DBE Paper for the Diocesan SynodJune 2013

Subject:Response to DS993 CHURCH SCHOOLS OF THE FUTURE November 2012

Prepared by: The Rev’d A W Forrest
Chairman Portsmouth and Winchester Diocesan Board of Education (PWDBE)

Date: 17 May 2013

Submitted to:Portsmouth Diocesan Synod
Adapted from a paper to Bishop’s Council dated 3rd April 2013

Pre-amble:

The Portsmouth and Winchester Diocesan Board of Education (PWDBE) has noted the motion (AppendixA) passed with a large majority at the Portsmouth Diocesan Synod (DS) meeting above.

The Chairman and Board record their thanks for the recognition of the importance of education, not least in Church schools, being demonstrated by the Synod and the Bishop’s Council (BC).

The motion rightly recognises the radical processes of change in education. There are structural and organisational reforms within the system itself, such as the increasing numbers of academies, and the emergence of other types of school. The latest of several, recent inspection-regimens is having a significant impact on the way in which PWDBE and its schools operate. More recent changes to the ministerial team are also leading to changes in government’s decision-making.

The motion, also, rightly recognises that Church schools do not operate in a vacuum and means of working necessarily must take into account relationships with rest of the school sector, as well as Further (FE) and Higher Education (HE).

This briefing paper attempts to set out, in relation to the motion, what has already taken place, the current situation and future work. This review and evaluation cannot, by the very nature of the educational arena, be a single event. It is proposed that the work of PWDBE remains under review and forward-looking in order to serve the learners of the dioceses in best possible way. Both Diocesan Synods, through the respective BCs, will be offered evaluative papers from time-to-time in order to brief them, and to assist in decision-making.

The Chairman of PWDBE gratefully notes here that both diocesan bishops publicly recognise the importance of education to society, as well as its missional value. He looks forward to collaborating with both bishops and members of their staff further in the development a shared and widely owned vision, and a theologically and ethically rooted purpose for the dioceses’ engagement in education.

Background and Current Situation:

Church schools remain covered by Diocesan Boards of Education Measure 1991 (1991 No. 2) [as amended to the Education and Inspections Act 2006][1]. However, since the last General Election, Her Majesty’s Government has introduced significant changes to the provision of schooling (Appendix B), to the inspection regime[2], to the curriculum[3] and, arguably to the status of religious education at Key Stage 4. These and other local and national change-forces have been identified and mapped.

Schools

As was the case before the election, there are still maintained schools, privately funded independent (including the ‘public schools’) and state-funded independent schools (academies).

However since the election, the number and type of ‘academy’ has increased(See AppendixB). The PWDBE is currently perceived with high levels of confidence at the Department for Education (DfE). To date, the requirements placed on it be schools themselves and by other authorities and agencies are being met by virtue of the measures being taken.

Despite the pace of change and the even more demanding nature of the latest Inspection Framework, PWDBE continues to be able to accommodate the processes required for the setting up of sponsored academies and converter academies, and PWDBE Church schools are showing an impressive record of maintaining inspection grades or improving on previous inspection grades.

The Chadwick Report

In November 2012, DS received a presentation on ‘The Church School of the FutureReview’ (Church of EnglandArchbishops’ CouncilEducation Division Report, March 2012)[4], commonly known as ‘The Chadwick Report’, which made 26 recommendations. These have been reviewed by the PWDBE and prioritised for the diocesan context. Chadwick will continue to be a reference point for PWDBE review, evaluative work and planning.

The PWDBE Action to-Date

The PWDBE:

  • undertook a review of its work for 2011, but this was overtaken by the new legislation precipitated the changes above;
  • established in 2011 an Academies Working Group to scrutinise bids from putative converter academies;
  • established in 2012 with the dioceses an Umbrella Trust (UT) and a Multi-Academies Trust (MAT) to meet the governance needs of its academies, and the working relationships of these two legal bodies to other bodies remain under constant review;
  • after the review and the development of a rationale for PWDBE Church schools (Hughes 2011) established new committees to meet the changing face of the Board’s work, focussing on curriculum, ethos and standards, organisation and the learning environment;
  • was newly elected and re-established for the triennium 2013-2015, the new board has very quickly focused itself on the important aspects of its work as well as the urgent;
  • maintains through officers and staff, contact with key agencies and senior diocesan staff and clergy;
  • has complemented DBE staff with consultants for the project management of academy conversions, leadership and improvement in primary academies, teaching and learning in RE, and most recently in leadership and school improvement in secondary academies;
  • has appointed from within its number a senior member to co-ordinate a review of the work of the DBE, initially generating case studies of specific areas of work, e.g. the setting up of St Columba’s Academy, Fareham [primary, in Diocese of Portsmouth] and the early progress of the Bishop of Winchester Academy, Bournemouth [secondary, Diocese of Winchester];
  • completed in January 2013 a Force Field Analysis of the change-forces being exerted on the PWDBE (and its schools), from this opportunities and threats were identified (Appendix C) and a strategic plan is being developed;
  • has received in March 2012 a draft DBE policy and set of procedures for new schools – this document will need to undergo further revision to develop further the policy dimension to drive the procedures in order maintain the intended direction of travel;
  • has tasked the School Standards Committee of the PWDBE to undertake a table-top review of key areas in OfSTED and SIAS report and present ahelicopter overview of key strengths and areas for improvement on a rolling programme.

Key Considerations:

In order to establish the needs and resources required to enable the PWDBE to carry out its responsibilities: as the provider and sponsor of Church Schools and Academies; in enabling the Church (at diocesan and parochial levels) to meet its responsibilities to all schools; and, to develop meaningful relationships with FE colleges and HEIs as well as schools, the DBE must consult with the Bishops, the Diocesan Secretaries and other key stakeholders within the Church and beyond. In this way, theologically sound, ethical values may be developed in order to guide the shaping of a vision that encapsulates the preferred future: a vision of a future, which recognises and exploits trends and change-forces, rather than an unimaginative or unattainable notion of an idealised version of the present.

Key considerations in this process are national and local trends and change-forces, diocesan mission approaches (from M4M[5] and Re-Imagining Mission in Culture[6]), which should be illuminated by the values and the shape of the preferred future. The recommendations of Chadwick and other external, but positive, drivers will also be used to shape key priorities for the PWDBE.

From these analyses, strategic intents can be established – what we intend to achieve in the medium and long term. From this, a pathway may be established (a plan), identifying levers to assist and barriers to be overcome or avoided. From this clear and shared operational and action plans, underpinned by sound policy, will be put in place.

The Force Field Analysis also identified the age profile of the current members of staff in the Diocesan Education team and succession planning is a key issue for consideration.

This strategic approach must be undertaken, if the PWDBE is to reach a point where its work is pro-active in the main, rather than driven by eventualities. However, the sector is dynamic and changing demands are the norm. Therefore, in tandem with the strategic approach to planning, and the co-ordinated monitoring, evaluation and review cycles, measures to ensure that needs are being met and resources are in place in the short-term have also been established. These include the steps identified in the ‘Action To-Date’ section above.

Chains or clusters of schools, in loose or formally established partnerships may provide a sustainable way forward for school development and improvement. This model is already beginning to emerge. A strategic analysis will show how this may be developed across the dioceses, but as a means of immediate, but sustainable support, this model can be employed in the immediate future on a case-by-case basis.

Another key consideration is clergy training at IME and CMD stages, in order to facilitate parishes and deaneries in their support their schools and colleges with, for example, chaplaincy, the curriculum, with acts of worship and with pastoral support for heads/ principles, staff and, if required, students/ children.

Next Steps:

To ensure that adequate provision is made for the immediate future, PWDBE is securing from within existing resources:

  • the current staffing establishment of director, deputy, advisers and administrators to service the Board, respond to enquiries, support schools etc., as identified in the 2011 review and internal paper ‘The DBE of the Future’;
  • the services of a secondary consultant for Christ the King and The Bishop of Winchester secondary, academies to complete the team of consultants (RE and primary already appointed);
  • the undertaking of systematic and detailed case-studies of key areas of DBE work (one in each half year) in order to identify strengths and weaknesses in the processes, as well the quality of the outcomes – an evaluation of the setting up of St Columba’s academy accompanies this paper;
  • the development of a risk register by Dec 2013;
  • the newly established committees of PWDBE will undertake steps to assure the quality of provision in the following areas:
  • School Standards Committee – educational standards and outcomes, culture and Christian ethos, inspection results, the curriculum, especially RE, citizenship and spiritual, cultural, moral and social development;
  • School Organisation Committee (SOC) – policy and procedures for new schools and re-designation;
  • Academies Working Group – drawn from SOC, past members and Umbrella Trust, scrutinises all applications from good or outstanding schools considering conversion to academy status and seeking DBE approval (and sponsorship);
  • Learning Environment Committee – all aspects of property and the physical environment for learning.

In order to: develop a revised vision for the Church's involvement in education in thedioceses, relating to all schools as well as FE and HE; and, to assess level of resource that is appropriate to enable PWDBE to carry out its responsibilities as provider and sponsor of Church Schools and Academies, the PWDBE will consult with all key stakeholders and follow the schema outlined above to develop a strategic and sustainable approach to its work. Consultation on joint working across the two constituent dioceses in education will be required. The outcomes will include ‘costed’ operational and action plans, in line with the strategic intents, with the benefits of the change enumerated.

Conclusion and Recommendations:

The PWDBE recommends that an on-going, trifurcated approach to the response to the motion from Diocesan Synod.

Firstly, that the strategic process outlined above is implemented and resource implications are discussed with both Diocesan Secretaries at the quarterly meetings and with the Bishops’ Councils as required and on completion of each cycle of that approach (approximately one per triennium), with the first in January 2014 or soon after.

It is, also, proposed that the case-study model is used to evaluate specific areas of work, as a whole and in depth, and any emergent implications for resource or modus operandi are brought before the board for consideration and possible revisions of plans, and then possibly levels of resource in the light of those plans. Issues of resource would be brought to the Quarterly Meeting if there are significant issues of resource for the following year’s budget.

Thirdly, the board recommends that the committees, including the Umbrella Trust (UT) as an operational arm of the board, undertake reviews and evaluations in a planned and systematic manner for reporting to the full PWDBE. The committees will generally evaluate broader, generic issues (to complement the case studies) and the UT will receive detailed evaluations, initially, from individual academies or their trusts. These evaluations will be fed into the PWDBE review cycle, considered at the board and brought to the Quarterly Meeting if there are significant issues of resource for the following year’s budget.

Tony Forrest
17th May 2013

Appendix A

PORTSMOUTH DIOCESAN SYNOD

Minutes of a meeting held on Saturday 10 November 2012 in Cathedral House
993 CHURCH SCHOOLS OF THE FUTURE – Motion

‘This Synod recognises the radical changes in the Education system, introduced by the present government since July 2010, and their immediate impact on all schools, especially Church schools. Synod therefore requests Bishop's Council to engage with the Portsmouth & Winchester Diocesan Board of Education (PWDBE) in order to:

  • Develop a revised vision for the Church's involvement in Education in this Diocese, relating to all schools as well as FE and HE;
  • Review the role of the PWDBE taking account of the recent changes in Education and the Church's responsibility for all schools;
  • Give due consideration to the provision of appropriate resources to enable the PWDBE to carry out its responsibilities as provider and sponsor of Church Schools and Academiesand report back to Synod next June.’

Appendix B

Types of School and Statutory Body

Private Schools
(also known as ‘independent schools’): / They charge fees to attend instead of being funded by the government. Pupils do not have to follow the national curriculum. All private schools must be registered with the government and are inspected regularly.
Some have a Church of England foundation.
Maintained Schools / Maintained schools are funded by central government via the local authority, and do not charge fees to students. The categories of maintained school are: community, community special, foundation (including trust), foundation special (including trust), voluntary aided and voluntary controlled.
Special Schools / Specifically for children with a Special Educational need and maintained special schools may not be designated with a religious character.
Community Schools / The category of community school was introduced by the School Standards and Framework Act 1998 on 1 September 1999 to replace county schools.
It is the standard type of maintained school.
Foundation Schools / Most Foundation Schools are former grant-maintained schools. A foundation school has more freedom than a community school in how it is managed and with its admissions procedures.
Voluntary Schools
and Schools with a designated religious character / Voluntary schools were those associated with a foundation, usually a religious group. The Education Act 1944 introduced two categories of maintained voluntary school:
•Voluntary-controlled (VC).
These had all their costs met by the state, but were controlled by the local authority.
•Voluntary-aided (VA).
These were partly funded by the state, with the foundation responsible for 50 per cent of capital works and having greater influence over the school. The 50 per cent figure has subsequently been reduced to 10 per cent, although the local authority does have discretion to cover this.
Historically, most Roman Catholic schools opted to be VA, while more than half of Church of England schools became VC.
Today, most VA and VC schools and some trust schools (foundation schools with a foundation) are faith schools.
Faith school is the common term used for schools designated with a religious character.
•Around 34 per cent of maintained schools in England are schools with a religious character.
•Around 68 per cent of maintained faith schools have a Church of England religious character and 30 per cent have a Roman Catholic religious character.
All Catholic, Jewish, Hindu, Sikh and Muslim schools are VA (except one Catholic foundation school) while Church of England and Methodists have a mix of VC and VA.
Grammar Schools / Grammar schools are defined under section 104 of the School Standards and Framework Act 1998 as maintained (community, foundation, voluntary aided and voluntary controlled) schools which select all, or substantially all, of their pupils by reference to high academic ability. Within the PWDBE area, grammar schools remain in Bournemouth LA area.
Academies / Academy is the term used to describe all independent state schools.
Academies are funded by central government and accountable directly to the Secretary of State. They also have a range of freedoms and they operate outside of local authority control. There are now many types of academies including Free Schools, Studio Schools and University Technical Colleges (UTCs).
Between 2001 and 2010, there was only one kind of academy. Usually this was a secondary school that has been closed by the authorities, generally in response to low attainment figures and judgments made by Ofsted, and re-opened as a new legal entity.
A sponsor (sometimes a partnership of 2-3 sponsors) is brought in, the principal’s post was advertised, the staff was retained and a new governing body was established.
Today the term academy is used to describe all state schools which are given school autonomy and which are accountable directly to the Secretary of State.
Broadly speaking, academies operate outside the Local Authority framework.
They:
•Sponsored academies
•Converter academies
•Free Schools
•Studio Schools
•University Technical Colleges
•Academy Chains
Sponsored Academies / Sponsored academies are the government’s intervention strategy of choice. Almost all have predecessor schools, which have been low attaining schools, usually in urban areas of high deprivation. St Columba’s Academy (Fareham) is the Diocese of Portsmouth’s first Sponsored Academy. Sponsored academies have the Diocesan Multi- Academy Trust (MAT) as trustees, overseen by the PWDBE’s Umbrella Trust (See Below).
Converter Academies / Converter academies were introduced by the new government in 2010. Every school can choose to become an academy, provided that strong performers work in partnership with others to raise standards. Schools not rated ‘Outstanding’ or ’Good with Outstanding Features’ by Ofsted can apply to become an academy but need to demonstrate favourably.
Some Church schools are applying to convert. In order to convert, Church schools must first gain the DBE’s approval.
Free Schools / Free Schools are academies, which are entirely new to the state sector – they are either new schools or independent schools becoming state schools. Free Schools are set up in response to demand from parents and groups applying to set up Free Schools must submit a petition from parents with children of relevant ages for the particular school they wish to found.
This type of school has been/ is being considered in at least two parts of the PWDBE area.
Umbrella Trust / An Umbrella Trust is a partnership between schools in which each have their own governing body. It is possible for different types of schools (i.e. community, voluntary aided, voluntary controlled and foundation) to collaborate together in an umbrella trust, but in PWDBE its work is specifically with all its academies.
Multi-academy Trust / A Multi-Academy Trust is an organisation, which governs more than one school; it is used in PWDBE to act as the trustees for our Sponsored Academies.

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