schools, the new Well-being Indicator set, the introduction of the new School Report Card, the OfSTED Framework and the Pupil Guarantee.3.3 OfSTED’s Evaluation Schedule of Judgements for schools inspected
from September 2009
The current and future Healthy Schools models will help provide a school with evidence to present to inspectors both in the Self Evaluation Form (SEF) and during their time in school, particularly in the following judgement areas related to the section where inspectors consider the question ‘Outcomes: How good are students doing, taking account of any variation?’
· The extent to which students feel safe
· Students behaviour
· The extent to which students adopt healthy lifestyles
· The extent to which students contribute to the school & wider community
The grade descriptors relating to the third area above have clear and obvious implications for a schools work linked to being a Healthy School.
3.4 School Report Card and Well-being Indicators
It is the Governments intention to improve how schools performance is reported to parents and stakeholders in a new School Report Card.
Schools make a difference to pupil well-being, and the inclusion of pupil well-being as a performance category in the Report Card will formalise what has long been an under-recognised feature in the work of most schools.
There is a range of quantitative and qualitative indicators that might be used to measure a schools contribution to well-being.
Indicators could include:
· Attendance & persistent absence
· Post 16 progression
· Pupils provided with at least 2 hours high quality PE per week
Qualitative Indicators could include:
· Help pupils manage their feelings & be resilient
· Promotes equality and counteracts discrimination
· Gives guidance on relationships and health
· Latest information about the introduction of the new well-being Indicators is that five quantitative indicators in attendance and absence, school lunch take up, participation in Sport and NEET figures will feature in the new schedule. Qualitative perception surveys of pupils and parents (what they think of provision) are still being worked on.
3.5 The Pupil Guarantee
The White Paper “Your child, your school, our future: building a 21st century schools system” published in June confirms the governments plans to introduce a Pupil Guarantee. The intention is that the Guarantee will ensure that there are high inspirations for all pupils. To make this happen:
· Every pupil will go to a school where there is good behaviour, strong discipline, order and safety.
· Every pupil will go to a school that promotes their health & well-being, where they have the chance to express their views and where they and their families are welcomed and valued.
Also under the new Pupil Guarantee the recommendation is that every pupil receives Personal, Social, Health & Economic education (PSHE) from September 2011, and that every pupil should go to a Healthy School that promotes healthy eating, an active lifestyle and emotional health & well-being. The Annual Review Tool being developed by the National Healthy Schools Programme will help schools to demonstrate that they are meeting this particular expectation.
3.6 The Primary Curriculum Review
The review body led by Sir Jim Rose delivered its final report to the Secretary of State in April.
The review recommends that the primary curriculum should be organised into six areas of learning one of which “Understanding physical development, health and wellbeing” is of particular interest to the programme. The report describes the knowledge that is essential to each area of learning. Included within this area children need to learn that:
· Healthy living depends upon a balance of physical activity, nutrition, leisure, work and rest to promote well-being
· Good interpersonal relationships promote well-being and are sustained through a positive sense of personal identity and respect for similarities and differences
It is recommended that the programme of study contains an area entitled personal wellbeing which would include study of the following areas:
· About the relationship and balance between physical activity and nutrition in achieving a physically and mentally healthy lifestyle
· To plan and prepare simple healthy meals
· About the impact of some harmful and beneficial substance on their body
· About the physical and emotional changes that take place as they grow and approach puberty
· How to form and maintain relationships with a range of different people
· Strategies for managing and controlling strong feelings and emotions
A school with NHSS will have in place a range of policies and practices that will help the school deliver a curriculum which would meet the requirements of these recommendations. The new enhancement model could further enhance the work in relevant areas.
3.7 How can governors support the Healthy Schools programme?
· If schools do not have National Healthy Schools Status, encourage them to complete the process· If they gained status a long time ago, urge them to re-visit past criteria and judgements in preparation for the Enhancement Model
· Ensure schools have Knowsley Healthy Schools team contact details to keep up to date with the Enhancement Model’s roll out
· Ensure schools are aware of the different elements of the Children & Young People’s Plan and Local Area Agreement especially those relating to outcomes
· Ensure schools are aware of the new OFSTED Well-being indicators and that records are kept leading from NHSS/HSEM which link to this area
· When reviewing the school SEF, ensure that links are made to evidence that can be linked to measurable outcomes and that one piece of data may serve many purposes!
· Urge schools to participate in the new Enhancement Model as it supports collaboration and the improvement in both local and school-based outcomes.
4 / Recommendation
It is recommended that governors note the information contained in this report and use it in order to encourage their schools participation in the Enhanced Model and share the benefits of the NHSP with the schools key stakeholders (pupils, staff, parents/carers). Governing bodies were previously encouraged to have a link governor linked to the Healthy Schools programme and are requested to advise Governor Support accordingly.
Contact Officer: Paula Cain, Healthy Schools Manager, 0151 443 5682,
Report to: Governing Bodies
Report from: Executive Director of Children and Family Services