National Governance Association Weekly Newsletter 18/12/2020
End of year
This is the last newsletter of 2020 and NGA would like to wish
all its members’ festive greetings. The newsletter will be back on
Friday 8th January 2021.
We would also like to take this opportunity to say a huge heartfelt
thank you to all of you volunteering, motivated to serve your
communities and make a difference to the lives of children and young
people during a year unlike any other. Governors and trustees, supported
by an amazing group of clerks and governance professionals across the
country, have shown in their hundreds of thousands to be ready and able
to step up and adapt when required, continuing to govern, from home and
using new methods of governance in the interests of their pupils and
communities. From everyone at NGA, thank you so much for your care,
your commitment, your expertise and your time. NGA is here to support
you in this vital work and represent your views to others in the
education sector and the powers that be.
Announcement of COVID-19 testing for secondary school staff and students in January
Following the government announcement
on Tuesday that that it will be making rapid-result COVID-19 tests
available to schools and colleges in the new year, a staggered rollout
of testing for secondary schools and colleges has been confirmed
from January. Secondary schools and colleges will operate a staggered
return following the Christmas holiday, offering all non-exam year
groups full-time remote education, as close as possible to that which
students would get in class, during the first week of term, with
face-to-face education for all starting on 11 January 2021.
Students in exam year groups, vulnerable children and children of
critical workers will all attend school or college in person from the
start of term, as will all students in primary, special and alternative
provision schools and colleges.
Large scale testing is clearly an important priority but the
lateness of this announcement and the huge degree of pressure that this
places on school leaders as a result is unacceptable and irresponsible.
NGA is deeply concerned about the impact that the timing of this
announcement and accompanying guidance will have on the welfare and
wellbeing of those working in schools and in particular those leading
schools and academy trusts. The lack of consideration for logistical
issues associated with setting up a testing programme at the scale
envisaged is further indication that the Department for Education’s
policy-making process is slow to understand how schools function.
For NGA’s full response to this announcement, please visit the NGA newspage.
NGA has issued a joint union statement with AoC, ASCL, Church of England Education Office, NAHT, NASUWT, NEU and SFCA, calling on the government to engage with our respective organisations to discuss what support will be needed for the roll-out of lateral flow testing in schools. Read the statement here.
Further COVID-19 update
Data
published by the Department for Education (DfE) covering the period 3
December to 10 December, shows that overall attendance in schools has
declined from 86% to 85%.
In the primary phase attendance is 89%, compared to 90% the previous
week. In the secondary phase attendance has dropped to 80% from 81% the
previous week.
The proportion of open state schools also fell by 0.3 percentage points to 99.2%.
Polling by Teacher Tapp
has found that 30% of teachers said they had experienced more persistent
absences that weren’t to do with illness or shielding than usual in the
first five weeks of this academic year.
NGA responded to the decision taken by the Secretary of State on Monday, to issue a temporary continuity direction
under the emergency Coronavirus Act 2020, ordering the London Borough
of Greenwich to rescind its request to schools to close early and move
to remote learning for the last few days of term, as a response to
growing COVID-19 infection rates in the Borough.
We continue to update our COVID-19 resource page , which contains practical information and guidance for governors, trustees, chairs and clerks.
Resource management training webinars available to those governing
The DfE has funded training webinars to help the education sector, including those governing in all state school structures, plan for the future, and ensure long term financial sustainability.
Focusing on resource management and integrated curriculum and financial planning (ICFP), delegates will receive the knowledge and tools they need to quantify areas of inefficiency, diagnose the causes and ensure effective use of resources.
The training webinars will be delivered from December 2020 to March 2021. Full details and how to book can be found on: https://educationspace.co.uk/SRM/
To view NGA’s latest webinar on ICFP, visit NGA’s website.
Flexible working guidance updated
The DfE has updated their guidance on flexible working in schools.
As the employer of staff, or the body exercising employer
responsibility, governing boards should agree a policy for handling
flexible working requests which reflects their school’s ethos. Those
governing will also have to directly handle requests where they are made
by the senior executive leader, and will hear appeals from more junior
members of staff.
The updated guidance includes greater clarity on the difference between
statutory and non-statutory flexible working requests, and how these
should be handled. It also provides more detail on the considerations
for employers when handling flexible working requests.
Flexible working is one tool which boards can use to improve staff
wellbeing, and so increase retention. Accommodating flexible working is
also one way for a school to implement a culture of inclusivity for all.
To support boards in improving their practice, NGA has published
guidance on managing teacher workload and wellbeing. We have also recently published a HR self-assessment tool to encourage boards to evaluate their workplace culture, and consider how it could be improved.
Four new Learning Link modules released
Christmas has come early! Four brand new bitesize modules are now available on Learning Link:
- Holding to account: how to question and challenge –
Providing effective challenge to senior leadership is an essential part
of the governing board’s role. This module covers the types of
questions that governing boards should be asking and provides guidance
about when a courageous conversation is required
- Holding to account: how to conduct a courageous conversation
– Once you’ve asked the right questions of your senior leadership, a
courageous conversation may be required. This module will take you
through how to prepare for such a conversation and will give you some
simple strategies for ensuring that you stay in control and emerge with
outcomes that will benefit the school or trust’s pupils.
- Creating a new vision for your school or trust
- Using case studies and model approaches, this module will help you
and your board review your vision and, if necessary, develop a new one
to create the right strategic direction for your school or trust.
- Using integrated curriculum and financial planning (ICFP) to resource the best curriculum for your pupils - A key resource optimisation tool is integrated curriculum and financial planning (ICFP) and there is increased emphasis on its use by DfE. This bitesize module is intended to demystify ICFP by providing an introductory exploration of what it is and how to get your school or trust to use it.
If your school does not yet have access to Learning Link and you would like to find out more, why not register for a free trial and discover how e-learning can benefit your board’s development and practice.
DfE extend period product scheme for another year
The DfE has extended the period product scheme for another full calendar year in 2021. All learners at schools and post-16 education organisations in England will continue to have access to free period products in their place of study if they need them. The total amount available for schools to order products in 2021 will be calculated the same way as for 2020, based on 35% of the number of legal females of a certain age in the organisation. Having periods should not be a barrier to education. It is important to make learners aware of the scheme, so that they can access period products when needed, and to do so in a way that reduces the stigma surrounding periods.
Farewell to 2020: final podcast of 2020
Our latest and final podcast of 2020 is now available to
download. Join NGA’s Chief Executive Emma Knights and our team as we
look back on the challenges of 2020, the lessons we have learnt and
reflect on the impact COVID-19 has had on education. We also look ahead
with a little optimism to 2021 and what that might hold in store for us
all.
Download the podcast and have a listen over the Christmas break.
NGA Knowledge Centre resources: 2020 highlights
Our Knowledge Centre resources have supported governors, trustees
and clerks through a challenging year of governance. In case you missed
them, here are some of this year’s most popular resources:
COVID-19:
- COVID-19 continuity and recovery: this guidance suggests a collaborative approach to building recovery plans.
- Virtual governance resources: routines and practices for effective remote meetings, monitoring and induction.
Vision, ethos and strategic direction:
- Being Strategic: an annual cycle for creating, monitoring and reviewing strategy.
- Equality and diversity: understand your responsibilities and build a culture that promotes inclusion and embraces diversity.
Holding leaders to account:
- Headteacher appraisal: monitor the progress, development needs and wellbeing of your senior executive leader on an ongoing basis (beyond annual performance management meetings).
Overseeing financial performance:
- Integrated curriculum and financial planning (ICFP): make use of our on-demand webinar, guidance and e-learning to understand how ICFP can be used to design an affordable and sustainable curriculum.
- HR self-assessment tool: staff are the most important resource in every school. Use this tool to understand and influence the workplace culture in your school or trust.
Listening to stakeholders:
- Parental engagement: timely advice for governing boards in relation to parental communication and engagement.
Watch now: webinar on using ICFP to benefit your school or trust
Watch Paul Aber, NGA’s Head of Training Development in our latest
webinar which explored integrated curriculum and financial planning
(ICFP).
ICFP has been around a long time. Quite a lot has been written about it
recently. Your school or trust may already be using it. With schools and
trusts facing short- and longer-term financial pressures governing
boards may find it useful to develop a better awareness of what ICFP is,
how it can be used and what the role of the governing board is in this.
With this in mind this session will explore
- The current context
- Demystifying ICFP
- Why ICFP?
- ICFP in action
- Using ICFP in your school or trust
You can watch the session on the NGA’s webinar page.
Ofsted's final briefing notes find significant loss of learning
The findings from Ofsted’s interim visits has outlined the
effects of the COVID-19 pandemic on children and young people and their
learning progress. The third and final interim briefing note
reflects on the experiences of school and care leaders finding “many
children are thought to be at least 6 months behind on learning” and
that “schools are struggling to assess whether remote learning is
effective or not”.
The briefing notes found that:
- there has been an impact on the engagement of learning from pupils with special education needs and disabilities (SEND)
- digital access has been a barrier for learning for many pupils
- teachers and school leaders are struggling with their workload due to a “constant- fluid situation”
- pupils have been unable to engage in some aspects of the curriculum due to risk assessments
Next term, Ofsted will commence monitoring inspections on schools judged ‘inadequate’ or ‘requires improvement’ which will seek to identify barriers preventing these schools to improve.
NGA is recruiting
We are currently looking for 2 ambitious and experienced
individuals, to join our growing team at a very exciting time for NGA.
For more information on these roles please visit our vacancies page. Applications for these roles will close on Tuesday 5th January 2021 at 9.00am.
Senior Parliamentary and Information Officer
The Senior Parliamentary and Projects Officer will Develop NGA’s
parliamentary focus and public affairs activity, helping to ensure the
organisation is operating at the forefront of the government and
political debate. NGA’s ongoing parliamentary work will play a key role
in helping the organisation achieve its strategic aims.
Senior Policy and Information Officer
The Senior Policy and Information Officer will provide crucial support
for the effective delivery of NGA’s policy and information service,
helping to drive forward the organisations aim of improving school and
trust governance by assisting in the development of NGA policy positions
in order to influence the external education policy environment.
National Governance Association Weekly Newsletter 11/12/2020
COVID-19 update
Data published by the Department for Education (DfE) covering the period 26 November to 3 December shows that overall attendance in schools has increased for the second week running from 84% to 85%.
In the primary phase, attendance is 90% compared to 88% the previous week while in the secondary phase, attendance has risen to 81% compared to 78%.
Earlier this week, the DfE issued guidance confirming that schools
will be asked to remain on call for the first six days of the Christmas
holidays to help with contact tracing. Where a school’s last teaching
day is on Thursday December 17, there should be no pupil contact tracing
asks beyond Wednesday 23 December. The guidance says that in order to
ensure that staff get the time off they need and deserve, schools may
wish to use an INSET day, making Friday 18 December a non-teaching day
and using the day for staff training, which could be delivered online.
Where term would normally finish in the week commencing 21 December,
schools may wish to consider adjusting term dates to make Friday 18
December the last day of term (which could be an INSET day) and bringing
forward the start of term in January by the same number of days.
We continue to update our COVID-19 resource page, which contains practical information and guidance for governors, trustees, chairs, and clerks.
One in four schools will not be able to meet COVID-19 costs, study reveals
Analysis
by the National Foundation for Educational Research (NFER) into the
financial implications of COVID-19 on schools has found that one in four
schools may not be able to meet the costs of COVID-19 with 1,500
schools at particular risk of financial hardship.
The report highlights that many schools began with a deficit or small
surplus at the beginning of the pandemic and that these schools were
less able to handle the unexpected costs of COVID-19 along with the
usual school cost increases. While the government had issued an
‘exception costs’ scheme (where schools could request a capped amount of
money for certain costs) between March and July 2020 and has recently
announced a COVID-19 workforce fund, the authors of the report claim that these measures did not and are unlikely to ease pressures on school finances.
The report’s recommendations include emergency support to be provided to
schools to help meet the costs of COVID-19, with schools with the
highest proportion of disadvantaged pupils noted to be receiving the
smallest average increases in funding. NGA’s 2020 annual governance survey
showed that funding retained the top spot in terms of the issues you
told us were of most concern to your school or trust. The survey was
conducted in the relatively early stages of the pandemic, and recent
feedback from members supports the growing concerns expressed in the
NFER’s report. With schools and trusts facing short- and longer-term
financial pressures governing boards may find it useful to book a place on NGA’s last webinar of the term on Integrated curriculum and financial planning (ICFP) on Thursday 17 December 4.00pm - 4.30pm
Children's commissioner calls for billions to be invested to support vulnerable families
Children’s Commissioner, Anne Longfield, has told MPs
the pandemic has exposed existing child poverty and inequalities and
that poverty has been spotlighted more so than ever during the pandemic.
Longfield discussed how online support services during lockdown were
simply inaccessible for those who needed them, while many children did
not qualify for free school meals or additional help as they were not
considered priority cases, despite being in need of essential support.
A report
published by the Social Market Foundation indicated that “one in four
children faced some form of food deprivation in the six months following
lockdown” and 14% of children were classified as facing “very low food
security”. The report suggests that the scale of the issues is far
greater than previously thought. Longfield called for a stronger social
security safety net as part of the COVID-19 recovery package.
This comes as the government announced an additional £4.4 million in order to support vulnerable families. £4.2 million will be allocated to the ‘See, Hear, Respond’
programme delivered by a coalition of charities. It aims to provide
early intervention for children before they reach the threshold for
statutory support. The programme has so far benefitted more than 39,000
children and the additional funding is expected to help 15,000 more.
£190,000 will be allocated to the NSPCC’s helpline providing advice to
adults with concerns about child welfare. Members can access NGA’s information sheet on supporting disadvantaged pupils for further guidance.
Ofsted release operational note for inspections from January 2021
This week, Ofsted released an operational note
for the monitoring inspections on schools graded ‘inadequate’ or
‘requires improvement’, that will begin in January 2021. Ofsted has set
out plans to inspect schools to “ensure that leaders of these schools
have the support they need and are focusing on what will help improve
the school”. Monitoring visits aim to build on the work conducted
through the autumn term visits; lasting up to two days, the visits will
seek to make sure schools get the right focus while continuing to
address the impact of COVID-19.
All monitoring inspections will focus on discussions with leaders and
those responsible for governance, addressing areas including
safeguarding, curriculum, remote education, and attendance particularly
for vulnerable children in addition to:
- whether school leaders and those responsible for governance are taking the right actions for the school, including whether actions have been reasonably delayed or altered by COVID-19
- how quickly leaders and those responsible for governance identify and eliminate barriers to improvement
- the support and challenge provided by those responsible for governance against both immediate challenges and “balancing this against its improvement journey”
NGA is pleased that the government has decided not to return to full inspections in January. Commenting on the matter, NGA’s Director of Policy and Information, Sam Henson, expressed relief that the government had listened to the sector and understood “at least some of the immense pressures schools are facing”.
Take part in the Talk/together survey
NGA has been approached by Talk/together – the UK’s biggest
public conversation about what divides and unites us – who want to hear
from governors and trustees about the role schools can play in creating a
more connected society.
It is coordinated by /Together, a new coalition of household names like
the NHS and the BBC and local organisations working in communities
across the UK. The survey aims to understand current divisions in the
UK, what unites people, and how to bring people closer together. The
full findings of the survey will be published in early 2021 and shape
the future campaigns and activities of the coalition. You can complete
the survey on the Talk/Together schools page.
Emma Knights, Chief Executive of NGA announced the partnership with /Together in her annual address last month, saying:
“Divisions in our society have been plaguing us for some years now
and I see school governorship as a force for good in helping to bring
our society together locally in these difficult times… The project is
keen to hear from governors about the role that schools can play, and I
would say often do already play, as places where children from across
the community come together”.
NGA's Visible Governance in Schools campaign to relaunch in January 2021
Will you join us in championing your contribution to the
education system and shining a light on the difference that good
governance makes to your school/trust?
In early 2020, NGA launched the Visible Governance in Schools
campaign to celebrate, champion and raise the profile of the impact of
good governance on schools. After a pause to the campaign due to
COVID-19, it will relaunch in January 2021.
We will be encouraging members to be bold about sharing what you do and
why, providing resources and ideas to be visible in your school/ trust
and sharing examples of visibility and the impact of good governance. As
part of the campaign, NGA’s Outstanding Governance Awards 2021 will open for nominations on Monday 11 January 2021.
We will update you on the plans in January, but it is not too early to
get involved. You can download the logo and other material on our resources page and we encourage you to use the Visible Governance branding wherever you like to promote your participation in the campaign.
If you have ideas or comments for the campaign or are a local authority
or MAT that would like to work with us on the campaign, contact us at visible@nga.org.uk.
Sign up for the next Young Governors' Network event: influencing and persuading
If you are a governor or trustee aged 40 or under, sign up for the next Young Governors’ Network
event taking place on Thursday 14 January from 4.30pm to 5.30pm via
Zoom. This free session will focus on ‘influencing and persuading for
governors and trustees’, exploring the importance of being able to
influence as part of a governing board and how to develop the vital
skills required for effective persuading, challenging, and influencing.
We will be joined by a young chair of governors who will share their
personal experience of developing these skills in their governance role.
This is a brilliant opportunity to meet with other young governors and
trustees, share ideas and approaches and continue to improve your
governance practice.
You can book your place on our Eventbrite page.
New chair of NGA's board elected
Lynn Howard is the new chair of NGA’s board, following election by our trustees.
An NGA trustee since November 2019, Lynn is the chair of the
governing boards of Lyng Primary School and Hamstead Junior School in
Sandwell in the West Midlands and first became involved in school
governance in 2007. During this period, she has supported a number of
different schools within the primary sector and was appointed as a
national leader of governance in 2017. Lynn’s professional background is
in law, something that she feels has given her a multitude of skills
useful to her in her various roles within school governance. Lynn is
passionate about governors and trustees working together to support each
other and is also co-chair of the Association of Sandwell Governing
Bodies.
Brent Fitzpatrick MBE, NGA trustee since November 2013, and Rachel
Wilson, who joined the board last year, were also elected as vice
chairs.
You can find out more about NGA’s board of trustees on the NGA website.
Last few places for ICFP webinar
Virtual Governance webinar: Integrated curriculum and financial planning (ICFP)
Thursday 17 December 4.00pm - 4.30pm
With schools and trusts facing short- and longer-term financial
pressures governing boards may find it useful to develop a better
awareness of what ICFP is, how it can be used and what the role of the
governing board is in this.
There are a few places still available to join Paul Aber, NGA’s Head of
Training Development, for our final webinar of the year which will focus
on integrated curriculum and financial planning (ICFP) as he brings you
up to date on the latest thinking and how it can be used in the current
climate.
In this session we will explore:
- The current context
- Demystifying ICFP
- Why ICFP?
- ICFP in action
- Using ICFP in your school or trust
Thursday 17 December 4.00-4.30pm
National Governance Association Weekly Newsletter 04/12/2020
Build skilled, confident chairs, clerks and boards
As COVID-19 continues to present unprecedented challenges for
schools and trusts, effective governance has never been more important.
Leading Governance is our high-quality, flexible professional
development programmes for chairs, boards and clerks and will help you
rise to the challenge. But don’t delay – funding is only available until
spring 2021 – register by 12 March. Visit our website for more information.
COVID-19 update
Data
published by the Department for Education (DfE) covering the period 19
to 26 November, shows there has been a slight increase in overall
attendance in schools to 84% from 83% the week before.
In the primary phase attendance is 88% compared to 87% the previous week, whereas in the secondary phase it remains at 78%.
The data indicates that the number of schools reporting one or more
pupils self-isolating who had been asked to do so (due to potential
contact with a case of COVID-19 inside the school) has decreased in both
the primary and secondary phases. In the primary phase it is 26%
compared to 29% the previous week while in the secondary phase it is 68%
compared to 73% the previous week.
Last Friday, the DfE announced it was making a COVID-19 workforce fund
available to support schools with costs of staff absences. The fund
will be backdated to 1 November, covering the current half term and the updated contingency framework
referred to in last week’s newsletter has also been published. The
framework sets out how government would manage the exceptional
circumstances in which further restrictions were required on education
to help contain virus transmission within a community.
Information and guidance on COVID-19 for governing boards can continue to be found on NGA’s COVID-19 recovery hub.
NGA Chief Executive's annual address, NGA annual report and AGM
To close our online annual conference celebrations,
NGA’s Chief Executive, Emma Knights, addressed members on Saturday 28
November, emphasising the ongoing response to the pandemic including
support for disadvantaged pupils and the wellbeing of school staff and
leaders. Emma also set out some of NGA’s upcoming work including the
relaunch of the Visible Governance campaign, the return of the Outstanding Governance Awards and a bigger focus on sustainability.
To coincide with NGA’s annual address and AGM, we have also produced our annual report
of achievements which demonstrates how we continue to meet our
charitable aim of improving the education standards and wellbeing of
young people by increasing the effectiveness of governing boards. We do
this through our growing membership and professional development
services as well as by representing school governors, trustees and
clerks and influencing in the national education policy arena. Our
annual report also demonstrates how we have responded to our members’
voice and the positive impact of what we do, particularly looking at the
work we have done to support governing boards in their response to
COVID-19.
Our annual report and a written version of Emma Knight’s annual address are available on the website.
At the AGM following Emma’s address, it was confirmed that four new
trustees have joined the NGA board, with a further two trustees
reappointed. NGA would like to welcome the following appointments to the
board:
- East Midlands: Helen Stockhill
- East of England: Anthea Kenna
- London: Howard Davies
- South East: Tim Brock
You can find full details of NGA’s trustee board here - https://www.nga.org.uk/About-Us/Who-we-are/NGA-Board.aspx
DfE school governance update
The DfE has released their December School governance update
which thanks those governing for their commitment and signposts vital
resources which may be of interest. This edition reminds boards to be
pragmatic in their approach to meetings and continue to hold them
virtually where possible. While board meetings can be held face-to-face
if considered essential and with appropriate risk assessments taken, no
governor or trustee should feel pressurised into attending a meeting on
school premises.
The update covered the Diverse Governance Webcast Series, run in partnership with NGA and mentioned in last week’s e-newsletter,
which is a series of six webinars on diverse governance. The second
webcast was held yesterday but you can still sign up or contribute to
later sessions which will be running until March 2021.
The update also called for governors and trustees to encourage their
schools to support the ‘Something’s Not Right’ campaign. Launched by the
Home Office last month, it aims to build awareness of the support
available to children and young people who suffered harm during
lockdown.
Finally, the DfE highlight the information available for schools to help
them prepare for the end of the Brexit transition period on 31 December
2020. Governors and trustees should ensure their schools are aware of
the potential impact leaving the EU may have on them.
Ofsted reflect on the year and announce inspection plane for 2021
Ofsted’s latest annual report, published earlier this week, reflects on the year stating that it has consisted of ‘two very different halves’ which has changed their regulation and inspection activities. The report outlines the emerging findings from the introduction of the new education inspection framework (EIF) in September 2019 while also highlighting concerns about the impact of COVID-19 on pupils. The key findings are summarised below:
- Nearly two- thirds of state schools inspected under the EIF kept the same overall effectiveness
- A strong curriculum is underpinned by clear central aims and accountability, but also acknowledges that individual subjects require different approaches to avoid a one-size-fits-all approach
- There are serious weaknesses in SEND provision overall
- It has become more difficult to identify children’s and families’ need for early help and protection; instead, local authorities are more likely now to be responding to a legacy of abuse and neglect
In the government’s latest announcement, regular Ofsted inspections will be suspended until the summer term 2021. Ofsted will conduct monitoring visits in schools graded ‘inadequate’ or ‘requires improvement’. NGA believe that this is the right decision and shows that Ofsted are listening. We hope that the monitoring visits provide genuine collaboration and support to leaders who are under immense pressure.
Government announce plans for examinations in 2021
Students due to sit exams and assessments in 2021 will be provided with a set of measures to ensure fairness and effective management of the disruption caused by COVID-19 according to the DfE. The new measures include:
- Generous grading in line with the national outcomes from 2020;
- Students will receive advance notice of some topic areas to focus revision;
- Exam aids will be provided;
- In the event of illness or self-isolation, students have a second chance to sit a paper;
- An expert group will be formed to understand the impact of the pandemic on students across the country.
While we recognise that this is not a perfect solution, NGA are pleased that there is now information that will provide some clarity on the plans for next year. There is much work to be done in addressing the loss of learning for our most disadvantaged pupils and we call on the government to explore additional measures to ensure that these pupils are not disadvantaged further. You can find more information and NGA’s statement on changes on the NGA news page.
NAO publishes investigation of free school meals voucher scheme
The National Audit Office (NAO) has published their findings from an investigation into the free school meal (FSM) voucher scheme. In March, the DfE announced
a national FSM voucher scheme with a contract to Edenred to administer
the scheme. However, reports in April emerged indicating that schools
and parents were struggling to access the scheme which triggered the NAO
to investigate.
The investigation found that IT systems were unable to cope with the
initial demand for vouchers. Concerns were raised that many had been
left without access to food with the processing of vouchers averaging
five days in April. The scheme was also criticised by some due to lack
of retailers included in the scheme. As a result, lower-income users and
those in rural areas may have been restricted in both choice and
access.
The investigation did find that, following DfE intervention and
improvements in IT systems, performance of the scheme improved and, by
July, processing time for vouchers had dropped to just hours.
Share your governing board's experience: Private Finance Initiative (PFI)
NGA has been contacted by a governing board who are keen to network with other boards and governors with experience of managing Private Finance Initiative (PFI) debt. If you would be interested in sharing your experiences, please email our Senior Advice Officer, Michael Barton, at michael.barton@nga.org.uk.
NGA and BAMEed steering group on governance and race
One of the initiatives emerging from NGA’s advisory group on diversity and equalities is a collaboration with BAMEed
to set up a steering group on governance and race. The purpose of the
group is about ‘making things happen on the ground’ regarding improving
diversity and ensuring the inclusivity of boards.
The group will also be consulted on our upcoming research which was announced in Emma’s blog on race diversity on boards.
The group’s direction, activity and outcomes will be led by its members.
The first virtual meeting of the steering group will be on Tuesday 15
December 4:30pm – 6:30pm, if you would like to attend or want more
information, please contact rani.kaur@nga.org.uk
Final webinar of 2020 - Book your place now
Virtual Governance: Using ICFP to help achieve your school or trust’s vision (and cope with COVID-19)
Thursday 17 December 4.00 - 4.30pm
Paul Aber, NGA’s Head of Training Development, will be hosting our final
webinar of 2020, where he will be discussing integrated curriculum and
financial planning (ICFP).
With schools and trusts facing short and longer-term financial
pressures, governing boards may find it useful to develop a better
awareness of what ICFP is, how it can be used and what the role of the
governing board is in this. This session will explore:
- The current context
- Demystifying ICFP
- Why ICFP?
- ICFP in action
- Using ICFP in your school or trust
LGBT-inclusive training to fit your schedule
All schools and colleges have had to find new ways of working
during the Coronavirus pandemic and finding the time for training can be
tough – but it’s more important than ever to protect children and young
people’s mental health. Stonewall’s research
shows that young people who are lesbian, gay, bi or trans are at
increased risk of poor mental health outcomes, often as a result of
bullying, isolation or worries about whether they’ll be accepted by
their peers. That’s why Stonewall have developed e-learning on Improving the Mental Health and Wellbeing of LGBT Children and Young People.
This e-learning course,
available now for secondary schools and colleges, can help staff build
confidence in supporting LGBT children and young people to thrive. At
just £35 + VAT per place, this course gives you the flexibility to learn
at your own pace, fitting your training to your schedule. New modules,
including primary school modules and modules on supporting trans young
people, are coming in Spring 2021. Find out more here. Got questions? Our expert Education Team are always happy to help – find us at education@stonewall.org.uk
NGA is recruiting - Regional Leads
We are currently looking for three ambitious and experienced
individual to join our team at a very exciting time for NGAas we develop
a stronger regional presence. We are committed to working closely with
and supporting our regional partners up and down the country.
The Regional Leads will ensure that NGA’s focus on supporting our
partners and stakeholders continues and grows. We have an opportunity
for three Regional Leads to join our team, covering various regions
across England.
For more information on these roles please visit our vacancies page
National Governance Association Weekly Newsletter 27/11/2020
Annual Conference Seminars - available to watch
This week, NGA hosted a series of seminars covering the key
issues affecting you and your schools. We were delighted to be joined by
some of the leading thinkers and experts in the sector as we explored
how boards can help close the disadvantage gap, promote diversity and
equality in senior leadership and support the wellbeing and retention of
their senior leadership. We also looked at the challenges ahead in
school and trust improvement.
You can watch all of the seminars here
The National Association of Headteachers recently published the report from its School Improvement Commission of which NGA’s chief executive was a member. Wednesday’s seminar on the governing board role in school and trust improvement included the Commission’s chair and today Emma Knights has written about the outcome of the Commission which has put staff development at its heart. Read the blog here
COVID-19 update
Attendance
Data published by the Department for Education (DfE) covering the period
12 to 19 of November shows that there has been a further decline in
school attendance for COVID-19 reasons. Overall attendance in state
schools has fallen from 86% the previous week to 83% on Thursday 19
November. Attendance in the secondary phase is 78%, compared to 83% the
previous week. In the primary phase attendance is 87%, compared to 90%
the previous week.
The data also shows an increase in the number of schools reporting one
or more pupils self-isolating who had been asked to do so (due to
potential contact with a case of COVID-19 inside the school) and schools
reporting they have closed due to COVID-19. However, 99% of state
schools remained open as of November 19.
COVID-19 Winter plan
On Monday, the Prime Minister announced the COVID-19 Winter Plan
setting out how national restrictions will be lifted on Wednesday 2
December. On this date, England will move back into a regional, tiered
approach with three local tiers of restrictions. Schools will remain
open and any restrictions on education would only be as a last resort
and may only be initiated by central government. The DfE is to publish a
framework designed to set out how such restrictions would be
implemented as a containment measure for the rare circumstances in which
they are required to address community transmission.
The framework should not be used to address day to day operational
challenges, including staff shortages, which schools may face. However,
NGA is amongst a number of voices in the sector calling on the DfE to
allow school leaders (with the oversight of their governing boards) more
flexibility to make decisions which will help ensure that schools
remain open. We will continue to ensure views are taken into account in
the discussions we have with policy makers about what changes might be
needed to help schools safely maintain continuity of quality education
for all pupils and in a way which is as equitable as possible.
Our COVID-19 resource page contains practical information and guidance for governors, trustees, chairs and clerks.
Government spending review
The government spending review
included a number of announcements relating to schools and education.
Perhaps the most significant was the confirmation that schools’ budget
would receive an incremental rise of £2.2 billion in 2021-22. The
incremental rise forms part of the £7.1 billion increase in the schools’
budget by 2022-23 announced by the government last year.
However, the announcement of a pay freeze for public sector workers
earning over £24,000, means that the government’s pledge to raise
teachers’ starting salaries to £30,000 by 2022-23 has been pushed back
to 2023-24. The 5.5% pay increase awarded from September took the
minimum salary for a main pay range teacher to £25,714.
Other announcements covered the government’s new school rebuilding
programme, a commitment on new school places for children with special
educational needs and/or disabilities (SEND) and funding for education,
including schools catch-up and supplementary support for free school
meals in 2021-22.
Balancing the budget remains the number one concern for governing boards according to our annual survey.
NGA is pleased therefore that the government has confirmed that the
additional investment in schools through to 2023 remains on track.
However, feedback from our members supports the growing concerns
expressed in the sector over the uplift in school funding being
eradicated by the cost to schools of COVID-19 safety measures and
teacher supply cover.
HR self-assessment tool
NGA’s new HR self-assessment tool
encourages boards to step beyond their compliance duties and consider
how they understand and influence workplace culture in their school or
trust. We hope this self-assessment leads to discussions about the
board’s approach in areas such as staffing structure, recruitment,
retention, professional development, workload, and wellbeing.
NGA’s Knowledge Centre includes a variety of staffing resources. This tool, alongside our Guide to Staffing, is a starting point for boards considering how they can be better employers. We also offer more detailed guidance on managing workload and wellbeing, and appraising and paying staff in the staffing hub.
Annual Teacher Wellbeing Index published
Education Support has published their fourth Annual Teacher Wellbeing Index.
By comparing with previous years, the Index offers an important
perspective on how teachers have coped during the COVID-19 crisis. For
governing boards this is a useful tool for addressing wellbeing of
staff.
The Index paints a concerning picture, with a sharp increase in symptoms
of poor mental health, such as insomnia, tearfulness and difficulty
concentrating. Teachers and senior leaders also reported very high
stress levels. 62% of teachers and 77% of senior leaders reported being
stressed or very stressed in July, and by October this had risen to 84%
of teachers and 89% of senior leaders.
NGA have published guidance on managing teacher wellbeing and workload. We have also published a wellbeing tool
for governing boards to use when considering how they can best support
their senior leader. Our annual conference seminar on the board’s role
in supporting the wellbeing and retention of senior leaders took place
yesterday and can be watched here
Research shows that disadvantaged pupils have insufficient access to remote education
Research
conducted on the Teacher Tapp platform on behalf of Teach First has
found that 84% of schools with the poorest pupils lack access to the
devices and internet necessary to continue learning when self-isolating.
It highlights ongoing concerns that although all schools are facing
digital barriers, the education of the most disadvantaged pupils is
suffering the most.
With school attendance rates continuing to drop, there is further
concern that the gap between disadvantaged pupils and their peers will
widen. This will likely be worsened by insufficient access to devices
and to the internet.
DfE published guidance
on Monday 23 November which provides information on resources that
schools can access to support remote education. The government has
currently delivered 300,000 devices to school but the survey
demonstrates that more needs to be done. Therefore, Teach First is
calling on both the government and large businesses to provide devices
for pupils in need.
Access NGA’s information sheets on remote education and disadvantaged pupils
for more on the strategic role that governing boards play in holding
executive leaders to account for remote learning and what they can do to
support disadvantaged pupils. You can also now access the recordings
from our series of seminars including how boards can help close the disadvantage gap.
Environmental sustainability: New NGA guidance encourages whole school approach
Schools have a crucial role in helping to create a sustainable future for our planet. Our new guidance encourages governing boards to adopt environmental sustainability as a core value and make it a key element of strategy development.
Publication of new research aimed at benefitting young people with SEND
Children and Families Minister, Vicky Ford, has announced the
publication of new research aimed at helping to bridge the gap between
education and employment for young people with SEND. The rapid review, published on 24 November, brings together a body of research on the use of assistive technology in educational settings.
Assistive technologies (AT) are specialised products and services
designed for people with disabilities to enhance their functioning and
independence, and so are a vital tool in improving inclusion. The
research provides evidence on the effectiveness of AT in education: how
specific forms of AT improve outcomes for specific types of students
with SEND. This will help schools better understand how to harness the
benefits of existing tools and approaches, improving accessibility and
ultimately helping to raise the outcomes of pupils with SEND.
Governing boards have a responsibility to set a culture and ethos which
is welcoming and provides an environment in which all pupils can reach
their full potential. NGA guidance aims to support boards to strengthen their SEND programme.
Ofqual release reports evaluating summer 2020 qualification results
Two reports have been published by Ofqual evaluating the summer 2020 A level and GCSE results.
The reports aimed to examine whether the summer exams process 2020
‘introduced bias in outcomes that can be attributed to their known
protected characteristics or socio- economic status’. These reports
compare to the outcomes of pupils in 2020 to those in 2018 and 2019.
The overall findings
suggest the attainment gaps between different demographic groups have
not significantly changed or increased in most cases. According to the
reports, this indicates that candidates belonging to protected
characteristics or socioeconomic status were not systemically
disadvantaged by the impact of the pandemic and the approach to awarding
in 2020.
NGA
has joined five other education organisations to call for the
government to understand what happened with exams and grading in 2020
and prioritise students in the test and trace process to enable students
to be awarded their grades accurately and fairly. NGA will continue to
contribute and remain updated with on-going discussions regarding 2021
exams to ensure fair and robust outcomes for all pupils.
Calling all clerks - looking for funded CPD* and an accredited Level 3 qualification in clerking?
DfE funding ends in March 2021 for our Development for Clerks programme so book your place
today. Our fully remote training includes interactive workshops,
mentoring, e-learning and project work. This programme is an excellent
and a unique opportunity to access government funding and work towards a
recognised qualification with the support of an expert NGA Consultant.
Don’t just take our word for it, here’s what one of our recent alumni
has to say:
“As a relatively new clerk to a multi academy trust board, I was keen to improve my clerking skills, knowledge and effectiveness by participating in this programme. The course delivered in spades, and the opportunities to share best practice with other clerks on the programme during the virtual sessions was hugely beneficial.”
Sophy Parkin-Haig, Company Secretary at Ridgeway Education Trust
Regional cohorts are available for registration, but as our programmes are delivered through virtual platforms, you are welcome to register on any cohort.
*£350 of funding is available towards
the £449 cost of the programme. Remaining £99 is payable by the
participant or their employer/school/trust.
Community MATs Network meeting
Thursday 10 December 2020, 4.00pm – 6.00pm
Book your place now
Join us for the latest Community MATs Network meeting as we hear from a panel of MAT chairs, who will outline their experience of their trust’s journey, including the essential lessons they have learnt. You can join the discussion with the panel as we will be holding a Q&A session with them as well as exploring the key topics of financial governance and executive pay.
99% of users would recommend our new Learning Link modules
Our latest e-learning modules Recruiting a senior executive leader and Equality and diversity: a practical guide for governors and trustees
have been a hit with our users! 99% of those who have completed each
module would recommend them to fellow governors, with 94% reporting that
the modules have improved their governance knowledge. Take a look at
what some of our users have to say about their learning experiences:
“Information and resources provided
are excellent. It is useful to be able to pause and return to the
learning when it is convenient to do so.”
“Well-designed courses with clear and easily understood content.”
“Informative and interactive - excellent tools in enhancing governor knowledge”
Take the next step in your governance development and join over 30,000 users by purchasing a Learning Link subscription. Alternatively, sign up for a free trial and preview a selection of modules to find out more about how Learning Link can benefit your organisation.
Free webcast - #DiverseGovernance tips for recruitment
Sign up for the next webcast ‘How to make your governing board
inclusive – tips for recruitment’ which takes place on Thursday 3
December from 4pm to 5pm. Four governors and trustees will share their
practical experience of proactively looking at the diversity of their
board and how they have successfully recruited diverse volunteers. Book
via Eventbrite: https://www.eventbrite.co.uk/e/diversegovernance-webcast-series-6-parts-tickets-127507525441
These webcasts are led by Diverse Educators as a collaboration between
NGA, Inspiring Governance, the New Schools Network, Governors for
Schools and the Association of Governing Bodies of Independent Schools.
You can watch a recording of the first webcast on ‘An introduction to
diversity and equalities’, featuring NGA’s director of advice and
guidance Steve Edmonds, at https://www.diverseeducators.co.uk/governance/
For further information or to get involved in NGA’s diversity and equalities work, please email megan.tate@nga.org.uk
Find out more about our Everyone on Board campaign
National Governance Association Weekly Newsletter 20/11/2020
COVID-19 update
Latest on COVID-19 disruption to schools – attendance
Data published by the Department for Education’s (DfE) data shows the impact of COVID-19 on pupil attendance is increasing. The data shows that as of Thursday 12 November, approximately 29% of schools reported that they had one or more pupils self-isolating who had been asked to do so due to potential contact with a case of COVID-19 inside the school. This is up from 16% on 5 November. As part of the DfE efforts to understand the reasons behind the increase in pupil absence, Chief executives at trusts across the country have been issued with questionnaires from their regional schools commissioners’ office requesting information on their Covid-19 protocols.
The attendance issues are more acute in the secondary phase with two-thirds of secondary schools reporting pupils being off because of COVD-19. This has led to further calls on the government to give secondary schools more latitude to move to a planned rota system if they feel that this would be less disruptive, more manageable, and in the best interests of their pupils.
Latest on COVID-19 disruption to schools – wellbeing and retention
Teacher absence due to COVID-19 is a major concern for senior leaders. The extrapolated results of a survey conducted by Teacher Tapp, indicate that as many as 36,300 of England’s 450,000 teachers could be away from the classroom.
The ongoing disruption to schools and education caused by COVID-19 brings into sharp focus the potential long-term implications of the pandemic on leadership capacity in schools and trusts. The results of a survey conducted by the National Association of Headteachers in October and published this week, shows that nearly half of school leaders are now less likely to remain in school leadership for as long as initially planned and are now less likely to remain in school leadership for as long as initially planned, and the government 'risks a post-covid exodus'. This warning comes as NAHT published the report of the School Improvement Commission highlighting a need for greater support for leaders.
It is important in these extremely difficult times for governing boards to balance their responsibility to hold leaders to account in crucial areas such as risk management and providing remote education, with providing much needed support. Our COVID-19 resource page contains practical information and guidance for governors, trustees, chairs and clerks.
On Thursday 26 November at 4.30pm, NGA will be holding a seminar on the governing board’s role in well-being and retention of senior leadership, with an exciting panel featuring Sinéad Mc Brearty, Chief Executive Officer, Education Support, Ali Oliver, Chief Executive, Youth Sports Trust, Dominic Siwoku, Staff Wellbeing Team, Department for Education and James Pope, Director, InspireEDucate. You can book a place on our events page.
Covid-19 recovery: Monitoring priorities and board reporting
Governing boards continue to provide valuable support to school leaders as they manage the ongoing challenges of the COVID-19 pandemic. This support should be carefully balanced against a responsibility to hold leaders to account.
To help governing boards understand the areas to focus on at this time, NGA has published an information sheet compiling monitoring priorities. Each priority area detailed is accompanied by suggested questions to ask, designed to support conversations with school leaders.
Monitoring and board reporting amidst COVID -19 - watch our latest webinar!
To go alongside our brand new information sheet, in NGA’s latest webinar, Sam Henson, NGA’s Director of Policy and Information explores governance monitoring and board reporting amidst a global pandemic
The webinar explored the changes and challenges of governance monitoring and reporting at this time and considered the priorities and plans for boards this term and beyond.
You can watch the webinar here
Spotlight on Disadvantage
Despite the best efforts of schools to provide continuity of
education for all pupils during 2020, there is no doubt that
disadvantaged pupils and their families will have experienced greater
challenges than most of their peers. Even before the pandemic there was
growing concern that more children were suffering under increased
poverty, with evidence from high profile bodies such as the Education
Policy Institute (EPI) indicating that the gap had stopped closing in
recent years and could grow again. With the National Tutoring Programme (NTP)
launch this month as part of the government’s coronavirus catch-up
fund, governing boards will be thinking carefully about how catch-up
funding is spent.
NGA will be sharing your feedback with the Department for Education on
how you are approaching catch up as well as remote education and we
would like to hear your views on the following:
- How you are assessing the degree of lost learning and how big of a problem you deem it to be
- How you are planning to spend the catch up premium
- How has the curriculum been affected by COVID-19 restrictions, and the need for catch-up
- Are you confident that remote education provision meets the Department’s expectations?
- What barriers are schools facing around planning and implementing remote education?
- How is the governing board monitoring remote education provision and scrutinising the remote education offer?
- What might governors/trustees need from the department to do this effectively?
Your feedback is crucial for developing a sector wide understanding of how catch up is being approached across the country. Please send your answers to these questions to sam.henson@nga.org.uk
Fair Education Alliance hosts virtual annual summit
This week the Fair Education Alliance (FEA) hosted their 2020
annual summit where attendees delved into discussions on a range of
educational topics including special educational needs (SEN) provision,
family learning, curriculum for life, systemic change and more.
FEA is an alliance of over 150 organisations which aims to tackle the
inequalities that exist within the education system. Members of the FEA,
including NGA, act collectively to drive action at both a local and
national level with the aim of ensuring that educational success is not
determined by socioeconomic status.
Key areas explored at the event included how parents are an untapped
source for closing the attainment gap as well as the importance of
tutoring to support disadvantaged pupils. Prominent ideas were shared on
the importance of collaborative action and ultimately, how “an unfair
education system is a symptom of an unfair society”.
As research
has shown that COVID-19 is exacerbating and widening the attainment gap
between disadvantaged pupils and their peers, it is more important than
ever to take action. NGA has produced specific guidance on the strategic approach that governing boards should take to address the impact of the pandemic on disadvantaged pupils.
NGA's MAT network is back!
We are delighted to announce the return of NGA’s MAT Network,
with our next event being held on Thursday 10 December, 4pm-6pm 2020 as a
virtual meeting.
Now in its fifth year, at our last meeting in June, we gathered over 100
delegates, providing a unique opportunity for trustees and governance
professionals of multi-academy trusts (MATs) to come together, discuss
their experiences and share best practice.
We are delighted to be welcoming a panel of MAT chairs, to outline their
experience of their trust’s journey, including essential lessons learnt
and a chance for Q&A with the panel.
We will also be using the event to look specifically at the key topics of financial governance and executive pay.
This meeting will be held virtually using Zoom, we will send all the
information to you on how to use Zoom once you have registered, which
you can do here. If you have any questions about the event or network, please get in touch with:
Sam Henson: sam.henson@nga.org.uk
Trust mergers - free webinar and Governing Matters article
In recent years there has been an emerging discussion on the
merging of academy trusts, and as the education sector evolves, it is
likely that mergers between multi academy trusts (MATs) and single
academy trusts will become more prevalent.
NGA members are invited to attend ‘Merging for sustainable growth – the challenges and opportunities’, a free webinar taking place on Thursday 26 November, 1.00pm-2.30pm.
Nick Osbourne, CEO at Maritime Academy Trust, will speak about his
recent experience of merging with Barnsole Primary Trust. NGA’s Director
of Policy and Information, Sam Henson, will also be joining the panel
discussion which will also include a chair of governors and a trust
leader.
The webinar is organised by PrimarySite and follows the publication of their research report ‘Sustainable growth in multi academy trusts’ which found that there was limited practical advice available about mergers.
Reserve your FREE ticket
In the September 2020 edition of Governing Matters, Hilary Barnard, NGA
consultant, offered advice on the complex topic of MAT mergers in the
article: MAT Mergers: Anatomy of a merger.
Seven days left to vote on AGM resolutions
There are now only seven days left for members to vote on the
Annual General Meeting (AGM) resolutions for 2020, as there will be no
live voting at this year’s AGM. The AGM is members’ opportunity to vote
on issues of key importance to the running of the organisation including
membership fees. Members are encouraged to exercise their right to
vote and this contributes to the good governance of the organisation.
Members must vote using the correct ballot form for their membership type which are detailed below:
- Individual members, please vote using the Individual member ballot form.
- Standard or GOLD Governing Board members, please vote using the Standard and GOLD member ballot form.
- Local Association members, please vote using the Local Association member ballot form.
- Corporate members, please vote using the Corporate member ballot form.
Please submit your ballot form via email to vote@nga.org.uk by Thursday 26 November 2020 at 5:00pm. Alternatively, members can post their form to NGA, 4th Floor, 36 Great Charles Street, Birmingham, B3 3JY.
Leading Governance: final spaces available - book your place today!
We are currently recruiting on our DfE-funded Development for Chairs programme and Development for Clerks programme. These are due to start before Christmas:
Development for Chairs:
Cohort Start date
North East 2 20 December 2020
South West 2 18 December 2020
Trustee Cohort 1 8 November 2020
Development for Clerks:
Cohort Start date
East Riding 1 7 December 2020
Midlands 2 11 December 2020
South East 2 13 December 2020
South West 1 14 December 2020
Although our programmes are organised on a regional basis, they are now
delivered remotely so you are welcome to apply for a place on any
cohort, regardless of where you live.
Visit our website to apply for your place, find out more about the programmes and see our cohorts starting in 2021. DfE funding ends in March 2021 so apply for your place today.
Education Secretary announces plans to review current university admissions system
Last Friday, Secretary of State for Education, Gavin Williamson, announced the government’s plans
to review the current university admissions systems in a move which
would potentially require universities to provide offers only once
students have obtained their final grades.
The UK’s current admission system, where universities provide offers
based on predicted grades, is unusual when compared with other European
countries who typically use post-qualifications systems. Williamson
suggests that the current system “breeds low aspiration and unfairness”
particularly for high achievers from disadvantaged backgrounds who are
more likely to be under-predicted grades. The inaccuracy of predicted
grades has previously been highlighted by research from UCL’s Institute
of Education which found
that amongst applicants’ best three A-Levels only 16% of applicants
have their grades accurately predicted while the Sutton Trust found that 66% of applicants would prefer a post-qualifications system.
The government intends to consult on proposals in the coming months to
review the current system and explore how a post-qualification approach
would work for the UK. NGA will continue to engage in this topic to
ensure we best represent the views of our members.
Book your place on next webinar: Using ICFP to achieve your vision
Join Paul Aber, NGA’s Head of Training Development, for our next
webinar which will focus on integrated curriculum and financial planning
(ICFP).
Thursday 17 December 4.00pm - 4.30pm
Virtual Governance: Using ICFP to help achieve your school or trust’s vision (and cope with COVID-19)
ICFP has been around a long time and quite a lot has been written about it recently. Your school or trust may already be using it. With schools and trusts facing short- and longer-term financial pressures, governing boards may find it useful to develop a better awareness of what ICFP is, how it can be used and what the role of the governing board is in this. This session will explore:
- The current context
- Demystifying ICFP
- Why ICFP?
- ICFP in action
- Using ICFP in your school or trust
Please book your place on the webinar on the website.
National Governance Association Weekly Newsletter 13/11/2020
NGA Membership Survey closes Monday 16 November 12pm
There are just three days left to share your views. Don't miss the opportunity to have your say!
If you have not completed the survey please take the time to consider helping us with this important research. We are committed to giving you the best possible value for your membership fee, so please let us know how we're doing and how we can improve our services.
It would be really helpful if as many members as possible could respond to the survey.
The survey is available to members only and takes 25 minutes to complete. It closes on Monday 16 November 2020, 12 noon.
If you have already completed the survey thank you for doing so, we really appreciate the time and thought you have given to it
Check out NGA’s latest blog!
In this week’s blog, Emma Knights, NGA’s chief executive and a member of the Department for Education’s Headteacher standard review group, writes about how those standards can be taken into account in the work governing boards do to recruit, develop and appraise headteachers.
COVID-19 update
Data from the Department for Education (DfE) indicates that attendance remains stable despite the national lockdown with approximately 89% of pupils on roll in attendance in state schools.
This week, the DfE also released details on the school-to-school recovery support for schools and trusts. This time-limited support will be provided by an experienced system leader with the aim of helping schools to overcome the challenges faced or exacerbated as a result of the COVID-19 outbreak.
Governors and trustees should consider encouraging their senior leaders to apply for support if they identify that their school or trust has educational (or safeguarding) issues that have either been caused or worsened by COVID-19. Help can also be sought if their setting is facing operational challenges and would benefit from additional leadership capacity, including help with the remote learning offer.
Support will be in the form of dedicated time made available to the school and, where appropriate, its multi academy trust (MAT), for up to five days and could include a focus on matters such as support or planning with remote learning and how to use catch-up funding to address gaps in knowledge.
COVID-19 catch up premium
The COVID-19 catch up premium was announced earlier this year and provides mainstream schools with an additional £80 for each pupil in years reception through to year 11 for the 2020 to 2021 academic year. Special, alternative provision and hospital schools were provided with £240 for each place for the same period. The premium should be used to support pupils to catch up for lost teaching last academic year.
Although schools have the flexibility to spend their funding in the best way for their cohort and circumstances, it is important that governing boards scrutinise their school’s approach and ensure that use of this money is in line with their catch up priorities.
As with the other additional funding schools receive (pupil premium, PE and sport premium for primary schools and year 7 literacy and numeracy catch up premium), it is also vital that the use of this money is transparent. Guidance updated yesterday on what maintained schools and academies must publish online, requires schools to publish details of how the money will be spent and how the effect of this expenditure on the educational attainment of those pupils at the school will be assessed.
NGA’s Information sheet on reducing the impact of COVID-19 school closures on disadvantaged pupils includes questions that governors and trustees can ask their senior leaders.
Managing COVID-19 costs
Governing boards are working with school leaders to limit the impact of the pandemic in their schools and trusts and managing COVID-19 related costs is a necessary feature of this work. However, NGA understands that some members are concerned about how their school or trust will cover these costs using its existing budget.
This was an issue raised by delegates at the Institute of School Business Leadership’s national conference held this week. NGA staff attended the event where Baroness Berridge, Parliamentary Under Secretary of State for the School System, spoke and gave assurance that the DfE is listening to these concerns.
NGA are keen to hear your views and so visitors to our COVID-19 resources hub are being prompted to complete a short poll to help us understand confidence levels around managing COVID-19-related costs. Please visit the website to take part in the poll and we’ll share the results in a few weeks’ time.
Government announces winter support package for children and families
The government has announced a ‘winter support package’ which includes a £170 million grant scheme to be delivered by councils in England between December 2020 and March 2021 to support vulnerable children and families over the winter months. This scheme looks to expand existing government programmes including the Holiday Activities and Food (HAF) programme which will receive a £220 million investment covering Easter, Summer and Christmas 2021.
The package comes a month after the government turned down a Labour-led motion for an extension to the free school meals programme during October half term after a petition by footballer Marcus Rashford MBE received a million signatures. Although the alternative package announced by government has been largely welcomed, the government has received criticism for not acting in time for October half-term while prominent figures in the school sector have called for longer-term strategies to tackle holiday hunger.
With these funds not going directly to schools, it is imperative that schools and trusts ensure that parents and carers are aware of the opportunities provided by councils and the government to ensure that children do not go hungry or without over the school breaks.
Does your school or trust need more money?
Many boards think about how to find additional funding to deliver their vision and improvement strategies. Some are successful. For some it may be just to maintain the status quo. Others, like Mulberry Schools Trust who last week announced a partnership with Mercedes Benz, have been able to take bigger steps, in this case to establish a STEM Academy and an innovative extra-curricular programme for students aged 7-18.
NGA’s new two-hour workshop Generating income: the governance role focuses on realistic and pragmatic approaches to income generation with case studies which explore how to develop and implement suitable strategies and the session also evaluates the wide range of additional income sources and their merits including grants, partnerships, and passive income opportunities. The workshop helps identifies the board’s role in supporting senior leaders’ work through options and constraints to deliver successful projects.
“It was brilliantly focused on what we were there to do, namely income generation. I came away with some new ideas and approaches about generating income and it was a great reminder of what good financial strategic thinking should look like.”
As with all NGA training, the workshop is available on a small group basis using Zoom. To book this workshop, please visit the NGA website.
Academy trusts could face tougher finance checks
The Education and Skills Funding Agency (ESFA) updated their guidance for operating academy trusts as a going concern on 27 October 2020. Academy trusts are required to prepare their financial statements on a ‘going concern’ basis; this demonstrates that they have the resources needed to operate for at least the next 12 months.
Auditing scandals have meant that auditors must show greater compliance when using the term ‘going concern’. Therefore, auditors will need to demonstrate how they have challenged going concern assessments, as well as obtaining appropriate evidence and supporting documents.
The update means that trust boards may notice more detailed questioning from auditors concerning their assessments. As a result, trusts may end up having to improve the controls and the information that they use to make their assessments. If auditors express doubt on the trust operating as a going concern, then it could lead to intervention by the ESFA.
Overseeing the financial performance of the organisation is one of the three core functions of the trust board and ultimately, trustees are responsible for going concern assessments. NGA has produced a range of guidance which can provide trust boards with the knowledge they need to optimise their trust’s financial performance.
Ofsted release second briefing note on findings from interim visits
Ofsted have released their second briefing note presenting their findings from school visits in October to establish how schools are managing with the full return of education.
The briefing note outlines key findings on attendance, adaptions to the curriculum and some of the main challenges that leaders, staff and pupils are facing. Ofsted reported that there was a mixed picture across schools around the way that the curriculum is being taught; in most schools, all usual subjects were being taught. Most schools said that they made adaptions to their curriculum in response to gaps in pupils’ learning and coronavirus restrictions. Remote learning also appeared to impact pupil skills such as writing but was seen as a positive way of learning for pupils with special educational needs.
The findings also show that staff and school leaders are seeing a significant increase to their workload in addition to ensuring that safety measures are in place. Leaders are also seeing a decline in pupil mental health and pupil knowledge. These issues have influenced the way that schools are spending catch- up funding such as, additional pastoral staff, attendance support officers and releasing staff to plan for remote learning. Ofsted will release their third briefing note in December, outlining their findings from continued school visits.
Questions continue regarding pathway for 2021 exams
Following Wales’ decision to cancel 2021 exams for all GCSE, AS and A level students, there have been some calls for Ofqual and the government to reconsider the 2021 exam series for pupils in England.
In October, the DfE announced that most GCSE, AS and A level exams in England would be delayed by 3 weeks in 2021 however, following Wales’ decision to cancel exams for 2021, pupils and professionals have called for the government to consider cancelling exams in England. However, HM Chief Inspector, Amanda Speilman, has cautioned against going down the path announced by the Welsh Government, adding that she had “not yet seen anything that suggests that pulling exams as we did last year is the sensible default route to go down this year.”
NGA, along with other organisations, have submitted a set of joint proposals to the government which aim to make next year’s exams as fair as possible amidst the ongoing disruption caused by COVID-19. NGA remains in conversation with Ofqual and the DfE to establish the best solution for 2021 exams to ensure that pupil outcomes are fair, accurate and do not negatively impact on the future of employment and opportunity.
An invitation to attend NGA’s 2020 Annual Conference Seminars
We are delighted to announce speakers for all four of our Annual Conference seminars starting on Monday 23 November.
Join us as we hear from the leading thinkers and experts in the sector, we will explore how boards can help close the disadvantage gap, promote diversity and equality in staffing, support the well-being and retention of senior leadership and outline the latest in school and trust improvement
For a full list of speakers and more information on each seminar and to book your places please visit our events page.
Clerks’ network
NGA is pleased to announce a meeting of our virtual Clerks’ Network on Tuesday 8 December 10:00am – 12:30pm.
This network is open to clerks and governance professionals in schools and trusts and will be an opportunity to interact with fellow governance professionals and help inform NGA’s work in this area.
The session will include a policy and practice update and feedback on the issues that governing boards are currently dealing with.
Attendees will also have the opportunity to select two breakout sessions from the following:
- Making virtual governance work for your governing board
- Leading Governance: Clerks training and development
- Being a Governance Professional in a MAT
For more information on the breakout sessions and details on how to book, please visit our Events page
NGA’s SEND Advisory Group
NGA’s most recent school governance report clearly highlighted the concerns of governing boards regarding the impact on available support due to financial pressures. To support those governing to strengthen their special education needs and/or disabilities (SEND) programme, NGA invites all those interested in SEND governance to the next SEND advisory group meeting which will be taking place on Tuesday 17 November over Zoom.
Book your place for the SEND advisory group here. If you have any questions, please send them to adelaide.chitanda@nga.org.uk.
We hope you can join us and look forward to seeing you.
Embrace arts and creativity for pupil and staff wellbeing
Governors and trustees play a key role in advocating for the extensive benefits of arts and cultural education and placing creativity at the forefront of your schools’ planning.
Over lockdown we saw the positive and powerful impact creativity had on children and young people, helping them to express themselves, stay connected to their classmates and enhance their learning experience. As schools continue to navigate education in a COVID-19 world, many are continuing to use arts and creativity to:
- Enhance student’s learning experience
- Support staff and pupil wellbeing
- Build young people’s confidence, character and resilience through creativity
Artsmark is the only creative quality standard for schools and education settings, accredited by Arts Council England, designed to support schools to build and expand upon their commitment to arts and cultural education. Artsmark’s flexible framework allows schools to embed arts and culture across the curriculum, so whatever new challenges you’re faced with, you can stay committed to creativity and put children and young people’s wellbeing at the heart of your school.
Find out more about the value and impact of arts and creativity from our Learning Link e-learning module for governors and trustees - Arts and cultural education: improving your school and its curriculum.
New blog: Supporting military children in school
This week, our colleagues at Inspiring Governance published a guest blog on supporting military children in schools. The blog, written by Louise Fetigan from the Little Troopers charity, focuses on the role of those governing in ensuring their school is meeting the needs of pupils who have a parent serving in the armed forces.
Schools receive additional funding to meet the needs of their military children through the service premium. It is currently worth £310 and should be used to meet the pastoral needs of service children. Those governing should ensure the service premium is being used carefully, and for its intended purpose. This is especially important in schools with a large cohort of military children. The DfE have published guidance to support schools in using the premium.
To receive the premium, children need to be flagged as service children ahead of the January school census deadline (21 January 2021). Schools should encourage service parents to make them aware of their status.
New issue of Governing Matters out now
The November edition of our Governing Matters magazine is on its way to you now. In this issue we have an exclusive interview with Baroness Berridge, the Parliamentary Under Secretary of State for the School System, who reflects on the importance of governance to schools and outlines how boards can respond to the pandemic and suggests how school and trust governance can be improved.
We also explore how to build a supportive and constructive relationship with the school leaders from the recruitment stage through development and appraisals to ensure those vital conversations about workload and wellbeing can be had.
In addition, we look at how you might construct a strategy to cope with the current climate, how you can make your schools a ‘well school’ and look at the changing face of clerking.
All NGA members can read and download the latest edition of Governing Matters here.
Your chance to vote on the AGM resolutions
Voting is now open for members to vote on the resolutions put forward in the full AGM notice. All members wishing to vote can do so by submitting a ballot form for their membership type via email to vote@nga.org.uk in advance of the AGM. Please submit your vote by Thursday 26 November 2020 at 5:00pm.
Alternatively, members can post their form to NGA, 4th floor, 36 Great Charles Street, Birmingham, B3 3JY. We urge all members to exercise their voting rights.
Pre-AGM question and answer now on our website
In addition, members can now read the questions posed by members regarding the resolutions as well as the response from the board. The full questions and answers as well as the AGM ballot forms can be found on the AGM page of our website
National Governance Association Weekly Newsletter 06/11/2020
DfE publish guidance for education settings on new COVID-19 national restrictions
The DfE have published guidance on how the new national restrictions, which come into force yesterday (5 November), will affect education and childcare settings. It builds upon guidance first published in July.
The guidance continues the Government’s approach to prioritising pupils’ full time education in school. There are currently no plans for school closures or to implement rota systems. Any changes to attendance would be implemented as a last resort.
In respect of face of coverings the guidance is clear that primary school children do not need to wear face coverings, and older children and young people with special educational needs or disabilities may be exempt from wearing them, depending on their need. Face coverings should be worn by students and staff in secondary schools and further education colleges in communal spaces, outside of classrooms, where social distancing cannot be maintained. No one should be excluded from education for not having a face covering.
Updated guidance published by the Department of Health and Social Care confirms that that staff and pupils who are clinically vulnerable or have underlying health conditions but are not clinically extremely vulnerable, may continue to attend early years and childcare settings in line with current guidance. Pupils and staff identified by the NHS or their GP as being extremely clinically vulnerable should not attend school and the appropriate arrangements and support should be in place for them.
Governing boards should continue to have oversight of the risk assessment and control measures for ensuring that their schools are safe and are providing continuity of education in line with the published guidance. Our Knowledge Centre is regularly updated and contains the practical information and guidance that governors, trustees, chairs and clerks require in order to fulfil their responsibilities during this challenging period.
COVID-19 – Governing board meetings
In the light of the national lockdown NGA’s position remains that governing boards should continue to meet and govern remotely in order to support the considerable efforts that schools are making to maintain effective control measures and remain open amid the rise in daily cases and confirmed local outbreaks.
Current statutory guidance give exclusion panels the flexibility to meet remotely up to 24 March 2021. The same approach can also be taken by school complaints panels.
New NGA guidance on virtual governance
Up to 70% of NGA members have not been into schools for visits or meetings this term, according to a recent poll conducted by NGA. With another national lockdown now in place, we expect governing boards to continue to function remotely for some time.
Boards have adapted their practice to enable them to function remotely. However, the face-to-face elements of governance remain fundamental to governors and trustees knowing their school and building relationships. In future, most governing boards are likely to adopt a blended approach, retaining the features of virtual governance which have made meetings more efficient, discussions more focused, and saved travel times at the end of the working day.
Our new virtual governance guidance invites boards to evaluate their virtual practices and provides advice on adapting meetings, carrying out monitoring and reshaping induction programmes.
NGA is recruiting - Clerking Development Manager
We are currently looking for an ambitious and experienced individual to join our growing team at a very exciting time for NGA:
We have an opportunity for a Clerking Development Manager to join the team based in Birmingham (currently working remotely). You will join us on a full time, permanent basis and in return, you will receive a competitive salary of £29,500 - £37,000 per annum.
The Clerking Development Manager will ensure that NGA’s focus on
clerking and governance professionals is maintained as well as making a
substantial contribution towards improving NGA content and services
aimed at clerks and governance professionals.
For more information on this role please visit our vacancies page
NGA events: AGM and Annual Address 2020
Members can now book their place for NGA’s Annual Address and Annual General Meeting (AGM) which will take place virtually for the first time on Saturday 28 November 2020 from 2.00pm to 4.30pm.
The Annual Address is a member-only event which will include the opportunity for open discussion with NGA’s Chief Executive, Emma Knights OBE, the senior staff team and current chair of trustees, Maggi Bull, about the issues affecting your school/trust and the support that you need from NGA. The AGM will begin at 3.30pm with an overview of NGA’s achievements over the past year and a review of the performance of our membership services and finances. The results of our trustee board election will be announced. As a membership organisation, NGA belongs to and is accountable to our members. We value your input and feedback to shape our priorities as we seek to improve the effectiveness of governing boards and champion school governance in the education sector and beyond and hope you will join us on 28 November.
Book your place at our Annual Conference Seminars
As we can’t meet up in person this year, we have invited a range of sector leaders and experts to deliver the latest thinking on the most important issues that affect you.
Join us as we explore how boards can help close the disadvantage gap, promote diversity and equality in senior leadership and support the wellbeing and retention of their senior leadership. We will also look ahead to the shape of school improvement and accountability.
Monday 23 November 4.30-6.00pm
The governing board’s role in closing the disadvantage gap for pupils
Tuesday 24 November 4.30-6.00pm
The governing board’s role in promoting diversity and equality in senior leadership
Wednesday 25 November 4.30-6.00pm
Where next for school improvement and accountability
Thursday 26 November 4.30-6.00pm
The governing board’s role in well-being and retention of senior leadership
On 28 November, the Annual Address will be delivered by NGA chief executive Emma Knights, OBE at 2.00pm, followed by a question-and-answer session with the NGA senior leadership team. The Annual General Meeting will begin at 3.30 pm.
To find out more and book your place, visit the events page.
National Tutoring Programme launches to support disadvantaged pupils
The National Tutoring Programme (NTP) launched on 2 November as part of the government’s coronavirus catch-up fund. It has been developed to support disadvantaged pupils whose education has been affected by the school closures caused by the pandemic. Evidence from the Education Endowment Foundation (EEF) has shown that an already substantial attainment gap between disadvantaged pupils and their peers is likely to have increased significantly due to school closures.
Previous evidence from EEF showed the positive impact of tuition on pupil progress, and the NTP has devised a programme consisting of two pillars: Academic Mentors and Tuition Partners, both with the aim of supporting the progress of pupils most in need.
Governing boards have a duty to ensure that schools spend their funding appropriately. Therefore, boards should scrutinise plans for, and usage of, the catch-up fund. To support the progress of disadvantaged pupils, boards should ensure that school leaders utilise the catch-up fund in the most effective and appropriate way. Plans should be tailored specifically to pupil needs, whether this is by the National Tutoring Programme or by other means. Further guidance on supporting disadvantaged pupils can be found in NGA’s information sheet on the topic.
Ofsted to continue interim visits remotely during second lockdown
Following the announcement that education providers will remain open during the second national lockdown, Ofsted has stated that they will conduct their autumn term interim visits remotely where possible. Regulatory work will continue to be carried out when responding to concerns around unregistered schools, safeguarding and breakdowns in leadership.
Ofsted has also published their findings report from inspections conducted between September 2019 and August 2020 under the new inspection framework which found that 86% of inspected schools were rated ‘good’ or ‘outstanding’. An Ofsted spokesperson said that standards have “improved significantly compared to 10 years ago”.
Prior to the announcement of the second national lockdown, Ofsted intended to restart full inspections in January 2021. The inspectorate has not yet specified whether the date to restart full inspections will be changed or reviewed as a result of the second lockdown. NGA along with other key voices in the sector think resuming full inspections in January is now no longer feasible given the current situation with the pandemic. NGA has written recently to Ofsted with ASCL, NAHT and NEU to advise Her Majesty’s Chief Inspector, Amanda Spielman, that as a collective, we don’t think full inspection should be starting again in January.
#DiverseGovernance webcast series
To support governing boards in increasing their diversity and their understanding of their role in matters of diversity and equalities, NGA is taking part in a series of free webcast events led by Diverse Educators alongside Inspiring Governance, the New Schools Network and Governors for Schools.
The series of events covers:
- Webinar one: The Equality’s Act and Your School – an introduction to the protected characteristics, Thursday 19 November, 4 – 5 pm.
- Webinar two: How to make your governing board inclusive – tips for recruitment, Thursday 3 December, 4 – 5 pm.
- Webinar three: How to make your governing board inclusive – inclusive behaviours. Thursday 14 January, 4 – 5pm.
- Webinar four: What is the governing board’s strategic role in delivering an inclusive education. Thursday 4 February, 4 – 5pm.
Find out more about the #DiverseGovernance collaboration
We are also looking for diverse speakers to join the panels at the above sessions. If you can offer practical insight on how your board has intentionally addressed any of the topics and are interested in sharing your experience, please email Kirstie.ebbs@nga.org.uk.
Further events to recruit diverse volunteers will take place in February.
Large-scale study finds teacher mental health and wellbeing is comparable to other professions
Researchers in a recently published paper have found evidence to suggest that teachers in England are amongst the happiest professionals. In the largest study of its kind, the research draws on evidence from 11 separate surveys accounting for over 60,000 teachers over a decade. Comparing the wellbeing and mental health of different professional groups to those in the teaching profession, the authors conclude that there is “little robust evidence to suggest that […] teachers are particularly anxious, depressed, have lower-levels of life-satisfaction or have poorer wellbeing outcomes than demographically similar individuals in other professional employment”. This contradicts recent sector-wide concerns on teacher wellbeing and one of the researchers, Sam Sims, suggests that the results of the study unpin the importance of not leading potential recruits into believing that “becoming a teacher is bad for your mental health”.
It is important to note that the study used data gathered prior to March 2020 and the coronavirus pandemic which NGA is awareness has exacerbated many school leaders and teachers workloads to cope with the ever-changing situation. Staff wellbeing and workload was the second most important issue facing school(s) according to governing boards in the annual school governance survey 2020 and NGA has a numerous resources to aid boards to address issues concerning workload and wellbeing of school/trust staff, including an NGA guide to support boards implement strategies and initiatives that create healthy working environment for all staff and our new evaluation tool, created in partnership with the Schools Advisory Service (SAS) which focuses on the wellbeing of school leaders, their self-care and how this is modelled through the school/trust. For more NGA guidance on any staffing matters, NGA members can visit the Knowledge Centre.
Governing Chatters: New podcast available now
In our latest podcast, we discuss the latest on how schools operate through the autumn term and deal with the challenges of the pandemic.
We also look ahead to our annual conference seminar series which will look at the Governing Board’s role in:
- Closing the disadvantage gap for pupils
- Promoting diversity and equality in senior leadership
- The well-being and retention of senior leadership
- The future outlook for school improvement and accountability
You can listen to this episode and our previous episodes on the podcasts page
Don’t forget to vote in the regional election
The election for the NGA board of trustees is now underway in six regions: East Midlands, East of England, London, South East, South West and Yorkshire & Humber. If your school or trust is in one of these regions then your board is eligible to cast one vote. If you are an individual member of NGA who lives in one of these regions, then you are eligible to cast one vote.
The board of trustees shapes the aims and objectives of NGA. They make a valuable contribution towards improving the effectiveness of governing boards in both maintained schools and academies. By voting, you can help to ensure the future strong governance of NGA.
How to vote
If you would like to vote for one of the nominated trustees in your region, you can find information on each candidate and regional ballot forms on our website and by following the links below. To vote you must submit a regional ballot form and email it to vote@nga.org.uk no later than 2pm on Thursday 26 November 2020.
The results of the election will be announced at the NGA Annual General Meeting on Saturday 28 November 2020.
Leading Governance: last few spaces available!
We are currently recruiting on our DfE-funded Development for Chairs programme and Development for Clerks programme. These are due to start this Autumn term:
Development for Chairs:
Cohort Start date
North East 2 20 December 2020
South West 2 18 December 2020
Trustee Cohort 1 8 November 2020
Development for Clerks:
Cohort Start date
East Riding 1 7 December 2020
Midlands 2 11 December 2020
South East 2 13 December 2020
South West 1 14 December 2020
Although our programmes are organised on a regional basis, our programmes are now delivered remotely so you are welcome to apply for a place on any cohort, regardless of where you live. Visit our website to apply for your place, find out more about the programmes and see our cohorts starting in 2021. DfE funding ends in March 2021 so please apply for your place today.
SEND advisory group
NGA’s next SEND advisory group meeting will be taking place on Tuesday 17 November over Zoom. The meeting will be an interactive forum that both informs NGA policy work and promotes the effective governance of SEND.
The virtual SEND advisory group meeting is open to all that are interested in SEND governance, and aims to share good practice and support the best endeavours of governing boards to make sure that pupils with SEND get the support they need.
Book your place for the SEND advisory group here. If you have any questions, please send them to adelaide.chitanda@nga.org.uk
We hope you can join us, and we look forward to seeing you.
National Governance Association Weekly Newsletter 23/10/2020
NGA launches new chairs policy report
NGA’s new policy report, ‘Chairing a board: developing governance, sharing leadership’, looks at the current landscape of chairing, covering who leads boards and their experiences of being board leaders, while setting out several recommendations to policymakers on how they can continue to support the recruitment and development of chairs and ensure that the role is sustainable.
The report details how approximately 5,000 new chairs are needed every year for the state school system and estimates that chairs contribute an equivalent of £145 million a year, which far outweighs the investment the system makes to their development. Among NGA’s asks of the Department for Education (DfE) are to create a national recruitment campaign for school governance volunteers giving similar profile as to other public service roles, such as magistrates, and to introduce a statutory maximum term of office for chairing roles of six years on any one board.
To coincide with the publication of the report, NGA hosted a virtual celebration event attended by over 250 chairs who heard about the findings and from other chairs on how they approach some of the challenges and opportunities of the role. Baroness Berridge, Parliamentary Under Secretary of State for the School System, also addressed the event – you can watch a recording of her speech on our YouTube channel.
NGA’s annual membership survey – have your say!
NGA is committed to giving you the best possible value for your membership fee and your thoughts on how NGA is doing will help improve our services and how we represent your views on a national level. Let us know your thoughts in this year's annual membership survey.
It would be really helpful if as many members as possible can respond to the survey.
The survey is available to members only and takes 25 minutes to complete. It closes on Monday 16 November 2020, 12 noon.
Annual General Meeting notice
To assist with the ongoing and proper governance of the Company, the Annual General Meeting for 2020 will be held online in accordance with government guidance and The Corporate Insolvency and Governance Act 2020. On Saturday 28 November 2020, Emma Knights will deliver the Annual Address at 2:00 pm followed by the AGM at 3:30 pm.
The full notice of the AGM and supporting documents on our constitution and accounts web page.
To book to attend the AGM please visit our events web page.
As the AGM will be delivered virtually, all members wishing to vote can do so using a voting form, which will be available to download on our website. There will be no facility to vote live at the AGM this year or after the deadline for votes. Members will also have the opportunity to ask questions in the run up to the AGM, with responses available on our website. For further information regarding the AGM, the process for questions and responses and the process for voting please visit our AGM web page.
New NGA guidance on time management for chairs and the role of the vice chair
Time management tips for chairs
Our time management tips for chairs have been created based on findings from our time to chair research.
Each chair brings unique skills, experience and circumstances to their
role - everyone works differently but we hope our tips offer some
helpful suggestions for all chairs.
The role of vice chair
The vice chair can be very important in sharing the leadership of the board, making the role of chair more manageable and acting as a sounding board when there are challenges and opportunities to reflect. Our overview of the role of vice chair details the purpose of this role and highlights the importance of a strong working relationship between chair and vice chair.
Parental engagement: timely advice and questions to ask
NGA considers ensuring stakeholder voices are heard to be the fourth core function of governance. As such, governing boards should do everything they can to ensure parents’ views are gathered and acted upon appropriately, especially during this challenging time.
Our parental engagement information sheet provides timely advice and questions for governing boards to ask in relation to parental communication and engagement during this difficult period. For more guidance on matters considering COVID-19, please visit the COVID-19 recovery hub in the Knowledge Centre.
Government rejects calls to extend free school meals over the half-term and winter breaks
In 2019, roughly 1.3 million children claimed for free school meals (FSM) and during lockdown most of those eligible for FSM did not attend school increasing their vulnerability.
The government have now rejected calls to extend the original voucher scheme, implemented during school closures, into the half-term and winter holidays. Following pressure from campaigners, including footballer Marcus Rashford MBE, the government had previously extended the scheme over summer but are now reluctant to do so over the upcoming autumn and winter breaks.
Emma Knights, NGA’s Chief Executive, has co-signed a letter to MPs alongside other influential voices in the sector to support Marcus Rashford’s campaign calling upon leaders to rethink their position on extending holiday provision. The letter also asks to increase the eligibility for FSM and to expand the early years Healthy Start Scheme.
Education Endowment Foundation release new study on online tutoring for disadvantaged pupils
A new study released by the Education Endowment Foundation (EEF) this week explores the role of online tutoring as a “powerful tool” in helping disadvantaged pupils during school closures. The research found many positives to online learning with children enjoying the one-on-one support that they receive through tutoring, not fearing judgement from their peers as well having time and space to learning at their own speed.
The EEF delivered the pilot tutoring project in collaboration with Impetus, The Sutton Trust and Nesta, which aimed to explore how online tutoring could support learning whilst schools are closed and successfully delivered more than 7,000 lessons to a variety of year groups. The study sits alongside EEF’s Teaching and Learning Toolkit, which provides a summary of educational research, including how “high-quality tutoring can deliver approximately five months of progress on average”.
Within school’s recovery from the intense lockdown period, it is imperative that pupils are provided with as much catch-up support as possible. Boards should ensure that school leaders are using the catch-up funding in the most appropriate and evidence-based way for your school’s context. For more information on reducing the impact on disadvantaged pupils, please see NGA’s information sheet on the topic. For guidance on how your board can monitor remote education, you can also read our information sheet on the expectations for remote education and support available for schools.
COVID-19 update
DfE attendance data shows that attendance in all schools fell slightly to 89.2% last week, down from 89.8% the week before.
DfE has also changed the data that it collects from schools and so now include figures on pupils that are being asked to self-isolate or where pupils have confirmed or suspected cases. This data showed that on Thursday 15 October, approximately 21% of state-funded schools had one or more pupils self-isolating who had been asked to do so due to potential contact with a case of coronavirus inside the school. This is 46% of state-funded secondaries and 16% of state-funded primaries.
The DfE Direction on remote education also came into force yesterday and makes clear the expectation that where a class, group of pupils, or individual pupil need to self-isolate, or there are local or national restrictions requiring pupils to remain at home, schools are expected to provide immediate access to remote education. The quality of remote education expected of schools was set out in the Guidance for full opening published in July 2020 and last updated 21 October 2020.
Guidance on how governing boards can monitor remote education can be found in NGA’s Continuity and recovery guidance.
Estate management guidance published
The management of the school estate (land and buildings) is carried out by executive leaders, school business and property professionals. However governing boards need to be confident that the school premises are safe and suitable, and will keep staff and pupils warm and dry. Good management of the estate reduces the risks associated with buildings. It helps to prevent the need for significant capital expenditure and disruption which can follow building failure.
The DfE guidance on good estate management has recently been updated. It now includes an easy to read list of the benefits of good estate management, as well as an updated section, which serves as a checklist that governing boards can use to make sure that land and buildings are managed effectively and efficiently.
Our knowledge centre has a list of suggested questions for governing boards to ask in order to establish whether the school estate is in good condition and how well it is being used.
Our Learning Link platform includes a health and safety module to help governing boards to carry out their responsibilities effectively.
OUT NOW: The Chair’s Handbook, 8th edition
The 8th edition of our best-selling guide The Chair’s Handbook is a valuable resource for new and experienced chairs of governing boards and academy trusts. It is also useful for vice chairs and those chairing committees.
This new edition builds on NGA’s experience of working with many governing boards of both academy trusts and local authority-maintained schools, along with our research to produce an invaluable aide to performing the role of chair effectively. In this latest edition we build on
- the three mindsets of governance: generative, strategic and fiduciary
- managing the dynamics in the boardroom, and
- helping you to understand how the chair builds trust with the board and school leaders.
50% discount for members: £8 per copy
As a member of NGA, you can take advantage of membership discounts on our sector-leading guides and can purchase copies online.
Receive your free copy
Chairs of trust boards and chairs of GOLD governing/GOLD academy boards
will receive a copy as part of your membership and do not need to place
an order. Please ensure that your role and contact details are up to
date on your NGA membership account so that we can send you a
complimentary copy. The clerk can also do this on your behalf. Login to check or update your details.
Update on our Annual Conference and events
Our events schedule for November is now available on our website. Due to restrictions around Coronavirus, NGA’s Annual Conference and AGM scheduled for Saturday 28 November 2020 will take place in a different format. In place of the Annual Conference, NGA will be running a series of virtual seminars during the week commencing 23 November. On 28 November at 2:00 pm the Annual Address will be delivered by Emma Knights, followed by the Annual General Meeting at 3:30 pm. To find out more about our upcoming events please visit our website.
YGN Event: ‘Developing key skills as a young governor/trustee’
The next meeting of the Young Governors’ Network (YGN) will take place on Wednesday 4 November, 4.30pm – 5.30pm via Zoom. It will explore skills that can be gained as a young school governor/trustee and how these can be transferred to the workplace to support professional and career development.
YGN events are free to all and you do not have to be a member of NGA to attend. The events are open to all governors and trustees aged under 40 – to those who are considering volunteering and want to learn more from those already governing.
Huge successes for NGA’s DfE-funded Leading Governance programmes
As nearly 1,500 chairs, vice-chairs and aspiring chairs have now accessed the DfE-funded Development for Chairs programme.
NGA’s Leading Governance team and NGA consultants are working hard to deliver leadership development training for the 814 board leaders who are signed up to the Development for Chairs programme. Participants are adapting well to virtual delivery with many reporting that they will be taking the format back to their own governing boards and their places of work.
NGA’s Development for Clerks programme has 394 active learners all working towards their accredited level 3 qualification, and all of our 96 cohorts are being delivered virtually, spanning the length and breadth of England.
During NGA’s successful Visible Governance event held earlier this week, many who attended the webinar reported on the impact the Leading Governance programmes have had on their own practice. It was great to have the opportunity to hear directly from so many chairs and clerks. Thank you to those that took part and contributed.
If you would like to take advantage of the final few months of DfE funding on these programmes, please book your place or contact the team to make an enquiry.
Job opportunity: Leadership and Governance Specialist at ASCL
The Association of School and College Leaders is seeking to appoint a Leadership and Governance Specialist (home based) to influence national education policy and to support school and college leaders. The role involves leading ASCL’s work in the following areas:
- School and college leadership quality, standards, education and qualifications
- Governance (including system and MAT governance)
- Inspections
- Accountability and data
The closing date is 4pm on Friday 30 October. For further details, go to www.latestvacancies.com/ascl or contact Angela Stewart on 0116 299 1122.
National Governance Association Weekly Newsletter 16/10/2020
COVID-19 update
On Monday, the Prime Minister confirmed that that despite further COVID restrictions being introduced across England, the, current rules for schools will remain in place in all three types of area.
DfE attendance data shows that approximately 91% of schools were fully open last week, down slightly from 92% the week before. The percentage of secondary schools reporting to be fully open last week was 79% compared to 82% the week before. However, overall attendance reported by secondary schools has increased slightly from 86% to 87%. The data shows the overall attendance at primary schools last week was at 92%, down from 93% the week before. However, if nursery age pupils, for whom attendance is not mandatory are removed from the data, then the overall attendance percentage increases to 95%.
We reported in last week’s newsletter that the “rule of six” applied in the circumstances of governing board meetings. This was incorrect and was based on information contained in the DfE governance update, which has since been amended.
NGA’s position remains that governing boards should continue to meet and govern remotely in order to support the considerable efforts that schools are making to maintain effective control measures and remain open amid the rise in daily cases and confirmed local outbreaks.
Our COVID-19 resource page contains practical information and guidance for governors, trustees, chairs and clerks.
Education Secretary announces plans for 2021 exams
This week the Education Secretary, Gavin Williamson, has announced that 2021 summer exams for GCSE, AS and A level exams will start three weeks later than usual, to ensure that pupils are able to catch up on missed out learning. During the announcement, the government expressed their aim for exams to go ahead next year in the fairest and most accurate way to measure a pupil’s attainment.
Almost all GCSE, AS and A level exams will begin on 7 June 2021 and end on 2 July. The results for A and AS levels will be on 24 August 2021 and 27 August for GCSEs. Pupil education continues to be a priority for the government in its response to the coronavirus and supporting catch up learning through a recent announcement of a £1 billion catch-up programme and the freeing up of teaching time.
More details on the 2021 exams will be announced later in the term however, Ofqual have commented that 2021 exams will offer more optionality without narrowing the curriculum. This included the option of multiple-choice questions or exam boards providing advance materials before tests. NGA continues its conversations with the DfE and Ofqual on these plans.
New Headteacher Standards and Professional Qualification Standards published
This week the DfE published new headteacher standards to replace the national standards of excellence for headteachers 2015. They are designed to be relevant to all headteachers and as non-statutory guidance should be interpreted in the context of each individual headteacher and school. Nevertheless, they provide a useful reference and a starting point for governing boards developing job descriptions, person specifications, objective setting and for conversations they have with their school leaders about professional development. The standards also reinforce the importance of professional and principled leadership, in line with the Framework for Ethical Leadership in Education, which is as relevant for those governing as it is for headteachers.
The headteacher standards are reflected in new national professional qualification (NPQ) frameworks also published this week. NGA chief executive Emma Knights has responded with NGA’s view on the changes made to the NPQ framework.
Delegates attending our South West and East of England regional conference on Tuesday were treated to a useful and engaging session on Leadership Development & Wellbeing with a panel of experts from the DfE and Chartered College for School Leadership. The conference session is now available for all our members to watch.
Updated headteacher recruitment toolkit
Recruiting a headteacher or senior executive leader is arguably the most important task that a governing board can carry out on behalf of their school or trust.
This week we have updated our toolkit for boards recruiting a headteacher or senior executive leader. The toolkit aligns with the DfE non-statutory guidance Recruiting a headteacher and is suitable for all types of school and governance structure. It is structured in a way that takes governing boards through the entire recruitment process, from pre-recruitment planning to post-appointment checks and induction. Boards are advised to pick and choose the tools and sections which are most relevant for them.
The toolkit is complimented by our recently published Learning Link e-learning module on recruiting a senior executive leader. This two-unit module includes advice on conducting the process remotely, which may be useful for boards in the current climate. Its launch last month was also accompanied by a webinar on senior executive leader recruitment.
We launch our annual members’ survey
NGA’s Annual Membership Survey is now open!
As a membership organisation, it is vital that we know whether we are representing your views and providing you with the support you need. We are committed to giving you the best possible value for your membership fee. Please let us know how we are doing and how we can improve our services by filling in our members’ survey. It would be very helpful if as many members as possible can respond to the survey.
The survey is available to members only and takes 25 minutes to complete. It closes on Monday 16 November 2020, 12 noon.
Electing regional trustees to the NGA board – voting now open
This year NGA sought nominations to our board for six regions: East Midlands, East of England, London, South East, South West and Yorkshire and Humber. We are pleased to announce that we have had nominees in all six regions and current NGA members are now able to vote for nominees in their region. To read information about the voting process, the candidate statements, and to download a ballot form, please visit the board page of our website.
Completed ballot forms must be submitted via email to vote@nga.org.uk by 2.00pm on Thursday 26 November 2020. The election results will be announced at the Annual General Meeting of NGA to be held on Saturday 28 November 2020.
Latest webinar on Being Strategic now available to watch
Our latest webinar took place yesterday with Steve Edmonds, NGA’s Director of Advice and Guidance, introducing our updated guidance on Being Strategic and focusing on the governing board’s first core function – ensuring clarity of vision, ethos and strategic direction. If you missed the Steve’s session or would like to watch any past webinars, you can do so on NGA’s webinar page.
Don’t miss the next NGA webinar on Thursday 19 November when Emma Balchin, NGA’s Director of Professional Development, is covering the topic of virtual monitoring and board reporting. As well as highlighting what is different about governance monitoring and reporting at this time, Emma will share some useful advice and that supports boards to take an effective approach.
NGA blog on NFER school and trust governance report
In a blog, NGA Research Officer, Hannah Garrington, delves into the National Foundation for Educational Research (NFER) study into school and trust governance published last week and highlights:
- what’s we knew from our own evidence;
- what’s new from the findings, and
- what NGA is planning to and currently doing to tackle these challenges and continue to support and assist governing boards.
Final few places for Chairs celebration event available
Book now for one of the final few places at our upcoming Visible Governance Chairs celebration where we will celebrate the contribution and commitment of chairs to leading governance and sharing leadership in schools and trusts.
A new report from NGA that examines who leads boards and the experience, recruitment and development of chairs will be launched at the event. You will have the opportunity to hear from other chairs about their experiences and NGA’s proposals for the future support and development of the role. We are pleased to confirm that Baroness Berridge, Parliamentary Under Secretary of State for the School System will be addressing the event.
It takes place on Tuesday 20 October from 4.00pm to 6.00pm, via Zoom.
Email events@nga.org.uk with your name and school/trust name to book.
National Governance Association Weekly Newsletter 09/10/2020
COVID-19 update
The Department for Education’s (DfE) data on school attendance released on Tuesday shows that approximately 92% of state-funded schools were fully open as of last Thursday. This was slightly down from the previous week’s 93%. Of all schools that responded to the attendance survey, 7% said they were not fully open due to suspected or confirmed cases of COVID-19, up from 6%. DfE’s October school governance update, reiterates the need for governing boards to take a pragmatic approach to meeting in person and reminds those that govern that governing boards will need to comply with the rule of 6, social distancing, any local health and safety measures and the school and trust’s risk assessment.
Our COVID-19 resource page contains a host of practical information and guidance for governors, trustees, chairs and clerks.
NGA support joint proposals for 2021 exams
Governing boards are only too aware of the unique and challenging circumstances schools are facing when it comes to preparing students for public examinations given, they have missed months of schooling, and the trajectory of the pandemic remains uncertain.
Last week, we joined with ASCL, NAHT, NASUWT and NEU to submit a set of joint proposals submitted to the government which aim to make next summer’s GCSEs and A levels as fair as possible amidst the ongoing disruption caused by COVID-19. The proposals include putting in place robust contingency plans for students who are unable to take exams or whose studies are very significantly disrupted; allowing students more choice over the questions they answer in exams; and prioritising symptomatic students in key exam years for Covid tests.
In submitting the proposals the education organisations have warned that simply moving the start of exams a few weeks later will not be enough on its own to address the disadvantage to students caused by the Covid crisis and added that more must be done.
Education Endowment Foundation reveals three new projects assessing disadvantage gap
The Education Endowment Foundation (EEF) has announced three new research studies designed to provide greater understanding of the strategies schools put in place to support pupils throughout Covid-19 closures, and the impact of these approaches on the disadvantage gap. Previous research carried out by the EEF found that the lockdown period and school closures are likely to have depleted previous efforts to close the gap. These latest studies will estimate the extent of regress before and after closures by analysing a large group of primary schools.
Our guidance on reducing the impact of school closures on disadvantaged pupils explains the strategic approach that boards should take to addressing this issue in their schools and trusts.
Ofsted publishes analysis of interim visits carried out this term
Following the temporary suspension of Ofsted’s routine inspections under the Education inspection framework, Ofsted are now working through their interim phase to return to full routine inspections planned for January 2021; carrying out interim visits in schools across England.
This week Ofsted published a briefing note reporting on the 121 schools that were visited as part of a pilot programme last month. Amongst the main findings were that school leaders had made many adaptations to make it safe for pupils and staff to be back. However, many are concerned about not being able to keep their schools open when staff had to self-isolate to wait for COVID-19 tests. The briefing says that schools visited were using remote learning to reach those pupils who have to stay at home, but remote learning materials were in many cases not fully aligned with the regular curriculum. The schools said that they planned to return to their normal curriculum by the summer term 2021 but many said they thought they would be able to achieve this earlier.
In a commentary provided alongside the briefing note, the Chief Inspector of Schools Amanda Spielman acknowledges how the “strong leadership and committed staff remain key to making the best of this challenging time”.
Our guidance on remote education explains how governing boards should be aware of their school’s strategy and plans for delivering remote education to pupils at home due to COVID-19, how they operate in practice and have been developed to ensure that curriculum aims, and the needs of all pupils are met.
Our guidance on Ofsted interim visits explains their purpose, their format and what school leaders and governing boards can expect if they are visited this term. If you have been part of an interim visit and would like to share your experience, please contact Nina, our Policy and Information Officer, at nina.sharma@nga.org.uk.
DfE publishes updated Governance Handbook and DfE governance guidance
On Thursday, the DfE released the updated version of the Governance Handbook alongside guidance on governance structures and roles in maintained schools and academy trusts. NGA’s model role descriptions for governors, trustees, clerks and governance professionals are published on our knowledge centre have recently been updated for the new academic year.
The updated handbook contains new text on the role of members in academy trusts and the forthcoming requirement that members must not be employees of the trust. Our knowledge centre contains comprehensive guidance and information on all aspects of governance in a trust, including the role of members and changing articles of association
The updated handbook also highlights the importance of having a diverse board membership and the need for boards to be supported by a skilled and knowledgeable governance professional. NGA has been promoting positive practice in these areas for some time through our Everyone on Board and Clerking Matters campaigns, as well as through our Leading Governance programmes
The updated text on the board’s relationship with executive leaders highlights knowing, understanding and welcoming the role of effective governance as a key characteristic in the Headteachers’ Standards. This is covered in the joint guidance ‘What governing boards and school leaders should expect from each other’.
NFER governance research findings
New research on school and trust governance published on We (7 October), commissioned by the DfE and conducted by the National Foundation for Educational Research (NFER), reveals that nine out of ten school and trust leaders feel adequately supported and challenged by their governing board.
The study explores governance structures, who is involved in governance and why, recruitment and retention of volunteers, experiences of governance and the perceived effectiveness of governance. It engaged with 2,751 individuals including those governing and executive leaders from 1,207 schools between November 2019 and January 2020. It aimed to “inform future policy development” and “enable evidence-based prioritisation of resources to support school and trust governance throughout England”. It recognises that the “effective governance of schools and trusts is essential for the provision of a high-quality education for young people throughout England” and says that “volunteers fulfilling the role of governor or trustee in schools and trusts make a vital contribution to the education system”.
Emma Knights, NGA Chief Executive, was pleased that “the vast majority of NFER’s findings tally with what we already know and understand about the huge volunteer force overseeing state education … [the] key findings confirm the importance of issues NGA has been amplifying and addressing for many years such as lack of diversity f boards, the need to tackle governance workload, difficulties with recruitment and retention, and the importance of high-quality clerking”. To read NGA’s full comment and summary of the findings, please visit the NGA news page.
Updated guide to Being Strategic published
An updated guide to Being Strategic, one of our most popular and influential resources, is published today on our Knowledge Centre. The updated guide, which has been jointly developed with the Association of School and College Leaders and the National Association of Headteachers, encourages executive leaders and governing boards to work together to set a strategy for their organisation and monitor progress within an annual cycle.
The guide remains centred in the governing board’s first core function: to ensure clarity of vison, ethos and strategic direction. It describes how mission, values and culture relate to strategy and why it is important for governing boards to be aware of the culture and climate in their school or trust.
NGA Director of Advice and Guidance, Steve Edmonds, has written a blog to coincide with the publication of the updated guide encouraging boards to think strategically about what is important for their pupils and how a positive culture drives the strategy.
You can also join Steve for a free webinar focusing on the new and updated guidance and explores:
- how boards and school leaders work together to develop a clear strategy
- the importance of taking a longer-term perspective on the things that matter - values, ethos and culture
- the role governing boards have in influencing the culture in their schools and trusts
The webinar will take place on Thursday 15 October, 4pm – 4.30pm and is also open to non-NGA members. To book your place, please visit the booking page.
New guidance and Learning Link module: Championing equality and diversity
Our newest Learning Link module, Equality and diversity: a practical guide for governors, and equality and diversity guidance are now available.
This three-unit module provides those governing with an understanding of the Equality Act 2010, how it relates to pupils, recruitment practice, retaining and the performance managing staff. By completing it you will be better placed to contribute to the board’s role of promoting equality, diversity and inclusion.
The guidance also covers legal compliance and the the Equality Act but also provides practical advice to help boards promote and embed a culture that appreciates and celebrates diversity in all aspects of school life.
Seminar on leadership development and support: hot off the press
As part of next week’s virtual regional conference, there is a session at 4.30 - 5.30 Tuesday 13 October which is relevant to members in all regions. We will be joined by an expert panel including Gareth Conyard, Deputy Director of the DfE’s Developing Teachers and Leaders Division who will introduce the new Headteacher Standards and the Framework for National Professional Qualifications that should be published that day. As there are a few spaces remaining, you are welcome to join from other regions to hear about these national developments.
To book your place at this seminar, visit our events page and choose South West and East of England regional conference.
South West and East of England regional conference: 4pm Tues 13 October
As well as the focus on leadership development and support, you will also hear the regional results of NGA’s Governance Survey 2020 and from:
- Sue Baldwin, Regional Schools Commissioner, East of England and North East London
- Hannah Woodhouse, Regional Schools Commissioner, South West of England
To book your place at the South West and East of England regional conference, visit our events page.
Your questions answered
Our speakers are very keen to answer your questions, please email your questions to events@nga.org.uk before 3.00pm on Friday 9 October 2020.
Leading Governance: Trustee specific cohort now available
Following feedback from those taking part in our Leading Governance programmes, NGA has created a trustee specific cohort.
While the programme itself follows the same path as our Development for Chairs programme, aspects which include discussion regarding roles and responsibilities, peer to peer support and networking, will be tailored to the position of trustees. There are two funded places available for each trust board, and the programme is available for chairs, vice-chairs and future chairs which makes it a great opportunity to support your board with succession planning.
To book your place, visit the Development for Chairs booking form and select ‘trustees’ when choosing your cohort.
National Governance Association Weekly Newsletter 02/10/2020
Ofsted interim visits - Message from NGA’s Chief Executive, Emma Knights
Since Ofsted announced its plans in early July
to visit schools in the autumn term in order to gather some insight on
how they are bringing children back into formal education, NGA has been
in discussions with Ofsted to attempt to ensure that the proposed visits
did not add pressure or distract school leaders and their staff. The
message had come loud and clear from our members that this was
paramount.
As you may remember, NGA has been working with the two leadership
associations, ASCL and NAHT, to dissuade Ofsted from its plan to publish
a letter following each visit. As we set out in a joint letter,
we attempted to persuade Ofsted that this risks turning what is meant
to be a collaborative conversation into something which may feel more
akin to an inspection, and that this is unhelpful when schools have so
much to consider at present.
After a challenge by NAHT over the legal basis for these visits, Ofsted
has conceded that the visits do “fall within the broad concept of
inspections” having previously encouraged our three organisations to
“provide assistance in telling schools unequivocally that these are not
inspections”. Although this contradiction illustrates its confused
rationale, Ofsted is determined to proceed in this manner rather than
simply treating them as research visits.
This lack of compromise is disappointing when schools and school leaders
in particular have so much to contend with. Having been briefed by
Ofsted, we understand that by and large the pilot visits held in
September were welcomed by senior leaders who confirmed that the
discussions were collaborative and supportive. The pilot visits were
however voluntary and without the publication of an Ofsted letter, an
approach which we supported wholeheartedly.
In the Knowledge Centre,
there is more detailed information on the format of visits should your
school be chosen. Although governors are not automatically included in
the conversations, the headteacher will suggest who is relevant and you
can ask to attend. NGA argues that the role of governance is important
in understanding the decisions which have been taken about the return to
school. We should stress that no preparation is needed for these
visits, and inspectors will be asking questions that a governing board
itself should have asked school leaders.
We would like to hear from any members with views on this and experience
of either the pilot visits or the interim visits which began this week.
Please contact nina.sharma@nga.org.uk.
If school is chosen for a visit and there are any concerns, about the
timing or during the visit itself, your school leaders are urged to
contact their professional association (ASCL or NAHT) for immediate
help.
Ofsted is planning to resume routine inspections in January. Together
with ASCL and NAHT, we do not think that this is the right course to
take in light of rising COVID infection rates, and the consequent
disruption to schools. We will be pressing for the resumption of
inspections to be postponed until circumstances are more favourable.
Government sets legal duty on schools to provide remote education
The government has published a Temporary Continuity Direction, regarding the provision of remote education in schools, under the Coronavirus Act 2020. The Direction, which comes into force on the 22 October and continues throughout the academic year, states that all state-funded school age children must be provided with “immediate access to remote education” should they miss school due to coronavirus.
Previous guidance published by the Department for Education (DfE) stated that schools were “expected” to provide immediate access to remote education to pupils should they miss school due to coronavirus.
The government has published a remote education good practice guide as well as announcing new remote education support to help children learn at home if they have to self-isolate, including an additional 100,000 laptops to be made available for those children most in need.
NGA’s COVID-19: continuity and recovery guidance includes questions for the governing board to ask about the full re-opening of schools, contingency and continuity plans including those for providing remote education. We will publish further guidance next week to support governing boards in monitoring their school’s remote education provision.
COVID-19 update
NGA acknowledges and appreciates the immense efforts that school leaders, staff and governing boards are making to ensure that schools are safe during this very challenging time.
According to DfE attendance survey data, the number of state schools that were not fully open due to COVID-19 rose last week. A significant proportion of these are secondary schools, which resulted in a decrease in secondary school attendance from 86% to 84%. However, attendance at primary schools increased, from around 88% to 91% per cent, over the same period. Overall, attendance among all state schools remains stable at around 88%.
We continue to make sure that the feedback you provide about the
challenges faced by your schools is heard at a national level. NGA along
with other sector bodies attend a weekly meeting with DfE officials
over COVID related matters as well as a fortnightly high-level meeting
attended by a minister. At the most recent high-level meeting held this
week, a number of important issues were raised, including how the
current availability of testing and the efficiency of the tracing system
is impacting on the efforts of schools to stay open to all pupils. Nick
Gibb MP, minister of state for school standards, made it very clear
that the government's priority remains to keep schools open and children
safely in school, and that, despite what has been rumoured in the
press, there are no plans for a two-week October half-term.
The DfE has also published guidance
for schools on the autumn exam series for any students who feel their
centre-assessed grades issued this summer are unfair. The guidance
covers who should enter students for autumn exams, the health
arrangements for exams and the support DfE is providing.
This week, we’ve also published an update to guidance on conducting professional matters in light of the COVID-19 pandemic. The guidance covers performance management, restructuring, academy conversion and HR procedures. First published in June, the guidance was produced in partnership with ASCL and NAHT.
School governance in 2020 report: Pupils, communities and accountabilities findings revealed
The sixth and final report from the School Governance in 2020
series was released on Wednesday covering the key findings concerning pupils, communities and accountability.
In this report, governors and trustees share their experience of
supporting pupils – particularly those with special education needs
and/or disabilities (SEND) – and communities as well as their views on
the accountability system and the profile of governance. Among the key
findings were:
1. Over half of governors and trustees report that their school(s) provide additional services for disadvantaged families (54%);
2. Almost three quarters of school governors and trustees believe that
cuts to local authority services have had an adverse effect on their
school (74%);
3. Support for pupils with SEND was one of the three biggest challenges
facing their school for nearly a quarter of respondents (22%);
4. Less than one in five governors/trustees believe that the general
public understands and values the role and contribution to schools
(18%), while only two in five believe that parents have a good
understanding of the governor/trustee role (40%).
The School Governance 2020 series
cover the experiences, views and demographics of 6864 school governors
and trustees in England and NGA will be using the findings to inform our
conversations with education policymakers and our campaigns; to improve
the resources and professional development opportunities we offer; and
to encourage and inspire people to volunteer in school governance. You
can look out for future discussions of the findings by NGA’s expert team
on the NGA blog and in Governing Matters, our official membership magazine.
Wellbeing resource produced by NGA and Schools Advisory Service
NGA and the Schools Advisory Service, working together as part of
the National Wellbeing Partnership, have published an evaluation tool
that focuses on the wellbeing of school leaders, their self-care and how
this is modelled throughout the school/trust.
The evaluation tool has two distinct parts; part one encourages
reflection on the approach taken towards staff wellbeing at board and
operational level in the school or trust. Part two is an audit of
current practice, which can be used to identify improvements that
positively impact on the wellbeing of the senior executive leader (ie
the headteacher of the school or CEO in the trust), which the senior
executive leader can extend to and model with staff.
We recommend that the evaluation tool is completed as a joint activity involving the senior executive leader, the chair of the governing board and/or a relevant governor/trustee as determined by the level of delegation in the school or trust. For further resources on staff wellbeing, please visit the Knowledge Centre.
Last call for nominations in NGA trustee board elections
If you are a serving governor, trustee or clerk in the East of
England, East Midlands, London, South East, South West or Yorkshire and
Humber, we encourage you to consider putting yourself forward for
election to the NGA board of trustees.
Joining the NGA board is an exciting opportunity to shape the aims and
objectives of the only national membership organisation for school
governors, trustees, and clerks in England. In doing so you will be
making a valuable contribution towards improving the effectiveness of
governing boards in both maintained schools and academies.
Nominations close at 5.00pm on Friday 9 October 2020 – if you would like to find out more about the role please visit the Board Elections page to see the eligibility criteria, view the documentation and access the nomination form.
A recording of the information session for prospective candidates that
took place earlier in the week is available by request from emma.myers@nga.org.uk.
Governing Chatters: Leading during COVID-19, new episode out now
In our latest Governing Chatters podcast, the NGA team explore the challenges for leadership during COVID, the key findings from our annual governance survey on the development of leaders and how you can recruit leaders, maintain their well-being and ensure you use appraisal as a force for good. We also bring you up to date with the relevant news from NGA, including our latest webinar on recruiting a senior executive leader.
Children’s Commissioner releases report providing roadmap to recovery for disadvantaged
This week the Children’s Commissioner released their report ‘Childhood in the time of Covid’, investigating the impact on children throughout the pandemic.
The pandemic and school closures has disproportionately affected the
most disadvantaged and vulnerable children. While some children have
hugely benefitted from spending more time with family, others have faced
significant disruption.
Prior to the pandemic, there were 2.2 million children living in
vulnerable situations and this is likely to have worsened. This includes
different groups of vulnerable children, but again specific groups such
as children with SEND may find it difficult to reintegrate and to deal
with new COVID-19 regulations returning to the classroom.
As a result of the pandemic, 41% of children have admitted to feeling more stressed about schoolwork and exams since schools closed in March. To mitigate these challenges, the Children’s Commissioner is calling for a recovery package. The report also sets out a roadmap for helping children to recover from the crisis, including greater investment in local authority services, a focus on pastoral care and pushing back next year’s exams. NGA would like to hear your feedback on how your school or trust is approaching recovery for disadvantaged children and if you would like to share your experiences, please email sam.henson@nga.org.uk.
Teach First call for literature studies to be by at least a quarter of BAME authors
Following the events that led to the global Black Lives Matter
campaign, educators are looking directly at what pupils are learning in
school through their curriculum.
Findings from Teach First research
calls to ensure that pupils leave school having studied literature by
an ethnic minority author and have called for exam boards to guarantee
at least a quarter of authors are from BAME backgrounds. The research
highlighted that “pupils today can leave school without reading a book
by a person of colour”. This follows calls for the school curriculum to
cover black history and culture more prominently. The campaign
recognises that to appropriately explore racism with pupils, additional
funding is required for training and support to teachers. Many across
the sector have agreed that there is more work to be done to maximise
the diversity in the curriculum and engage students and teachers to
create a more inclusive education system.
Having a diverse governing board in a school or trust which is reflective of its community and wider society can encourage positive decisions that are in the best interests of all pupils. At NGA, we continue to be committed to promoting diverse governing boards through the ‘Everyone on Board’ campaign. The campaign seeks ensure that boards understand how they can demonstrate equality and inclusion through their functions and duties.
NGA events and webinars
South West and East of England Regional Conference
We are delighted to confirm the speakers for the NGA South West and East
of England Regional Conference, taking place on Tuesday 13 October 2020
at 4.00pm.
There will be a session on Leadership Development & Wellbeing where
we will joined by a panel including Gareth Conyard, Deputy Director:
Developing Teachers and Leaders Division, DfE, who will be introducing
the new Headteacher Standards and the Framework for National
Professional Qualifications. This will be relevant to members in all
regions, so if there are spaces left, you are welcome to join from other
regions.
We will also be hearing from: Sue Baldwin, Regional Schools
Commissioner, East of England and North East London, and Hannah
Woodhouse, Regional Schools Commissioner, South West of England.
Our speakers are very keen to answer your questions, please email your questions to events@nga.org.uk before 3.00pm on Friday 8 October 2020.
To book your place, please visit our events web page.
Book now for our next webinar on Being Strategic
Join NGA’s Director of Advice and Guidance, Steve Edmonds, for this free webinar which will focus on the governing board’s first core function – ensuring clarity of vision, ethos, and strategic direction.
The webinar will introduce new and updated guidance on Being Strategic and will explore:
- how boards and school leaders work together to develop a clear strategy;
- the importance of taking a longer-term perspective on the things that matter – values, ethos and culture;
- the role governing boards have in influencing the culture in their schools and trusts.
The webinar will take place on Thursday 15 October 2020, 4.00 – 4.30pm and booking is now available.
Young Governors’ Network (YGN) virtual events
Following on from the success of our virtual Young Governors’ Network (YGN) event on the 14 July 2020, NGA has now scheduled two further virtual events:
Developing key skills as a governor
Wednesday 4 November 2020, 4.30 – 5.30pm
Focusing on the skills you have developed as a school governor or
trustee and identifying how these can be transferred to your work to
help you develop in your career.
To book your place to develop your key skills as a young governor/trustee, please visit our Eventbrite page.
Influencing and persuading – for governors and trustees
Thursday 14 January 2021 - 4.30 – 5.30pm
Highlighting the importance of being able to influence as part of a
governance board coupled with how to develop the vital skills required
for effective persuading, challenging and influencing.
To book your place to learn about influencing and persuading, please visit our Eventbrite page.
New and updated Learning Link modules
New: Recruiting a senior executive leader
Our latest Learning Link module Recruiting a senior executive leader
is now available. This hour long, two-unit module provides informed
practical guidance for all stages, of what is often a lengthy process
requiring significant resources. The first unit covers the crucial
initial stages of the recruitment process, while the second focuses on
the journey from advert to successful appointment.
Whether you are looking to recruit immediately, or are planning for the
future, this module will provide you with the tools and knowledge to
approach the process with confidence.
Updated: Safeguarding: the governor’s role
The module Safeguarding: the governor’s role
has been updated to reflect the latest edition of Keeping Children Safe
in Education. It has now been reallocated to all users, so this is the
perfect time to update your knowledge and your training certificate.
All Learning Link users can find both modules in the learning section of
their Learning Link account. If your school has not yet subscribed, find out more about Learning Link or get a taster of what is available with a subscription by signing up for a free trial.
National Governance Association Weekly Newsletter 25/09/2020
School governance 2020 report: MAT governance findings revealed
NGA has today released the next in a series of topical reports
revealing the findings of the annual school governance survey 2020.
Governance in a Multi Academy Trust explores
what MAT trustees told us about their board’s approach to delegation,
executive pay and expansion as well as local academy committee member’s
perception of being in a MAT. Sam Henson, Director of Policy and
Information also discusses the findings in this blog.
The School Governance 2020 series cover the experiences, views and
demographics of school governors and trustees in England. This year,
6,864 people took part in the survey – the highest ever response rate –
against a backdrop of the partial closure of schools and ongoing
uncertainty caused by COVID-19. This is the 10th year of the annual
school governance survey, which is an important source of longitudinal
data on the school governance landscape. A final report on ‘Pupils,
communities and accountability’ will follow next week. Reports on
‘Leadership and staffing’, ‘Finance and funding’, ‘Governance
volunteers’ and ‘Governance practice’ were released earlier this month.
See the key findings and read the reports here.
New guidance: executive pay, schemes of delegation and the role of governance professional
Setting the framework for executive pay in an academy trust is an important and challenging responsibility for the board of trustees. We’ve published an update to our guidance on executive pay considerations for trust boards. The guide emphasises the need for trust boards to ensure that pay levels are in keeping with the Nolan principles, affordable, sustainable and appropriate for the level of responsibility undertaken. Learn more and download the guide here.
A clear and comprehensive scheme of delegation helps ensure that the checks and balances of effective governance are systematic and coherent. NGA previously published four model schemes of delegation which have been widely used. As trust governance is becoming more established, NGA has moved to a single guidance document which details the function of the scheme of delegation, providing readers with a model that is easy to adapt. The guide also describes the most common model of delegation. Visit NGA’s Knowledge Centre to download the guide.
We’ve also created a model role description for governance professionals working within an academy trust. This model can be adapted based on trust governance arrangements and levels of delegation. We have also included academy committee clerk responsibilities within this role description.
As well as for our MAT members, these updated pieces of guidance might also be interesting reading for anyone else thinking of joining a group of schools, including both a multi-academy trust or a federation.
School Teachers Pay and Conditions document published
The School Teachers’ Pay and Conditions document (STPCD) has been published and confirms the new teacher and school leadership pay rates for 2020-21.
Governing boards at local authority-maintained schools are required to follow these pay scales. Boards at academies and free schools can set their own scales.
It is still up to governing boards to determine, in line with their adopted pay policy, what they pay their teachers. Most governing boards will, during the first half of the autumn term, have adopted their final pay policy and school leaders (and/or other pay reviewers) will have presented their recommendations on teachers’ pay to the relevant committee.
Governing boards with GOLD membership of NGA who have questions about their role and responsibilities pertaining to the STPCD can contact our GOLDline for independent and timely advice.
Further research into staff wellbeing during COVID-19
The wellbeing of school leaders and staff is a key issue for governing boards alongside ensuring the safe return of all pupils and meeting their needs.
On Tuesday, new UCL-led research was published looking at staff anxiety and wellbeing during the period of school closure. The research shines a light on increased anxiety experienced by school leaders over recent months and a sharp increase in the percentage of highly work-anxious teachers since schools opened to all pupils in September.
We encourage governing boards to place a continued emphasis on whole school wellbeing during these unprecedented times and closely monitor how their wellbeing strategies are implemented.
Our guidance for governing boards on managing teacher workload and wellbeing is published in the knowledge center and we will soon be adding further content on promoting a culture of wellbeing in schools and trusts.
Surge in teacher training applications
A new report, drawing on data from UCAS, has found that the number of applicants to initial teacher training is up by 16% compared to the same time in 2019. One explanation is the economic uncertainty caused by the pandemic, which also appears to have caused an increase in staff retention.
For governing boards, an increase in the supply of teachers is a positive development. 38% of respondents to this year’s annual governance survey said it is difficult to recruit for teaching posts and those governing have frequently cited attracting high quality teaching staff as being one of their biggest challenges.
However, the report also found that the number of school-based training placements has declined during the pandemic. The report’s author argued that this could create a “bottleneck”, limiting the number of trainees being trained. If this continues, it could reduce the impact of this rise in applicants on closing the recruitment gap being faced in many subjects.
You can access the latest findings from NGA’s annual governance survey on staffing here, which provided an insight on school staffing, recruitment and retention, workload and wellbeing.
DfE publishes guidance on implementing RHSE
The DfE has published guidance on implementing the Relationships, Sex and Health Education (RHSE) curriculum and teacher training materials.
From September, health education and relationships education is compulsory for all primary-age pupils, and health education, relationships and sex education is compulsory for all secondary-age pupils. However, the DfE has advised that where schools are not prepared and do not meet the requirements due to the current circumstances, schools should begin preparing at the earliest point. Schools are expected to begin teaching the new curriculum by the start of the summer term at the latest.
Most governing boards will have discussed with their school or trust leaders how policies need to be developed and/or updated (as appropriate) to fulfil the legal obligation, as well as listening to the views of parents/carers about how to proceed. NGA’s guidance advises governing boards to ask their schools about the CPD and resources that staff have access to support the delivery and how they are being used. This is an important aspect of ensuring the wellbeing and attainment of young people through the curriculum.
Research finds that a third of pupils have witnessed racism at school
Research commissioned by The Diana Award and Nationwide Building Society found that a third of children have heard racist comments at school and are most likely to have experienced racism by the age of 13. Overall, it was found that bullying in general remains a significant problem for schoolchildren.
As strategic leaders, those governing can influence change and contribute to building a fairer and inclusive society starting with the culture of their school/trust.
A commitment to equality should extend beyond legal obligation, as such, those governing should consider how their school/trust culture embraces diversity and inclusion in a meaningful way. In September’s edition of NGA’s Governing Matters magazine, Professor Paul Miller speaks about how boards can begin to tackle racial inequity in schools, stating that “all governors and trustees have a shared responsibility to tackle racial inequity in schools…each person must ask ‘how do I respond to diversity and difference?’” In the article Professor Miller urges individuals to “start with yourself, assess your own readiness and confidence in being anti’racist” going on to say boards need to then “ask headteachers difficult questions and support them through the quandaries”.
A school/trust’s culture starts at the top with the governing board and having a diverse board that is reflective of its community and wider society can help in making decisions in the interests of all pupils. However, data, from NGA’s annual governance survey shows that 94% of governors and trustees surveyed identified as white, 1% identified as Black/ African/ Caribbean/Black British, 2% identified as Asian/Asian British, and 1% identified as mixed or being of multiple ethnic groups. NGA is committed, through our on-going equality and diversity work, to ensuring that boards understand how they can encourage equality and inclusion through their functions and duties.
Developing CPD opportunities on ethical leadership
In a new blog released this week, headteacher Michelle Kilburn- Bond, describes how she introduced the Framework for Ethical Leadership in education to her leadership team and teaching staff through training materials to get the conversation started and promote professional development.
With the hope of sparking conversation and making a difference to her colleagues, Michelle used interactive aides such as card sorting activities and word clouds to identify how the Framework for Ethical Leadership fits in with the ethos and culture of the school as a whole, and more specifically how the values fit with the characteristics in the classroom. These training exercises enabled both teaching and support staff to reflect on each other’s practice, facilitating a wider discussion on how educators can make more robust, fairer decisions.
NGA supports the Framework for Ethical Leadership through the pathfinder project which enables pathfinders to examine ethical decision making through reflective practice. To find out more about the Framework for Ethical Leadership in Education, please contact Nina Sharma at nina.sharma@nga.org.uk.
Youth Sport Trust launches new Well School Movement platform
On Tuesday NGA attended the Well School Movement launch by the Youth Sport Trust, in partnership with Bupa. The movement aims to drive wellbeing in schools, past just physical exercise and focusing on the various challenges that students, teachers, and staff face, particularly on their return to school.
The programme harnesses a school-led approach, sharing good practice and focuses on staff as well as pupils. While numerous attempts have been made to combat the issue through programmes and initiatives, wellbeing often becomes pigeon-holed as solely a mental health issue, so the movement aims to provide a more holistic solution.
For resources, support and more information about the Well School Movement or to take the pledge and join the community, visit their live platform at well-school.org.
School attendance figures balancing out
The second set of school attendance figures since schools returned in September has revealed a significant increase in the number of pupils being sent home due to COVID-19 incidents. However, the number of schools defined by the DfE as fully open has increased, meaning that overall attendance dipped only one percentage point to 87%.
At this point, almost no schools are completely closed, though overall attendance remains significantly lower than the 95% normally expected at this time of year, to the point where one million children were out of school last Thursday, largely due to those showing symptoms being forced away from the classroom.
To support governing boards as they continue to work with school leaders in ensuring attendance expectations are met, NGA has produced guidance on monitoring attendance and other issues following full school openings, available in the Knowledge Centre’s COVID-19 recovery hub.
The DfE has also published a behaviour and attendance checklist for school leaders to support full opening.
Nominations for NGA's board of trustees
This autumn NGA is seeking nominations for its board of trustees
in the following regions: East Midlands, East of England, London, South
East, South West and Yorkshire & Humber. If your school or trust is
in one of the vacant regions, or you are an individual member of NGA who
lives in one of the vacant regions, then you are eligible for
election.
Why nominate yourself?
NGA trustees are volunteers from across England who are ultimately responsible for directing the affairs of NGA, and ensuring that it is solvent, well-run, and delivering the charitable objective to improve the educational welfare of pupils by promoting high standards and improving governance in state schools. Joining the NGA board of trustees is an exciting opportunity to shape the aims and objectives of the only national membership organisation for school governors, trustees and clerks in England, and to improve the effectiveness of governing boards in both maintained schools and academies.
Find out more about the role – including the role description, skills audit and code of conduct – and who is eligible to stand for election on the board elections page.
For further information members can also read a blog from our current
chair Maggi Bull, who explains who would make a great potential trustee
and gives an insight into the role, as well as sharing personal
reflections as her term comes to an end: read Maggi's blog.
Nominations for election should be submitted no later than 17:00 on Friday 9 October 2020. The
election will take place between Tuesday 13 October 2020 and Thursday
26 November 2020 with the results announced at the NGA Annual General
Meeting on Saturday 28 November 2020 when the appointment to the board
of trustees will begin.
If you have any queries in the first instance please contact our clerk, Emma Myers – emma.myers@nga.org.uk.
Northern Regional Conference
Confirmed speakers
We are delighted to confirm the speakers for the NGA Northern Regional Conference, taking place on Tuesday 29 September 2020 at 4pm. We will be joined by:
- Katherine Cowell, Interim Regional Schools Commissioner for North of England
- Vicky Beer, Regional Schools Commissioner for Lancashire and West Yorkshire
We will also be hearing from:
- Dr Adam Boddison, Chief Executive of nasen and National Leader of Governance
Our speakers are very keen to answer your questions, please email your questions to event@nga.org.uk before 3pm on Monday 28 September 2020.
To book your place visit our events web page. Places are still available for our Northern Regional Conference.
National SEND Update with Professor Adam Boddison, NASEN confirmed
We are delighted to be joined by Adam Boddison, Chief Executive of nasen and a National Leader of Governance. Adam joined us at the Annual Conference in November and gave a tremendous presentation on SEND, which was incredibly popular with delegates. In addition to bringing you all up to date on the current position and challenges, he is keen to take your questions.
You can book your place here, please send any questions you may have for Adam to events@nga.org.uk before 3pm on Monday 28 September 2020.
Book now for our next webinar on Being Strategic
Join NGA’s Director of Advice and Guidance, Steve Edmonds for this free webinar which will focus on the governing board’s first core function - ensuring clarity of vision, ethos, and strategic direction.
The webinar will introduce new, updated guidance on being strategic and explore:
- how boards and school leaders work together to develop a clear strategy;
- the importance of taking a longer term perspective on the things that matter - values, ethos and culture; and
- the role governing boards have in influencing the culture in their schools and trusts.
The webinar will take place on Thursday 15 October, 4pm to 4.30pm and booking is now available, see here for more details.
Latest webinar available to watch now
In this year’s NGA annual governance survey, nearly two in five governors/trustees surveyed agree that it is difficult to attract good candidates for senior executive leadership posts. Our latest webinar, which took place yesterday with Judith Hicks, NGA Head of Governance Development, focused on exactly this , looking at the governing board’s vital role in recruiting senior executive leaders.
The webinar ‘How to recruit a senior executive leader’ provides an overview of the entire recruitment process, explores key areas in more detail, and signposts to additional resources.
If your board will be recruiting a senior executive leader in the next 12 months and you missed the webinar you can now watch it on our webinars web page.
Overwhelming positive response to Leading Governance remote delivery
Participants in the Leading Governance programme are reporting they feel technologically empowered by engaging with the remote delivery of the Leading Governance Development for Chairs & Clerks programmes.
These virtual face-to-face development sessions have begun with a bang. Thirty-six successful clerks and chairs sessions have taken place since the start of term. Feedback on the new remote delivery elements of the programmes have been overwhelmingly positive from both participants and facilitators alike. They have embraced the capabilities of online training including Zoom’s small discussion groups, enabling learners to network and work together in our online classrooms. As a result, governors, trustees and clerks are developing in their roles, and in their IT skills. Participants have commented that they will be implementing the new functionality they have used to enhance their own jobs and virtual board meetings.
We would like to thank participants for adapting to programme changes and harnessing the capability to train and develop using our varied virtual platforms. We appreciate the resilience and participation of all our learners during these challenging times.
With over 400 sessions already planned and more being arranged every day, this is a truly exciting time to get involved and a great opportunity to try ‘virtual’ face-to-face training. Regional cohorts are available for registration on NGA’s website. You can now access comprehensive development from anywhere. As sessions are no longer restricted by location and the need for travel, we have had more participants taking advantage of the government funding than ever before.
School governance 2020 report: volunteers and practice findings revealed
NGA has today released the next two of a series of topical
reports revealing the findings of the annual school governance survey
2020.
Governance volunteers covers
the demographic of the school governor, trustee and chairs population
and the motivations for volunteering as well as views on governance
recruitment. Governance practice explores
the manageability of the role, volunteers experience of undertaking
training and development and their board’s experience of clerking as
well as their views on chairing.
The School Governance 2020 series cover the experiences, views and
demographics of school governors and trustees in England. 6,864 people
took part in this year’s survey – the highest ever response rate –
against a backdrop of the partial closure of schools and ongoing
uncertainty caused by COVID-19. This is the 10th year of the annual
school governance survey, which is an important source of longitudinal
data on the school governance landscape. Further reports on ‘Multi
academy trust governance’ and ‘Pupils, communities and accountability’
will follow throughout the coming weeks. Reports on ‘Leadership and
staffing’ and ‘Finance and funding’ were released last week.
See the key findings and read the reports here.
Commitments to improving race diversity on governing boards
The annual school governance survey found that people from Black, Asian and other minority ethnicity backgrounds continue to be significantly underrepresented on governing boards meaning that boards often lack the diversity of their pupil populations or wider school communities. 94% of governors and trustees surveyed identified as white, 1% identified as Black, 2% as Asian, and 1% as mixed or being of multiple ethnic groups. There are however signs of positive progress as, of those volunteers that have joined their board within the past year, 90% identify as white, 2% as Black, 3% as Asian, 3% from mixed/multiple groups and 1% from other ethnic backgrounds.
NGA is taking action to address this issue and has recently set up a diversity and equalities advisory group to learn from experiences and come up with solutions. In this blog, our chief executive Emma Knights sets out the action that NGA is committing to over the coming year available to read here.
To coincide with the release of the report, three governors who are part of NGA’s advisory group took part in a conversation on BBC Radio 4 as part of World at One’s series on race in everyday life to share their experience of the role – you can listen here. With huge thanks to Aisha Nevers, Jordan Holder and Yinka Ewuola for contributing to this important discussion and making the case for more Black, Asian and minority ethnic volunteers to come forward.
Headteacher appraisal guidance published
As the academic year begins, governing boards should be turning their attention to arranging the annual appraisal meeting for their headteacher (senior executive leader). Although the timing of the appraisal cycle is at the discretion of boards, NGA advise that the headteacher’s annual appraisal meeting takes place at the start of the academic year, so the headteacher can set targets for teachers based on their own objectives.
To support boards in doing this, we have published updated headteacher appraisal guidance this week. This guidance is complimented by our new bitesize Learning Link module on objective setting, as the annual appraisal meeting will include the setting of objectives for the next academic year. Those governing in academy trusts will also find our guidance on executive pay to be relevant, as pay awards usually result from the annual appraisal meeting.
We understand that appraising performance will be particularly challenging this year, given the unprecedented context of school closures. Our September edition of Governing Matters includes guidance on appraisal in the time of COVID-19, and our consultants can also be available to fulfill the role of the external advisor, and so offer bespoke support.
Training: Performance management of your headteacher or CEO
The performance of the headteacher/CEO is key to the delivery of outstanding leadership and management for your school or trust. Performance management is the process by which your board acknowledges the role the headteacher/chief executive is playing in delivering the school or trust’s vision and strategy, as well as being the mechanism for holding her or him to account for meeting agreed objectives.
Setting performance objectives for executive leaders bitesize e-learning
Many Learning Link subscribers have already found this new bitesize
module helpful. NGA’s guidance states that performance management
meetings should be held as early as possible in the autumn term and so
many governors and trustees will be planning to carry out the annual
appraisal process.
NGA consultants can support your board with reviewing the headteacher/CEO’s performance over the previous year and agreeing objectives for the coming year. When acting as the external advisor to the board, NGA consultants will familiarise themselves with your policy and practice, and will advise in line with NGA’s guidance on performance management and pay.
For further information about how NGA can support your board, contact consultancy@nga.org.uk or find out more about Learning Link
The latest on COVID testing capacity and schools
The national issue around COVID testing capacity is currently affecting attendance at many schools. It has undermined the considerable efforts made by leaders, their staff and governing boards to achieve full re-opening this term in line with the government guidance by pupils and staff having to stay at home while waiting for a test.
The Department for Education (DfE) has acknowledged the difficulties schools are experiencing in getting through to the local public health protection teams for advice on action to take on a positive case in their setting. As a result, a new dedicated advice service has been made available to advise nurseries, schools and colleges who have been informed of a confirmed case(s) of COVID-19 in their setting (ie a pupil or staff member testing positive). DfE’s guidance for education and childcare settings has been updated to reflect this change. An online portal is now live for schools to order additional COVID-19 test kits if they have run out, or are running out, of their initial 10 kits supplied for use in line with the DfE guidance.
NGA have written jointly with the Association of School and College Leaders (ASCL) and the National Association of Head Teachers (NAHT) to the Prime Minister to express mounting concern about difficulties in obtaining COVID-19 tests and accessing timely advice from local health protection teams. The letter says that this is placing "leaders in an impossible situation" and warns that delays in the system are "increasingly disruptive to children’s education and make staffing unsustainable". It calls on the Prime Minister to personally take charge of the situation.
Major report further highlights school funding pressures and disparities
The Institute of Fiscal Studies (ISF) 2020 annual report on education spending in England: schools has found that schools serving more deprived pupils face increased financial challenges over the next few years as the new national funding formula is implemented.
Whilst the report says that in the long term the new national funding formula should ensure the funding system is more responsive to changes in the geography of deprivation, the short term impact will be the formula delivering funding increases of 3–4 percentage points less to schools in poorer areas than to those in more affluent areas up to 2021. IFS has warned that the short-term funding disparity will create “additional challenges” in responding to the COVID-19 crisis and widen educational inequalities, with headteachers already having to find additional funds to cover the costs of reopening.
Managing budget constraints caused by historic underfunding and inflationary costs remains the main issue of concern to governing boards, according to the 2020 annual governance survey. Respondents to the survey also raised concerns about absorbing the costs of the 2020 teachers pay award and in particular the rise in pay for newly qualified teachers. This issue has also been raised by NGA in its response to the School Teachers Review Body (STRB) report and recommendations on teacher pay in 2020.
DfE releases update to best practice guidance for school complaints procedures
The DfE have released an update of their best practice guidance for school complaints procedures 2020.
The expectation is that from the start of the autumn term, schools will respond to both new and existing complaints. However, DfE does not expect schools to respond if a tier 4 local restriction is in place or school access is restricted due to localised cases of COVID-19. However, schools should still engage with parents and pupils where possible.
If a school is required to hold a complaints panel, this may be face-to-face but only if this is possible while adhering to social distancing guidance and the school’s control measures. If a face-to-face meeting is not possible, alternatives such as video conferencing should be used.
Guidance on dealing with complaints including a model procedure, and information on COVID-19 continuity and recovery, can be found on NGA’s Knowledge Centre.
First school attendance figures published
Amid speculation that a significant number of parents would keep their children at home, data from almost three quarters of state schools in England reveals that an estimated 88% of pupils were present for the start of term. This is approximately 7% lower than the usual figure, though it is not revealed whether pupils were at home due to COVID-19 outbreaks or otherwise.
The DfE also estimates that 92% of state schools in England are fully open. However, large numbers of pupils are being sent home, which school leaders are attributing not only to confirmed cases of COVID-19 but also to delays in testing, casting doubt over whether attendance can remain high.
To support governing boards as they continue to work with school leaders in ensuring attendance expectations are met, NGA has produced guidance on monitoring attendance and other issues following full school openings, available in the Knowledge Centre’s COVID-19 recovery hub.
The DfE has also published a behaviour and attendance checklist for school leaders to support full opening.
New NGA information sheet on RSE guidance
This week NGA has released an information sheet with updated guidance in accordance with the Department for Education’s (DfE) new requirements for Relationships Education and Relationships and Sex Education (RSE).
The new Relationships Education and RSE curriculum was released last year as part of the PSHE (personal, social, health and economic) curriculum. Within the delivery of the PSHE curriculum, primary schools must now deliver Relationships Education and secondary schools must provide Relationships and Sex Education (RSE).
This compulsory curriculum was intended to be implemented in schools by 1 September 2020, however due to COVID-19 the Department for Education has released an update on delivering RSE during the challenging circumstances.
For NGA’s information sheet and for more resources and information on the RSE curriculum and its implementation, see our website for more details.
Report reveals impact of pandemic on school staff
Yesterday, the charity Education Support published a report which looked at the impacts of the coronavirus pandemic on the mental health and wellbeing of educational professionals. The report was based on a YouGov survey of school staff, and highlighted the burden which the pandemic had placed on education professionals. For governing boards, who are generally either the employer of staff, or the body exercising employer responsibility, the wellbeing of staff will be a key concern as they try to navigate the challenges posed by the pandemic.
Most notably, the report found that 52% of all teachers had felt their mental health and wellbeing had declined during the pandemic. This included 60% of headteachers/principals.
The report also highlighted how the pandemic has affected staff in different ways. 58% of education professionals reported mainly working from home during lockdown, and so facing challenges such as ensuring pupils and students completed their work. In contrast, 32% of education professionals reported that they were still mainly working in their usual institution during lockdown, and so their biggest challenge was ensuring social distancing.
NGA have published guidance for governing boards on managing teacher workload and wellbeing.
FFT Education Datalab find no evidence that GCSE attainment gaps widened as a result of exam cancell
Research conducted by FFT Education Datalab has found that that the attainment gap between disadvantaged pupils and their peers does not appear to have increased as a result of how GCSE grades were awarded this summer. The research released this week analysed the results of more than 1000 secondary schools in England and found that there was little evidence to suggest that the attainment gap had widened.
Statistical analysis shows that 78 per cent of non- disadvantaged pupils achieved a grade 4 or above in English and maths at GCSE. The research had also found that the gender gap in attainment stayed at a similar level to last year. Overall, 70% of boys achieved an English and maths GCSE at grade 4 or above compared to 76% of girls achieving a grade 4 or above in English and maths. In comparison to the results from 2019, the percentage points remained broadly similar. The gap between disadvantaged and non- disadvantaged pupils achieving a strong pass was broadly constant at 23 percentage points this year in comparison to 24 percentage points last year.
FFT Education Datalab acknowledge that whilst the attainment gap continues to be ‘worryingly large’, the news that the disadvantage gap does not seem to have widened ‘comes as a relief’. Researcher, Phillip Nye at FFT Education Datalab says that “all efforts must now be made to support disadvantaged pupils who will take their GCSEs in 2021”.
SEND review to be publication delayed until 2021
A review of the available support services for children with special education needs and/or disabilities (SEND) was launched last year. The review aimed to improve services available to families and equip school staff to respond to children’s needs effectively.
Speaking to the parliamentary education committee this week Gavin Williamson, Secretary of State for Education, announced that the SEND review report will be published in 2021. The delay in publication was attributed to the shift of DfE resources as a result of the coronavirus outbreak.
NGA’s response to the governments SEND review informed by feedback from NGA’s SEND advisory group can be accessed here.
NGA autumn events
Northern Regional Virtual Conference
Tuesday 29 September 2020, 4.00pm - 6.30pm
We are delighted to announce that at this year’s Northern Regional Virtual Conference we have the regional schools commissioners from the DfE:
- Katherine Cowell, Interim Regional Schools Commissioner for North of England
- Vicky Beer, Regional Schools Commissioner for Lancashire, and West Yorkshire
These workshops will be followed by a National SEND update by:
- Dr Adam Boddison: Chief Executive of nasen and National Leader of Governance.
Visit our events web page to book your place and see the full conference agenda.
Ofsted interim visits to schools webinar - North East, Yorkshire and Humber region
Monday September 28, 2020 4:00 PM - 5:00 PM
Following the announcement that Ofsted inspectors will carry out Ofsted interim visits during the autumn term 2020, Ofsted are inviting governors and trustees from the North East, and Yorkshire and Humber regions to a webinar to hear about the visits from Ofsted regional director Emma Ing. More details can be found here.
Virtual Governance: new webinar announced
The first webinar for the autumn term will be on Thursday 24 September at 4.00pm - 4.30pm and will focus on:
- Senior executive leader recruitment with Judith Hicks, NGA’s Head of Inspiring Governance
For more information on booking your place on our webinars, visit the webinars web page.
Leading Governance: Regional cohorts open for business!
Our new regional cohorts are now open for registration and have replaced the Summer 2020 cohort which has now closed. We are working closely with our partners across the country, to ensure local cohorts continue to run. However, with wider regional cohorts – those that were previously unable to take advantage of funding due to geographical restrictions, are now able to.
View our website to see what’s available in your area, and if there’s no current local cohort, apply for a place on your regional group.
Apply for a place – Development for Chairs
Apply for a place – Development for Clerks
Trustee dedicated Development for Chairs programme
NGA has opened a new UK-wide cohort of the Chairs programme dedicated for trustees. While many governors and trustees enjoy the opportunity of working with peers who have different governance arrangements, the role of the Chair of the trust board is one which has differing responsibilities. To acknowledge this, and to support those trustees who would prefer to work with other members of trust boards, we have created this new cohort. To book your place, visit the Development for Chairs booking form and choose ‘Trustee Cohort’ when applying for your place. If, as a trustee, you would still prefer to work with a mixture of chairs and aspiring chairs from the maintained sector and from local governing boards and academy committees, you are welcome to register on the mixed-cohorts listed on our website.
For more information or to speak to the Leading Governance team:
email leading.governance@nga.org.uk | www.nga.org.uk/LeadingGovernance
School governance 2020 report: staffing and funding findings revealed
NGA has today released the first two of a series of topical
reports revealing the findings of the annual school governance survey
2020.
Leadership and Staffing
covers governor/trustee experiences of overseeing staffing matters
including recruitment, the development of senior executive leaders,
staff wellbeing and workload, as well as views on the increase to
teachers starting salaries. Finance and Funding
covers governor/trustee experiences of overseeing financial performance
and the decisions they have taken to ensure public money is well spent,
as well as taking their views on the additional school funding
announced by the government.
The School Governance 2020 series cover the experiences, views and
demographics of school governors and trustees in England. 6,864 people
took part in this year’s survey – the highest ever response rate –
against a backdrop of the partial closure of schools and ongoing
uncertainty caused by COVID-19. This is the 10th year of the annual
school governance survey, which is an important source of longitudinal
data on the school governance landscape. Further reports on ‘governance
volunteers’, ‘governance practice’, ‘multi academy trust governance’ and
‘pupils, communities and accountability’ will follow throughout
September.
See the key findings and read the reports here.
Holding governing board meetings and governors/trustees visiting schools
Following the government announcing that the number of people
allowed to meet socially is being reduced from 30 to six in England,
amid a rise in coronavirus cases, we would like to take this opportunity
to remind governing boards of the current Department for Education
(DfE) and NGA position on governing boards holding face-to-face meetings
and governors/trustees visiting schools at this time.
The DfE position on governors/trustees visiting schools set out in the July governance update
has not changed and does not prevent governors/trustees going into
schools. However, the DfE have been clear that when considering how to
organise visits from governors/trustees, schools will need to consider
their own risk assessments and how they will protect the health and
safety of any visitors alongside staff and pupils, in line with
government guidance.
NGA’s position is that governing boards should continue to meet and govern remotely
in order to support the considerable efforts that schools are making to
maintain effective control measures and remain open amid the rise in
daily cases and confirmed local outbreaks. Whilst acknowledging that our
eight elements of effective governance
do require some face-to-face interaction, we believe that the safety
considerations must take priority at this challenging time. We also
recognise that governing boards and their clerks have, for the most
part, transferred to virtual governance, speedily and effectively.
NGA’s guidance on COVID 19: continuity and recovery provides advice on holding virtual meetings and monitoring activities when it is not possible/advisable to be in school.
New research report: Governing in unprecendented times
A joint study
from Ofsted and NGA, published today, explores how governing boards in
England rapidly adapted to new challenges posed by COVID-19,
demonstrating that business continuity has resumed despite the
unprecedented circumstances.
Through a series of focus groups with governors and trustees of
different school types and phases, the qualitative study identified
three stages of response to the crisis including the initial response to
a crisis, a process of getting back to ‘normal’ and planning for
uncertainty in the future.
The study also explored changes to governance practice including the
embracing of virtual meetings to ensure business continuity and other
practice changes included increased use of chair’s action and
delegation, setting up committees for COVID-19 issues and streamlining
agendas to include essential items only. The longer-term planning and
strategic thinking of governors and trustees within the study was
particularly focused on pupil performance, well-being of the whole
school community and catching up on lost learning with many recognising
the inequality of access to technology.
The report demonstrates that governing boards have shown immense
resilience in adapting to challenging circumstances and that in spite of
the pandemic, have continued their vital governance work, supporting
schools and senior leaders. The full report is available to be read here.
NGA has actively been providing information sheets, advice, and guidance
to governing boards during the COVID-19 period and continue to update
our resources. In our COVID-19 hub in the knowledge centre, our guidance
COVID-19: Continuity and recovery covers the essentials those governing and clerking need to know following full school reopenings.
NGA autumn events
Regional events
Our latest regional events are now live and open for bookings. We are
currently confirming the final details and will update the events page
with the latest information. To support as many members as possible, we
have combined regions for this term and you can book your place for the
virtual conferences here.
Tuesday 22 September | 4.00pm - 6.30pm | London/South East regional virtual conference |
Tuesday 29 September | 4.00pm - 6.30pm | Northern regional virtual conference |
Tuesday 13 October | 4.00pm - 6.30pm | South West/East of England regional virtual conference |
Webinars
We will also be continuing our successful webinar series from last
term this autumn, the first of which will be look into senior executive
leadership recruitment, giving an overview on the board’s vital role in
the recruitment process. For more information on booking your place on
webinars, visit the webinars page.
Thursday 24 September | 4.00pm - 4.30pm | Senior executive leader recruitment webinar |
Podcasts
In addition to these events, we will be adding to our series of Governing Chatters podcasts with the NGA team discussing the key issues within school governance and the education sector every month. You can listen to our latest podcasts here, including our most recent episode New academic year – ready to go? which reflects on NGA’s work over the summer and the annual school governance survey as well as the implications of the student grade decisions made during August.
Lead and support your governing board to have real impact on your trust/school’s improvement
Access up to £2,500 of DfE funding for your board’s development
with a consultant-led programme designed to provide bespoke support.
NGA’s Development for Boards programme
is a multi-faceted approach to board development, this programme begins
with a 360° board evaluation, which your NGA consultant will use in
partnership with the chair, to identify strengths and determine areas
for development work, with tailored coaching and mentoring to follow.
The programme is available for all boards who govern more than one
school, empty MATs, federated boards of both academies and maintained
schools, and governing boards of single maintained schools in specified
areas currently rated by Ofsted as ‘requires improvement’. A fully
funded place on the Development for Chairs programme is also included.
All training workshops will be delivered on a virtual face-to-face basis
or in person where it is safe to do so. The programme can be fully
funded by the DfE, with up to £2,500 of funding available per eligible
trust or board.
To apply for funding visit our website or email the team at leading.governance@nga.org.uk.
Lead and support your governing board to have real impact on your trust/school’s improvement
Access up to £2,500 of DfE funding for your board’s
development with a consultant-led programme designed to provide bespoke
support.
NGA’s Development for Boards programme
is a multi-faceted approach to board development, this programme begins
with a 360° board evaluation, which your NGA consultant will use in
partnership with the chair, to identify strengths and determine areas
for development work, with tailored coaching and mentoring to follow.
The programme is available for all boards who govern more than one
school, empty MATs, federated boards of both academies and maintained
schools, and governing boards of single maintained schools in specified
areas currently rated by Ofsted as ‘requires improvement’. A fully
funded place on the Development for Chairs programme is also included.
All training workshops will be delivered on a virtual face-to-face basis
or in person where it is safe to do so. The programme can be fully
funded by the DfE, with up to £2,500 of funding available per eligible
trust or board.
To apply for funding visit our website or email the team at leading.governance@nga.org.uk.
Do you need help to fill governor or trustee vacancies?
Inspiring Governance
is a free DfE-funded online service connecting schools and trusts in
England with skilled volunteers in their area who are interested in
becoming a school governor/trustee and/or a future chair.
The Inspiring Governance team is ready to support governing boards
Boards can login at www.inspiringgovernance.org
to view new volunteers and make contact and can also contact the
Inspiring Governance regional managers directly for any additional
support with vacancies. The contact details for each regional manager
are below:
North East, Yorkshire and Humber: Claire Wedderman (claire.wedderman@educationandemployers.org)
North West, Helen Knowles (helen.knowles@educationandemployers.org)
Midlands, Richard Ellam (richard.ellam@educationandemployers.org)
South East, East of England: Michael Roy (michael.roy@educationandemployers.org)
South West: Eileen Brockelhurst (eileen.brocklehurst@educationandemployers.org)
DfE seeking educational psychologists to support COVID-19 recovery
Educational psychologists are being invited to help provide
temporary support for children and young people returning to educational
settings this September.
Opportunities designed to temporarily increase local capacity will last
for 13 weeks (though local authorities may wish to offer work beyond the
initial 13-week period) and the closing date for expressions of
interest is 30 November 2020.
This opportunity is available to fully qualified educational
psychologists. Governing boards who may be able to help identify
suitable candidates should therefore direct them to further DfE guidance that includes terms and conditions as well as relevant contact details for local authorities.
NLGs should be paid and include clerks, panel says
The National Leaders of Governance (NLG) advisory group, formed to make recommendations to the DfE on the future of the scheme, have now released their findings.
The group, which has had input from NGA, found that the school system
had changed significantly since the beginning of the scheme in 2012, and
so had the role of NLGs, who now carry out more complex work than
initially intended.
The group have recommended that NLGs should be paid for their role to
reflect the work they carry out, and that school governance
professionals should be included. They also concluded there should be a
new set of eligibility requirements with the reforms coming in from
September 2021.Those aspiring to leadership positions in governance
should consider NGA’s Leading Governance programme which is funded by
the DfE. More information on this can be found here.
Brand new edition of Governing Matters!
The latest feature-packed issue of Governing Matters
is on its way to eligible members and is available for all members to
read online now. In this edition, we explore the key findings from the
annual school governance survey 2020 as NGA’s Research Officer, Hannah
Garrington, outlines 20 key things we’ve learned.
Our PR Manager Kirstie Ebbs interviews Professor Paul Miller, founder
of Education Equity Services, about how boards can begin tackling racial inequity, while Adelaide Chitanda, NGA Senior Advice Officer, outlines how boards can champion equality, diversity, and inclusion.
As schools return, we look at how boards continue to operate and support
their schools in the autumn term and Michael Barton, NGA Senior Advice
Officer, outlines how you should approach your senior leader appraisal
(p. 12).
We hope you are enjoying Governing Matters and if you have any comments or feedback, please email editor@nga.org.uk. Haven't received your copy? Update your preferences in My Profile on the website or get in touch here.
Disappointment at Ofsted's autumn term visits - NGA, ASCL and NAHT joint letter
The leaders of the National Governance Association (NGA), the Association of School and College Leaders (ASCL) and the NAHT have today written to Amanda Spielman, Her Majesty's Chief Inspector, Ofsted to express collective disappointment at the inspectorate's proposed autumn term visits to schools
This follows Ofsted releasing further details on the ‘visits’ inspectors will be carrying out in ‘around 1200’ schools across England during the autumn term. Ofsted have insisted these visits are not in any way designed to inspect schools, and “aim to tell parents, government and the public about how schools are managing the return to full education of their pupils”. But today’s letter expresses the huge concern shared by NGA, ASCL and NAHT regarding the inevitable extra pressure these visits will place on schools.
The one-day visits will be based around a series of “open-ended questions that allow inspectors to understand the current position of the school” While not an ‘inspection’, the visit will result in a published ‘outcome letter’ outlining what inspectors have found. A series of pilots are set to take place in September before the visits, which will include a sample of schools across all Ofsted grades, including all inadequate schools, get underway from 28 September. Chairs and other governors and trustees will not routinely be invited into the discussions, however inspectors will try to accommodate these conversations if requested.
While the visits will not result in a graded judgement, or have any impact on the schools current Ofsted grade, they come at a time when schools are trying to focus on managing safety controls, identifying learning gaps, and providing pupils with appropriate support. NGA is extremely disappointed that Ofsted chose not to take up our suggestion of treating these visits as purely research visits which might have provided intelligence to the sector without the need for a letter at all. NGA has been and are currently still in direct conversations with Ofsted, in order to seek amendments to the current arrangements and the proposed letter. NGA would also like to hear from anyone involved in the pre-pilot last term or contacted for the pilot visits in the coming weeks. Please email sam.henson@nga.org.uk.
Update on the full reopening of schools
This week schools have begun to welcome all their pupils back for the first time in months. It is humbling to witness the optimism, commitment and hard work of school leaders and staff supported by governing boards and parents to ensure a safe and orderly return informed by risk assessments and other preparations.
Last Friday (28th August) the DfE published guidance for schools on how to plan for potential local lockdowns. The guidance sets out four “tiers” of action that may be needed, depending on the level of government intervention in different areas of the country. It also sets out how secondary schools and colleges in certain areas will have to put in place a rota system for their pupils. And schools in areas with the most serious level of government intervention will have to switch back to only allowing vulnerable pupils and the children of key workers on site.
On Tuesday (1st September) the National Foundation for Educational Research published findings of a large-scale survey of teachers, which showed that pupils are on average three months behind on their learning as a result of partial school closures, with deprived pupils and those from black, Asian and minority ethnic backgrounds more likely to be affected. Teachers working in the most deprived schools were over three times more likely to report that their pupils are four months or more behind in their learning, compared to those in the least deprived schools.
Please send any general feedback or particular concerns you have regarding the return of all pupils to rani.kaur@nga.org.uk with ‘full return to school’ as the subject. Please refer to any specific actions you would like NGA or the DfE to take to address issues.
Health and Safety Executive spot-checks
Today the Health and Safety Executive (HSE) has confirmed that it will be carrying out spot-checks in schools as they return to full capacity. Spot checks will take the form of an initial phone call to review the measures taken for reopening, to minimise spread of the virus causing COVID-19. Calls made to schools will evaluate knowledge DfE Guidance for full opening - School (England) and the control measures required under health and safety legislation. School duty holders need to be briefed about the HSE spot checks and know about a school’s risk assessment and have it to hand if they receive a call from the HSE. Where the initial call raises concerns about a school’s approach, it will be referred for a further intervention which may include a visit to the school.
In NGA’s updated COVID-19 resource hub you’ll find the latest information and guidance to support you this term and beyond.
Education Secretary makes statement as pupils return to schools
Following Education secretary Gavin Williamson’s open letter to parents as part of the government’s drive to get pupils back to school this week, on Tuesday, he addressed the House of Commons and apologised for the distress caused to pupils over the summer through the exams fiasco.
The statement acknowledged the impact on parents and “the sheer hard work of so many teachers and school staff" which will continue to be supported by guidance from the DfE stating that “it is the government’s priority to continue to support schools, nurseries and colleges through the next few months”. Williamson also highlighted a £40 million investment into transportation for pupils. This investment will support pupils in their attendance to school and limit the risk and pressure on public transportation.
Chair of Ofqual writes statement on exam fiasco
In a written statement to the Education Select Committee, Ofqual’s Chair, Roger Taylor, addressed the distress caused to thousands of students by the awarding of A-level and GCSE results just weeks ago.
The statement outlined the actions taken and decisions made in the days leading up to A-level results day. The chair of the exam regulator explained that in March, Ofqual had advised that the best option in terms of valid qualifications was to “hold exams in a socially distanced manner”, however, due to the Secretary of State’s decision to cancel exams, this was not a viable option. When deciding to use the initial standardised approach, Ofqual were aware of the risks attributed to the approach and presented these risks forward to the DfE.
The chair acknowledged that while the approach was sound in principle, those receiving results “were not willing to accept that they had been selected based on teacher rankings and statistical predictions to receive a lower grade”. The statement outlines several lessons that are to be learned from this summer which included “it is easy to believe that a policy is fair at the overall level, but this belief changes very quickly when the impact is felt at an individual level”. During the Education Select Committee held this week, Roger Taylor acknowledged that it was a “fundamental mistake” to believe that calculated grades would be accepted by the public.
NGA is currently in discussion with Ofqual in order to establish how governing boards should decipher this year’s results, and is also is backing the call from the Association of School and College Leaders (ASCL) for the DfE to commission an independent review to understand what went wrong in the process for awarding grades in GCSEs, AS levels, A levels, and Vocational and Technical Qualifications.
Join the NGA board!
NGA is looking for volunteers based in the East of England, East Midlands, London, Yorkshire and Humber, South East and South West for its board of trustees. NGA trustees direct the affairs of the organisation, and ensure that it is solvent, well-run and delivering its charitable objective. NGA’s board meet five times a year – four formal trustee meetings, and one strategy day. Meetings are held at NGA’s Offices in Birmingham or virtually as required. If your school or trust is in the East of England, East Midlands, London, Yorkshire and Humber, South East and South West or you are an individual member of NGA who lives in one of these regions, then you are eligible for election.
If you are interested, please read and take note of the information for prospective trustees on the website which can be found here: NGA Board. To stand for election, please complete and submit a nomination form no later than 17:00 on Friday 9 October 2020.
The election will take place between Tuesday 13 October and 2pm Thursday 26 November 2020 with the results announced at the Annual General Meeting of NGA, to be held on Saturday 28 November 2020.
Temporary changes to the school exclusion process
The DfE has updated its guidance on changes to the school exclusion process during the COVID-19 outbreak. It confirms that meetings of governing boards or independent review panels relating to exclusions occurring between 25 September 2020 and 24 March 2021 should be held via remote access if it is not reasonably practical to meet due to COVID-19 and providing certain conditions are met.
In addition to listing these conditions and providing procedural guidance on remote access meetings, the latest update also confirms that the deadline for applications for an independent review in relation to exclusions occurring between the above dates will be 25 school days from the date on which notice in writing of the governing board’s decision is given to parents (or directly to the pupil if they are 18 or above).
Beyond this, the department is clear that the normal arrangements and procedures outlined in the statutory guidance on school exclusion remain unchanged (except as noted in the temporary guidance), meaning that governing boards and arranging authorities should take all reasonable steps to meet the normal deadlines for exclusions occurring after 24 September.
Special education and the return to school
A study has found that roughly 20,000 pupils with SEND are unlikely to return to special schools in September, due to concerns about safety, medical vulnerability and the needs and behaviours of pupils. As reported in the Guardian on Friday, the lead for the project, Amy Skipp, director of ASK Research, stated: “Heads and parents told us repeatedly how they felt forgotten about. Messages from government and the issued guidance have been so confused for children with special needs who faced an impossible situation over the last few months.”
A letter sent this week to the families and pupils with SEND, from the Parliamentary Under-Secretary of State for Children and Families, Vicky Ford, acknowledged the challenges likely to affect pupils with SEND upon returning to education in September. The letter called on schools leaders to “be mindful that disruptive behaviour might be the result of unmet educational or other needs and consider whether a multiagency assessment is necessary”, and outlined various avenues of support available, while honing on specific guidance on behaviour policies, risk assessments, face coverings and mental health and wellbeing.
NGA’s SEND advisory group provides an opportunity for those governing to network, exchange information and good practice. It also provides a platform to discuss issues relating to special provision, meeting the needs of pupils with special educational needs and disabilities (SEND) and current policy in this area.. If you would like to be kept up to date, through our SEND advisory group mailing list, about effective SEND governance, policy work and share good governance practice please contact adelaide.chitanda@nga.org.uk.
New webinar: How to recruit a senior executive leader
The first webinar for the autumn term will be on Thursday 24 September at 4.00pm and will focus on the governing board’s vital role in recruiting a senior executive leader.
‘How to recruit a senior executive leader’ will give an overview of the entire recruitment process, explore key areas in more detail and signpost to additional resources.
If your board believes that they will be recruiting a senior executive leader in the next 12 months – then please register for the webinar today and start your planning and preparation now by clicking here https://attendee.gotowebinar.com/register/1966020658351474699
Brand new Learning Link module – Setting performance objectives for executive leaders
Performance objective setting is a key element in fulfilling the three core functions. SMART objectives help headteachers and other senior executive leaders progress the organisation’s vision and aims and provide a clear basis for monitoring, assessment, and judgement of their performance. The process also helps identify any training and development needs the senior executive leader may have.
This brand-new bitesize module focuses on the governing board’s role in the choosing and framing of suitable objectives and demonstrates how good objectives can be drafted.
The module explores how objectives should:
- Form the basis of effective appraisal
- Mirror the key priorities identified by the organisation’s pursuit of its vision
- Be SMART – Specific, Measurable, Achievable, Realistic, Timebound
If your school is subscribed to Learning Link, you can find this module in the ‘Learning’ section of your account, under the Executive Leaders category.
If your school is not yet subscribed, why not find out more about our bitesize e-learning or get a preview of Learning Link with our free trial.
Leading Governance development programmes – launch of digital delivery
After pausing our live cohorts back in March to allow our governors, trustees and clerks to concentrate on other priorities, we are pleased to announce the relaunch of our DfE-funded Leading Governance development programmes in September.
Our face-to-face workshops have now moved online with sessions being conducted through Zoom. We have ensured that groups are kept small so will replicate the face-to-face environment as much as possible so that discussion and a healthy exchange of ideas will continue to be at the heart of our sessions.
With a new fully virtual programme now developed, those that have not been able to access this DfE-funded training programme because of geographical restrictions will from next week have the opportunity to sign up to a regional cohort. As funding ends in March 2021, we would encourage you or your colleagues to apply so your board can take full advantage of this excellent CPD opportunity. Visit our website: nga.org.uk/leadinggovernance to apply for your place today or alternatively, contact the team at leading.governance@nga.org.uk.
Upcoming NGA autumn events
This time of year we are usually planning to see all of our members at our regional events held across the country. However, due to the current restrictions on events due to COVID-19, we will be running all of our events up to the October half-term virtually.
To support as many of you as possible, we have combined regions for this term. You can book your place by visiting the events page.
We will also be continuing our successful webinar series this autumn and for more information on booking your place on the webinars, visit the webinars page.
Tuesday 22 September |
4:00pm-6:30pm |
Virtual regional conference: London/South East |
Thursday 24 September |
4:00pm-4.30pm |
Webinar: Senior executive leader recruitment |
Monday 28 September |
4:00pm-6:30pm |
Virtual regional conference: North East & North West |
Tuesday 6 October |
4:00pm-6:30pm |
Virtual regional conference: South West & East of England |
In addition to these events, we will be adding to our series of Governing Chatters podcasts were the NGA team exploring key issues within school governance and the education sector every month. You can listen to all of our latest podcast episodes here.
Place2Be releases Mental Health Champions programme
Following on from last week’s newsletter and the DfE releasing their £8 million Wellbeing for Education programme, children’s mental health charity Place2Be have announced their Mental Heath Champions foundation programme.
The new programme is a five-week online course which will allow participants to gain a deeper understanding of children’s mental health and introduces approaches for encouraging positive wellbeing. The course will also be available for free to qualified teachers and school staff across the UK.
More details on the course details, content and entry requirements can be found on Place2Be’s website or you can email schools@place2be.org.uk for more information.
New blog: parental engagement in the wake of COVID-19
As schools reopen, chair of governors and education communications specialist Ben Verinder shares 10 considerations for governing boards on how they can ensure effective parental engagement in the wake of COVID-19.
The blog provides tips and suggestions on a wide aspects of communications implications from the importance of supporting executive leaders to build healthy and sustained relationships with parents to considering the ramifications of the new working day on how teacher and parental engagement takes place. To read Ben’s top 10 considerations for boards, please click here.
NGA believes that ensuring that the voices of school stakeholders are heard is the fourth core function of governing boards and those governing can read our guidance on how governing boards can ensure their school is successfully engaging with parents and carers here, created in partnership with Parentkind.
Welcome back from our chief executive, Emma Knights
Welcome to the new school year. I hope you have had some time off over the summer, even if you couldn’t go very far from home. You may not yet feel quite as liberated as my end of year blog was suggesting, but we sense a quiet confidence amongst many of you after all the hard work preparing for the full return this term.
As always NGA is here to channel your experiences and views to the powers that be, particularly the Department for Education which is particularly keen to hear from the sector about the return of pupils. So if you have general feedback or particular concerns, please do send it to me (emma.knights@nga.org.uk) and Rani, our Head of Advice (rani.kaur@nga.org.uk) with ‘full return to school’ as the subject. I am unlikely to reply to everything I receive, but Rani will make sure we read and analyse all the information. Please do point out any specific actions you would like NGA or the DfE to take to address issues.
As we cover in our latest Governing Chatters podcast, amongst other things, over the summer NGA staff have updated a number of our most popular tools and guidance, including our COVID pages on the Knowledge Centre which need updating each week and we will continue to do that as the term progresses. Given English schools have been consistently in the headlines In the month of August, we also touch on the qualification results debacle: if you have any thoughts or outstanding example that could inform our conversations with Ofqual and the DfE, please email our Director of Policy and Information, sam.henson@nga.org.uk
This half-term our events remain virtual. Our webinars will be at least monthly with the first on the topic of recruiting senior leaders on Thursday 24 September at 4pm. Bookings will open next week, along with our regional networks. Only one of our annual regional conferences (the Midlands) was held before COVID19 arrived, and the first of the virtual regional events held over Zoom will be for the South East and London on Tuesday 22nd September from 4-6.30pm: after a joint introduction session, we will divide the group so you can hear first from the relevant Regional School Commissioner and then from Ofsted regional directors. I’m delighted to be welcoming both Ofsted and the DfE to give NGA members the latest information and of course answer questions. Due to requests from members, we will also be introducing seminars for chairs: more on that next week!
Lastly, this is the time of year that NGA seeks nominations for our own board of trustees. As a result of our terms of office rules, this year we have more places up for election than usual, in six of our nine regions: East Midlands, East of England, London, South East, South West, and Yorkshire and the Humber. Our current chair Maggi Bull who will be stepping down at our AGM on Saturday 29 November after nine years of service writes here about what the role entails. Like any good governing board, NGA’s trustees carry out a skills audit and are very aware that the board is not as diverse as it should be, especially given our role in promoting #EveryoneOnBoard . We are particularly encouraging both younger and black, Asian and minority ethnic governors and trustees to come forward. If you are a member in one of those regions, please do consider the role or encourage a colleague to do so. The blog is here, and covers the virtual information session being held for interested parties on Monday 28 September at 5pm: any enquiries should go to the clerk to the board: Emma.myers@nga.org.uk
New and updated guidance now available on NGA’s Knowledge Centre
Over the summer break, we’ve been busy updating some of our most popular resources.
We’ve refreshed our skills audit and skills matrix to support governing boards undergoing self-review. Our skills audit is still based on the Department for Education’s (DfE) competency framework but has been modified to ensure accessibility for all levels of governance. We have also produced a new guide to accompany the skills audit and matrix to help you make the most of these tools.
If you’re thinking about board recruitment, make use of our updated model role descriptions for the roles of chair, governor and trustee. The documents build on the governing board’s core functions, providing a comprehensive outline of each role, allowing boards to adapt as needed.
The new format of our refreshed model code of conduct makes it easier to use and adapt. We also recommend you read our new guide accompanying the model code for advice on how to effectively use it to promote and support teamwork.
In NGA’s updated COVID-19 resource hub, you’ll find the latest information and guidance to support you this term and beyond. We have developed guidance on recovery and continuity which provides advice on resuming governing board business which may have been on hold and outlines the first steps of building recovery plans. We will also continue to answer your COVID-19 frequently asked questions. Visit the NGA COVID-19 resource hub to see all of our COVID-19 resources and stay up to date.
Increased pay for teachers in new academic year
In July, education secretary Gavin Williamson formally accepted the recommendations of the School Teachers’ Review Body on teachers’ pay. Starting salaries for new teachers will increase by 5.5%, while upper and lower boundaries of the pay ranges for all other teachers will increase by 2.75%. These changes affect all teachers paid under the terms of the School Teachers’ Pay and Conditions Document (STPCD), including all teachers in maintained schools and many in academies.
Collectively, these changes amount to a 3.1% increase in the overall teachers’ pay bill. However, the impact will differ between schools, depending on the characteristics of their staffing group. The government argues that schools will be supported in meeting these costs through the government’s three-year funding increase for schools, which amounts to an additional to £2.6billion for schools in 2020-21. However, boards will need to consider the budgetary impacts holistically, alongside the range of other costs which they are facing.
NGA has welcomed the increases to teachers’ starting pay but have raised concerns about the affordability of these changes for many schools. Our governance surveys have consistently found that teacher recruitment and retention, and balancing the budget, are cited by those governing as being among their biggest challenges. We are keen to hear your feedback on these changes, so please email michael.barton@nga.org.uk with your views.
2020 Exam results
Reports of this year’s GCSE results being the highest since 2017 have done little to detract attention away from the disruption and confusion surrounding the results fiasco for both A levels and GCSE’s. NGA joined a collective sector wide call for the government to reconsider its approach to those results, given the much-covered issues with the algorithm used by Ofqual to moderate student centre assessed grades. NGA very much welcomed the reviewed decision to allow centre assessed grades, or calculated grade where higher to stand for both A-levels and GCSEs, concluding in part at least, what has been an incredibly trying time for students, their families and school leaders across the country.
Like so many other organisations and individuals across the sector and beyond, NGA was deeply relieved that the government in the end accepted that an appeals based system was not the answer to what has become an unfair situation. Commentary on the fiasco has continued at pace, with ongoing delays to vocational qualification results, fears over both grade inflation and deflation, and changes to high ranking staff at both the DfE and Ofqual. NGA is currently in discussion with Ofqual in order to establish how governing boards should decipher this year’s results.
While prime minister Boris Johnson claimed this week that the exams debacle had been “sorted out”, NGA is backing the call from the Association of School and College Leaders (ASCL) for the DfE to commission an independent review to understand what went wrong in the process for awarding grades in GCSEs, AS levels, A levels, and Vocational and Technical Qualifications.
DfE releases updated guidance on the reopening of schools
The DfE has updated its guidance on the full reopening of schools including supporting children and young people with SEND.
The guidance outlines the DfE’s expectations on how schools should operate in relation to:
- school operations
- curriculum, behaviour and pastoral support
- assessment and accountability
- contingency planning to provide continuity of education in the case of a local outbreak
The guidance on supporting children and young people with SEND focusses on the practical steps local authorities, educational settings, and parents or carers may wish to take. The latest update also confirms that the flexibilities introduced in response to COVID-19 will come to an end on 25 September 2020.
This week also saw the DfE issue guidance on the wearing of face masks in schools for years 7 and above. The guidance states that from 1 September schools will have the discretion to require face coverings to be worn by pupils and staff in communal areas where social distancing cannot be safely managed, if they believe that it is right in their particular circumstances.
The decision on whether staff and pupils will be required to wear masks in communal areas will be an operational decision made by the senior executive leader but should be included in ongoing risk assessment review discussions with the governing board. It is important that the school’s stance on face coverings is also included in relevant policies and clearly communicated to staff, pupils and parents.
In areas where the transmission of the virus is high, also known as local lockdown areas, pupils and staff in education settings where Year 7 and above pupils are educated, should wear face coverings when moving around in areas, such as corridors and communal areas where social distancing is difficult to maintain.
New safeguarding guidance comes into force
The latest edition of Keeping Children Safe in Education, the statutory safeguarding guidance that applies to schools, will come into force on the 1st of September ready for the new school year. Updates this year include a new requirement on mental health. We would advise that boards discuss with their senior leader any changes that are necessary for their school/trust’s safeguarding regime.
To see our current suite on the Knowledge Centre, including our safeguarding governor role description, please click here.
Education Policy Institute releases report on the state of education
On Wednesday, the Education Policy Institute (EPI) released its annual report on the state of education in England. Throughout the lockdown period, the impact on the attainment gap has been a continuing concern caused by lack of access to technology/internet, tuition, and lack of other crucial support and stability. EPI’s report reveals the detrimental impact on pupils finding that:
- the gap between disadvantaged pupils and their peers, which had begun to stall prior to the pandemic, has stopped closing for the first time in 10 years;
- the attainment gap at primary level has widened for the first time since 2007;
- pupils classified under the DfE’s definition of disadvantaged are now 18.1 months behind their peers in terms of learning.
Despite the best efforts of schools to provide continuity of education for all pupils during lockdown, there is no doubt that disadvantaged pupils and their families will have experienced greater challenges than most of their peers. The report identifies the groups that are likely to be the most impacted including;
- those recognised as persistently disadvantaged (who have received free school meals for more than 80% of their school lives);
- Black Caribbean children and children from other black backgrounds who have seen a significant widened gap compared to peers from other ethnicities;
- and looked after children with data from the report identifying the impact on this particularly vulnerable group - due to a lack of specific support or funding, their vulnerability is likely to have increased during closures.
As schools open to more pupils, governing boards and their senior executive leaders should assess their school/trust vision and strategic priorities in the light of COVID-19. We recommend that governing boards schedule a discussion with their senior executive leader at the earliest available opportunity. This discussion should be focused on the recovery phase from September and how best to support disadvantaged pupils to regain the learning they have lost during the period of partial closure. However, it should remain grounded in the established features of successful strategies for raising the attainment of disadvantaged pupils. Further information on reducing the impact of COVID-19 school closures on disadvantaged pupils can be found in NGA’s COVID-19 specific information sheet.
Parent Ping
Are you a parent? You can have your say on education with a new platform called Parent Ping, a daily survey app that helps you learn how other parents are dealing with life and school issues.
Similar to Teacher Tapp, a survey platform which enables teachers to share their views, Parent Ping asks users about their life as a parent and in particular about their views on their child’s education. The results of each survey is shared with users and analysed in a weekly blog to help share parent voices and see what parents think of the latest education news.
As children turn back to school, parental confidence and engagement is key and while governing boards are encouraged to ensure their school or trust is consulting and engaging with their own parent population, these insights provide a look into what parents are thinking at a national level.
For more information, or to download the app, please visit www.parentping.co.uk.
Multi-million pound funding package for school and college transport
In order to support delivery of the national priority of returning all children and young people to full-time education in September, over £40 million has been allocated to local transport authorities.
The funding is designed to create extra capacity across the system and to allow more students to use alternatives to public transport through the creation of dedicated home to school/college transport links. It features alongside the government’s campaign to reduce demand on public transport at peak times and minimise overcrowding.
Additional further funding for the bus and light rail sectors has also been pledged, while those students and staff who have the option to walk, cycle or use a scooter are still being encouraged to do so. However, local authorities continue to have a statutory duty to provide free home to school transport for all eligible children, including those whose special educational needs or disabilities mean they are unable to walk there.
Governing boards will be very aware that parents may be reluctant to send children back to school; communication with parents needs to be clear and reassuring, and this should include updates on school transport. Getting to school safely may be challenging for some pupils and staff. And while the government encourage walking, cycling and private transport, schools will need to support collaboration between transport providers, local authorities, parents and pupils.
Early years language and speaking skills support package announced
The coronavirus pandemic has meant that many reception aged children have missed out on a significant chunk of their education at a crucial point of their development, a disruption that may hinder future development if no catch-up support and resources are made available.
To mitigate this, Vicky Ford, Children’s Minister, announced earlier this week that a multi-million pound early years support package will be launched to tackle the impact of lost teaching time on reception aged children, by providing language skills training and resources to children who have been worst affected by the disruption to their development during the pandemic. The ‘catch up programme’ is intended to raise outcomes in speaking and language skills among reception aged children.
To ensure that children who would benefit from this support the most do not lose out, schools are being urged to sign up to the early years ‘catch up’ programme.
Updated COVID-19 guidance and resources
New and updated COVID-19 guidance and resources are now available:
- refer to our latest information sheet to help you navigate DfE guidance and engage with school plans for full opening in the autumn term
- visit our frequently asked questions to quickly find answers to COVID-19 related questions, such as ‘Should schools share their risk assessment with stakeholders?’
- watch our latest webinar where Steve Edmonds, NGA Director of Advice and guidance, explains what boards should be considering when making plans for autumn and beyond.
- read our guidance on COVID-19: continuity and recovery to make sure your board continues to function effectively and consider how your strategy might need to adapt to support recovery
Ofsted Announce Autumn Plans
Her Majesty’s Chief Inspector Amanda Spielman, has set out Ofsted’s plans for the autumn term.
Routine inspections are suspended until January 2021. Instead Ofsted will start to visit schools from September to reassure parents, ministers and the public about how schools are managing the return to full education of their pupils and students. As part of a full programme being rolled out in October, all ‘inadequate’ schools will be visited, along with a “sample” of schools with other grades. Ofsted will use the visits to hold collaborative discussions with school leaders the outcomes of which will be published in a brief letter so that “parents can understand what steps are being taken to help children back into full time education”. The outcomes of the visit will not be graded
Amanda Spielman has also announced that Ofsted does not intend to return to area SEND inspections in the autumn, but instead it will focus on other ways we can help and support local areas to strengthen the SEND system in future.
Comment from our Chief Executive, Emma Knights
Many of you will already have received and held governing board meetings to review the risk assessments for full opening in September, accompanied by a Plan B in case of a local lockdown. The National Schools Commissioner, Dominic Herrington, who engaged with NGA’s Community MATs virtual network yesterday commented that lessons were being learnt from having had to do just this in Leicester.
Thank you to everyone who fed back to us their views and queries on last week’s DfE guidance on full reopening. The guidance itself has been generally well received overall with comments that it is comprehensive and easy to use. Members made clear that the issue is the sheer weight of work which has still to be undertaken to get ready for September, especially by school leaders. Governing boards are generally very concerned about the relentless nature and critical importance of the work school leaders are having to carry out and are determined they should get a summer holiday: NGA has been feeding this message back to the DfE at every opportunity, along with other comments you have given us. I apologise for not having answered each of the comments sent direct to me, but I can promise you that they are all read and influence our thinking and lobbying.
The DfE is prioritising working with other agencies to provide final clarity of the guidance about vulnerable people and to ensure transport to school is possible and safe. This week at the request of DfE, members of their advisory group, drew on examples from school leaders to show how they will implement DfE guidance for the full return to school.
We have been asked many times since its announcement last month when the school’s allocation of the £650 million catch up fund will be known: we understand this may be announced next week. We remind you that if there any particular issues which continue to frustrate you or your school leaders, that one of you can contact the DfE COVID-19 team for information: EYSG-Schools.COVID19@education.gov.uk Please do continue to use GOLD@nga.org.uk as well, but it can be helpful for the DfE to hear directly from you too.
We are also making representation to Ofsted about the details of the planned supportive visits in September: many of you have made it very plain that a published letter with next steps might not feel collaborative and supportive during an exceedingly busy term. Collecting and sharing information about how the return is working could be hugely useful, but it is less likely to happen with full disclosure if the results of that conversation are shared. We hope to influence the format of that letter to parents and I would welcome any views: emma.knights@nga.org.uk
Checklist for school leaders on behaviour and attendance
DfE have published a behaviour and attendance checklist for school leaders to support them to reengage all pupils from the autumn term.
As set out in the full opening guidance, schools, and their partners, including local authorities will need to work with families to ensure all pupils attend school regularly and have the right behaviour policies and practices in place, ahead of welcoming all pupils back this autumn. The checklist is a tool for mainstream schools to support the re-engagement of pupils and the return to orderly and calm environments in which all pupils can achieve and thrive.
School leaders can use the checklist to develop their own plans, in a way that works for their pupils’ needs and school context.
Temporary changes to SEND legislation to cease
DfE has confirmed that the temporary changes made to aspects of SEND law through the Coronavirus Act 2020 will cease. The temporary changes modified the duty on local authorities to secure special educational provision and on health commissioning bodies to arrange health care provision in accordance with Education Heath and Care Plans (EHCP), so that they can discharge this by using their ‘reasonable endeavours’
Further national notices in relation to EHCP modifications will not be published unless evidence suggests otherwise. Although there may be a need for local flexibilities in response to any local outbreaks or local lockdowns.
NGA’s SEND advisory group invites all that are interested in the governance of SEND governance to share good practice and inform NGA policy work relating to SEND provision.
If you would like to be added to the SEND advisory group mailing list to be kept up to date about upcoming meetings, events as well as NGA’s policy work in relation to SEND please email Adelaide.chitanda@nga.org.uk
Continuation of Breakfast Club programme over summer period
The government have confirmed that they will be supporting more than 1,800 schools in England to continue providing healthy breakfasts to children over the summer period. The funding will support schools who are part of the Breakfast Club programme in collaboration with the National Breakfast Club Programme, Family Action and Magic Breakfast.
As schools remain closed over the summer, schools can access this provision during the six-week period through food parcels for families or breakfast food ‘drop offs’. The support aims to ensure that low-income families are continuing to receive the crucial support they need outside of term time. The programme works alongside the COVID Summer Food Fund which will also continue to provide school meals for those eligible across the summer. In addition to this summer provision, the government have confirmed at least four weeks of activities through the Holiday Activities and Food programme across England.
Updated DfE guidance for PE and Sport Premium for primary schools
Exercise and other physical activities have multiple benefits not only for physical health but also mental health and emotion wellbeing. Children who lead more active lifestyle are happier and more resilient, qualities essential in our recovery from COVID-19.
In a press release on Sunday (5 July) the Education Secretary confirmed funding of £320 million for PE and Sport Premium, which will continue over the next academic year. This funding extends on the previous School Sport and Activity Action Plan which was released last year.
In light of the pandemic, the DfE has relaxed elements of the ring-fenced funding for PE and sport premium to allow an funding unspent to be carried over into the 2020/21 academic year which will encourage improvements to the quality of PE, sport and physical activity for young people.
For more information on the use of PE and sport premium for primary schools the DfE guidance is available here.
Government confirms energy-efficiency grants for public sector with £1 billion funding
Yesterday (8 July) the Treasury confirmed that public sector organisations, including schools, will be eligible to apply for a new £1 billion scheme to fund energy efficiency and low carbon heat upgrades through a new ‘green package’. The funding will focus on encouraging school buildings to operate in a more environmentally friendly way such as insulation and green heating technology.
NGA encourages boards to take a sustainable mindset in their role, see here for an introduction into how your board can think more sustainably (page 10) or for more on a climate curriculum (page 13). To share your board’s actions on sustainability or for any questions, please contact Madison.gough@nga.org.uk
Ofqual Annual report released
This week, the exam regulator Ofqual has released its annual report for the financial year 2019-20. The report sets out how Ofqual have delivered on their objectives and spent their income from 2019-20. The report states that in the stated year, 6.1million GCSEs, AS and A levels were awarded to 1.3million students. Over the year, Ofqual continued to build on and improve their regulatory framework including for national technical and vocational qualifications.
The report also sets out the actions that Ofqual had taken in response to the Covid-19 pandemic and the suspension summer exams stating that “the overriding goal has been to create and oversee an alternative approach to awarding grades”.
Ofqual will continue to consult across the sector for future plans for examinations and processes for 2021 exams and assessments. The consultation includes adaptions to free up teaching time, changed to the exam timetable and sampling subject content. The full consultation is available here.
NGA Blog: Chairing and succession planning
Following our recent webinar on succession planning and how to ensure your board is future-proofed, our chairs development manager Simon Richards answers some of your key questions on chairing and how to succession plan, as well as signposting useful resources in this new blog.
If you have any questions on succession planning and chairing, please contact simon.richards@nga.org.uk.
DfE guidance for the full opening of schools
The Department for Education’s (DfE) Guidance for full opening of schools in September was released yesterday . Gavin Williamson, Secretary of State for Education told the House of Commons that “education recovery is critical for this generation of school children." The guidance seeks to answer a huge number of questions, covering a wide ranging number of areas that leaders and those governing will want to seek assurance over ahead of September. The majority of the guidance is of an operational nature, with it being left to school/trust staff to implement locally, but there are some key strategic considerations that emerge as a result of following the guidance, here is a quick summery of the key areas impacting the role of the governing board:
Risk – the guidance acknowledges that as increasing numbers of schools have been welcoming back more pupils since 1 June, schools have already been busy assessing risk and implementing proportionate control measures to reduce the risk of infection on school premises. However it stresses it is a legal requirement to revisit and update that risk assessment for autumn term planning. This includes a monitoring process that seeks to ensure controls are effective, working as planned and updated taking account of changes to public health advice. While this remains the responsibility of executive leaders, this should be shared with the governing board and there should be an ongoing conversation with the board regarding how robust the assessment is, with boards building in regular space on their agenda to review it.
Attendance – Attendance will once again be mandatory from September. This is an area that has already generated a significant amount of media attention and leaders, staff, and parents are understandably keen to understand how this will work in practice. There are a few exceptions – if pupils are self- isolating in line with public health advice, if rates of infection rise in local areas and they are advised to shield as a result, and pupils in the care of public health professionals. While parents could not be penalised or sanctioned for their child’s non-attendance at school during lockdown itself, the government is clear the circumstances have now changed. Absence fines will begin to be issued again in the autumn and headteachers continue to have legal discretion as to when to issue them a last resort where there is no valid reason for absences.
There is likely to be some parents who remain reluctant to send their children to school, and governing boards will need to continue to work with leaders to ensure that communications going out to parents are clear and as reassuring as they can possibly be. It is vital that parents are given the opportunity to share concerns and have their questions answered. Much of this will be done by the Senior Executive Leader who will also want to find a way of gauging the appetite amongst parents about their children returning to schools. Parents and carers may also look to the governing board for reassurance and so boards should consider supporting the communications from the school. This could involve the co-signing of a letter that goes out to parents. Governing boards should ask leaders what steps are being taken to encourage all children, and especially vulnerable children to attend school .
School workforce - The guidance states from September the DfE expects that most staff will attend school, , with the relaxation of shielding measures, including those deemed clinically extremely vulnerable being advised they can return to work from 1st August. More guidance is expected on this pause in shielding, However those in the most at risk categories are advised to take particular care while community transmission rates continue to fall, School leaders are urged to be flexible with how these staff are deployed. In fact there is generally a recommendation to be open to more flexible approaches to staffing. Schools may need to alter the way in which they deploy their staff, and use existing staff more flexibly to welcome back all pupils at the start of the autumn term, with leaders urged to avoid increases in unnecessary and unmanageable workload burdens. Staff recruitment should continue, although the recommendation is to continue to recruit remotely over the summer period. Governing boards should also seek assurances that appropriate support is made available for pupils with SEND, through the deployment of appropriate specialist staff.
There is a reminder that governing boards should be mindful of staff work-life balance and wellbeing; this means governing boards working with school leaders to ensure that organisations are doing all they can to explain the measure being put in place to staff, delivering strong, clear communication that provides staff with the confidence they need to carry out their roles. The guidance also reminds governing boards of the key role employers play in providing a duty of care that takes account of mental health and wellbeing. Clearly every school, and every member of school staff will have faced a different lockdown experience, some will be far more traumatic and difficult than others. The impact of COVID-19 will continue to be felt for some time to come and focuses governing boards on the duty of care they have to school/trust leaders and their staff. The logistical, safety and safeguarding issues attached to the full re-opening of schools may well increase levels of pressure and anxiety.
It is likely that your headteacher/CEO will have reported on these issues from their operational perspective, but they may be less forthcoming about any personal issues and their own wellbeing. Now is the time for governing boards to reflect how the culture of their school or trust promotes the wellbeing of everyone involved in making it what it is. We encourage governing boards to consider their wellbeing strategy in the light of current circumstances
Extra curricular activity – schools are encouraged to resume breakfast and after school provision, while it is recognised a degree of flexibility is needed as disruption may continue as the new academic year begins. However, schools will need to consider carefully how after school provisions will work alongside wider protective measures, which means keeping children in year groups or bubbles “where possible”. It is important that school leaders feel equipped to set realistic expectations with stakeholders including parents, and governing boards will need to be mindful that initially there may be some disruption to extra curricular activity and this may lead to some disappointment from parents and pupils.
Curriculum and its delivery – the guidance specifies that the curriculum should remain both broad and ambitious, and that means a wide range of subjects continue to be taught, and where remote education continues to be needed, it is of high quality and aligns closely with in-school provision. This means schools will need to continue to develop their capacity and that of pupils to engage in remote education where it is necessary. The government expects an ambitious curriculum to be in action from the start of the autumn term. The guidance acknowledges some schools may be considering revisions to their curriculum for the new academic year, and making use of ” existing flexibilities” to create time to cover the most important missed content”. The aim is for everyone to return to the school’s normal curriculum in all subjects by the 2021 summer term.
Governing boards should seek assurance from their headteacher/CEO that the COVID-19 pandemic will be incorporated appropriately into the school’s curriculum, building pupils’ understanding of all its implications. The essential role of the board in curriculum continues to be about providing confident, strategic leadership and robust accountability, as well as oversight and assurance. It is crucial that the curriculum is responsive to culture and the needs of students - governing board should continue to ask the question does the curriculum provide a rich and engaging learning experience.
Contingency plans for outbreaks – The guidance contains specific advice for putting in place plans in the event of a local outbreak. The DfE will be involved in local discussions in the event localised community spread, and will provide support in such an event. The guidance states remotes education plans should be in place for individuals or groups of self-isolating pupils, which should meet current expectations for pupils not yet back to school. Localised spread may result in the LA or PHE health protection team advising schools to close, in which case, schools will be expected to immediately have a plan for remote education to continue, with schools expected to build on recent experience and improve the quality of their existing offer by the end of September. Governing boards should seek assurances from executive leaders that this is the case, and question how recent experience is being reviewed and how the remoted education offer can be improved further.
Accountability, data and exams – the school performance tables remain suspended and no school will be judged on 2020 exams and assessments. However the DfE have confirmed within the guidance that they need to be able to assess the impact of Covid 19 on pupils, are will therefore continue with plans to conduct statutory primary assessment in the summer of 2021. Meanwhile, GCSE’s and A levels will also take place in summer 2021, but “with adaptions” which seek to free up teaching time. Ofqual will be launching a consultation to tie in with these potential adaptions. Despite calculated grades being used for exams missed in 2020, students will be offered the opportunity to sit exams in the autumn term. Of course this will present a number of key considerations for governing boards, not least as they consider the huge amount of disruption to learning that pupils have faced, and how ready pupils will actually be to face exams in 2021. The start of the exam season may be moved to June, increasing teaching time, but this in reality does not compensate for the amount of teaching time lost, and governing boards will therefore need to ask leaders what other options there are to equip students ahead of examinations next year, especially as the likelihood of more disruption in the autumn remains a prevalent threat.
Ofsted – The guidance states the intention is for routine inspection to resume from January 2021, meaning inspections will remain suspended during the autumn term. Instead, inspectors will be visiting a sample of schools, through a one day visit, to “discuss how they are managing return to education. These will be collaborative discussions, taking into account the curriculum and remote education expectations. While the visits will not result in formal judgements, “a brief letter” will be published following the visit, although at this stage it is not clear exactly what will be included, and how schools will be held to account with what the letter includes. There are some key questions that have emerged as a result of this announcement, including how schools will be selected for these visits, and exactly how the information gathered will be used, although the guidance does make it clear that “insights that inspectors gather will also be aggregated nationally to share learning with the sector, the government and the wider public”.
NGA has already shared its view on the matter of resuming inspection, in episode two of our new Governing Chatters podcast series – Examining the new Ofsted inspection framework. If you haven’t yet had a chance to listen, you can access it here, Sam Henson, NGA’s Director of Policy and Information explains why NGA thinks Ofsted should not resume inspecting schools until January 2021 at the earliest.
Comment from the Chief Executive Emma Knights:
We absolutely agree with the Government’s ambition that “education is not optional: all pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.” I imagine that all of you do too and that is why you volunteer. The long awaited guidance published yesterday should help your schools finalise options for bringing all pupils back to school full-time in September. There will be a lot more work, especially for school leaders, in translating this guidance into practical plans, but at least the parameters have been narrowed. You will need at least a plan B to deal with a potential local outbreak or lockdown as we have seen this week in Leicester. You will of course not be able to explain to parents the full arrangements for September until the public health situation regarding the spread of COVID-19 is known in late August, but there is sufficient to explain that almost all pupils will be expected to attend school. The shielding rules are being changed (a more detailed guidance from public health will be forthcoming on this) which will also enable more staff to be back in school too.
We continue to be involved in discussions both bi-laterally and in DfE stakeholder groups, bringing our own expert feedback and representing the concerns and questions of our members. These continue, as does the dialogue with Ofsted. We have expressed some concerns about the proposed Ofsted visits next term and we are awaiting further details.
Over the coming week we will be updating our own guidance and adding to our FAQs, and if you have further questions you would like us to cover or comments to raise with the DfE, please send them to GOLD@nga.org.uk Thank you for all your engagement with us, and for what you are going to support your schools and your leaders in order to provide an education to our children and young people.
NGA continues to produce up to date COVID-19 specific guidance in our knowledge centre, including guidance for governing boards on reducing the impact of school closures on disadvantaged pupils. Along with regularly updating our FAQs on coronavirus, NGA also continues to offer access to our GOLDline advice service for all governing boards on specific queries relating to coronavirus. To contact the GOLDline, please email gold@nga.org.uk or call 0121 237 3782.
Watch the NGA webinar on “planning for September and beyond – what governing boards need to know”.
Government announces school rebuilding programme
This week, the government announced a ten-year school rebuilding programme. The programme which will start in 2020-21 with the first 50 projects, will be supported by over £1 billion in funding. These projects will be confirmed in the autumn, and construction on the first sites will begin from September 2021. Investment will be targeted at school buildings in the worst condition including substantial investment in the North and the Midlands.
On the announcement, Steve Edmonds, NGA Director of Advice and Guidance, has given the announcement a cautious welcome in his statement, available to read on the NGA News page.
New Governing Chatters: Planning ahead – what does September look like?
Following last month’s blog on planning for September by NGA Chief Executive, Emma Knights, and a flurry of government announcements in recent weeks, Emma and the NGA team gather together in a new podcast to discuss the latest policy announcements from the DfE and try and make sense of where we are now. Together, they discuss the key issues in planning for a September return to schools, the recently announced ‘catch-up’ funds and how and what your board should be focused on monitoring when you cannot visit your school.
You can listen to this episode and the full Governing Chatters podcast series on the NGA website.
Saving maintained nursery schools
Maintained nursery schools play a vital role in the early development of children that attend them, while providing support for children with special education needs and/or disabilities (SEND) and children from disadvantaged backgrounds. It is for these reasons that prior to the coronavirus pandemic the news of the government committing to the long-term future funding of maintained nursery schools was welcomed news. Despite this commitment, there is still a risk that some maintained nurseries could close in the near future.
In response to this ongoing concern, NAHT and NEU have launched a letter writing campaign to secure the future of maintained nursery schools, with three key asks; immediately confirm supplementary funding for 2021-22 (and especially summer term 2021) and ensure this funding is increased in line with inflation to bring the value back to the real terms value in 2016-17, provide additional resources and support with COVID-19 costs and, commit to reviewing the early years funding formula as soon as possible and by 2021 at the latest.
NGA supports high quality early education provision and we remain concerned at the closure of many maintained nursery schools as these often provide amongst the best quality early years provision. We understand that the legal requirements on staffing maintained nurseries can make them more expensive than other settings, but rather than closure we would urge local authorities and governing boards to explore the possibility of federating nurseries together or with neighbouring primary schools. Where it is deemed appropriate, we would support schools in collaborating with high quality settings such as those in maintained nurseries in order to maintain the provision.
Ofqual announces decisions on proposals for an additional exam series
The partial closure of schools has left many pupils falling behind on learning, particularly those from disadvantaged backgrounds. Pupils who were due to sit exams have also been impacted with the cancellation of summer GCSE, AS and A-level exams. Following the decision to cancel exams, Ofqual consulted on the views on their proposals for the key aspects of the arrangements for an exam series in the autumn 2020 and their decisions have now been released.
In summary, Ofqual announced their four main decisions that exam boards must:
- make exams available in all GCSE, AS and A level subjects in the autumn term;
- base results on students’ performance in exams and not on non- exam assessments (with exception of art and design);
- issue replacement certificates for the summer results if requested by students;
- adopt the normal arrangements for reviews of marking and appeals.
Ofqual will now consult with the exam boards on the changes to their regulatory framework to implement these new decisions. This week Ofqual have opened another consultation seeking the views on proposals to modify the assessment requirements for some GCSEs, AS and A levels. The consultation closes on 16 July 2020 and is open to all.
Ofsted publish findings of school inspections under new framework
After seven months of the new education inspection framework (EIF) in practice, Ofsted have released their main findings of schools outcomes. Following the coronavirus outbreak, most school inspections were suspended temporarily from March which Ofsted report has minimally impacted the main findings.
Between September 2019 and March 2020, the findings show that of the schools inspected, 78% have been judged ‘good’ or ‘outstanding’ this academic year which marks a decrease for the first time in five years. The percentage of schools judged ‘outstanding’ also decreased by 3% compared to last year. The findings also showed that 41% had a higher outcome of personal development and 11% had a higher outcome for leadership and management.
NGA followed the first term of the EIF in practice, collating feedback of those responsible for governance and analysed over 800 inspection reports which formed NGA’s ‘A view from the board: the Education Inspection Framework’ study, identifying the role of governance under the new framework. More recently in the second episode of NGA’s podcast platform, Governing Chatters, Chief Executive, Emma Knight, Director of Policy, Sam Henson and Policy and Information Officer Nina Sharma, discuss key findings and main recommendations from NGA’s study.
EPI analysis suggests DfE efforts to improve recruitment and retention are “beginning to pay off”
On Tuesday, the Education Policy Institute (EPI) published an analysis of the latest figures on staff recruitment and retention. Although EPI stressed that the figures did not constitute a “rosy picture” with new entrants to the profession down, and pupil-teacher ratios rising in secondary schools, they did argue that “there are sign that the department’s efforts to improve recruitment and retention and beginning to pay off”.
Encouragingly, the figures (collected before COVID-19) suggested that first and second year teachers in state-funded schools are more likely to remain in teaching than those in previous years. This is alongside recruitment statistics showing that teacher training applications have surged since lockdown. The analysis argued that the challenge now is to find places for trainees and new teachers, given the large fall in staff turnover caused by the pandemic.
For governing boards, recruitment and retention are significant issues, with implications for the budget and the quality of teaching. Although boards cannot affect the structural, sector-wide context, they can improve the situation in their own school through the culture and ethos they set. Our guidance on workload and wellbeing supports boards in being good employers.
Community MATs Network
This is the last call to booking fon our brand new Community MAT virtual forum. As well as hearing from NGA staff on the latest in the MAT governance world, you will have the opportunity to ask questions of Dominic Herrington, the National Schools Commissioner.
NGA’s network for those involved in governance in MATs, including trustees, academy committee members and governance professionals in MATs, has now entered its 5th year, and we have held multiple events, ranging from small table discussions to workshops to our first NGA MAT conference held in November 2019. To date the network has been instrumental in sharing practice across the sector – you can read more about this in Moving MATs forward: the power of governance.
For the first time we are now taking the network virtual – see our events page for full details including booking information for the event on 9th July 2020.
If you are unable to attend but would like to ask a question of Dominic Herrington, please email Sam.Henson@nga.org.uk
Learning Link: Bitesize modules now released!
We are pleased to announce the release of two new Learning Link modules to support the monitoring of improvement priorities at your school: ‘governance monitoring: a tool to help drive improvement’ and ‘governance visits to schools’.
These are the first of our bitesize suite, short modules that take no more than 5-10 minutes to complete, designed to provide just in time support as and when you need it.
Governance monitoring: A tool to help drive improvement
Understand your school’s target setting requirements and hold your school and leadership team to account with this useful audit tool.
Governance visits to schools
Whilst visits are not recommended at present due to COVID-19, making alternative plans is even more crucial than ever. In this module, explore why visits are important and what agreed protocols you can put in place to make them more effective with a helpful video and downloadable resources.
We will be releasing more bitesize content throughout the year, continuing with a thought-provoking module covering preventing exclusions due to be released soon.
Learn more about our bitesized e-learning or start your free Learning Link trial today!
Clerks’ Advisory Group
We are pleased to announce that bookings are now open for the next meeting of the Clerks’ Advisory Group which will be held as a virtual meeting on Monday 13 July 2020 at 1:00pm – 3:00pm.
The Clerks’ Advisory Group is an opportunity for clerks to discuss their experiences, share best practice and inform NGA’s work for clerks. We will be discussing the challenges and opportunities that virtual meetings presented and the effect this will have on your future clerking practice.
You can read more about this in our virtual clerking blog.
We are also interested in what your board meetings will look like in the new academic year and what you envisage will be included on the agenda of the first meeting.
Steve Edmonds, NGA Director of Advice and Guidance, and Rani Kaur, Head of Advice, will also answer any questions you have on advising your board in the new academic year.
This meeting will be held virtually using Zoom and details on how to join the meeting and participate will be sent once you have registered. To submit a question in advance, please email us at clerkingmatters@nga.org.uk and click here to book your place.
Parents asked to share views and experiences of partial school closures and potential reopenings
Parentkind are asking parents across England, Wales and Northern Ireland for their views on the last few month’s experiences of supporting their child’s schooling and plans for schools reopening through an online survey. Amongst the topics covered within the questionnaire are:
- What parent concerns remain as their child’s school prepares to welcome back more pupils.
- What they and their children want to happen in September
- How parents feel their government has handled the crisis
- Parents views on social distancing at schools and whether they want the right to decide if children return to school in September
If you are a parent and would like to share your views on the plans for school reopenings and experiences over the course of COVID-19, please click here to fill in the survey.
Parentkind are also running a separate survey for parents/carers of SEND children, available to fill in here.
NGA is looking for a Professional Development Officer
We are currently looking for an organised and enthusiastic individual to join our growing team in Birmingham. With a large and growing membership base, NGA has a vacancy for a Professional Development Officer who provide logistical and administrative support for NGA’s Professional Development service.
The postholder will assist with coordinating the accurate and efficient delivery of our Leading Governance programmes designed to build strong governance across England’s state schools.
Strong personal, organisational and communication skills are all essential, as is attention to detail. The ideal candidate will need to demonstrate at least two years’ experience within an administrative role in the workplace.
To download the application form and job application pack, please visit nga.org.uk/workforus. The closing date for applications is 9.00am on Wednesday 22 July 2020. Interviews are due to be held on Wednesday 29/Thursday 30 July 2020 (please keep these dates available).
Spotlight on disadvantage and catch up
Many schools across the country are seeking answers on how they should address the attainment gap and wider impact on disadvantaged pupils created by COVID-19. While we reported last week on the new £1billion catch up programme announced by the government, an increasing number of questions have emerged around how the funding can be used and where it is coming from.
The Secretary of State confirmed that the £650 million catch up funding for schools what we welcomed last week is for all pupils and not just those who are in receipt of pupil premium or otherwise disadvantaged. The DfE is expected to announce further information about this funding including how and when it will be distributed. NGA, and other key sector voices continue to ask for reassurance that schools will be given autonomy to decide how to spend these funds and are not simply expected to use it all for tutoring and small group work.
Concerns have been voiced by some headteachers that funds are not being recycled, calling for confirmation this is in fact new money, with it since being reported that the £55million catch-up grant for Yr7 students who start secondary school academically behind their peers has been scrapped.
A few details regarding the National Tutoring Programme (NTP) begin to emerge. The CEO of the Education Endowment Foundation, Professor Becky Francis has stated that schools “will be able to buy heavily-subsidised tutoring from an approved list of partners” while schools in the most disadvantaged areas “will be supported to employ trained graduates to provide intensive catch up support”. You can read more in the EEF blog.
Meanwhile, the Department for Education (DfE) has released what it describes as ‘ambitious’ plans to benefit disadvantaged children across England with healthy meals and enrichment activities across the summer. The scheme is funded through the £9 million Holiday Activities and Food programme, which will operate across 17 local authorities and support up to 50,000 children. The programme includes a variety of activities that will be delivered through virtual and direct means. This scheme, in conjunction with the Summer Food Fund, aims to provide extended support over the six-week summer holiday.
Comment from our chief executive Emma Knights
This has been another week in which there has been much speculation in the press and media more widely about what the forthcoming changes in the lockdown and social distancing will mean for schools. The Government’s ambition is for all children to return to school full-time from September. But unfortunately, there are not yet any other firm details I can share with you, although we are expecting amendments to the guidance to allow that to happen within a fortnight. Last week I wrote about the need to plan options for September, but now we know a little more about the versions of possible plans school leaders will need to be considering while confirmation is awaited:
- For primary, increasing bubble sizes to 30 without any physical distance requirements
- For secondary, increasing bubble sizes to a whole year group and reducing social distance requirement to 1m OR removal of the physical distance requirement
In all scenarios the protective measures such as handwashing, cleaning and removal with symptoms will need to continue, and there will need to be procedures in place in case of a COVID19 outbreak within the school or an increase of incidence in the local community. Provision of remote learning will still need to be made for those pupils who are not able to attend due to having to be isolated or shielding another member of their household. The shielding rules are also being changed so this should mean more pupils and more staff should also be able to return in September. If you have any questions about planning for September, please send them to GOLD@nga.org.uk; even if we cannot yet answer them, we can ask the DfE to include in its guidance.
It has been disappointing that after the needs of disadvantaged pupils were very much trailed in the press over the past month, they have not figured as much in the funding announcements made over the past ten days as we would have hoped. The nationally funded summer activity programme has not been increased to the extent we thought it might be; however we are aware that some schools and trusts will be working with local partners to provide activities or simply a site for activities to be provided by other agencies. We know that governing boards are keen to ensure school staff do have a summer holiday.
Black Lives Matter: NGA takes the issue of racial equality very seriously. Valuing the voices and contribution of all is one of NGA’s organisational values, but as a white-led organisation we seek to learn from the experiences of black, Asian and minority ethnic volunteers and amend our approach in the light of that. The Everyone on Board campaign was formally launched two years ago and we have been pleased right from the planning phases to have had the input and support of BAMEed. The faces of the campaign were of course themselves BAME and young.
We are continuing to seek advice as the campaign moves into its next phase, and if you are a BAME governor, trustee or clerk, please do contact Kirstie.ebbs@nga.org.uk and we would be thrilled to have you join our advisory group. Please do pass this invitation on to other members of your board who are BAME. Thank you.
Department clarify emergency Covid-19 funding and reserves
The Department for Education have updated their guidance on exceptional costs to schools related to the situation with Covid-19. The guidance now specifies that schools are eligible for funding where additional costs would ‘result in a school having to use historic surpluses’.
More information on funding and finance can be found in the NGA Knowledge Centre.
Research reveals significant fall in teacher recruitment due to pandemic
Yesterday, the Gatsby Foundation published the details of research into teacher recruitment conducted by SchoolDash and Teacher Tapp. The research looked at recruitment in spring and early summer this year, to understand the consequences of the pandemic for staff movement.
The research found that vacancies had fallen by around 40%, mainly due to a reduction in staff turnover. Possible consequences include higher than average turnover next year, and immediate challenge for newly qualified teachers (NQTs) in finding work. The report recommended that the government provides short-term support for NQTs so they were not lost from the profession.
Governing boards will usually be the legal employer of staff, or the body exercising employer responsibility. As well as directly recruiting the senior executive leader, they should also exercise oversight over the management of the rest of the staffing body. As September approaches, boards should be checking the senior leader’s plans for ensuring there are enough staff on site, given likely absences due to illness and shielding. Our guidance for boards on carrying out their staffing functions during the pandemic is available here.
Government release new safeguarding guidance
The government has released their updated guidance for safeguarding in schools, Keeping Children Safe in Education 2020, having cancelled their planned consultation due to the ongoing situation with Covid-19. The guidance outlines what school staff and those governing must do to ensure children are safe in school, as well as their compliance requirements such as safeguarding checks. Key changes to this edition include:
- New requirements on mental health when it is also a safeguarding matter;
- A reformatted part two, which is the section that those governing should read;
- A change to the definition of safeguarding.
The current guidance does not come into effect until September, but boards should be aware of their obligations before then. NGA will publish more information on what is contained in this update soon. NGA have information on safeguarding during the Covid-19 which can be found here, and guidance on those governing’s obligations more generally.
DfE resources to boost mental health support for staff and pupils
As part of their planning for September, school leaders and governing boards should be considering the mental health and wellbeing for all in their school community and how these needs are met.
The DfE has put together a package of resources designed by health and education experts to boost mental health support for staff and pupils, encouraging them to talk more confidently about the anxieties and concerns they feel as a result of the coronavirus pandemic.
The package includes a new training module for teachers support them in giving lessons on the Government’s new Relationships, Sex and Health Education (RSHE) curriculum, which will make mental health and wellbeing a compulsory part of pupils’ education in primary and secondary school from 1 September 2020, however, schools have flexibility to decide how they discharge their duties effectively.
Academies Financial Handbook – 2020
The latest edition of the Academies Financial Handbook has now been published and will be effective from 1 September 2020. This is the first AFH to feature a forward from Baroness Berridge, the new Parliamentary Under Secretary of State for the School System, in which Baroness Berridge acknowledged the challenges brought by Covid 19, advocating the principles for efficient financial management to help trusts deal with the additional challenges posed by the pandemic. Updates to the new AFH include:
- Emphasising trustee responsibility to maintain the trust as a going concern
- Further details on the role of members and the need for members to remain informed on trust business
- Reinforcing that trusts must appoint a clerk to the trustee board
- An encouragement for larger trusts to consider accountancy qualifications for their Chief Financial Officer
- Encouragement for boards to take an integrated approach to curriculum and financial planning
- New details on board and committee responsibilities in terms of risk management
- A new requirement for trusts to publish on their trust wide website the number of employees whose pay and benefits exceed £100k
While the trust executive under the guidance of the CFO will be able to guide trustee boards through the requirements of the AFH, NGA recommend all trustees take some time to read the AFH, especially taking note of the roles and responsibilities section, which guides you through each key role including members, trustee, the accounting officer and the chief financial officer. You can access the new edition of the AFH here.
Ofsted to inspect on how schools are conducting ‘catch-up’ learning for pupils
Since the suspension of Ofsted inspections announced in March, questions have emerged on when and how Ofsted will resume inspections when schools fully return. In a House of Commons session this week the education secretary, Gavin Williamson stated that ‘It is important that we understand the vital role that Ofsted plays in making sure that we have strong accountability in schools’ and that he would be asking the inspectorate to look at “ how children have been supported in their catch-up plans.”
The education secretary indicated he will be asking Ofsted to look at how school funding has been implemented and how children have been supported. NGA has already shared its view on the matter in episode 2 of our new Governing Chatters podcast series – Examining the new Ofsted inspection framework. If you haven’t yet had a chance to listen, you can access it here, Sam Henson, NGA’s Director of Policy and Information explains why NGA thinks Ofsted should not resume inspecting schools until January 2021 at the earliest.
Education secretary to consult on 2021 exam proposals
On Monday, education secretary Gavin Williamson informed MPs that he will be consulting exam regulator Ofqual about the possibility of moving 2021 GCSE and A-level exams to later in the summer. This would give children some additional teaching time as a way of addressing the teaching lost due to school closures.
However, concerns have been raised about the potential ramifications of this change. ASCL general secretary Geoff Barton pointed out that this will either give exam boards a much narrower window for marking or mean that results will be published later, with implications for progression into further and higher education.
As schools begin to re-open school leaders, including governing boards, will be turning their attention to the question of how best to ensure pupils make up their lost learning. The need for catch-up is especially significant in regard to disadvantaged children, as experts predict that these pupils will lose out most from the extended period of school closures. Schools will need to adapt provision to account for the unprecedented context, while maintaining a commitment to a broad and balanced curriculum. For more information, refer to NGA’s guidance and information sheets, including Governing in COVID-19: preparing for the next stages (recovery strategy) and Reducing the impact of school closures on disadvantaged pupils - updated 19 June 2020.
Develop your clerk with the Leading Governance Development for Clerks programme
This week saw the publication of the latest Academies Financial Handbook 2020 (effective from 1 September 2020). The Handbook highlights the importance of having an effective clerk for the trust board and states, that academy trusts MUST appoint a clerk to the board. Boards should be relying on their clerk to provide necessary administrative support, and independent and expert advice to ensure they work in compliance with relevant law and regulation.
Academy trusts are required to comply with the Academies Financial Handbook as a condition of their funding agreement.
The Leading Governance Development for Clerks programme is an ideal mechanism to support your clerk in their role. The training programme NGA offers will give your clerk the opportunity to gain a professionally recognised Level 3 qualification. The programme is approximately a full academic year and includes a 360 appraisal which is carried out at the beginning and end of the course, three workshops, mentoring and online learning. The cost of the programme is £449 with the DfE providing £350 of funding towards this. For more information visit nga.org.uk/leadinggovernance/clerks.
Young governors – join our upcoming virtual event on preparing for board leadership
If you are a young governor or trustee (aged under 40) who is interested in taking on a chairing role on your board (including committee chairs and vice chairs), join our event to find out more about chairing roles and how to have the confidence to step up.
Taking place on Tuesday 14 July at 5pm, this session will explore the qualities an individual needs to effectively manage the role, the barriers young governors may face and how to make a success of it. Rani Kaur, NGA’s head of advice and chair of an infant school will lead the session, drawing on her own journey to board leadership and you will have an opportunity to ask questions of the presenter.
If you are supporting someone to become a young chair or know someone who will be taking on a role in the future as part of your board’s succession planning, do encourage them to attend.
Register for your free ticket at https://www.eventbrite.co.uk/e/young-governors-network-virtual-event-board-leadership-tickets-110755035292 and you will receive the Zoom link shortly before the event. Find out more about the Young Governors’ Network here.
Learning Link user survey 2020
A reminder that the 2020 Learning Link survey is live. If you are a Learning Link user, please spend a few minutes answering some short questions about your experience with the platform. Your responses will be used to help us improve the service and develop new content. Take the survey here. It should take no more than 15 minutes to complete and will be open until 11:59pm on 6 July.
If you don’t already have a Learning Link subscription, and would like to find out more about how e-learning can support your governing board, why not sign up for a free trial to explore the platform and get a preview of five modules.
Community MATs Network
Booking for our brand new Community MAT virtual forum is now live! As well as hearing from NGA staff on the latest in the MAT governance world, you will get the opportunity to ask questions of Dominic Herrington, the National Schools Commissioner.
To date the network has been instrumental in sharing practice across the sector – you can read more about this in Moving MATs forward: the power of governance.
NGA’s network for those involved in governance in MATs, including trustees, academy committee members and governance professionals in MATs, has now entered into its 5th year, and we have held multiple events, from small table discussion network meetings, workshops, large scale network gatherings to our first NGA MAT conference held in 2019.
For the first time we are now taking the network virtual – see our events page for full details including booking information for the event on 9 July 2020.
Essential website maintenance is taking place on Sunday 5th July 2020
NGA will be carrying out essential work on our systems on Sunday 5th July 2020; we have chosen this day to minimise disruption to our members.
Between 9:00 am and 1:00 pm, NGA’s website will be taken down in order to carry out this work and members will be unable to view or log in to the website.
NGA recommends saving or downloading any information members may need from the website prior to this.
Members will still be able to log in to their Learning Link account during this time using the Learning Link log in.
We apologise for any inconvenience this work may cause and thank you for your patience in helping us to improve the service you receive.
Catch up fund and summer food provision
The government has today announced a new £1billion catch-up fund, with £350m earmarked for a national tutoring programme the “most disadvantaged” pupils, and a further £650million provided to both primary and secondary schools for catch-up education for pupils who have missed out on education due to the coronavirus pandemic. NGA has welcomed this significant funding: more information is provided here, including a link to the Education Endowment Foundation’s tool-kit on the relevant evidence. The Department for Education (DfE) has confirmed that more detail will be available next week and NGA will bring you the latest as soon as we know more.
As you will no doubt have seen in the national news, increasing pressure on the government, including a campaign led by footballer Marcus Rashford, calling for school meal vouchers to be provided throughout the summer holidays has led to a reversal in the government’s plans. The DfE will now provide families, with children who are eligible for free school meals, a food voucher that can be used for the entire six-week period. The DfE says that schools will be asked to submit orders for the support required with further guidance on this due to be released soon. We are aware that there have been a number of difficulties with both the Edenred system and the retailers in the scheme; there are a numbers of questions which we are waiting for decisions on. If your school/trust has had any experience of this scheme that you want to share, please email emma.knights@nga.org.uk
Free internet vouchers for families and extra funding for online learning
A six-month free wireless internet scheme will be made available to families without adequate internet access, through a joint scheme run by BT and the DfE. The scheme aims to ensure that children from disadvantaged backgrounds are able to continue their education remotely throughout the pandemic. It is reported that the programme could potentially benefit 10,000 families.
The recent government announcement follows a report released by UCL’s Institute of Education, which revealed that more than two million children have completed almost no schoolwork during school closures and one in five pupils have spent less than an hour a day studying.
Research by the Sutton Trust has also found that 15% of teachers working in deprived areas say more than a third of their pupils do not have complete access to a device for learning, putting them at risk of falling behind their peers. To combat this, Sutton Trust has partnered with XTX Markets to provide laptops and dongles to 200 Sutton Trust students in order to facilitate the trust’s summer schools which will help students with their university applications over the summer.
Access to learning for disadvantaged pupils during and after the pandemic is discussed in NGA’s webinar 'Disadvantage - considerations for the boards response to a widened attainment gap', available to watch online. Our most recent issue of Governing Matters, also discusses 'Closing the gap – addressing the attainment gap created by COVID -19'.
DfE gives primary schools the flexibility to welcome back more pupils
This week it was confirmed that primary schools with extra capacity can welcome back pupils from any year groups this term, providing it does not require additional funding, staff or classrooms to do so. Government guidance has been updated to reflect that it is up to primary schools to decide which pupils to prioritise, based on their knowledge of the children concerned and the local community, should they have room to do so safely There have been reports of some schools erecting marquees and other temporary structures in their grounds, but the DfE guidance states that the only acceptable means of extending capacity beyond the school grounds is through access to space on other school sites.
There is no expectation on primary schools to welcome back additional children where they do not have the capacity to do so at this point, with provision for children of critical workers, vulnerable children, and children in nursery, reception, year 1 and year 6, remaining the priority, with schools ensuring as many of these pupils attend as possible.
Governing boards should be assured that any such moves do not compromise the robustness of the relevant risk assessment and its compliance with approaches set out in the guidance on implementing prospective measures.
DfE gives secondary schools the flexibility for face-to-face meetings
As most secondary schools across the country have now opened more widely, the DfE has confirmed that they are not able to welcome back more children to class this term, beyond the current offer to Y10 and Y12 pupils, and provision for vulnerable children and children of critical workers. However the guidance has been amended to say that (as long as it happens in line with wider protective measures guidance, and guidance on the numbers of pupils permitted on-site at any one time), the DfE would encourage secondary schools that are keen to invite pupils in other year groups in for a face-to-face meeting before the end of this term to do so where it would be beneficial. This time can be used to check-in on pupils, and ensure they are supported before a return to school from September or moving into employment or the next stage of education.
Updated NGA guidance on Governing in COVID-19 times: preparing for the next stages
NGA has updated its COVID-19 guidance for governing boards on business continuity with new content that looks forward to September when schools begin to gradually welcome back more pupils and governing boards will also be return to more normal business routines.
The guidance recognises that board’s cycle of meetings, reports, monitoring and decision making are informed by high level strategic priorities for the school/trust and for the time being at least, boards will also be maintaining a strategic overview of their school/trust plans for ensuring that as many pupils as possible can return safely from September based on the government advice, which may or may not allow for all pupils to return safely in September. It also considers the strategic planning governing boards and school leaders will be undertaking to ensure that COVID-19 does not create a damaging legacy for your school/trust vision
Governing boards should be considering how their annual schedule of business will work in practice, if the national guidance, which advises against the governing board meeting in person, remain in place beyond September. We anticipate that boards will continue to hold virtual meetings and mix them with face to face meetings to aid efficiency.
Comment from our Chief Executive Emma Knights
In the first two weeks of June the number of primary schools open rose to approximately two-thirds, but only about one-third of pupils invited in did actually attend. It therefore makes sense that there may well be space for some children from other years to be invited back in to fill those ‘bubbles’ that your school leaders assessed as being safe, and we are pleased that this week the DfE amended its guidance to allow that. However the scientific advice has not changed and therefore the DfE cannot and will not expect you to invite further primary children to attend school where this would involve amending the health and safety arrangements in a way which no longer complied with the DfE’s own guidance. I appreciate that there is a mounting campaign in the press to invite more children back, and that this speculation has confused some governors and trustees. It really is a case of not acting on what you read in newspapers or social media! It is not the defiance or recalcitrance of schools – teachers, leaders or governing boards – which is holding back the full return of pupils to school: it is simply impossible to do given the current DfE guidance in the light of the COVID pandemic. NGA is hugely frustrated by the amount of school that pupils are missing as I am sure all of you are too. I have just heard the good news that the national COVID alert level has been reduced from 4 to 3, and this might in due course lead to a change in DfE guidance. There is no need for your school leaders to amend your risk assessments until DfE guidance is amended. However what we do need to do now is to begin to plan for September, and I have blogged about that here.
NGA continues to produce up to date COVID-19 specific guidance in our knowledge centre, including guidance for governing boards on reducing the impact of school closures on disadvantaged pupils. Along with regularly updating our FAQs on coronavirus, NGA also continues to offer access to our GOLDline advice service for all governing boards on specific queries relating to coronavirus. To contact the GOLDline, please email gold@nga.org.uk or call 0121 237 3782.
NFER study finds lockdown has created “a substantial deficit in curriculum coverage across schools”
A noted consequence of lockdown has been on the potential ‘lost learning’ for pupils and students unable to be taught in their schools which has caused much disruption to delivering school curriculums.
In a survey conducted in May with school leaders and teachers by NFER, 80% of teachers reported that all or certain areas of the curriculum are gaining less attention that usual, including in core curriculum subjects. When asked for causes of the reduced curriculum, teachers reported:
- provision challenges such as poor access to the resources while working from home, refocusing the curriculum around ‘components considered manageable’ for home learning and avoiding content requires more teacher guidance which is more difficult to teach remotely;
- engagement challenges such as limited parental engagement or confidence in assisting with their child’s learning or lack of pupil motivation or engagement.
This disengagement from parents and pupils alike is also noted to be lower by teachers in the schools with higher levels of deprivation with teachers in deprived areas reporting that only 41% of parents are engaging with the children’s home learning compared with 62% in other places. The research also found, similar to countless other reports, that schools in areas of high deprivation are likely to experience lower levels of engagement from their pupils as well.
No school can be expected to deliver the same education virtually as it could within the school walls and the tremendous effort by teachers and school leaders to deliver and adapt their curriculum during lockdown is truly commendable in spite of the multiple barriers. Sam Henson, NGA Director of Policy and Information, reflects on this topic in a recent NGA webinar on the board’s role in curriculum cultivation. For more on curriculum, NGA members can visit the knowledge centre’s curriculum page.
Ofsted inspection reports to be published
Back in March, Ofsted announced that the majority of school inspections were to be suspended as schools partially closed to pupils who were not classed as vulnerable or a child of a key worker at that time. This temporary suspension included suspending the release of inspection reports that were due to be published. Ofsted decided that the release of inspection reports should not add to the pressures schools faced while responding to the coronavirus outbreak.
This week, Ofsted have announced that they will resume the publication of inspection reports for schools that were held back, as more schools begin to reopen to more pupils. Ofsted stated that “to delay publication would not be in the best public interest”. Ofsted have not released any information about a timeline for the possibility for future inspections and its chief inspector, Amanda Spielman has expressed that Ofsted do not have a standard to judge against for home learning. The chief inspector had continued to ask the government for clarity on the minimum expectations for schools and parents on home learning this time stating, once clarity is given, it will be possible to assess whether schools are doing what they should be doing.
Community MATs virtual forum 9th July - 3.00-5.00pm
Building on the success of our recent webinar series, NGA has developed a series of virtual network events to continue to support you for the rest of the summer term, as reported in last week’s newsletter. We now have the pleasure of adding Community MATs to our virtual forums, with our summer term offering including a Q&A with Dominic Herrington, the National Schools Commissioner, as well as an interactive session on schemes of delegation and decision making in MATs.
Registration will open Monday - booking details will be available on the events page.
NGA’s first virtual SEND advisory group meeting
As part of NGA’s virtual network events this summer term, NGA’s next (and first virtual) SEND advisory group meeting will be taking place on Wednesday 1 July.
Whilst it is a virtual meeting it will continue to be an interactive forum that both informs NGA policy work and promotes the effective governance of SEND.
The virtual SEND advisory group meeting is open to all that are interested in SEND governance, we hope you can join us and share your thoughts and experiences of your schools and trusts during this challenging time.
For further information or to confirm your attendance please email adelaide.chitanda@nga.org.uk.
New NGA webinar recording: Is your board future-proofed?
Yesterday, NGA’s Chairs Development Manager, Simon Richards, held a webinar on succession planning and how to approach chair recruitment. The session focused on the importance of getting the right people around the table in preparation for any future challenges and ensuring that there is an effective succession for the role of chair.
The webinar is now available for those who were unable to attend on the NGA webinar page. For more guidance on board recruitment, please look to our popular guide ‘the right people around the table’ or for guidance specific to succession planning and chair recruitment, ‘preparing your board for the future’. For those struggling to fill the
NGA, ASCL and NAHT publish joint guidance on professional and organisational matters
Schools being closed to most pupils has caused significant disruption to the conduct of a wide range of professional and organisational matters within schools and trusts including performance management and appraisal, pay progression decisions, restructuring decisions, disciplinary and capability procedures. NGA, the Association of School and College Leaders (ASCL) and the National Association of Headteachers (NAHT) have provided joint guidance on the conduct of schools on professional matters in light of Covid-19. Underpinning it is an expectation that governing boards and school leaders will respond flexibly with care, due diligence and concern for the mental health and wellbeing of those working in schools.
Further plans to return more pupils to school
As the Secretary of State for Education, Gavin Williamson MP announced this week that primary schools would no longer be expected to welcome all pupils back for a full month before the summer, more questions have emerged on how and when all school pupils in England will return to class.
Williamson has urged those primary schools with the capacity to bring back more pupils in those smaller class sizes to do so if they are able to before the summer holidays. The process for deciding whether schools should bring back more pupils will be the same as previously discussed by Emma Knights in her blog, ‘responsibility and decision making during COVID-19’.
Meanwhile the Prime Minister promised a “catch-up operation” stating in Wednesday’s coronavirus briefing that there would be a “huge amount of catch-up for pupils over the summer months” but giving no further details, which he said would instead be provided by the Secretary of State for Education next week.
The announcement came as the DfE release school attendance data of returns to 4 June from 18,500 schools and other educational settings, showing that as predicted by the BBC/NGA governors’ poll, 52 per cent of schools that provide for nursery, reception, year 1 or year 6 pupils opened to at least one of these year groups following the wider reopening of schools.
As England begins to see up to 25% of specific year groups in secondary schools return for face- to- face support with teachers from next Monday, remote learning remains the main format of education and there has been an increase in concern voiced on exactly when all secondary school pupils could expect to return to school. On Friday, the BBC reported concerns from school leaders that an adherence to the 2m social distancing rule could lead to a maximum of 50% of secondary school pupils returning to class at the start of September.
Comment from our CEO Emma Knights: I am pleased that the Government agreed with primary governors and trustees that it was not possible with current public health guidance for all pupils to return to school for a month before the school holidays. The risks can be reassessed as that public health information changes and public health guidance amended, but we are waiting for that to happen. I had hoped to write more about that this week, but we are expecting more guidance from the Government imminently and therefore I am delaying my comments to make sure it is in line with the latest advice on how schools/trusts need to use any conflicting scientific and medical advice.
Senior leaders with their governing boards’ support need to begin planning for September, but this is difficult while the limitations on group sizes and social distancing remain as they are today. You may however need to look at scenario planning and not rule out the possibility of blended learning - some remote digital learning and some school attendance - continuing until into September.
You will also want to ask about the summer holiday provision available to the pupils of your school/trust. We are pleased to hear that there will shortly be an announcement on catch-up tuition, but there is also the separate issue of holiday clubs and activities. The term ‘summer school’ is not a helpful one and we understand school staff need their summer holiday; holiday clubs provide a different function to term-time school and are not provided by school staff. We have asked the Government to acknowledge families’ need for holiday clubs and to provide some funding to help that happen this summer. We await an announcement of cross-departmental discussion on this, but time is fast running out. There may already been some local planning happening.
Virtual Governance – Planning for the Autumn term, what do boards need to know
On Thursday 2 July at 4.00pm Steve Edmonds, Director of Advice and Guidance, will be hosting a webinar that considers the important issues governing boards need to consider ahead of the Autumn term, particularly in relation to Covid-19. The webinar will give advice based on the latest information available and will focus on the discussion between governing boards, senior executive leaders, clerks and governance professional, which covers:
- the school/trust priorities for responding to issues created or exacerbated by COVID-19, and
- the governance arrangements needed to support and monitor the priorities, maintain the ongoing effectiveness, productivity and compliance of the board.
You can register here.
Spotlight on Disadvantage - Education Secretary speaks at the House of Commons
This week the Education Secretary, Gavin Williamson, addressed the House of Commons and was specifically questioned on plans to introduce catch-up provisions for pupils over the summer, Mr. Williamson spoke of the importance of considering the longer- term plans for pupils to catch up rather than just focusing on the summer period. However, during the daily government briefing on Wednesday, the Prime Minister stated that plans will be set out next week for pupils to catch up over the summer months.
While the Education Secretary highlighted the success of online platforms such as the Oak National Academy, which has now streamed around 10 million lessons so far, MPs continued to question Williamson on why there are still many students that have not been provided with devices to be able to learn from home. Those who were considered most at disadvantaged and vulnerable were prioritised but more devices are on schedule to be delivered by the end of this month, delivering a total of 350,000 devices.
Free school meals were also in the line of questioning with growing concerns that the free school meals programme would not be provided over the summer period, leaving many without access to food. The Education Secretary stated that the free school meal scheme does not usually run over the summer period and an extra £6.5bn has been invested to support those in need.
Despite the best efforts of schools to provide continuity of education for all pupils during lockdown, there is no doubt that disadvantaged pupils and their families will have experienced greater challenges than most of their peers. These complex issues require leadership and governance decision-making to support schools to close the attainment gap, and to provide access to the pastoral and mental health support needed by pupils who have suffered neglect, abuse, anxiety or bereavement during the pandemic. It is important governing boards target a two fold approach to disadvantage; to ramp up the strategic conversation and approach at board level to to challenge disadvantage generally, while working with executive leaders to address the impact of lockdown itself.
NGA’s latest COVID-19 information briefing published last week sets out the strategic approach governing boards can take to reduce educational disadvantage caused by COVID-19, while our webinar on 'Disadvantage - considerations for the boards response to a widened attainment gap' is available to watch online. In our most recent issue of Governing Matters, Director of Policy and Information, Sam Henson, discusses 'Closing the gap – addressing the attainment gap created by COVID -19'
DfE releases funding package for coalition of vulnerable children’s charities
On 10 June, the DfE released their Vulnerable Children National Charities Strategic Relief Fund, as part of the £750 million dedicated to supporting the continuation of voluntary, community and social enterprises.
Within this funding package, the government have allocated £7.6 million to the Department for Education (DfE) to launch the ‘See, Hear, Respond’ service which aims to support those vulnerable children and young people most affected by the pandemic. The support will be provided through a ‘coalition of charities’, led by Barnardos, which will focus on children and young people facing additional risk to their wellbeing whilst they have been distanced from safeguarding professionals and other support systems during this time.
The programme aims to help charities who are struggling financially due to COVID-19 and help them to continue providing crucial support. The project particularly aims to target children who are not already working with children’s services and reach out to those who have had negative impacts on their mental health and wellbeing.
The funding will provide:
- an online support package for children and families and have accessible information;
- online/telephone referral services with trained professionals to support charity workers;
- safely deliver digital online counselling for those with anxiety, trauma other mental health issues;
- provide youth interventions and face-to-face crisis support for those particularly at risk.
For more details on the government funding, the prospectus is now available. NGA also provides more information on this topic in our COVID-19 updates and guidance.
Government to conduct COVID ‘surveillance study’ on schools
Up to 100 schools are expected to have staff and pupils tested for the novel coronavirus as part of a monitoring programme, the government has announced. The study, conducted by Public Health England, will test about 200 staff and pupils in each setting, with results expected by the end of Summer. The scheme will be voluntary for schools, staff, and pupils to take part in.
The Secretary of State for Education, Gavin Williamson, stated:
“Studies like this will be invaluable as we continue moving forward with those plans, and help us assess the next steps for getting all children back into schools, nurseries and colleges with their friends and teachers.”
For more information relating to governance and the reopening of schools, please find our information sheets on the topic here.
DfE to monitor school staff wellbeing following recommendations by expert group
The government has announced, following recommendations by an expert group, which included NGA chief executive Emma Knights, they will commit to monitor the happiness of school staff. Accepting of all recommendations made by the expert group, the Department for Education has given the go-ahead to a wellbeing charter, which can be used by educators to ensure good staff mental health. The government has also committed to measuring staff wellbeing, publish findings from related research, integrate wellbeing into workload policy and improve online resource provisions.
Schools and employers are encouraged to sign up on their own initiative as a public pledge to ensure the wellbeing of their staff as well as measuring their own staff wellbeing and responding accordingly at the local level. The department will also provide funding for a pilot initiative led by the Education Support Parentship (ESP) for experts to provide support for 250 school leaders. This comes as last year, ESP identified that the number of school staff accessing their helpline had risen by over a quarter.
The seven recommendations by the group and more information on the pledge can be found in this Schools Week article. NGA also provides guidance on managing wellbeing and workload for teachers. Staff wellbeing, and the commitment to it, reflects the culture and ethos set by the board, and diffused through the school community. To support boards, we have published guidance on managing teacher workload and wellbeing.
New DfE guidance for teaching about mental wellbeing released
This week the Department for Education (DfE) published practical guidance in the form of a training module to train staff on mental wellbeing. The material supports the physical health and mental wellbeing section of the statutory relationships, sex and health education curriculum, while aiming to assist teachers in recognising issues in the early stages, helping to promote good mental health.
Alongside the new training module for teachers, the DfE released further mental health support for teachers and pupils in the form of online resources, including webinars and videos. These resources, developed by experts, will aim to support schools with tackling the complex issues and anxieties that will follow post-pandemic.
For more information on the impact of pupil mental health and wellbeing see NGA’s policy and information officer, Madison Gough’s blog on mental health in schools during COVID-19.
Sustainable growth in MATs
The NGA has contributed to a new research report produced by PrimarySite which questions how easy it is for multi academy trusts to grow and how COVID-19 has made expansion harder. The new research report, called Sustainable Growth in Multi Academy Trusts, interviewed and surveyed MAT leaders and organisations working with MATs including the NGA, ASCL and the Confederation of School Trusts to get their views on how trusts could grow. The research referenced NGA’s own Moving MATs forward: the power of governance report, released last year, and builds on many of the themes raised in that report.
NGA has continued to develop it’s robust evidence base during the last 12 months, taking account of MATs of all shapes and sizes, through high-level conversations with other education and policy organisations and of course the Department for Education. We will be moving the conversation forward through our virtual Community MAT’s network in July, and will be releasing a number of new and revised MAT specific materials in September.
The research report produced by PrimarySite can be downloaded for free here: https://bit.ly/MATresearchSH
NGA publishes a general guide to managing risks in schools and trusts
In recent weeks governing boards have been carefully assessing and testing the robustness of leader’s health and safety risk assessment of reopening schools to more pupils.
Whilst this is a bespoke (and ongoing) activity linked to an unprecedented event, effective management of all types of risk in school and trust is fundamental to ensuring that strategic priorities and improvement plans are maintained or met. Academy trust trustees must secure effective risk management through the maintenance of a risk register; however, this is good practice for all schools.
Risk management is not an isolated activity, but a continuous cycle central to monitoring the school’s/trust’s ability to meet its strategic priorities. NGA has published an accessible guide for governing boards on managing risk guide. This guide outlines risks relevant to schools/trusts, sets out a framework for risk management and details the contents and use of a risk management policy and risk register.
NGA members can download the guide from our knowledge centre. We hope that it will be useful reference for governing boards over the coming weeks and months as they reinstate their routine but strategic cycle of business supported by their integrated curriculum and financial planning and the normal checks and balances of governance.
More providers to deliver T-level qualification from September 2022
The DfE has announced 88 more providers will deliver pioneering new qualifications through the T-level programme roll out. The new qualification aims to provide students with high- quality ‘technical alternatives to A-Levels’ which combine classroom theory, practical learning and industry placement.
Over 180 education providers will deliver a variety of T-level courses ranging from Law, Engineering and Science to Education and Construction. It is hoped T-levels will play a significant role in restarting the economy following the coronavirus outbreak, providing young people with the necessary skills for the future. To find out more information about T-levels visit the T-level website.
New NGA Virtual network events
Building on the success of our webinar series, NGA has developed a series of virtual network events to continue to support you for the rest of the summer term. If you would like to book on any of these sessions, please save the date and booking details will be available as soon as possible on the events page.
For more information on booking your place on the webinars, visit the webinars page.
18 June Webinar: Succession planning: is your board future-proofed?
30 June Inspiring Governance Virtual Open Day, Birmingham
1 July SEND Advisory Group
7 July Inspiring Governance Virtual Open Day, Oxfordshire
9 July Inspiring Governance Virtual Open Day, South Yorkshire
2 July Webinar: Planning for the autumn term: what do boards need to know?
13 July Clerks Advisory Group
14 July Young Governors’ Network reception
In addition to these events, we will be adding to our new series of podcasts, exploring the barriers to disadvantaged pupils caused by Covid-19 and explore the key issues you will be facing on the coming weeks. You can listen to our latest podcasts here.
Latest addition to NGA webinar series
The latest NGA webinars to support governors has been announced for the summer term.
Succession planning: Is your board future-proofed?
18 June, 4.00pm - 4.30pm
The role of the chair and ensuring continuity at the head of the table is more crucial than ever. This session will explore the principle of succession planning and a different approach to chair recruitment.
Learning Link user survey 2020
The 2020 Learning Link survey is now live. If you are a Learning Link user, please spend a few minutes answering some short questions about your experience with the platform. Your responses will be used to help us improve the service and develop new content.
Take the survey here. It should take no more than 15 minutes to complete and will be open until 11:59pm on 6 July.
If you don’t already have a Learning Link subscription, and would like to find out more about how e-learning can support your governing board, why not sign up for a free trial to explore the platform and get a preview of five modules.
NGA’s latest information briefing addresses educational disadvantage caused by COVID-19
The economic legacy of COVID-19 is likely to result in more pupils experiencing poverty and challenging family circumstances that create educational disadvantage. The focus on both the attainment gap and a wider gap in access to learning itself have risen in prominence within recent weeks, with an increasing awareness of the unequal consequences of the pandemic. Evidence from the Education Policy Institute indicates that the gap had already stopped closing in recent years and had the potential to grow again, even before the pandemic struck.
NGA’s latest COVID-19 information briefing published this week sets out the strategic approach that governing boards can take to reduce educational disadvantage caused and exacerbated by COVID-19. It recommends that governing boards schedule a strategy review discussion with their senior executive leader at the earliest available opportunity to consider their school/trust’s immediate response (the recovery phase from September) and assess their school/trust vision and strategic priorities.
The information briefing also highlights the importance of governing boards reviewing their school/trust pupil premium strategy in the light of COVID-19. It may well be the case that the pupil premium funding received by the school/trust needs to be distributed in a different way that reflects the increase in social, emotional and health issues that impact upon pupils’ learning. All pupils will require some catch up education, and as well as supplementing this, the pupil premium can be targeted on tackling the identified barriers of the disadvantaged pupils.
We have also updated the COVID-19 FAQs for governing boards in response to further questions we have received reviewing risk assessments and governors/trustees visiting their schools.
Further research on the impact of COVID-19 on the attainment gap
Research released by the Education Endowment Foundation (EEF) shows that after nearly 10 years of working to narrow the attainment gap it is potentially being “wiped out” due to the pandemic. An analysis by EEF shows that the partial closure of schools may have completely reversed the progress of narrowing the gap that has been made since 2011. The analysis further estimates that the attainment gap “at the end of primary school could widen by between 11% and 75% between March and September”.
The EEF, Impetus, Nesta and Sutton Trust have been working with the government to deliver a national tutoring pilot in order to target those falling behind as schools reopen to more pupils. Tutoring schemes will be piloted to provide effective remote learning to mitigate the further widening of the attainment gap and this offer includes high-quality tuition to up to 1,600 pupils.
In addition to this, the Sutton Trust will be working with Bloomberg to boost university access, helping students aged 16-17 with university choices, personal statements and applications this year. The support is aimed at the pupils, who meet a social mobility criterion, that applied to Sutton Trust’s summer schools or their partner universities.
During the coronavirus pandemic, governing boards should be asking school leaders about the provisions put in place to support pupils most likely to fall behind during this time, especially for those pupils at crucial stages of their academic journey. The Department for Education (DfE) have published online education resources for home learning that schools may want to consider as additional support for children and young peoples at home learning.
Key messages from the Education Select Committee
On 3 June, the Education Select Committee meeting featured panelists from the Education Policy Institute (EPI), the Education Endowment Foundation (EEF), Sutton Trust and England’s children’s commissioner, examining how the government and schools can tackle COVID-19’s impact on social mobility and prevent disadvantaged pupils falling behind.
The panels presented arguments for the use of summer school provision and small group or one-on-one tutoring in order to immediately protect and mitigate the disadvantage gap and ensure pupils are prepared for the new academic year with minimal learning loss.
The EEF and the Sutton Trust championed the use of tutoring as a low-cost and well evidenced method of catch up for pupils with not enough time to implement summer school provision. Both panels highlighted the need for a national framework or programme that was flexible to local demographics and gave local level autonomy to schools and authorities.
The children’s commissioner, Anne Longfield, also spoke about Ofsted’s role during the recovery process of COVID-19 and the wider reopening of schools, stating that Ofsted should not only review the response of schools in light of coronavirus, but also focus on pupils’ emotional wellbeing.
Our webinar on 'Disadvantage - considerations for the boards response to a widened attainment gap' is available to watch online. In our most recent issue of Governing Matters, Director of Policy and Information, Sam Henson, discusses 'Closing the gap – addressing the attainment gap created by COVID -19'
BBC questionnaire provides snapshot of primary school governors on further reopening of schools
This week many children returned to primary schools across England following the prime minister’s announcement stating that pupils in Reception, Year 1 and Year 6 could be invited back from 1 June. Last Sunday the BBC published the results of the questionnaire completed by primary school NGA members which covered the feasibility and timing of reopening to pupils in early years, reception, year one and year six from 1 June. About half of schools responding were opening to more pupils on 1 June and just over a third were inviting all the eligible children back full-time. The majority of schools were planning to use a rota system of some sort to allow for part-week returns for children, quite often with a deep clean between groups on a Wednesday or a Friday. Fewer than a hundred schools has chosen a week on, week off rota. The proportion of children invited back who were expected to arrive varied considerably from under 10% to over half. Thanks again to those 2,350 primary school governors who responded to the snapshot questionnaire from the BBC
NGA has urged the government to review and drop its ambition to have all primary children return to school for a month before the summer holidays, stating in a letter to the Secretary of State ‘it is not practically possible to achieve this return in most schools’. In the snapshot poll around 3 in 4 primary governors said that it is unlikely that all pupils will be able to return at all before the summer. The full news story is available here
Meanwhile, an NEU survey found that 44 per cent of primary schools did not open more widely on 1 June, compared to 35 per cent which opened to all year groups requested by the prime minister, and 21 per cent who extended re-opening, but not to the extent requested. While a TeacherTapp survey found just over 50 per cent of primary schools have opened to more year groups by the end of this week, with a further 28 per cent starting re-opening next week, meaning over 80 per cent of primaries will have re-opened to some extent by next week.
Comment from our chief executive Emma Knights: the BBC news story about the difficulties of primary schools opening fully for a month was picked up by the broadsheets and we heard that this ambition is now under review. We are advising governing boards not to plan for this contingency at this point; school leaders and governing boards need to continue to use the current Department for Education (DfE) guidance which allows a maximum of 15 children within a classroom. It would require a substantial change in the scientific and medical advice on COVID19 and a significant drop in the cases of inflection to enable amendment to that guidance which would allow all pupils back into the buildings at one time.
Although I have not had a response to our letter from the Secretary of State for Education, Gavin Williamson MP has for the first time written to governors and trustees thanking you for your contribution on the publication of the long awaited DfE guidance for governing boards.
We are disappointed that the Government communications for the secondary school invitation to some pupils in Y10 and Y12 discussed in last week’s newsletter to attend from 15 June continue to suggest more young people will be returning than is possible within the DfE guidance and the 25% cap. Please test those risk assessments carefully, ensuring transport is covered and that remote education remains the main offer for all.
Other suggestions are being made that every pupil could perhaps be invited back for a few days before the summer holidays in a staggered way, so that the number in school on any one day was safe. This option merits discussion with your senior leaders who may well have been considering this with their professional associations, ASCL and NAHT. Lastly senior leaders will already be thinking of plans for September, and governing boards will be sounded out on the range of options. It is difficult to prepare fully now as so much is unknown about the risks that will remain and how much recovery from COVID19 will be necessary. However we cannot expect that the routine will have returned to the old normal even then.
To support those governing, NGA has published an information sheet on re-opening and a webinar outlining the role of governing boards. We are interested to know what information would be useful from NGA to help with this next stage of planning: please continue to contact our GOLDline.
Survey finds school leaders have fewer teaching staff available at a time where they need more
An NFER survey of 1,233 senior leaders in state-schools across England has found that schools are operating with 75 per cent of their normal teaching capacity, days prior to primary schools reopening for more pupils.
Due to the implementation of social distancing measures which require fewer pupils in classrooms, school leaders explained that this required additional staff due to the need to both teach and supervise pupils on site, provide distance learning for pupils at home and cover for absent staff who may be shielding or off ill.
However, at the end of May 2020, 29 per cent of teachers who were available to work could only work from home. While the report does not delve into the reasons behind this figure, it is likely that some staff will remain shielding at home due to their own clinical vulnerabilities or may be unable to attend due to childcare issues. 63 per cent of school leaders said they feel unprepared to deliver a combination of face-to-face and online lesson.
During this challenging time, governing boards should seek to work with their senior executive leader to identify ways that staff can be supported in their work-life balance and their well-being. The mental health of their school leader is likely at the forefront of the minds of those governing who are taking on this significant task and the importance role.
The latest guidance from the Department for Education
- DfE publishes COVID-19 frequently asked questions (FAQ) guidance for governing boards
On Thursday the DfE published FAQ guidance to address the specific issues pertinent to governing boards during the coronavirus (COVID-19) outbreak.
In a message introducing the guidance, Gavin Williamson, secretary of state for education, expresses his gratitude for the dedication, ambition and support shown by governors and trustees towards schools, school leaders and communities over the last two months.
The FAQ guidance provides advice for governing boards on maintaining business continuity whilst social distancing rules remain. It also highlights COVID-19 guidance and resources published by NGA on these topics.
- Pupils could be allowed to repeat year, department confirms
The Department for Education has suggested that schools should consider if pupils can repeat the year if it is in their interest. The updated guidance ‘What parents and carers need to know about schools, colleges and other education settings during the coronavirus outbreak’ states the following:
Once a child has been admitted to a school it is for the head teacher to decide how best to educate them. This may, on occasion, include deciding that a child should be educated in a year group other than the one indicated by their age.
The department have made clear that they do not anticipate this to be necessary for all cases.
Honours nominations
Due to current pandemic, the Queen has deferred her Birthday Honours List 2020 until the autumn. With the support of the government, the next round of honours will acknowledge the most exceptional efforts during the pandemic.
In order to recognize the hard work of individuals in the education sector and beyond, please consider nominating your colleagues and anyone else you feel has made an extraordinary impact. The DfE is keen to recognize those working in education, including governors and trustees.
The deadline for the autumn nominations this year is 12 June and to nominate someone, use the link here. For further information on nominating a school governor, trustee or clerk for a national honour, please see NGA’s guidance. However if you need longer to compile the nomination, they can be submitted at any time and will be considered for the New Years awards.
The implementation of mandatory relationships, health and sex education from September
From September health education and relationships education will be compulsory for all primary-age pupils, and health education, relationships and sex education will be compulsory for all secondary-age pupils.
In a recent communication to all schools, the DfE has said that it remains committed
to supporting all schools in their preparations to deliver these subjects. However, following the decision to close schools for the majority of pupils, the DfE also wants to reassure schools that they have flexibility over how they discharge their duty within the first year of compulsory teaching.
Schools who assess that they are prepared to deliver teaching and have met the requirements set out in the statutory guidance are encouraged to begin delivering teaching from 1 September 2020, or whenever is practicable to do so within the first few weeks of the new school year. Schools that assess that they have been unable to adequately meet the requirements because of the lost time and competing priorities should aim to start preparations to deliver the new curriculum and to commence teaching the new content no later than the start of the summer term 2021. To ensure teaching begins as soon as possible, schools are encouraged to take a phased approach (if needed) when introducing these subjects. Schools should consider prioritising curriculum content on mental health and wellbeing, as knowledge on supporting your own and others’ wellbeing will be important as pupils return to schools.
We recommend that governing boards and school leaders review the situation at their schools, how they intend the new curriculum and their timetable for developing and updating policies that includes stakeholder engagement.
NGA’s first podcasts released this week
NGA’s first podcasts are now available for you to listen to. The podcasts will keep you up to date on the latest NGA news, policy developments, advice, and guidance. This month we have an in-depth look at A view from the board: Ofsted’s new Education Inspection Framework, NGA’s report into the experiences and feedback from governors and trustees whose schools have recently undergone an Ofsted inspection under the new inspection framework. You can listen to this episode and our monthly update from the senior leadership team here.
Latest edition of Governing Matters magazine
The latest issue of Governing Matters was sent to members this week, covering a range of topics including an in-depth interview with Professor Deborah Eyre on the role of governance in making world-class schools, the challenges of closing the disadvantage gap, and a reflection on how the governing community has managed the covid-19 lockdown. NGA members can access this issue digitally here.
Haven't received your copy? Update your preferences in My Profile on the website or get in touch here.
Place2Be ‘return to school’ resources on community recovery
Children’s mental health charity, Place2Be has put together a series of primary school resources focused on community recovery, to help headteachers and school staff start to bring their schools back together following recent challenging times. Drawing on themes including hope, gratitude and connectedness, these assembly and class activity ideas are intended as a universal resource for all children. These resources are available to share to staff are invited to use them as starting points to promote emotional wellbeing and resilience for all.
A £7million funding package to support students in alternative provision
The children and families minister, Vicky Ford, has announced a “one-off funding package worth £7 million to boost the support offered to 11,300 year 11 pupils”. Teenagers in alternative provision at risk of falling out of education after GCSEs will benefit from mentoring, pastoral support, and careers guidance to increase their opportunities after school.
The multi-million-pound investment aims to help schools and colleges pay for tailored support for young people. Data shows that around 23 per cent of young people that attend alternative provision move on to be unemployed, not in education or training, 59 per cent go onto a sustained post-16 destination compared to 94 per cent attending mainstream schools.
Ofsted ratings and pupil educational achievement
A study conducted by the University of York has found that school’s Ofsted ratings “account for less than one percent of the differences in students’ educational achievement”. The study also identified that Ofsted ratings had minimal bearing on student wellbeing at a school. Students attending lower rated schools reported ‘similar levels’ of happiness, bullying and satisfaction with the schools than schools with an ‘outstanding’ rating.
The Education Inspection Framework revised from September 2019 pledged to be more focused towards parents, making inspection reports clearer and helpful to ‘inform choices about children’s future education’. However, the findings from The University of York have called into question how useful Ofsted ratings are as a guide for parents who are looking to make informed choices for their secondary school choices.
In a report released in March, NGA has analysed the inspection framework and the usefulness of the inspection reports in relation to effective governance and the school’s improvement strategy. NGA’s recommendations ask “for a return to a more informative format” which includes information for those responsible for school improvement.
Government confirms plans to reopen schools to more pupils will go ahead
Following the formal review of lockdown measures yesterday (Thursday 28 May), the government has confirmed that its five tests have been met, and therefore:
- it intends to go ahead with a phased reopening of schools beginning with early years settings, reception, Year 1 and Year 6 in primary schools as planned from 1 June, and then
- from 15 June, secondary schools are able to provide some face-to-face contact for some Year 10 and Year 12 students
The Department for Education (DfE) guidance for secondary schools was published on Bank Holiday Monday 25 May and confirms that from 15 June schools are able to have up to 25 per cent of Years 10 and 12 in school at any one time. This 25 per cent includes vulnerable children and children of critical workers in those year groups, who are still encouraged to attend full-time. Remote education will remain the predominant mode of education during this term for pupils in these year groups and should be of “high quality”. It is up to schools to decide how they want to use face-to-face support in the best interests of their pupils e.g. additional pastoral support, academic support, practical support, or a combination of these. The guidance confirms that schools can focus support on pupils with most need: “There may be some pupils who would particularly benefit from more face-to-face support, such as disadvantaged pupils or pupils who have not been engaging in remote education.”
The planning guide for primary schools was also updated on the 25 May.
An addendum has been made to the NGA information briefing on the safe reopening of schools to acknowledge the DfE guidance. NGA’s FAQs on coronavirus have also been updated this week to include information on whether schools should share their risk assessment, how individual characteristics should be considered in the risk assessment and a reminder of the funding available for schools for costs incurred as a result of COVID-19.
These answers provide broad guidance rather than legal or procedural
advice. For specific queries relating to your board’s own circumstances,
please contact the GOLDline by emailing gold@nga.org.uk or calling 0121 237 3782.
Message from our chief executive, Emma Knights:
I would like to thank all the trustees and governors who have taken so much care in supporting senior leaders and testing their risk assessments and plans to mitigate those risks. All the contact NGA has had with you over the past weeks has confirmed just how conscientiously governing boards are taking their responsibilities. This is a good thing you are doing in these anxious times.
We know primary schools are taking different approaches next week, and that is right in the context of the buildings and the communities. Many of you will have heard the Chief Medical Officer and the Chief Scientific Officer at the Number Ten briefing yesterday afternoon expressing the need for caution in the way the lockdown measures are being eased, and their continued and strenuous emphasis on the protective measures set out in the DfE guidance:
- avoiding contact with anyone with symptoms
- frequent hand cleaning and good hygiene practices
- regular cleaning of settings
- minimising contact and mixing
There has been so much guidance coming from the DfE that is easy to forget the centrality of these four bullet points in providing the safest environment possible and that the Government is not expecting small children always to be 2m apart: “We know that, unlike older children and adults, early years and primary age children cannot be expected to remain 2 metres apart from each other and staff. In deciding to bring more children back to early years and schools, we are taking this into account….It is still important to reduce contact between people as much as possible, and we can achieve that and reduce transmission risk by ensuring children, young people and staff where possible, only mix in a small, consistent group and that small group stays away from other people and groups”. Although the guidance mentions a maximum of 15 pupils in groups, we are aware that due to their classroom constraints some schools are limiting those groups, sometimes being called ‘bubbles’ to as few as six pupils in primary schools. It is up to school leaders to apply this guidance to their own buildings, staff group and communities.
In carrying out their risk assessments, senior leaders should have considered the availability of their staff, and relevant additional risk factors, and discussed these with the governing board. One of those risk factors is ethnicity, and BAMEEd network has published guidance for BAME staff and their employers. You will probably be aware that men also seem to be more affected by COVID-19 than women, and that the scientific and medical advisers have stressed that greatest risk factor is increasing age.
Travel to school can pose a greater risk for secondary school pupils and transport should feature in risk assessments. The official communications have perhaps not focussed sufficiently on the limited further openings for secondary school pupils: remote education remains the main mode of delivery, including for Y10 and Y12, with the use of face-to-face support where there is most need for support. We are interested to know whether your disadvantaged pupils have begun to receive the government funded laptops/devices as there appears to be delays on delivering these. Conversations of secondary school governing boards will be different from the ones which primary schools have been having, with even more emphasis on ensuring the remote offer is as good as it can be and how limited face-to-face support will be best targeted, while bearing in mind the need to minimise mixing of groups and the number of contacts each young person and teacher has.
School leaders will of course be updating the risk assessments over the coming weeks, continuing to consult governing boards. However unless there is a very significant change in the medical/scientific advice very soon which seems highly unlikely, the government’s ambition of all primary pupils returning to school for a month before the summer holidays will not be possible. I have written to the Secretary of State asking him to acknowledge this.
To finish, many thanks to those of you who have taken the time to complete a number of different surveys. We have had more responses to our Annual Governance Survey this year than ever before, and that provides us with a host of information which will be well used. We have also had an excellent response to the joint research with Ofsted and the BBC request to hear from primary governors. We expect there to be coverage of those responses very shortly.
Recent research on the impact of COVID-19 on pupils and the wider education sector
COVID-19 is undeniably going to impact all levels of society. The impact on the education sector is still being anticipated, however it is likely that it will disproportionately affect some groups more than others.
Pupil mental health and wellbeing Multiple organisations have highlighted the impact that COVID-19 will have on pupil wellbeing and mental health. SchoolDash, in collaboration with EduKit have gathered responses from 8,738 pupils in 53 different schools in England to gauge the well-being and experiences of pupils. The key findings so far demonstrate:
- widespread feelings of loneliness, particularly for Year 12 and 13;
- high numbers of secondary school pupils feel their school has not provided sufficient wellbeing and mental health support;
- overall life satisfaction seems have decreased, compared to previous data, this is especially seen among boys.
The survey is still active, therefore students can participant via this link so please do share if possible.
Apprenticeships A recent report written by the Sutton Trust has investigated the complex challenges which the apprenticeship arena will now face following COVID-19. Due to COVID-19, companies are unsure about their future, have reduced their recruitment and have made redundancies. This will have a detrimental effect on those already in apprenticeships, beginning apprenticeships and particularly young people from disadvantaged backgrounds who undertake apprenticeships. Key figures from the findings demonstrate the issues the sector is facing include;
- Just two in five apprenticeships were continuing as normal in April
- Almost half of apprentices had been furloughed or made redundant
- 37% of employers reported apprentice were unable to work remotely
School capital funding allocations published
Governing boards maintain an appropriate level of oversight of the school estate (buildings and grounds) to ensure that it is safe and secure for everyone, provides efficiency, sustainability and the effective management of resources.
Each year, the Department for Education (DfE) allocates funding to help maintain and improve the condition of school buildings and grounds.
The funding allocations for the 2020/21 academic year have been published along with past allocations, an overview of school capital funding, who it's for, how it's calculated and spending guidance.
NGA’s learning link includes an e-learning module those governing to make the most of their school’s resources. The module outlines the funding and types of funding schools should receive, how this should be used and managed and the strategic and compliance function of the governing board.
Nick Gibb addresses concerns of the Education Select Committee
Schools minister, Nick Gibb, spoke on Wednesday to the Education Select Committee regarding the safe reopening of schools and the support that the DfE are providing to aid the closing of the attainment gap which many have speculated will widen significantly as a result of COVID-19.
Throughout the meeting, Nick Gibb affirmed that certain government decisions and steps are made on the basis of “what the science tells us”. In order to maintain safety for all those returning to schools, year groups need to follow the measures set out in guidance, such as limiting classes to 15 pupils and maintaining respiratory hygiene.
The schools minister reiterated the importance for children to return to school as they should have the “best approach to education”. The DfE will work closely with schools and local councils that are “reluctant to reopen schools”. The tracking and tracing method in schools enables pupils to self- isolate accordingly and localised issues will be easier to address.
Concerns relating to dissatisfaction of results were acknowledged; the agreed method of awarding grades prevents the delay of exams by a year. Ofqual’s consultation found that all grades had to be approved by the headteacher, who is still accountable for ensuring that grades are accurately awarded.
The schools minister also highlighted the impact of the investment in technology, online resources, and continual guidance to the well- being of pupils, noting that the Oak National Academy had over 8 million views on their resources to date. A SchoolsWeek article outlines other topics discussed in the committee meeting.
Education Secretary gives statement on the phased return of schools in government daily briefing
Last Saturday, Gavin Williamson, the secretary of state for education, delivered the government’s daily briefing on coronavirus and spoke on the government’s plans for how pupils can return to school safely. The briefing acknowledged those “who have been going above and beyond the call of duty to care for smaller groups of children […] as well as making sure there are resources available at home for children to learn” and outlined the first steps that are to be taken following almost eight weeks since schools and other educational settings were partially closed.
As we have reported in previous weeks, a “very limited return to schools for some pupils” will begin as early as June 1 2020 as pupils in Reception, Year 1, Year 6 and those in Year 10 and Year 12 will be allowed to return to school in smaller classes. The education secretary emphasised that these actions were of particular importance for vulnerable and disadvantaged young people and that these steps would provide pupils with more face-to-face time with teachers, and support pupils while recognising “there are children from difficult or very unhappy homes for whom school is their happiest place”.
Message from our chief executive Emma Knights: this week does seem like a long one. We have spent rather a lot of time explaining to journalists about who has to take what decision in the re-opening of schools, but we have also had a number of queries from trustees and governors concerned about who has liability for what. So I have written a blog which covers this in a bit more detail, but I am concerned that all those additional words risk losing the clarity of last week’s original synopsis! And our FAQs also cover the issue of personal liability. Your headteacher might have received a letter from staff unions reminding them of their employers’ health and safety responsibilities with a reference to ‘potential liability’. This has understandably caused some headteachers some anxiety and their own professional associations are ready and able to advise them: ASCL (Association of School and College Leaders) and NAHT (National association of head teachers).
It looks increasingly likely that the DfE’s governance guidance may not appear again this week, and I hope NGA’s has filled that gap. The SAGE papers I mentioned in last Friday’s newsletter have literally been published this afternoon . We haven’t yet had a chance to wade through, but while these will very much interest some of you, they are not obligatory reading: we will of course pull anything essential out of them for you early next week. Please enjoy the Bank Holiday.
NGA’s aim throughout this period has been of course to provide governing boards with information, advice and guidance, but also to keep a focus on the facts ‘the knowns’ while there are still so many unknowns. There has been much heat and speculation, which can confuse and distract from the difficult decisions which need taking. I am not going to repeat the content here of our latest information on testing the robustness of their headteacher/CEO’s risk assessment, but I would like to applaud the diligence of the work of school leaders being reported to us and also that of the governing boards considering their assessment and the operational solutions to mitigating the risks. I know you do not do this work for applause, but we are very conscious of the stress this has been for many of you. In a week when thank a teacher day lifted the spirits of the teaching workforce, I just want to note that your efforts do not go unnoticed by us here at GovernanceHQ, and I hope not within your community either.
It has also been mental health week and Madison Gough from our Policy and Information Team blogs here. Governing boards and school leaders will have been considering the welfare of all those concerned in their deliberations about re-opening, including the most vulnerable pupils and those with SEND. The care that is being taken is humbling. Thank you for what you are doing, and please keep those questions coming.
NGA information on the role of governing boards in the safe re-opening of schools
NGA’s latest COVID-19 information briefing follows on from our chief executive Emma Knights’ message last week outlining the role of the governing board in making decisions about phased re-opening of schools to further pupils.
The information briefing includes specific advice for governing boards on testing the robustness of their headteacher/CEO’s risk assessment, having informed discussions about their school’s approach towards implementing the DfE guidance and the decisions made about what the school is safely able to do.
The information briefing also recognises and addresses the understandable concerns raised with NGA by many governing about personal liability in relation to their responsibilities towards staff, especially where the governing board is the legal employer of staff. You can also watch the latest NGA webinar: The role of governing boards in the safe re-opening of schools
NGA’s GOLDline advice service remains open to all boards, including non-NGA members, on the topic of coronavirus and if you would like bespoke advice for your school or trust, please get in touch with the team by emailing gold@nga.org.uk or calling 0121 237 3782.
Latest guidance from the Department for Education – Covid-19
Corona virus impact on exclusion timeframes - Guidance on various actions for schools during the coronavirus outbreak has been updated to clarify the effect of the pandemic on governing boards’ duties to consider reinstatement of excluded pupils, as well as on the process for Independent Review Panels (IRPs).
DfE Guidance to support secondary school pupils continue their education – The Department for Education has released new guidance for parents to support pupils in year 7 to year 11. Providing advice from mental health and wellbeing to pupils organising their time whilst staying at home.
Social workers to be placed in schools to support with safeguarding concerns- A £6.5million investment aims to place social workers in more than 150 schools to support children who are at the risk of abuse, neglect, and exploitation.
Guidance for schools on writing statutory end of year reports for parents in secondary schools and key stages 1 and 2 – This guidance has been updated following the cancellations of exams and assessments this year. The update provides support to teachers to prepare their annual reports.
Case study: Providing work packs to pupils with limited or no internet connection- This case study follows a MAT located in mainly disadvantaged areas to engage pupils in remote learning with a low- tech approach.
Emergency fund to support SEND pupils in response to pandemic
The government has confirmed the creation of an emergency fund worth £10 million to help children with special educational needs and disabilities (SEND) access vital equipment which is essential to allowing learning to continue in these unprecedented times. The emergency funding is in response to the fact that SEND children are at home more than usual due to the coronavirus pandemic. This money is on top of the existing commitment to continue the Family Fund (distributed by the Family Fund Trust), amounting to a total package of £37.3million in direct support.
NGA has been pushing for greater support for high needs pupils as part of our Funding the Future campaign. Schools should encourage the families of eligible children to apply for a grant directly here. As part of their oversight role during the coronavirus pandemic, boards should be asking school leaders about the provisions they are putting in place to support their most vulnerable pupils. This includes both those coming into school, and those choosing to remain at home.
Institute for Fiscal Studies: Higher income parents more likely to send children back to school
Concerns of a widening of the disadvantage gap following the ongoing pandemic has been a discussion gathering significant momentum in recently; this week it was revealed parents of higher income households are more willing to send their children back to school if they are given the choice, according to a study by the Institute for Fiscal Studies (IFS).
A survey of over 4000 parents of children between 29 April and 12 May 2020, found just under a third of the lowest-income parents were willing to send their child back to school compared with over half of parents in highest-income brackets.
This will be a major concern for many governing boards, considering the report’s other findings on the disparity of the home learning experiences between higher and lower-income pupils and students with children from higher-income families spending 30% more time on home learning than their poorer counterparts. The IFS estimates that over the 34 days (minimum) that schools are closed, there is a seven full school days different in the amount of learning being completed and that if school do not go back until September, the gap would double to 15 full school days.
Follow our most recent discussion on the topic of disadvantage and the impact of COVID-19 on the attainment gap by viewing NGA’s webinar on the topic led by Sam Henson, NGA Director of policy and information - available on our webinar series page.
Mental health awareness week – the impact of Covid-19
In an article released by the BBC this week, some thirty organisations have contacted the government to take urgent action on reducing the potential mental health impacts that COVID-19 has had. The call asks government for a national campaign that will provide immediate funding, a wellbeing support package and a cross-government strategy to mitigate these concerns. The letter acknowledges that school closures and restriction measures that government have put it place were necessary to reduce infection rate but at the detriment of young people’s mental health.
There are a number of causes for impacts on mental health, particularly for disadvantaged pupils:
- Bereavement, abuse or domestic violence
- Anxiety and fear of the virus for themselves, family and friends
- Loss of structure, routine and relationships
- Those living in difficult or dangerous situations
As this week is also Mental Health Awareness week, Madison Gough, NGA policy and information officer, explores the potential impact COVID-19 may have on pupils and how schools and governing boards can respond in a new blog . For further information from NGA guidance, there is also an information sheet on supporting schools to deal with bereavement.
Updates to NGA’s Learning Link
We have made some improvements to the Learning Link platform. E-learning modules have now been arranged into the following governance categories, aligned to the Knowledge Centre collections:
Structures, roles & responsibilities
Good governance
Vision ethos and strategic direction
Collaborating with partners (coming soon)
This change should make it easier than ever for users to find the modules they need and to identify related content. Users will find the collections in the Learning area of their Learning Link accounts.
Module updates
The following module has also been updated:
- Compliance - Safeguarding: The Governor's Role has been updated to include links to the latest DfE guidance on safeguarding during the COVID-19 pandemic
Users can find the updated module in the Compliance collection.
If you are interested in finding out more about how Learning Link can help you to stay connected to governance during this time, you can try a preview of five modules by signing up for a free trial or contacting the team on 0121 237 3780 (option 3).
Virtual recruitment of governors and trustees
Despite the huge challenges faced by schools and governing boards across the country, Inspiring Governance is continuing to see new volunteers signing up to be school governors and trustees. Throughout lockdown many boards and volunteers have quickly become proficient in using a wide range of video conferencing systems and many volunteers are happy to be interviewed to join governing boards using this technology. We are also seeing a growing number of boards that have already recruited new board members virtually.
As boards support and challenge their schools’ plans for opening to more pupils, it is even more important to have a broad range of skills and experience from the right people around the table (or virtual platform) to meet the strategic challenges now and into the future.
To support governing boards, NGA recently hosted a webinar Virtual Governance: connecting with and recruiting volunteers to offer guidance, top tips and practical steps on how to interview virtually. The recording of the webinar is available to members and non-members on our website here or on our YouTube channel.
Boards with a need to recruit are encouraged to login to www.inspiringgovernance.org to see if their skill gaps can be met by volunteers on the platform, remembering that virtual meetings would allow volunteers from a wider radius to potentially join the board remotely. There are also helpful resources on the Inspiring Governance website here.
Final chance to fill in the annual school governance survey!
The annual school governance survey looks to capture a snapshot of governance in 2020 and asks for your opinions on key and current educational topics, including how your school or trust has responded to the COVID-19 crisis.
The survey will close on Tuesday 26 May at 5.00pm so if you would like to contribute your thoughts and experiences to this vital piece of research, please do so before this deadline.
NGA will use the results of the survey to raise your concerns with the officials and organisations who can effect change. We will also use the results to produce the best resources and tools to help and support governing boards in delivering excellent and effective governance, whether that be through our knowledge centre, training and development programmes or advice.
Thank you to all those who have filled in the survey so far and to those who have shared the survey with their networks, your time and thoughts are appreciated.
NGA’s message regarding the safe reopening of schools
Responding to the government’s announcement that from the week commencing 1 June 2020 at the earliest, schools can begin to open safely for more pupils, NGA’s chief executive Emma Knights sent a message to governors and trustees which confirms to readers where responsibilities lie in relation to that safe phased reopening of schools. The message highlights the important role that governing boards have in supporting school leaders in their decision-making process that includes testing the robustness of risk assessments.
To give further clarity on matters arising from the announcement, we have created a frequently asked question (FAQ) section on our Knowledge Centre which will be updated on a regular basis. These answers provide broad guidance rather than legal or procedural advice. For specific queries relating to your board’s own circumstances, please contact the GOLDline by emailing gold@nga.org.uk or calling 0121 237 3782.
Message from our chief executive Emma Knights: Considerable speculation and anxiety continues this week, at least in part because the official information and guidance has not arrived as quickly as would have been helpful. Further to my email on Tuesday, I think is important to emphasise that decisions do not need to be rushed into and furthermore school leaders should be given the time that they require to assess confidently the risks to pupils, staff and the community. I was pleased to be part of the meeting trailed in this morning’s news where stakeholder organisations were able to listen to the Government medical and scientific advisers and to ask some questions of them. A summary of some of the relevant scientific information has been published this afternoon, which we wanted to include here and is why we are sending this newsletter a little later than usual. There was not enough time for all stakeholder questions to be covered, but the Scientific Advisory Group for Emergencies (SAGE) papers relating to schools reopening will be published and we have all stressed the need for that to happen as quickly as possible.
Remember that the Government’s aim is for schools to begin opening further from 1 June and not on 1 June. We already know that not everyone will be ready to do so from 1 June; we also know the ask is very different for infants, primary, secondary and special phases. The Government’s ambition for all primary school children to return for a full month before the summer holidays seems highly unlikely for many, if not almost all schools. It is important to recognise that the Government guidance is just that, guidance, and although it mentions groups of 15 children, it may be your headteacher/trust executive assesses that your premises are not large enough to take that many children in a group safely in the first instance. That is a decision they are able to use their discretion to take. The assessment of risk will be need to constantly updated as circumstances change.
Webinar - The role of governing boards in the safe re-opening of schools
On Thursday 21 May at 4pm Steve Edmonds, Director of Advice and Guidance, will be hosting a webinar that considers the important role that governing boards have in scutinising their school leaders’ assessment of risk and decision making over the potential wider re-opening of schools from the week commencing 1 June 2020 at the earliest. The webinar will give advice on how governing boards might test the robustness of the risk assessments shared by their school leaders and, once a decision is made, how to demonstrate support and be an advocate. You can sign up to join the webinar here.
Roundup of Department for Education guidance published this week
Guidance published by the DfE this week includes guidance on how schools can begin to open safely for more pupils:
Actions for educational and childcare settings to prepare for wider opening from 1 June 2020
Safe working in education, childcare and children’s social care
Guidance for education and childcare settings on how to implement protective measures
DfE is intending to publish more guidance next week, including questions and answers guidance relating to school governance during COVID-19 and a secondary school planning guide.
NGA information to help governing boards carry out staffing functions during COVID times
NGA’s latest COVID-19 information briefing aims to support governing boards to minimise the impact of COVID-19 restrictions on fulfilling their responsibilities as employers and carrying out important functions in relation to staffing at their school/trust. It also highlights how governing boards can lead the way as exemplary employers by prioritising the health and wellbeing of headteachers/CEO’s and their staff teams during this difficult period and in the months ahead.
NGA continue to produce guidance and offer support to all governing boards, including non-members. You can read our full guidance on business continuity for governing boards and clerks here.
Our GOLDline advice service remains available to all governing boards at this time and our advice team remains up-to-date with the latest guidance, seeking answers from the DfE where necessary. The advice team can be contacted through emailing gold@nga.org.uk or by phoning 0121 237 3780.
In my experience: virtual headteacher recruitment
School closure and social distancing rules naturally have had implications for governing boards seeking to recruit headteachers/executive leaders during this time. Those stages in the recruitment process that normally happen in person, like panel shortlisting, interviews and decision ratification meetings, can, at present, only take place through the use of alternative technology such as video conferencing. We recommend that governing boards seek the advice of a HR and school improvement professional as appropriate on such matters (e.g. adapting selection activities) and the adjustments that need to be made.
In this account Peter Shrubsall, the governing board of Cullompton Community College in Devon, shares how his board’s approach to and experience of conducting a successful, robust virtual interview process.
Latest school attendance data released
The latest school attendance data released by the DfE shows that the proportion of schools open (81%), along with the number of teaching staff attending, are their highest since the first week of partial closures in March. School attendance has also increased following a decline during the Easter holiday period. The government estimate that around 14% of children classed as ‘vulnerable’, and 5% of the children of key workers, attended school last week.
However, governing boards should be aware that the attendance of vulnerable pupils continues to be of concern and that the government continues to encourage schools and local authorities to do more to ensure that vulnerable pupils attend school.
COVID-19 will impact the mental and emotional health of children, Education Select Committee hears
The Education Select Committee heard this week from Javed Khan, chief executive of Barnardo’s, along with Jenny Coles, president of the Association of Directors on Children’s Services.
Coles warned of the significant impact that COVID-19 is likely to have on the mental and emotional health of children as well as their educational outcomes. Mentioning the significant drop in referrals to children’s services, she added that while schools often had expanded their mental health offer before the mandated closure in March, it is vital that the offer continues when schools reopen to more pupils in the coming months.
Governors and trustees should ensure they stay on top of their safeguarding requirements and wider support for pupils during this period. NGA have released guidance on safeguarding amid the outbreak, and guidance on bereavement, which those governing should find useful.
Show your support for national ‘Thank a Teacher’ day
We are encouraging governors and trustees to formally celebrate and recognise the hard work and dedication of teachers and staff by participating in this year’s National Thank a Teacher Day on Wednesday 20 May.
Our team have already seen many examples of boards acknowledging the efforts of school staff who are making a difference especially during these unprecedented times by writing letters, filming messages, sending gifts and more. Showing appreciation on Thank a Teacher Day is a great opportunity to celebrate and uplift your staff and to ensure governing boards are visible both within their school community and as part of the education sector in a national event.
Using the Thank a Teacher website, you can send a digital ‘thank you’ card to a teacher, a department/team or your whole school. If you use social media, you can join in using #ThankATeacher and #ClassroomHeroes.
Find out more at thankateacher.co.uk.
Have your say in the annual school governance survey
Last year’s school governance survey revealed the views, experiences, practice and demographics of almost 6,000 school governance volunteers across all school types, phases and regions across England and this year, we are on track for an even bigger response.
We want as many governors and trustees as possible to contribute
their thoughts and share their experiences of governing. Whatever your
role on the governing board, however long you’ve been involved in
governance, we value the views and experience of all governors, trustees
and local academy committee members in England. You do not need to be
an NGA member to take part and we ask everyone to share the survey with
their wider networks.
Thank you to all those who have filled in the survey so far and to those
who have shared the survey with their networks, your time and thoughts
are appreciated. If you haven’t but would still like to take part,
please click here to complete the survey.
Thoughts from across the sector on the potential re-opening of schools
The Department for Education (DfE) has been consulting with many sector bodies, including NGA, on the potential options for future partial school re-opening and how those might happen safely. We were asked to share concerns and questions that our members had. The leadership professional associations, Association for Schools and College Leaders (ASCL) and the National Association of Head Teachers (NAHT) have also been working closely together. ASCL published their findings here and National Association of Head Teachers’ were reported here. These show the variety of responses, and the wide range of concerns about the practicalities and logistics of any approach.
The National Education Union and Parentkind have written to the Secretary of State for Education, Gavin Williamson, expressing their concerns about re-opening schools too early and provide five key tests which form the criteria for the return of schools. Additionally, in a survey of over 250,000 parents across England, Wales and Northern Ireland, Parentkind found that 90% of parents do not want their children to return to school immediately after the government ends lockdown with the largest proportion (40%) saying that they only want their children to return to school once the government or school leaders determine it safe.
Message from our chief executive Emma Knights: Over the last week, there has been considerable speculation in the press about when and how schools will begin to reopen. This has not been helpful as the many rumours circulating have acted to raise the anxiety of many school staff and many parents about the safety, particularly in terms of catching COVID-19. After our call for members’ thoughts on the situation, many many questions were raised by those governing. I cannot sufficiently cover here the weight and richness of your responses, but the main bulk of concerns fell into one of these categories:
- The need for clarity on the purpose of, and scientific evidence for, reopening schools;
- Safety concerns for pupils and staff, including social distancing and shielding the vulnerable;
- The well-being of all concerned on the return to school and those out-of-school, including deprived and vulnerable pupils;
- Other support and extra provision which would be required (mental health, bereavement, SEND, catch-up sessions, wraparound childcare etc.);
- Communication and dealing with parental concerns and choices about attendance;
- Staffing rotas and what can be reasonably expected;
- Curriculum delivery and alternative offer ie home-schooling/remote learning and
- Financial support and funding implications
Any return to school will be phased and will not happen overnight; a number of weeks will be given for schools and trusts to plan after the government announcement is made. Local authorities (LAs) will also need to be involved in terms of related services, including transport. Pupils will need to attend in smaller groups. NGA has reported repeatedly to the DfE the very clear message we received from governors and trustees that the well-being of communities, pupils and their families has to be the driving force behind any re-opening plan, and that in order to support a plan to reopen further we, the governance community and the wider public, would need to understand the evidence behind the decision to be assured of its safety.
I can say no more at this juncture, but I am sure many of you will be watching the Prime Minister’s briefing on Sunday afternoon. NGA will continue to work with the DfE and others in the sector to ensure that all issues are raised, and that adequate support and guidance is available prior to any return to schools for pupils or staff.
Continuing DfE funded Leading Governance programmes
You can still access DfE funding for our Leading Governance programmes, and we are working hard to ensure that this continued professional development (CPD) is not impacted negatively by COVID-19. In fact, many governors, trustees and clerks are choosing to use this time to access online training and continue their CPD remotely.
NGA is pleased to announce that any chairs, future chairs and clerks wanting to develop their knowledge, skills and understanding during this time have the opportunity of accessing funding while it is still available for all boards by joining the new summer 2020 cohorts we have opened:
Development for Chairs – Summer 2020
Development for Clerks – Summer 2020
All those that apply will be able to access our e-learning and online evaluation tools right away. There will be the options of joining face-to-face workshops (when it is safe to do so) or accessing this component of the programme by virtual sessions.
Our Development for Chairs programme is having definite impact in our schools, but don’t just take our word for it! Having recently completed the Development for Chairs programme, Simon Watson, Chair of Governors at St John the Evangelist CE VA Primary School in Oxfordshire writes about his experience including the value of building a supportive, sustained network of local chairs and the impact of the programme on his board’s practice in this new NGA blog: “I, like others in the group, have had some very difficult challenges to deal with since becoming chair, and this group has been instrumental in providing not only moral support, but high-quality impartial advice and guidance where we have been able to pool our collective knowledge to support each other in a confidential manner”.
Research review of the potential implications of school closures for teachers and students
The Chartered College of Teaching has produced a review of research evidence on school closures, including international approaches, during the COVID-19 pandemic. As part of a worldwide lockdown effort, 186 countries have closed their schools to reduce the spread of COVID-19 as part of social distancing measures. The report investigated the wider impacts of the pandemic, including the impact on achievement, socio-emotional development, and the impact of teaching staff.
The key findings of the report include:
- Families from higher socio-economic backgrounds are more likely to spend time and money on children’s learning during closures and have better access to online learning.
- School closures may have detrimental and on-going impacts on student mental health, caused by grief, trauma, and bereavement.
- Social-emotional interventions put in place by schools can be effective method of supporting children through this difficult time.
- Teachers are also subject to challenges, managing their own responsibilities and mental health as well as supporting student. Additionally, teachers lack adequate support and training to respond to student needs effectively.
The report also includes a case study analysis which demonstrates varied approaches to school re-openings.
NGA is currently working on producing information on guidance on developing issues. Our most recent COVID-19 information sheet is about dealing with bereavement.
DfE publish guidance and case studies to support pupil wellbeing and remote learning
The DfE has released a range of new guidance to support and encourage schools to continue to maintain pupil wellbeing and learning. Case studies from schools and multi academy trusts have also been published to provide insight into teaching under these circumstances and different methods to improve remote learning.
During this time, it is important to ensure that all students are provided with the relevant pastoral care and sufficient resources to maintain their physical and mental well-being. Guidance published to keep pupils motivated and engaged remotely guides teaching staff with activities and approaches in addition to case studies of what various schools have found to be effective.
Guidance to effectively adapt the curriculum to remote learning has also been published. The guidance sets out the reality of effective teaching methods during this time. For example, taking a phased approach to curriculum content may prove to be effective when familiarising teacher and pupils with new ways of working.
NGA continues to provide information for governing boards regularly containing key information about the coronavirus, schools and governing boards taking into account the evolving situation and implications for school governance. Guidance is also available on continuing the business of the governing board during these challenging circumstances.
Updated NGA guidance on business continuity and holding virtual meetings
NGA has updated its guidance on continuing the business of governing boards and holding meetings virtually. New content has been added on what governing boards should be monitoring during the period that schools are partially closed and the issues that need to be considered if partial re-opening is to become a practical reality.
Further content has also been added on organisational matters including complaints management, reviewing exclusions and the recruitment of senior leaders by the governing board.
The guidance includes links to NGA’s COVID-19 information briefings that cover, amongst other things, safeguarding and supporting schools to deal with bereavement.
The GOLDline advice service continues to be available to all governing boards that have questions relating to governing during the COVID-19 period. You can contact the GOLDline by emailing gold@nga.org.uk or by calling 0121 237 3782.
New NGA GDPR guidance
The General Data Protection Regulation (GDPR) applies to all those who process personal data, including schools. The governing board has ultimate responsibility for matters relating to data protection. Therefore, governing boards and clerks should have a clear understanding and be aware of their duty under GDPR and how to ensure that their schools are compliant.
NGA’s new Complying with GDPR: a guide for governing boards and clerks outlines the governing boards duty under the GDPR, as well as practical measures that governing boards, and clerks, should be taking to ensure compliance with GDPR.
Furthermore, the latest addition of the NGA’s advice insights blog series provides information on governing remotely and data protection for those looking for guidance on how to continue to ensure GDPR compliance whilst working and governing remotely during these extraordinary times.
NGA’s latest webinars
Earlier today, Steve Edmonds, NGA’s director of advice and guidance, delivered a webinar about the governing board’s role regarding employment in schools and trusts during COVID-19, including boards can lead the way as exemplary employers by protecting the health and wellbeing of headteachers/senior leaders and their staff teams during this difficult period.
The recording of Governing boards as employers: What does COVID-19 mean for you? is available on our webinar series page on the NGA website along with all our previous webinars, including last week’s on Curriculum Cultivation: board’s role in driving, fostering and encouraging curriculum growth and development. You can also register for next week’s webinar:
Disadvantage – considerations for the governing board’s response to a widened attainment gap with Sam Henson, NGA’s director of policy and information
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New research and policy recommendations on preventing the disadvantage gap
The Education Policy Institute (EPI) has published policy recommendations for the government to reduce the significant disadvantage gap, which is widening during the current pandemic. The research showed the prior to the pandemic disadvantaged children were already one and half years behind their peers before they reach GCSE level.
Some of the recommendations EPI includes are:
- doubling pupil premium from September 2020 for Year 1, Year 7, and Year 11, allowing for resources for catch-up classes and group tuition;
- doubling the disadvantage funding made available for students entering Year 13;
- creating a one-year national ‘Teacher Volunteer Scheme’, allowing retired or inactive teachers who could help schools with extra teaching support;
- reviewing the current plans for national examinations in 2020 and 2021; and
- providing extra provision such as home tutoring and therapies special education needs and disabilities (SEND) pupils.
The policy paper with full details on the proposal is available to read online.
Admission appeal panel members required
Parents have the right to appeal against an admission authority’s decision to refuse admission, as outlined in the School Admissions Code. Emergency regulations have also been issued to ensure families appealing an admission decision this year are supported and are not disadvantaged by the current measures in place to protect public health.
The new regulations give admission authorities greater flexibility when managing appeals, imposing new rules surrounding the format of appeal hearings, which can now be conducted by video conference or telephone. However, the DfE is aware that some LAs are struggling to find the number of panel members required to determine the outcome of appeals before September.
NGA is therefore encouraging its members to contact their LA’s admissions team if they are interested in volunteering to sit on admission appeal panels. Admission authorities of foundation and voluntary aided schools, as well as academies, can also approach their LA for help with fulfilling this requirement, and volunteers should be aware that they may ultimately be called upon by LAs other than their own, given on-going collaboration between regional admission groups and the ability of panel members to participate remotely.
Ofqual publish decisions on calculated grades proposals for 2020
Ofqual’s most recent consultation regarding the exceptional arrangements on GCSEs, AS and A levels summer garnered over 12,000 responses. It set out several proposals around private candidates, calculated grades for students in Year 10, and arrangements for awarding vocational, technical and other general qualifications.
This week, Ofqual released their decision surrounding the calculation of grades for students in Year 10 and below, in addition to the arrangements for private candidates. Following the majority of responses received, students entered for exams in Year 10 and below will be eligible to receive a calculated grade this summer. The responses indicated that if students did not receive calculated grades, the progression of students would be disrupted “and to exclude them would have an unfair impact".
Ofqual also highlighted that many responses raised concerns about the potential impact of excluding early entrants on disabled students or those with special educational needs who would request to spread their exams over multiple years. Ofqual also released the decision to only allow exam boards to issue results for private candidate for whom the Head of the Centre is confident they can submit a centre assessment grade and include them in the centre’s rank order.
The consultation consisting of additional proposals on arrangements for awarding vocational, technical and other qualifications remains open until 8 May and will be analysed in due course.
Parliamentary committee identifies “significant failings” in SEND provision
Yesterday, the House of Commons Public Accounts Committee published the results of an inquiry into the support available for children with (SEND). For governing boards, who have responsibility for ensuring their school meets the needs of its SEND pupils, the report makes sobering reading.
The report highlighted the damning inspection judgements when LA SEND support was reviewed. Significant disparities exist in the support received by children, for example when comparing boys and girls, or different ethnic groups. Particular failings were also identified in schools, with SEND pupils accounting for almost 45% of permanent exclusions, despite only being around 15% of all pupils.
For governing boards, the report is a reminder to carefully consider the support available to SEND pupils in their school, and whether it is meeting the needs of these students. Although boards are required to name a SEND governor, accountability for SEND provision is ultimately shared by the board as a whole. We have published comprehensive guidance on SEND and the governing board, available here.
The report also identified that one of the causes of inadequate provision was underfunding. NGA’s Funding the Future campaign is now focusing on the areas of school budget which are under the greatest pressure, including high needs.
Sutton trust research finds university applicants feel new assessment process will have an impact
This week, the Sutton Trust have published a briefing on their research around the effects of COVID-19 on university applicants which has found that almost half of all university applicants surveyed believe that the new assessment procedure, in which grades are issued by schools themselves, would have a negative impact upon their A level grades (43%). Only 17% of applicants felt that their grades would improve as a result of this change.
While many deemed that the impact of the changed assessment system would only slightly affect their grades, students from working class backgrounds were typically more worried about the new system having a large negative impact upon their grades.
Meanwhile, almost half of those surveyed felt that their chance of getting into their first-choice university had been negatively impacted upon by the change (48%). This follows significant criticism from some in the sector about Ofqual and the DfE’s neglect to address any possible bias in teacher-assessed A levels and GCSEs with the Equality and Human Rights Commission saying that the information published regarding the grading process would “not address the risk of unconscious or conscious bias by exam centres predicting grades for students”.
The crisis has also impacted upon applicant choice, according to research findings, with a fifth of university hopefuls having changed their mind about attending university or have yet to decide (19%). Some have instead decided to take gap years or even change their preferred university and working-class students were the most likely to change their mind. Amongst fears that this may lead to universities pressuring students to take places for the 2020/21 year, the government have said that universities which pressure students to accepting places that would not be in their best interests through incentives, such as free laptops or unconditional offers, will be fined up to £500,000.
Have your say in the annual school governance survey
We are at the half-way point of gathering responses to this year’s annual school governance survey. As always, this important piece of research looks to capture a snapshot of governance in 2020 and asks for your opinions on key and current educational topics, including how your school or trust has responded to the COVID-19 crisis.
We appreciate that this is no ordinary year and it was with careful consideration that we chose to run the survey as it allows us to continue to spot yearly trends and changes and still engage with the governance community during a period of lockdown, as outlined by NGA chief executive Emma Knights in a statement.
NGA will use the results of the survey to raise your concerns with the officials and organisations who can effect change. We will also use the results to produce the best resources and tools to help and support governing boards in delivering excellent and effective governance, whether that be through our knowledge centre, training and development programs or advice.
Thank you to all those who have filled in the survey so far and to those who have shared the survey with their networks, your time and thoughts are appreciated. If you haven’t but would still like to start part, please click here to contribute your voice to those governing across England.
The survey is due to close 26 May at 5.00pm.
National Governance Association Weekly Newsletter 01/05/2020
Schools will be phased back, says Secretary of State
Gavin Williamson, Secretary of State for Education, has confirmed that he expects that schools will be returning in phases, similar to models that European countries have planned. Speaking in front of the Commons Education Select committee, he stated:
‘Just a couple of weeks ago I commissioned SAGE to set up a sub-group to look at the particular issues of opening schools, making sure that when schools are open it’s done in the best possible way with the very best scientific and medical advice.’
However, he clarified that although he is waiting on the particularities of the advice he does ‘expect schools to be opened in a phased manner.’ While schools are not expected to be opening to all pupils for some time, pupil numbers have risen by 1% to 1.9% since the Easter break while 79% of school provisions are currently still open.
The news comes as government medical advisor, Professor Jonathon Van-Tam, announced it would be ‘very difficult’ for schools to open while maintaining social distancing measures.
Message from our chief executive Emma Knights: While it is currently uncertain when schools will reopen, and in what manner, I want to assure members that NGA is involved in discussions with the Department for Education on how this might happen. There is discussion of multiple possible scenarios for further partial re-opening and the DfE has consulted representative organisations on the issues for consideration by Government ministers, including what would need to be in place before it would be practical and acceptable to have more pupils and staff in schools. We have in turn been canvassing governors and trustees, but if you have not had the opportunity to feed in and would like to, please email me on emma.knights@nga.org.uk copying in research@nga.org.uk as Hannah Garrington, our research officer, is collating the range of the views of NGA members and the factors affecting your schools/trusts. We of course will continue to update you, but the situation is moving fast and you may hear a ministerial announcement on the news in the meantime.
NGA information to help governing boards to support their schools to deal with bereavement
The impact of the COVID-19 pandemic on our daily lives will continue to be felt for some time after the virus has been contained and lockdown has been lifted. Sadly, it may have resulted in the loss of someone at the school, someone known to the school, or a bereavement being suffered by a pupil, member of staff or governor/trustee. As well as taking care of themselves and those closest to them, those governing will want to demonstrate their school’s caring ethos by recognising how bereavement has affected pupils and staff in particular, and by providing the support needed to cope.
NGA’s latest COVID-19 information briefing for governing boards considers the school’s approach to dealing with bereavement. School leaders may take the initiative to raise this issue with their governing boards but, if not, governing boards should encourage their headteacher/CEO to give thought to it.
The information briefing includes a list of resources that help equip schools to give the support and care that is needed to deal with bereavement.
New NGA webinars: Curriculum cultivation and Governing boards as employers
Due to their popularity, we have increased the number of places available at our webinars. So please do join us later today for our latest webinar:
Curriculum cultivation
Friday 1 May
4.00pm – 4.30pm
This webinar led by Sam Henson, NGA's Director of Policy and Information, will reflect on the board's role in driving, fostering and encouraging curriculum growth and development. You will explore what should drive the curriculum and its rationale, with a focus on intent, implementation and impact.
Please register your place this afternoon here and feel free to contact us if you have any questions or experience problems concerning this event. If you have any suggestions for webinar topics that would be useful to you or your governing board, please email richard.crabb@nga.org.uk.
And register early for next week’s:
Governing boards as employers: what does COVID-19 mean for you?
Thursday 7 May
4.00pm – 4.30pm
Thursday 7 May at 4 pm Steve Edmonds, Director of Advice and Guidance, will be leading a seminar on Governing Boards as employers: what does COVID-19 mean for you? The seminar will give key messages and guidance for boards on overcoming the disruption to employment processes in schools and trusts. It will also consider how governing boards can lead the way as exemplary employers by protecting the health and wellbeing of headteachers/CEO’s and their staff teams during this difficult period and in the months ahead.
In case you missed it: In last week’s NGA webinar, NGA’s head of consultancy Clare Collins outlines the importance of board dynamics, relationships and trust in challenging times and signposts some of the tools that governing boards can use to ensure that all those involved in the governance of their organisation can stay professional and effective, even in fast moving and unusual circumstances. You can view the webinar here.
Multi-million funding support for vulnerable children
Last Friday the Department for Education (DfE) announced a financial support package for vulnerable children during COVID-19. This extra support aims to help keep children who are vulnerable to abuse or neglect safe during the outbreak. Schools offer a vital support system to children, and it is of concern that a large number of vulnerable pupils who could still be attending school now are not.
The government funding will cover a number of areas including adolescent exploitation, domestic abuse, children in care and mental health support. Alongside these areas, the government has also promised extra support for additional local authority funding, expanding the NSPCC’s helpline, continued funding for free school meals and continuing research into the risks for children.
For more information on vulnerable pupils, the DfE is currently updating guidance on support. If staff or anyone else has concerns about an individual, NSPCC is providing COVID-19 specific support available to children and adults concerned for a child.
ESFA advice for trusts on financial management and decision-making during COVID-19
In a letter sent last week to accounting officers in academy trusts Eileen Milner, Chief Executive, Education and Skills Funding Agency (ESFA), highlights the importance of strong governance, financial management and decision making in helping trusts to deal with the current challenging circumstances brought about by the COVID-19 crisis.
The letter also acknowledges that trusts’ spending patterns may change in the coming weeks and that academy boards and management teams will, in time, be recasting budget plans for a return to normality in school life.
In the light of this the ESFA advice is that the trusts should continue to follow the requirements of the Academies Financial Handbook but where necessary adjust their procedures to fit the circumstances and reflect the realities of remote working and absences. For example, procedures that allow board meetings to be held by telephone or video and reviewing schemes of delegation to ensure decisions can be made appropriately.
Our GOLDline advice service is currently available to all governing boards that have questions about maintaining their business in the current circumstances. You can contact GOLDline by email to gold@nga.org.uk or by calling 0121 237 3782.
Changes to school admission appeals due to coronavirus
Changes to the way admission appeals will be conducted during the COVID-19 outbreak came into force on 24 April 2020, giving admission authorities greater flexibility when managing appeals, while ensuring that appellants are not disadvantaged by the measures in place to protect public health.
The temporary regulations (in force until 31 January 2021) impose new rules in relation to the format of appeal hearings, the constitution of appeal panels and admission appeal timetables. Crucially, in order to comply with government guidelines on social distancing, there is no longer a requirement to hold appeal panels in person, as hearings can now be conducted by video conference, telephone or based entirely on written submissions.
Despite these changes, obligations around natural justice and procedural fairness remain unaffected, there has been no relaxing of the clerking duties involved, and parents can continue to lodge a complaint if they have evidence of maladministration.
Governing boards and clerks are encouraged to consult the accompanying guidance that sets out where the temporary regulations should be followed in preference to normal Appeals Code requirements.
DfE guidance on using clusters and hubs to maintain educational provision
The DfE has also published guidance outlining what educational settings need to consider and do if thinking of introducing a cluster or hub school model in response to COVID19. Cluster and hub schools refer to one school remaining open and providing education and care to pupils from other educational settings. Such arrangements require close consideration, as schools are advised to “be alert to the fact that clusters and hubs may increase the public health risk”. As such, the guidance aims to support schools, including those governing, in making informed decisions as well as outlining factors to consider if such arrangement is already in place.
NGA is producing information sheets, guidance and webinars on a regular basis containing key messages about the Coronavirus (COVID-19), schools and governing boards taking into account the evolving situation and the implications for school governance, which can all be accessed through the Knowledge Centre.
Amanda Spielman speaks on Ofsted at the Parliamentary Education Committee
This week, Her Majesty’s chief inspector (HMCI) Amanda Spielman joined the Parliamentary education select committee speaking on topics relating to the coronavirus and the future of Ofsted.
Following Ofsted’s decision to temporarily suspend school inspections due to the coronavirus outbreak, HMCI stated that it was unlikely for schools to be inspected before the summer and that it is too early to say how the inspections may work once they resume. Due to the uncertainty of how a phased return of schools would work, Ofsted’s deferral policy, allowing the delay of inspections, will continue to be under review. She also reassured that schools will not be inspected in future on their response to COVID-19, but the inspectorate will once again be looking at the quality of education.
The committee also raised questions around the impact on vulnerable pupils because of school closures. Amanda Spielman shared this concern, expressing that the longer schools remain partially closed, the wider the gap will become ‘especially in the short term’. The work that Ofsted staff are currently doing in the education & children’s sector while inspections are paused was also reflected upon; it was noted that Ofsted staff have not been needed in schools to provide additional support, but many are supporting local authorities. NGA has also been the beneficiary of inspections pausing with Ofsted working with us on a research project for which we are seeking volunteers: more here if you are unaware of this.
Blog: 10 years of the annual governance survey
This year marks ten consecutive years of the annual school governance survey. In this blog, Kirstie Ebbs, NGA’s public relations manager explores some of the questions we have asked over the years, and the trends revealed by your response to the only enduring source of information about the country’s largest volunteer force. From shrinking boards sizes to increased difficulty in recruiting staff, we explore changes in who governs and their experience, views and responses to education policy and governance practice.
As always, the purpose of the survey remains the same: to represent and share your views and experiences of government policy and current events in the national arena, to campaign on the issues that matter to you and your community, and to inform and improve the support that we and others provide to the school governance community. You can take part in this year’s survey at https://www.smartsurvey.co.uk/s/NGAsurveyn/ where your responses will help shape the future of school governance.
Gathering parent views on education and COVID-19 through ParentKind research
ParentKind want to find out if and how parental attitudes have changed now that lockdown has become the “new normal”, whether they are key workers with children still attending school or working from home with their child(ren) learning from home. Understanding how parents are experiencing and responding to the pandemic will be important information for governing boards to consider when thinking about their school reopening and engaging with parents on this. In the first survey, the results of which we covered in the newsletter on 3 April, most parents said that their biggest concern was their child/children falling behind or missing out on learning along with the loss of socialisation and exam results.
If you are a parent or if you can share this follow-up survey with parents at your school, ParentKind would appreciate your input: https://r1.dotmailer-surveys.com/1114x93a-984mj1a3. It closes on Monday 4 May.
Extraordinary leadership and collaborative resources for your school
Writing a special blog for NGA on extraordinary leadership, Professor Dame Alison Peacock, Chief Executive of the Chartered College of Teaching says that the partial closure of schools meant that “our governors and headteachers would be suddenly required to respond to previously unthinkable challenges.” On the leadership offered by governing boards, Alison writes that “this is the kind of leadership where you know that there is much at stake that is unknowable and frightening, but that courage will be found through conviction about public service and doing what feels right… You provide wise, measured advice. You ensure that safety is paramount and above all, you are part of a team doing the very best they can in impossible circumstances.”
On the theme of collaboration, lots of resources are available to your school to facilitate online and remote learning. Governing boards may wish to highlight these resources to their school and be aware of them when you are at your next meeting ask discussing the remote learning offer being provided to pupils:
- The Chartered College of Teaching has a comprehensive list of remote learning resources https://chartered.college/2020/03/18/covid-19-and-teaching/
- Oak National Academy offers an online classroom and resources for teachers to use https://www.thenational.academy/
- The BBC has daily lessons for most year groups across a range of subjects https://www.bbc.co.uk/bitesize
- The Council for Subject Associations has produced a new directory covering subjects taught in schools and the related subject association https://www.subjectassociations.org.uk/the-cfsa-directory/
Schools to benefit from education partnership with tech giants
The DfE has announced that thousands of schools will benefit from a partnership with tech giants, Microsoft and Google to access education platforms alongside training on how to use these resources. Schools and students will gain access to online resources, support getting set up, webinar and peer- to- peer support between schools. Guidance will be available to schools to choose the right education platform to meet their needs.
This ‘groundbreaking’ partnership follows the government’s £100 million investment to improve remote education through the supply of devices and internet access for vulnerable and disadvantaged pupils across England. Last week, the government wrote to local authorities, trusts and other relevant organisations overseeing schools and children’s social care, outlining the process for ordering the devices as schools, parents and children adapt to the changing learning environment.
The Children’s Commissioner highlights profiles of child vulnerabilities
While lockdown has been implemented with the priority to protect all citizens from the harm of the coronavirus, Children’s Commissioner has published local area profiles of child vulnerability to help better identify vulnerable children. Commenting on her office’s most recent report We’re all in this together?, the Children’s Commissioner Anne Longfield says that many vulnerable children are currently being “exposed to a cocktail of secondary risks” such as “a lack of food in the house, sofa-surfing or cramped living conditions, neglect, or experiencing acute difficulties due to parental domestic violence, substance abuse and mental health problems”.
The report outlines the various profiles of child vulnerabilities and how life in lockdown can affect these groups of children in particular. Alongside the document is a spreadsheet which has an array of detail on each local authority’s ‘profile of vulnerability’ showing the estimated prevalence of underlying needs in an area to help councils better understand what groups of children at currently at risk and the number of these children in their area to establish need. There are also local area maps displaying the projected proportion of children in families at risk.
Support for online learning announced by education secretary
Education secretary Gavin Williamson has announced a new support package aimed at ensuring that children and young people continue to receive the education they need and deserve.
In particular, the package will give a boost to remote education for vulnerable and disadvantaged pupils who are set to receive access to laptops and tablets as well as 4G routers, ensuring access to online resources where mobile or broadband internet is not already available. Select resources will also be made more accessible by temporarily exempting them from data charges.
Importantly, schools and colleges will be allowed to keep the laptops and tablets for use once they reopen, thus aiding future learning.
The government has also funded the launch of the Oak National Academy, which will provide 180 video lessons each week to complement existing resources announced earlier this month.
Schools seeking to assist parents in furthering their child’s education and development should refer to the latest guidance to support learning at home. Governing boards will also continue to receive updates via NGA’s dedicated Coronavirus information page.
Government take steps to extend and improve Free Schools Meal Programme
The government’s scheme for feeding free school meal (FSM) eligible pupils during the current crisis has received a lot of attention while also coming under some criticism. Governing boards will be taking note as they continue checking that their school is meeting the needs of vulnerable pupils, including those FSM eligible, during this unprecedented period.
In response to the reaction to their programme, the government announced some changes this week. Firstly, eligibility for free school meals has been extended, to include some children of groups with no recourse to public funds. This includes the children of Zambrano carers; the children of families with a right to remain in the UK under article 8 of the European Convention on Human Rights; and the children of families receiving support under section 17 of the Children Act 1989 who also have no recourse to public funds.
The government also announced the addition of Aldi to the free school meal voucher scheme. This is intended to give more options to parents seeking to use their child’s vouchers.
NGA are keen to hear how schools are supporting disadvantaged pupils at this time, and there is an option for sharing your experiences as part of our annual school governance survey.
Gavin Williamson writes to sector on supporting attendance of vulnerable children and young people
Secretary of state for education, Gavin Williamson, has written a letter to the education providers amid concerns over the low attendance of vulnerable children and young people in schools.
In the letter, Williamson outlines the government’s ‘expectations on who should attend’ along with recommendations to providers on following up on non-attendance of these groups:
Who attends? |
Who decides? |
How to follow up: |
Children and young people who have a social worker |
The social worker can decide if they are at less risk at home or in their placement eg due to underlying health conditions. |
Absenteeism to be followed up with the parent/carer and social worker/local authority where appropriate. |
Children with an Education, Health and Care Plan (EHC) |
A risk assessment can be conducted by the local authority to decide whether it is safe for them to attend. |
Absenteeism to be followed up with parent/carer and social worker/local authority where appropriate. |
Children and young people who are vulnerable |
Educational settings can use their discretion to encourage the attendance of these children and young people if they (and others such as local authorities or the police) feel they would be safer attending. |
Absenteeism to be followed up with parent/carer and other partners where appropriate. |
Williamson also calls for education providers to “continue your close partnership working with social workers, local authorities and other professionals to keep in touch with vulnerable children and young people and their parent or carer”.
As governing boards hold a responsibility to safeguard and promote the welfare of children, the Department for Education (DfE) has advised that school leaders should stay in touch with their boards during this time including updates on the welfare of staff and pupils. For more information on this topic, NGA members can access our information sheet on safeguarding during COVID-19 along with all of NGA’s other resources for those governing during this time.
Accessible resources for remote learning
The Education Endowment Foundation has released new research findings focusing on the features of pupil engagement with remote learning. The research states that engaging with online content and supportive materials allows knowledge to be built upon and enables clear understanding, emphasising the importance of access to technology for both the learning and interaction with peers. Disadvantaged pupils are thought to be the most impacted as a result of school closures and this week, the government introduced the new measures take to reduce this impact through remote learning.
The partial closures of schools has led many teaching staff to identify a new way of working to support and maintain the learning of their students. This week, Oak National Academy trust has launched their resource hub to provide teachers with supportive learning resources. The resources cover a range of subjects including maths, English, language and arts which are designed to complement teacher’s lesson plans whilst remote teaching takes place. All lessons are free to use for all teachers and pupils.
The BBC have also launched their own education package supporting pupils from aged 3 to 16+. The package allows online lesson scheduling, toolkits for parents aiding students with SEND along with videos and engaging tools for a broad range of subjects.
NGA and Ofsted joint research project into the impact of COVID-19 on governance
NGA and Ofsted have begun a joint research project that will investigate how governors and trustees are continuing to support and challenge schools during these difficult times.
The research will look at the short- and long-term impact of school closures on priorities for governors and trustees and how they are responding to new situations. We want to understand how governors and trustees in all types of schools are managing business as usual and thinking about the longer term issues they may need to address when schools reopen. We hope this research will give insight into how governance has responded to an extraordinary situation and support the work the NGA does providing advice and guidance to governors and trustees.
As part of this research we would like to speak to governors and trustees in different types of schools across different age phases. If you are interested in taking part in this research, please contact ResearchQuestion@Ofsted.gov.uk.
Why sharing your view in the annual school governance survey is important
Earlier this week, we opened the annual school governance survey for responses. It’s open to all governors, trustees and local academy committee members. Regardless of your position on the board or how long you have been governing, your views and experiences are valued and welcomed.
Now in its 10th year, the findings of the survey provide crucial insight and information for NGA, policymakers and education organisations about who governs, your views on education policy and the practice of governing boards.
With last year’s findings, we:
- published a comprehensive report and shared and discussed these findings directly with representatives from the DfE and education sector organisations at our roundtable
- secured national media coverage of your concerns around additional support for pupils
- represented the view and experience of school governance volunteers in conversations with ministers, officials and representatives, and at events and roundtables
- used your insights and views to underpin our work on funding, staffing, parental engagement, disadvantage, diversity and more
- shared your collective view through our responses to key consultations and inquiries
- further improved and tailored NGA’s guidance, advice, consultancy, and training to your needs
The more responses, the stronger the voice of governing boards in
national education policy – don’t miss the chance to have your say!
You can take the survey at https://www.smartsurvey.co.uk/s/NGAsurveyn/ and help spread the word by sharing our Twitter, Facebook and LinkedIn posts.
Thank you to those that have already responded and to everyone who has promoted the survey within their local area, networks or trust.
On NGA’s decision to carry out the survey this year, Emma Knights, chief executive of NGA said: “After careful consideration, we decided to go ahead with this year’s survey to capture the immediate views and experiences of those governing our schools in such an unusual and testing period. This survey – the only one of its kind in the education sector – gives us the opportunity to share your feelings and concerns directly with the government and policymakers, one of which will certainly be the impact of COVID-19 on your school or trust. This is the tenth consecutive year of the annual survey and its longevity adds to its weight as we can spot trends and changes, so we did not want to have a gap in 2020. Given the cancellation of our events it is especially important that we have this route of engaging with you and listening to what you need – and you may also welcome the distraction. I do understand that everyone has their own experience of the COVID period and there will be many different reactions to the survey – so of course please do only complete it if you are able to.”
New NGA webinar: Board dynamics, relationships and trust in challenging times
In the latest NGA webinar, NGA’s head of consultancy Clare Collins outlines the importance of board dynamics, relationships and trust in challenging times and signposts some of the tools that governing boards can use to ensure that all those involved in the governance of their organisation can stay professional and effective, even in fast moving and unusual circumstances.
You can view the webinar here.
We will be announcing our next webinar session on Monday, keep an eye on your inbox and our social media channels for more information. If you have any suggestions for webinar topics that would be useful to you or your governing board, please email richard.crabb@nga.org.uk.
New advice insights blog on governing remotely and data protection
The COVID-19 pandemic has forced governing boards to reconsider and adjust how they hold meetings and carry out board business. For many this has meant using technological devices, teleconference, and videoconference applications to continue to communicate and govern remotely. Although adjustments have had to be made, the requirement to ensure compliance to the General Data Protection Regulation (GDPR) remains.
The most recent addition to NGA’s advice insights blog series, explores and provides practical advice on how governing boards can continue to comply with the requirements of the GDPR during these unprecedented and challenging times. You can read the blog on NGA’s website here.
DfE to temporarily halt ‘all but essential’ data collections
The coronavirus outbreak has led to much change in the education sector allowing education and care providers to focus on ensuring the well-being of students and staff. This week, DfE has stated that all but essential data collection is to be paused until the end of June 2020 to reduce the burden on educational and care settings.
The published guidance suggests that settings should cancel or pause data collection if they do not meet these five principles: they are not essential for understanding the current COVID-19 position, it’s not crucial for the running of education settings, to update guidance of business continuity, the information is already collected elsewhere and staff are likely to travel to collate the information.
The guidance lists the collections that are due to be cancelled for the academic year, paused and reviewed or to continue as normal. A decision on data collections or services which are not due to go live until later this year will be made in due course. Governing boards should seek to adapt to these arrangements when identifying what their school data means for future planning and data collection that either no longer needs to be submitted this year, is on hold or will continue.
Entering the summer term: Welcome back from our chief executive
And what an unusual summer term it is. Like everyone else’s, our work plan for the term has had to change dramatically, with our focus remaining for now on supporting governing boards responding to the impact of COVID-19 on schools. We will continue to provide governing boards and clerks with the practical advice they need to continue with urgent business and to support their school as they begin to plan to reopen – however and whenever that is.
Information sheets in the pipeline include bereavement support, responsibilities as an employer and support for disadvantaged pupils. We remain in regular liaison with the Department for Education (DfE) as well as partners from across the education sector including Association for School and College Leaders, National Association for Headteachers, Institute for School Business Leadership, the Local Government Association, the Chartered College for Teaching, and the teaching unions (NEU and NASUWT) raising our own questions and those from boards, bringing the governance perspective to conversations and guidance issued. Do continue to share with us your questions and what further guidance would be useful. All members are welcome to use our GOLDline via gold@nga.org.uk or calling 0121 237 3782 to ask questions and give feedback on any issues you or your senior leaders are facing. If the advice team cannot answer your question immediately, they are able to obtain information from the DfE. The Department is fully aware of the ongoing issues with vouchers in lieu of free school meals and attempts are being made to rectify those.
You will know that we have had to cancel our extensive programme of member events including our hugely popular summer conference. I am delighted that instead we have successfully introduced a series of webinars, and as they have proved hugely popular, they will run once a week during COVID-19. We are attempting to increase the audience limit for them, but capacity is of course in high demand at present. You can of course view each of them after the event.
The last webinar on Virtual Governance: connecting with and recruiting volunteers was presented by Simon Richards, NGA’s Chairs Development Manager, and can be seen here. It offers tips on how to interview remotely as there are volunteers ready and waiting on Inspiring Governance to be contacted about filling vacancies. Some prospective volunteers will be pleased to hear from you while staying at home and considering what they may be able to do to support.
One part of NGA’s offer which is extremely well suited to remote governance is Learning Link, our e-learning platform for governing boards. For its third birthday, I have celebrated the development of Learning Link in this blog. Time, timeliness and cost make e-learning a great value, convenient option for governors, trustee and clerks staying at home, and of course a green one! Over 8,000 governing boards do subscribe: if you haven’t yet, please do have a look. If you are a subscriber already, but haven’t completed a module recently, please don’t forget it is there whenever you need to.
I welcome feedback and comment on any issues: emma.knights@nga.org.uk
Next webinar: Board dynamics, relationships and trust in challenging times
NGA continues its series of webinars aimed at supporting governing boards during these challenging times with a session which looks at how board dynamics can come under pressure, jeopardising relationships and trust. The 30-minute webinar will outline some of the pitfalls and will signpost some of the tools effective boards use to ensure that all those involved in the governance of their organisation can stay professional, even in fast moving and unusual circumstances.
The date for this webinar is Thursday 23 April at 4.00pm. You can register here.
Explore how NGA’s e-learning platform Learning Link can support your governing board
NGA is pleased to have made a free trial available for our e-learning platform, Learning Link. Whether you or your board have been contemplating purchasing a subscription, or if you’d just like to find out a little more about how e-learning can benefit your board’s development and practice from the comfort of your own home, you can explore the platform through a preview of five selected modules. You will also see the range of collections and modules that come with a subscription: as an NGA member.
The five modules you get access to on the free trial are:
- Governance: your role, your responsibilities, your organisation
- Working together: building the team and improving the organisation
- Ofsted and the new Inspection Framework
- Succession planning
- Arts and cultural education: improving your school and its curriculum
All our modules cover key areas of governance, and are written by our own in-house experts, as well as collaborations with other experts in their fields, such as Arts Council England.
Click here to register for your free trial account today.
If your school already has access to Learning Link you can continue to login and learn as normal here. If you are looking to continue your board’s learning and development whilst we are all working virtually, you can purchase a subscription here.
Updated guidance on business continuity and holding virtual meetings
NGA has updated its guidance on continuing the business of governing boards and holding meetings virtually. New sections have been added covering governor/trustee recruitment, managing membership issues linked to terms of office and ensuring the continuity of clerking arrangements.
As well as links to NGA’s information sheet containing essential safeguarding advice for governing boards, and tips and advice received from governing boards on good practice in holding virtual meetings, the updated guidance also includes the answers to some frequently asked questions to NGA’s GOLDline advice service.
The GOLDline advice service is available to all governing boards that have questions relating to governing during the COVID-19 period. You can contact the GOLDline by emailing gold@nga.org.uk or by calling 0121 237 3782.
New guidance on the impact of COVID-19 on admissions appeals
In order to protect parents’ right to appeal to any school which has refused their child a place, the Department for Education (DfE) has announced new regulations that will relax some of the rules surrounding appeal panels. They provide admission authorities with scope to convene panels remotely in line with advice on social distancing. This will allow governing boards (depending on the type of school) to conduct panel hearings via telephone, video conference or through written representations. Also amended are the rules in relation to deadlines, with the DfE recommending that appellants be given at least 28 days written notice of a new appeal deadline.
Clerking duties, however, will remain unchanged, as will normal obligations around natural justice and procedural fairness. The right to lodge a maladministration complaint will also be upheld.
Although subject to the creation of legislation, the new regulations are expected to come into force on 24 April 2020 and will expire on 31 January 2021. In the meantime, governing boards may wish to consult related guidance which includes further details and a Q&A section.
Online education resources for parents
Those governing may be conscious that parents who are teaching their children at home need to be provided with relevant resources that support learning, in line with the curriculum that they are being taught.
The Department for Education have released a list of online resources for both parents and teachers to use, which are currently all free. The list aims to support parents that are considering ways to support their child’s learning in different subjects. The resources, which have been chosen by educational experts are available to pupils learning at various ages. The subjects that are currently available are English, maths, science, PE, wellbeing along with special educational needs and disabilities (SEND) resources.
The DfE also encourage schools to explore the initial list as schools consider methods to support children’s education. This list will be updated over the coming weeks to continue to support the learning of pupils and the teaching that parents are currently carrying out.
Reception baseline assessments still plan to start in September
Despite the current situation of COVID-19, the government have stated that they plan to continue with preparing for the baseline assessments to go ahead this September. However, this plan will be under continuous review in light of the coronavirus crisis. The reception baseline assessment aims to provide a snapshot to teachers and leaders about where pupils are when they start school. The assessment consists of a 20-minute interactive, practical assessment done by the pupil’s teachers.
Many education professionals have raised their concerns with the continuation of the new assessment, arguing that there is a need for extended transition for pupils. The TES article released last week, underlines that although the baseline assessment preparations are continuing, the timescale is ‘subject to change’ in the coming months.
To find out more about the Reception baseline assessment, click here. The Department for Education also have a series of online videos regarding the baseline assessment and its purpose.
Some headteachers are asking for this introduction to be delayed. If you are a chair of an infant or primary school, have you discussed this with your headteacher. We would like to hear your views on whether this plan to continue with the baseline has your support: please email nina.sharma@nga.org.uk.
Research shows decline in teacher recruitment amid COVID-19
The late spring and early summer terms are typically the peak for teacher recruitment. Analysis conducted by School Dash, TeacherTapp and the Gatsby Foundation has shown that, unsurprisingly, much of this work has been brought to a halt amid the effects of COVID-19, particularly for the secondary sector.
In mid-March, the number of teacher vacancies on secondary school websites had 1,000 more advertisements than in 2019, by the beginning of April this figure was 800 less than the previous year. Delving into the potential reasons for the decline through a survey of 7,000 teachers and school leaders, primary school leaders suggested that a decline in recruitment was due to non-coronavirus related reasons such as falling rolls and lack of need. However, almost half of secondary school leaders surveyed noted that they had paused recruitment while deciding how to run an online interview system. Other cited reasons were a lack of time, uncertainty about staff needs and the belief that teachers would not be applying for jobs due to the uncertain economic and social climate. This is somewhat corroborated by the many teachers who noted in their survey response that, while they had previously been considering changing jobs, they were now staying put, with middle and senior leaders most likely to give this response.
For those interested in reading more on the above research, SchoolDash have published an in-depth blog looking further in the results. If anyone wishes to discuss the possibility of recruiting during this period, please do get in touch with the GOLDline.
Ofqual launches consultation on calculated grade proposals
Following the government’s decision to cancel exams this year due to coronavirus (COVID-19), exam regulator Ofqual have released a consultation on the 2020 calculated grade proposals. The consultation seeks the views on a range of questions on who should receive a calculated grade, how should statistical evidence be used to adjust overly generous or harsh centre assessment grades and how any issues of bias should be addressed through statistical adjustment.
The aims of the consultation are to ensure that pupils receive grades in these qualifications to progress onto the next stage of their lives without disruption in a fair way this year. Ofqual seek to gather as many views as possible and the deadline to complete the consultation is the 29 April 2020. To view the full consultation document, click here. We welcome any comments to nina.sharma@nga.org.uk
Last newsletter of the spring term
This is the last newsletter letter of a truly eventful spring term ahead of the Easter holidays. The newsletter team wishes you a happy and safe Easter during these uncertain times.
We will return on Friday 17 April to update you on all the key and important information governing boards need to know. But in the meantime NGA continues to operate, so please feel free to contact us, and if you require advice, the GOLDline advice service is available to all governing boards that have questions relating to governing during the COVID-19 period. You can contact the GOLDline by emailing gold@nga.org.uk or by calling 0121 237 3782
NGA at your service: a message from our chief executive
At this point in the term, I had intended to provide a potted summary of the work NGA staff had been involved with at national level, influencing current and future policy and provision. But given the extraordinary weeks we – and our schools – have just lived through, this seems a little like self-indulgence. Instead I want to say thank you for the support I am sure you have been showing to your school leaders while they had such enormous changes to implement in such anxious times.
ForumStrategy held on-line seminars for trusts in six regions last week and reported that a key theme which emerged from trust executives was for “Trust boards to be there for them, ready with support and guidance as necessary, but without adding to the immense pressure of the situation”. I know governing boards across the country will have been striving to get that balance right.
We have seen many messages of admiration from trustees and governors for the hard work that their school leaders and staff have been doing over the past few weeks, especially those providing the essential service to the children of key workers and vulnerable children. The NGA team and I are humbled by the heroic efforts which have been made by school staff, no doubt with your support and encouragement. Thank you all.
We decided to concentrate NGA’s contribution on providing governing boards with the bespoke information, advice and guidance you need to continue governing during the coronavirus. This puts our governance expertise to best use, leaving colleagues in other national organisations to concentrate on their specialist areas and local governance support services to concentrate on working with schools. Our coronavirus resources have been viewed over 46,000 times, but they might not have reached every school and trust, so please do share that link. We will continue to add to those as the situation evolves, just as we have today with the latest information sheet on safeguarding.
Suffice it to say that we have good links with relevant parts of the Department for Education and have been impressed by their efforts to communicate with all stakeholders; it has been a collaborative effort. Please do keep letting us have your thoughts and requests: we can pass them onto the DfE and if we can’t answer your questions, then we will know someone who can.
We wish all of our members a happy and safe Easter, with best wishes to those close to you.
As always, I can be contacted via emma.knights@nga.org.uk
The safeguarding responsibilities of governing boards during COVID-19
Following the publication of interim safeguarding guidance for the COVID-19 period which is relevant to all schools, NGA has produced an information sheet containing the key points for governing boards.
The important duties of governing boards set out in part 2 of Keeping Children Safe in Education (KCSIE) to safeguard and promote the welfare of children continue even when schools and colleges are operating in a way that is fundamentally different to business as usual.
The information sheet covers the ways the governing boards ensure this by maintaining contact with their school leaders and designated safeguarding leads, urgently approving revisions to policies and procedures which accurately reflect new arrangements and maintaining their oversight of safeguarding during the period when other non-urgent business has been put on hold.
The information sheet also refers to a template annex to Child Protection policy produced by Browne Jacobson, the approved legal partner of NGA. The template covers all statutory obligations outlined in the interim guidance.
Free school meal vouchers now available
On Tuesday, the government made free school meal vouchers available for schools to order. This announcement was accompanied by updated guidance to support schools in meeting their obligations towards free school meal eligible pupils.
The guidance is clear that schools are still expected to provide free school meals to eligible pupils during the coronavirus outbreak. Governing boards should be ensuring that their schools have processes in place to do so.
Schools can continue to provide meals on site or deliver food parcels to eligible pupils. The voucher scheme is an alternative, allowing schools to order supermarket vouchers through an online portal. The voucher is worth £15 per free school meal eligible child per week and can be sent to parents as an ‘eCode’, or as a gift card in the post if they cannot access the internet.
Governing boards have a responsibility to ensure that their institutions put appropriate mechanisms in place to protect pupils during this unprecedented time. NGA’s new safeguarding guidance specially looking at safeguarding in the context of coronavirus, covered in our latest information sheet for governing boards, provides further advice.
Inspiring Governance volunteers remain keen to connect with governing boards
This week Inspiring Governance have confirmed that active volunteers registered on Inspiring Governance are still keen to connect with governing boards and are happy to be interviewed using video conference calls.
Throughout the last two weeks, many boards and volunteers have quickly become proficient in using a wide range of video conferencing systems and many volunteers are happy to be interviewed to join governing boards using this technology.
Therefore, to support governing boards, NGA is hosting a webinar to offer guidance, top tips and practical steps on how to interview virtually. With an interactive poll and the opportunity to ask questions, this 30-minute webinar aims to encourage governing boards to keep calm and carry on recruiting.
Virtual Governance: connecting with and recruiting volunteers will be part of an on-going series of webinars aimed at supporting governing boards during these challenging times. To secure your place, register here.
Governing virtually – three boards share their experience in our new blog
Most boards will now have had to hold or consider how they will hold meetings virtually to continue with urgent business whilst schools are closed and people must socially distance.
Representatives of three governing boards share in this blog their own experiences, tips and advice having moved quickly to holding a virtual board meeting due to the impact of COVID-19. Stella Fowler is chair of governors at Fynamore Primary School in Wiltshire; Claire Hawkes is Clerk to Governors at Alderbrook School, a secondary academy in Solihull; and Deryck Hall is Chair of Governors at Kitwell Primary School and Nursery in Birmingham.
How GCSEs, AS & A levels will be awarded in summer 2020
Ofqual has set out details for schools, students, parents and carers on how GCSEs and A levels will be awarded following the cancellation of this year's exams. Schools will be asked to provide centre assessment grades for their pupils, with Ofqual stating these should be “air, objective and carefully considered judgements of the grades schools and colleges believe their students would have been most likely to achieve if they had sat their exams, and should take into account the full range of available evidence”. You can view the full update here, which details the exact requirements, and states a deadline will be set no earlier than 29 May.
Parents share concerns over effects of COVID-19 on children’s education
The partial closure of schools across the UK has led to a major shift in the way we all live and for non-key worker parents, this has meant many are working from home while ensuring their children continue their education while not ‘physically’ in school.
In a survey, conducted by Parentkind, almost of quarter of parents were extremely worried about the impact of the pandemic on their child’s education (24%). Most parents said that their biggest concern is their child/children falling behind or missing out on learning along with the loss of socialisation and exam results. Parents’ biggest concerns for themselves were meeting work commitments, the financial implications of the pandemic, stress levels and mental health. More positively, 93% of all those surveyed said that their child’s school had shared details of arrangements for learning at home.
How schools engage with parents has perhaps never been of more importance and at this time governing boards, while they hold a strategic rather than operational role, can support their school leaders and staff in their efforts to ensure the safety and wellbeing of their school’s community.
The Department for Education have published guidance including a Q&A for parents to answer critical questions and have said ‘more information will follow about what the DfE is doing to support parents’. Public Health England have also produced guidance for parents and carers on their own and their children’s mental health and wellbeing available on gov.uk. NGA will keep its members updated on any further developments.
Ofsted extends complaints procedure consultation
At the beginning of March 2020, Ofsted launched a consultation which made four main proposals for revisions to post-inspection arrangements. The consultation deadline has been extended and will now close on April 30 2020. This decision follows the recent developments of the coronavirus leading education providers to close, Ofsted to temporarily suspend all routine inspections and pause the publication of inspection reports.
The consultation proposed to provide greater consistency in post- inspection arrangements across the work of Ofsted; extend the time for providers to review their draft report and submit comments of factual accuracy and the inspection process; consider and respond to formal complaints before the inspection report is published and retain the current arrangements for internal reviews into complaints handling, including the scrutiny panel. NGA encourages members with views on this to respond to this consultation to enable Ofsted to receive diverse feedback on the proposals and improve the way that Ofsted inspects and regulates.
Essential website maintenance is taking place on Friday 10 April (Good Friday)
NGA will be carrying out essential work on our systems on Friday 10 April 2020; we have chosen Good Friday we hope to minimise disruption to our members.
Between 11:00 am and 5:00 pm, NGA’s website will be taken down in order to carry out this work and members will be unable to view or log in to the website.
NGA recommends saving or downloading any information members may need from the website prior to this.
Members will still be able to log in to their Learning Link account during this time using the Learning Link log in.
We apologise for any inconvenience this work may cause and thank you for your patience in helping us to improve the service you receive.
Managing your Governing Matters member benefit
Members who have opted to receive NGA’s hard copy magazine should now have received March’s edition delivered by post. If you haven’t received this edition, please contact us with your details.
If you wish to update your magazine preference to hard copy, members can do so by logging in to the website and navigating to the Communication Preferences section of the My Account area. If your boards allocated number of hard copies have been already been assigned, members can speak to their chair, clerk or account manager to change this. More guidance on this can be found on the website.
The digital copy of the latest magazine editions can also be found on the website.
Following current government guidelines regarding Covid-19: If you normally receive the hard copy of your magazine to your school address, you may wish to update your postal address, so it comes directly to your home. Steps on how to update this can be found here:
Continuing governing board business webinar recording
Last Friday, 27 March, NGA held a webinar for members on the
topic of continuing governing board business effectively and
proportionately during the pandemic. You can view our latest guidance
and the webinar in the knowledge centre.
To continue to support you in the coming weeks we are developing a full
programme of webinars and podcasts that will explore our research on the
new Ofsted inspection framework, the governance of SEND and the latest
advice and guidance. If there is any particular subject you would like
to see covered, please email Richard.crabb@nga.org.uk with suggestions
DfE guidance for governing boards on Covid-19
The Department for Education (DfE) have released their collection of COVID-19 guidance for schools. Included in the collection is information about the closure of schools and the educational provision for vulnerable children and children of key workers. It also provides practical advice and guidance on matters that we know are concerning senior leaders and those that govern, such as the impact school closures will have on pupils who currently receive free school meals and how social distancing measures should be implemented in the various settings.
DfE has also released their March School Governance update to advise boards on how they can continue to carry out their governance role. The update reiterates NGA’s advice that governors and trustees should be adopting alternative arrangements for meetings and focusing on urgent, time-bound decisions. Governors and trustees are also reminded to support their senior leaders and staff through these difficult times.
Concern for vulnerable children
A few chairs of governing boards have raised concerns with us about the number of vulnerable children who have not taken up the offer of a continuing place at school during the partial closure. NGA’s chief executive has discussed this concern with the DfE and we have received assurances that there are processes in place to safeguard those children’s welfare.
The Secretary of State has set out his expectation that local authorities' Directors of Children's Services work with all schools, both local authority maintained and academies, to ensure that there is sufficiency of school places for children of key workers and vulnerable children. Where necessary local authorities will be coordinating the pooling of resources so pupils can access provision elsewhere if their usual setting cannot open. He has also emphasised local authorities' crucial responsibilities in maintaining effective safeguarding and child protection services in this challenging time. Regional Schools Commissioners and their teams, alongside the Department's Children's Social Care Regional Improvement Support Leads are working closely with local authorities to support them with local issues as they arise.
There is an expectation that vulnerable children who have a social worker will attend school, as long as it is safe for them to do so. In circumstances where a parent does not want to bring their child to school, and their child is considered vulnerable, the social worker and school should explore the reasons for this, directly with the parent, and help to resolve any concerns or difficulties wherever possible. The Department is very grateful to governors and trustees for the ongoing support they are providing to their schools on issues such as these at this time.
If you have any questions or feedback on this or other COVID 19 issues, please contact gold@nga.org.uk or call 0121 237 3782.
New mental health support for schools and colleges
At the end of last week, the NHS revealed details on the new mental health support they aim to supply for schools and colleges. Their two key commitments for the programme are the creation of new Mental Health Support Teams (MHSTs) who intend to provide early intervention and the trialing of four-week waiting time for access to specialist support, nationwide.
The Link programme, which is delivered by the Anna Freud National Centre for Children and Families, will also be rolled out over the next four years. This will include training workshops for every school, college and alternative provision, to gather their resources and knowledges as well as create long term plans for their schools. These workshops will be supported and coordinated by Clinical Commissioning Groups (CCGs). Following the original trailblazer MHSTs in 2018, they have been building their capacity during 2019. In 2020, this will lead to the further development of 123 MHSTs.
For NGA’s guidance on pupil mental health and wellbeing, there is further information in the knowledge centre.
Mentally Healthy Schools publishes resource pack on coronavirus
In response to the coronavirus epidemic, Mentally Healthy Schools have produced an extremely useful resource including a variety of resources that can be used to ensure pupil mental health and wellbeing is being maintained during this uncertain time.
The response includes free resources from organisations such as the Anna Freud Centre, Place2Be and Young Minds with a range of activities such as methods for coping, how parents can talk to young people and illustrations. The pack also includes a number of helplines that staff and parents can use if they themselves need support or advice.
Governing Matters: new edition
Members who have opted to receive NGA’s hard copy magazine should now had March’s edition delivered by post. If you prefer to read the digital copy, it can be found here.
If you wish to change your communication preferences you can do so on the website. If you normally receive the hard copy of your magazine to your school address, you may wish to update your postal address, so it comes directly to your home.
Alternatively if you need help, do email enquiries@nga.org.uk or phone 0121 237 3780. NGA staff are all working from home but are able to continue to serve our members.
A little of the content of Governing Matters has been superseded by coronavirus, in particular our events programme, as our chief executive explains in her blog.
BeReady school services
BeReady will be providing a free, online, interactive platform for secondary school teachers and pupils that will now feature curriculum content, in response to the coronavirus and school closures. Teachers can assign modules, track pupil activity and performance, and set lesson deadlines and reminders for pupils. The site also has classroom-based content for teachers working with pupils who are attending school. The platform can be customised using schools or trust branding including school colour and logo.
The site was originally created to help schools meet Gatsby Benchmarks. It therefore already includes over 16 hours of CPD accredited employability training content on subjects such as resilience, communication, job-hunting and preparing for university.
NGA is aware that there are many platforms available for schools to use and we are not recommending this above all others. However, it is supported by Brian Lightman, previous ASCL general secretary: “BeReady is an invaluable free service and one that I urge all schools and teachers to contribute to and benefit from”.
You may want to suggest your school leaders have a look at: https://bereadygroup.org/. To request a free platform and curriculum contact email kyle.burrows@bereadygroup.org or sign up here.
Ofsted report publication paused
Following the Education Secretary’s announcement that school inspections would be temporarily suspended, Ofsted has since released that the publication of all inspection reports during the coronavirus outbreak are to be paused. Ofsted will continue to send reports to the education providers however, they will not be published until further notice. The inspectorate states that it will inform providers when the reports will become published.
In other Ofsted related news, the inspectorate has decided to pause its work around handling complaints related to inspection reports. Providers will not be contacted in relation to new or existing complaints until further notice.
Extra support for Inspiring Governance-placed volunteers
From 1 April 2020, volunteers appointed to your governing board through the Inspiring Governance recruitment service will benefit from additional support and expert guidance from NGA as part of the 12-month free support package.
Volunteers will now be able to access over 50 modules on NGA Learning Link where the most popular topics include key functions of the governing board, visits to schools, pupil premium and understanding school finance. These newly available modules cover a greater range of topics and are of varying lengths. Each appointed volunteer will also be able to book a free place at one of NGA’s annual regional conferences when they resume in the autumn term. This will apply to all new volunteers as well as volunteers currently receiving support.
All existing benefits will remain in place including a monthly ‘hot topics’ email especially for new governors and trustees, a complimentary copy of one of NGA’s induction guides and access to a dedicated email and telephone support service from a professional adviser to answer any queries new volunteers may have.
This support package is designed to complement the induction and ongoing face-to-face training provided by your board and provides the essential knowledge and skills that volunteers need to govern effectively.
Inspiring Governance is a Department for Education funded online service that connects volunteers who are interested in becoming governors and trustees with schools that need them. Governing boards can sign up to use the service by visiting www.inspiringgovernance.org/recruiting-governors.
School closures and the coronavirus – information for governing boards
The latest information update for governing boards on the coronavirus covers the announcement by the government that all state schools will close to almost all pupils until further notice. The closure will take effect from the afternoon of Friday 20 March. Nurseries, private schools and sixth forms should also follow this guidance. The closure will apply to all children, except those of key workers and those who are “most vulnerable”, including those with social workers and education, health and care plans. The cabinet office has published a list of the key worker categories.
Schools and settings are being encouraged to stay open for this purpose throughout the Easter holidays.
Where schools and, in particular special schools, are unable to provide this reduced provision, local authorities will work with the DfE’s regional teams to ensure an alternative option is available.
Primary school assessments or secondary exams will not go ahead this summer and the government will not be publishing performance tables. The government will work with the sector and Ofqual to ensure children get the qualifications they need. The government will also give schools the flexibility to provide meals or vouchers to children who are eligible for free school meals and will launch a national voucher system “as soon as possible”.
This is an unprecedented and extremely difficult situation. It will lead to more questions than there are answers over the coming days and weeks. Those governing will want to support their schools the best way that they can at the same time as dealing with their own personal circumstances. They will also be considerate of the enormous task that staff have in ensuring continuity of education and making the reduced provision work on the ground.
As well as the immediate priorities for governing boards the information update covers the approach that should be taken towards maintain the urgent business of the governing board and dealing with time bound processes such as complaints and exclusions. It also refers to further support that NGA is planning, which includes guidance and a webinar on managing urgent business and making virtual meetings work.
NGA is on the phone, online and here for you!
NGA has made its GOLDline advice service
provided to GOLD governing boards available to all governing boards
that have questions relating to the information sheet. We will also be
bringing you a series of both webinars and podcasts over the coming
weeks and months. We will be sending an email round to all our members shortly to invite you to join our webinar next Friday on the practicalities of governing in these difficult times.
Emma Knights, NGA chief executive, on connected governance
“This crisis underlines once again how schools and those who lead them are at the heart of our communities”, Emma Knights, NGA’s chief executive, writes on the NGA blog in a message to school leaders on behalf of the governance community. This blog also includes an update on the Visible Governance campaign where Emma writes,
“We had been blown away by the positive response and the way in which governors, trustees and clerks have embraced the ideas and used resources… But right now and in all likelihood for some months to come schools, governing boards and our valued local and national partners will have more important things to focus on. At the right time we will return to the campaign with energy.”
Emma also reflects on the challenge of staying connected even when physically remote and emphasises that “NGA will attempt to stay as visible, as connected and as accessible as possible for the governance community”
Keeping safe, keeping busy and staying positive – NGA and others are online and here for you!
During this difficult time, school leaders, staff, those governing and parents and carers will all be thinking of ways to keep pupils positive and keep young people’s bodies and minds active. Using a variety of physical and educational activities can ensure young people are still getting the same benefits that their school environment provides. As a governing board, you may want to share the following links with your headteacher to distribute amongst the school community. This list will continue to grow, and we will bring you more ideas and thoughts over time.
Firstly, ensuring young people are staying active, mentally and physically, is key to ensuring their mental health and wellbeing as well as making sure when they return to school, they don’t feel overwhelmed.
For the fitness: From Monday 23 March, Joe Wicks will be running PE sessions everyday Monday to Friday at 9am, for more information check out the blog post.
Continuing learning at home: Scholastic have created a free online portal for a 20 day period that includes a variety of activities and remote learning for at home.
Don’t forget culture: in this article find a variety of links to virtual museum tours that you can watch from the sofa.
Guidance on maintaining education provision published and the Coronavirus bill
The government published details of its coronavirus bill on Tuesday 17 March, just one day before its announcement that all schools will close for the vast majority of pupils. It follows the UK government’s coronavirus action plan which sets out measures “to respond to the COVID-19 outbreak that are reasonable, proportionate and based on the latest scientific evidence”. The legislation is time-limited, and the government is able to activate and deactivate based on need.
Guidance for schools, colleges and local authorities has been published on maintaining education provision stressing that “if children can stay safely at home, they should”. The guidance outlined the following key principals:
- If it is at all possible for children to be at home, then they should be.
- If a child needs specialist support, is vulnerable or has a parent who is a critical worker, then educational provision will be available for them.
- Parents should not rely for childcare upon those who are advised to be in the stringent social distancing category such as grandparents, friends, or family members with underlying conditions.
- Parents should also do everything they can to ensure children are not mixing socially in a way which can continue to spread the virus. They should observe the same social distancing principles as adults.
- Residential special schools, boarding schools and special settings continue to care for children wherever possible.
The guidance also details further what individuals are counted as “key workers”. Information for parents and carers on the closure of schools has also been released which includes answers to commonly asked questions.
As outlined above, NGA have published an information sheet containing all the critical information those governing need to know. We will aim to update this sheet as often as possible. All boards, including those not members of NGA, can contact the GOLDline advice term for any questions related to the coronavirus.
Plans in place to help free school meal pupils
Governing boards should ensure that their senior leaders are putting arrangements in place to meet the needs of their vulnerable and disadvantaged pupils during the period of school closure. One of the key concerns of many school leaders and governing boards has been the implications of any closure for those pupils eligible for free school meals.
Children eligible for free school meals will be subject to special arrangements, to ensure they remain fed. The government plan to role out a national voucher system for these pupils as soon as possible. In the short-term, schools will have the flexibility to provide meals or vouchers to their free school meal eligible pupils, with the government promising to reimburse the costs of those schools who are already doing this. The Department for Education have published guidance for schools which explains these plans, and provides further information.
Governing boards should ensure their school has plans in place to meet the needs of free school meal eligible pupils, in keeping with the department’s recommendations.
Ofsted inspections suspended
Following the latest updates on the Coronavirus pandemic, Ofsted have suspended routine inspections of schools, colleges and early years settings, children’s social care providers and local authorities to “reduce the burden on staff who are providing vital services to the nation in response to coronavirus”. In the latest press release statement, Amanda Spielman stated that serving headteachers who undertake inspections for Ofsted, have returned to their schools. Ofsted has stated that they continue to remain in daily contact with Department for Education to discuss the COVID-19 outbreak and its impact across education and social care.
NGA will continue to follow updates from Ofsted.
Leading Governance – Development for Chairs, Clerks & Boards programmes
Considering the current situation with COVID-19, NGA has taken the difficult decision to postpone the face to face workshop elements of our leading governance programmes until the autumn term. All online learning and aspects of the programmes that are delivered remotely will continue, and all participants have been contacted individually concerning their learning. This decision has been taken to protect everyone’s health and safety and to reduce the stress associated with multiple unknowns in these unprecedented circumstances. We are continuing to deliver our training and CPD throughout these challenging times, so if you are interested in learning more about these DfE funded programmes, or have any queries regarding a cohort you are currently part of, please email the team on leading.governance@nga.org.uk.
NGA Events
In response to the changing situation with Coronavirus (COVID-19), NGA has made the difficult decision to postpone our following regional events until the autumn term for the wellbeing of our members and our staff.
- London – 21 March
- South East – 28 March
We will announce new dates for our autumn events as soon as possible. All members who have booked onto the regional events will be offered the first chance to book onto the rescheduled events. The full list of changes is available here.
We are in the process of developing a new series of webinars to enable us to keep you updated and support your governance knowledge and development and will be announcing these shortly.
A view from the board: Ofsted’s new Education Inspection Framework
The new Ofsted education inspection framework places the Quality of Education at the heart of its inspections. NGA has carefully been following the inspections carried out in schools across the country during the first term of implementation, through the collection of data from published inspection reports and considering the views and experiences of governors and trustees whose schools have been inspected under the new framework. Today we have published our brand new study looking at the new framework from the perspective of the governing board. ‘A view from the board: Ofsted’s new Education Inspection Framework’ provides an in-depth overview of the findings taken from the experiences of governing boards and the staff at their schools, and lists a series of recommendations for the future of the inspection process. The report aims to assess the extent to which Ofsted consider governance within the new framework, outlining areas such as the feedback meeting, the inspection reports and the curriculum to inform central policy and continue to work with Ofsted to elevate the profile of governance during inspections.
ASCL hosts annual conference
The relationship between the board and their senior executive leader(s) is core to good governance and improving educational outcomes for children. Our partners at the school leadership union, the Association for School and College Leaders, held their annual conference on 13/14 of March.
ASCL chief executive, Geoff Barton, used his speech to draw attention to their new ‘blueprint for a fairer education system’. The union leader questioned the government’s handling of the ‘forgotten third’ of pupils who do not get a pass in GCSE English, and the current usage of performance tables ‘pitching school A against school B’.
In addition, the Secretary of State for Education, Gavin Williamson, outlined in his speech the government’s commitment for acting in the best interests of pupils and school staff regarding the Covid-19 outbreak, and the department’s priorities will be for the coming years. You find out more of what was covered here.
DfE announces further details on grades following exam cancellation
The Department for Education has confirmed that teachers will work with the exam regulator Ofqual and exam boards to provide grades to students whose exams have been cancelled this summer.
Exam boards will be asking teachers, who know their students well, to submit their judgement about the grade that they believe the student would have received, if exams had gone ahead. There will also be an option to sit an exam early in the next academic year for students who wish to. Ofqual will work to ensure that the grades awarded reflects students’ performance as fairly as possible, and will work with exam boards to ensure this is consistently applied for all students.
To produce the grades, teachers will consider a range of evidence and data including performance on mock exams and non-exam assessment – clear guidance on how to do this fairly and robustly will be provided to schools and colleges. The exam boards will then combine this information with other data, including prior attainment, and use this information to produce a calculated grade for each student. The aim is to provide these calculated grades to students before the end of July.
The DfE says its priority is to “ensure affected students can move on as planned to the next stage of their lives”.
More information is available here.
NGA publishes guidance on coronavirus for governing boards
NGA has published an information sheet for governing boards that reinforces the official advice given to education settings about how they should respond to the threat of the coronavirus. The information sheet explains that the school’s response is an operational matter for school leaders to manage. The most appropriate way for governing boards to support their school leaders is to allow them to manage the response without the involvement of the board unless it is requested. School leaders themselves are guided by public health advice. They should maintain levels of communication with stakeholders, most notably parents and but also the governing board.
Crucially, the information sheet is clear that closing the school due to the Coronavirus is also an operational decision taken by school leaders, although it is likely in most cases that a discussion with the chair of the governing board will have taken place before the decision is taken. The current advice from Public Health England is that no school should close in response to a suspected (or confirmed) case of Coronavirus unless directed to do so by Public Health England or under the advice of their local Public Health protection team. The government has since advised “against all overseas education trips for children under 18”, as “trip leaders would face significant challenges in making arrangements to ensure children’s welfare, should adult supervisors or children be required to self-isolate”.
The information sheet includes the DfE helpline number launched to answer questions about the coronavirus. It will be updated in line with official advice and the evolving situation.
NGA has made its GOLDline advice service provided to governing boards that are GOLD members, available to all governing boards (including those that are not NGA members) that have questions relating to the information sheet.
Chancellor delivers new budget
The third core function of governance is ‘overseeing the financial performance of the organisation and making sure its money is well spent’, which makes it vital that those governing are aware of the wider funding context their school or trust is in.
There were no major surprises as Rishi Sunak, the Chancellor of the Exchequer, delivered his budget to the House of Commons this week. Most of the budget prescriptions for schools have already been outlined previously by Gavin Williamson, Secretary of State for Education, or were present in the Conservative manifesto. One notable exception is the abolishment of VAT on e-books and digital magazines, which those governing should ensure their school or trust take advantage of.
The Education Policy Institute notes
that while the budget provides further “insight into the newly elected
government’s priorities” it does not reveal what the full picture of
funding, especially in relation to SEND. NGA is continuing to highlight
these issues with its refreshed Funding the Future campaign, which has a renewed focus on high needs, early years and 16-19 funding.
Progress on reducing period stigma
Pupils across the UK continuously report coping with stigmatisation in their school environment regarding menstruation. This has a myriad of effects on pupils, including missing school and mental health issues, which could potentially affect their educational outcomes.
The education sector is making instrumental and transformative changes to tackling these issues, including period poverty. The introduction of the period product poverty scheme and the recent eradication of ‘tampon tax’ will hopefully ensure that sanitary products are now more accessible.
Updates in the RSE guidance will hopefully breakdown some of the confusion and misunderstanding around the topic. The RSE guidance states “puberty including menstruation should be covered in Health Education…This should ensure male and female pupils are prepared for changes they and their peers will experience". It additionally mentions “pupils should be taught acts about the menstrual cycle [...] and the implications for emotional and physical health". This guidance insinuates that all pupils should be taught about these topics, not just users.
It is encouraging to see such positive movements to tackling this
issue which affects pupils across the country. Visit our knowledge
centre for more information and guidance on the role of the board in
supporting pupil mental health.
Poor admissions practice negatively affects SEND pupils
Admission arrangements must be determined by and be in line with the admissions code statutory guidance. However, an inquiry into special educational needs has highlighted that poor admission practices has resulted in some pupils with special educational needs and/or disabilities (SEND) not being admitted into schools.
Permanent Secretary for the Department for Education, Jonathan Slater, expressed concern in relation to schools not admitting pupils with SEND after witnessing this first-hand.
For governing boards that are their own admissions authority, they will be responsible for determining the school’s policy and reviewing applications in accordance with the admissions code. Even in circumstances in which the governing board is not the admissions authority ensuring that admissions practices are carried out in line with the statutory guidance is imperative, especially considering that the new Ofsted regime considers inclusive education for all.
NGA has produced and compiled admissions guidance highlighting matters that those governing should be aware of. Additionally, NGA’s SEND guidance outlines the governing boards duties.
SEND advisory group
Every term, NGA hosts the special educational needs and/or disabilities (SEND) advisory group which is open to all that are interested in SEND governance. The SEND advisory group provides an opportunity for those governing to network, share good practice and support the best endeavours of governing boards to make sure that pupils with SEND get the support they need. The group also informs NGA policy work relating to SEND provision and outcomes, as well as relevant consultations and engagement in policy making forums.
The next meeting is scheduled for Wednesday 1 April 2020 and for more information please visit the SEND advisory group networks page. Alternatively, if you have any questions or comments, please send an email to Adelaide Chitanda.
DfE funded Development Programmes Leading Governance for Chairs, Clerks and Boards
Those interested in improving their leadership and governance knowledge and ability should secure their place on our DfE funded professional development programmes. By working in partnership with local authorities, we provide comprehensive country-wide courses for chairs, clerks and boards. The next 2020 start dates are coming up, so sign up today and begin your development journey.
This programme for chairs, vice chairs, committee chairs and future chairs provides opportunities for developing leadership skills and confident governance.
Cost: Two fully funded places - worth £1,000 in total – are available for the Development for Chairs programme for each governing board in England.
Next step: Find out more and book your place here.
Area |
Deadline |
Pre-work begins |
First face-to-face session |
Blackpool 1 |
7 April |
March |
7 May |
Darlington 1 |
7 April |
March |
7 May |
Lancashire 1 |
2 June |
May |
Late June -TBC |
Norfolk 1 |
22 September |
September |
28 October |
Solihull 2 |
5 May |
April |
22 June |
Wakefield 1 |
12 April |
April |
28 May |
Walthamstow 1 |
5 May |
April |
10 June |
This ICSA accredited programme is designed for new and experienced clerks currently working in all school settings to develop the knowledge and skills required for high-quality clerking.
Cost: In most cases the DfE provides £350 of funding for each clerk, with only a £75 contribution required from the participant.
Next step: Book your place here.
Area |
Deadline |
Pre-work begins |
First face-to-face session |
Lancashire 1 |
26 May |
May |
6 July |
Lincolnshire 3 |
17 March |
March |
22 April |
Newcastle 2 |
7 July |
June |
23 September |
Sheffield 2 |
5 May |
April |
6 June |
Walthamstow 1 |
28 April |
April |
25 June |
Development for Boards
To find out more about this bespoke programme, please click here.
Please see our FAQs to learn more about the funding criteria and what you need to have ready to book your place.
NGA joins the calls for a for long-term funding plan for schools
Over three quarters of respondents to our annual governance survey said in 2019 that they could not manage funding pressures without any adverse impact on the quality of education provided to pupils in their school/trust.
NGA’s funding the future campaign was instrumental in the government accepting that schools need additional funding, which has led to a £7.1 billion increase being promised over the next three years, the first part of which will actually reach schools by April 2020. However it falls short of the estimate of the £12.6 billion that is needed to deliver a sustainable world class education for every child.
In advance of next week’s budget a broad coalition representing all those across the school sector and includes NGA, has written to the treasury welcoming the additional funding but calling for further investment to meet the growing demands and costs in schools and trusts. It also calls for a long-term funding plan, similar to that given to the NHS, along with:
- An adequately funded National Funding Formulae that leaves no child disadvantaged and enables nurseries, schools and colleges to deliver a quality education
- A sufficiently funded, national, High Needs Funding Formula that reflects the cost of provision identified to meet the needs of those with SEND
- Increased funding for wraparound services for all children: social care and health, including mental health and emotional wellbeing.
We will continue to work with governing boards and the wider sector to ensure that education funding remains on the political agenda and that your voices are heard by politicians. Our renewed focus is on those areas that are under most pressure, specifically high needs, early years and 16-19 funding. We are also committed to supporting those who govern to make the most effective use of what we have and ensuring financial sustainability.
Professional clerking is one of NGA’s eight elements of effective governance. New research into clerks’ pay, conducted as part of NGA’s Clerking Matters campaign, has highlighted that too many clerks/governance professionals are being under-paid, including in some cases not being paid for all the hours they work.
While being clear that there are circumstances where a higher rate of pay is justified, the report points to an hourly rate equivalent of no less than between £12.85 per hour and £14.74 per hour (uplifted for London) as being proportionate and reasonable for fulfilling the duties set out in NGA’s model job descriptions for clerking maintained school governing boards and academy trust boards. NGA suggests all governing boards ensure they are paying at least this minimum rate.
As well as significant regional variations, the report reveals that, on average, those employing clerks underestimate the actual amount of work involved in providing professional governance support by approximately two hours per meeting, leading to significant shortfalls in pay. Those employing clerks/governance professionals should ensure that contractual arrangements cover the actual number of hours worked in order to deliver the full role. The report also emphasises the importance of clerks/governance professionals receiving an annual appraisal.
You can view the research in full on the NGA research page. We are now continuing this work by examining in detail the role of other governance professionals working in schools and trusts. If you have any comments, please contact Samuel.tranter@nga.org.uk
Discipline drive in schools
The government has pledged £10 million to “improve school discipline” against the backdrop of one in three schools judged as not having good enough behaviour by Ofsted.
The government plans to disseminate practice throughout the country by building partnerships between schools, with the DfE seeking schools and MATs with what it defines as “exemplary behaviour cultures” to join the behaviour hubs programme to support other schools and spread good practice.
While improving discipline is an ongoing priority for all governing boards, NGA is very aware there are two sides to an ongoing debate around how far discipline in schools should go, with many voicing concern that such drives by the government could lead to an increasing approach of “discipline by fear”. NGA is keen to hear members views on this area, specifically - how far do you think discipline needs to go in schools to ensure not just the best education for pupils, but an inclusive and nurturing culture. What approaches have worked for your school? What is you experience of silent corridors and other zero tolerance approaches to behavior? Please contact Samuel.tranter@nga.org.uk
COVID-19: Government urges schools not to close unless advised by Public Health England
Amongst news that countries including Italy and Iran have closed their schools and universities, the government has reinforced its message that schools, along with other educational settings, should remain open unless advised otherwise by Public Health England.
Matt Hancock, secretary of state for health and social care, has said that schools “should not be closing unless there is a positive case and the schools have the advice to close”. This echoes guidance published last week for those in educational settings where it outlines how schools can help prevent the spread of COVID-19 virus and what to do if someone who has been in a school is confirmed or suspected to have COVID-19.
School closures ultimately remain an operational decision but headteachers and other senior leaders may well consult with their governing board on this matter. As outlined in the guidance, it is critically that school leaders follow and disseminate the guidance provided with school staff and ensure that any decisions to close the school are done so under the advice of their local Public Health protection team.
The DfE also have introduced a helpline for those with questions on COVID-19 for staff, parents, carers and young people. You can either call 0800 046 8687 between 8am and 6pm (Monday to Friday) or email DfE.coronavirushelpline@education.gov.uk.
Visible Governance: share your stories of why good governance matters and should be seen
To celebrate and promote the value that good governance brings to the school system and the people that volunteer for the role, last week NGA launched our new Visible Governance in Schools campaign.
School and trust governance is almost always invisible when it’s working well but very much in the spotlight when things go wrong. Through this campaign, we want to achieve a higher profile and a better understanding of governance to further improve the lives of children and their communities.
Planned activities for the year include an awareness week (6 to 12 June), a resource pack to help your board be more visible at school and trust level, and a volunteer recruitment campaign with Inspiring Governance.
We would love to receive photos of our members with the campaign logo, to see you use it in your board’s activities, and hear about what you do to take part in the campaign. Share your activities and photos with us using #VisibleGovernance on social media or by emailing visible@nga.org.uk.
Find out more about the campaign here.
New report highlights teacher retention challenges
The Education Policy Institute has published a new report examining teacher shortages across England. Those governing have oversight over both their institution’s financial and academic performance, and the retention of staff has significant implications for both of these areas. Our annual survey highlighted this, finding that “attracting and retaining high quality teaching staff” was the fourth most significant challenge being faced by respondents’ schools.
The report found that pupil numbers in secondary schools had stayed constant since 2007 but were set to “bulge” between 2019 and 2023. However, since 2007, teacher numbers had fallen by 7%, with exit rates far higher in shortage subjects such as maths, sciences and languages, and in the early years of teachers’ careers. The result is a significant recruitment and retention challenge.
Challenges are even greater for schools in disadvantaged areas. Schools in these areas find it harder to fill vacancies, lose more staff days per year to sickness, and have less experienced staff.
The report concluded that the government’s planned higher salaries for new teachers would be a positive change, but this needed to be accompanied by better funding for disadvantaged schools so they can afford starting salaries and compete on pay.
New blog published on using outside individuals for panels
NGA’s advice team has published a new Clerking Matters blog on the subject of using individuals from outside the governing body to form panels. The two most common subjects of the queries received on the GOLDline are exclusions and school complaints, and a significant part of resolving these situations is forming panels which are both effective and procedurally complaint.
Our blog discusses the steps which boards can take to ensure that the sensitive issues which prompt panels can be managed internally. However, it also draws attention to the circumstances where the involvement of individuals from outside the governing body can be beneficial or even legally required. The blog also provides practical advice on finding outside individuals who are suitable for joining panels, and the process of formally agreeing their involvement.
National organisations call for greater role for school business professionals
NGA recognises the important role of school business professionals in the effective leadership and management of schools and trusts, including the management of financial resources; a core function of governance. The popular ‘What governing boards and school leaders should expect from each other’ guidance produced by a collaboration of leading education sector organisations including NGA highlights the importance of governing boards understanding the remit of the school business professional as it applies to their school, and how to best utilise the information and support that they provide.
An open letter published his week by the Institute of School Business Leadership (ISBL), NGA, the National Association head teachers (NAHT), the Association of School and College Leaders (ASCL) and the Confederation of School Trusts (CST) calls for the role of the school business professional to be given greater recognition in school leadership discussions .Specifically it calls for school business professionals to be present at the table when strategic decisions are taking place when there are clear resource and financial implications.
Our knowledge centre contains information about effective resource management that includes staffing issues, and about working with your senior leadership team.
Updated guidance for recruitment of governors and succession planning for boards
To support governing boards in recruiting and retaining skilled governors/trustees, NGA has updated its popular Right People Around The Table guidance which covers evaluating the current board and attracting volunteers to making an appointment and induction training. It also highlights how Inspiring Governance, our free online service which supports governing boards to find potential volunteers to fill vacancies, can support the recruitment process.
This guidance has received great feedback, but don’t just hear it from us, a governor of a primary school in Hertfordshire told us: “The recommendation to promote governing board vacancies externally has been really helpful in securing culture change on the board I serve on. Things are getting better at quite a pace and it is in no small part thanks to being able to point to NGA resources that spell out what best practice is.” You can view the publication for free on the NGA website here.
NGA has also updated its guide on Preparing Your Board for the Future – the succession planning guide for boards. The second edition offers practical ideas and tools to enable governing boards to plan for succession and ensure leadership of the board is a seamless transition. Inspiring Governance and Future Chairs, our recruitment service specifically for those looking to taking on chairing roles, can also support the succession plan.
Annual Apprenticeship Conference 2020: Amanda Spielman’s speech
A speech delivered by Ofsted’s chief inspector, Amanda Spielman at the Annual Apprenticeship conference stressed the need for both providers and businesses to play their part for a successful outcome of the current apprenticeship landscape describing the programme as a ‘key driver of economic momentum and will help create a pool of talent for employers with the skills they need’.
With around 35,000 higher and degree level apprentices in the fields of business administration and law, over 2,000 in engineering and manufacturing and nearly 5,500 in information technology; “these figures are out of step with the industrial strategy which is relying on the UK’s home-grown skills … to transform cities, and digital skills to meet the challenges of artificial intelligence and the changes that 5G will bring. We need to ask if our apprenticeships programmes are providing the right balance to meet the skills needs of the next decade”.
Governing boards are encouraged to ask the relevant questions and ensure pupils are provided with the right opportunities to develop essential life skills and secure a future career. More guidance and support for governing boards is available here.
Ofsted consultation: Revision of post-inspection arrangements
Last week, Ofsted revealed plans to reconsider the process of complaints handling against school inspection judgements. Ofsted have since released their consultation to seek the views of education providers, with an aim to enhance Ofsted’s current arrangements to deal with any queries or concerns about an inspection, before it is finalised. To strengthen the complaints- handling arrangements, the consultation proposes to:
- implement new and consistent post-inspection timelines that will apply across all inspection remits;
- allow all inspected providers 5 working days to review their draft report and submit any comments about issues of factual accuracy and the inspection process for us to consider before we finalise the report;
- consider and respond to formal complaints from inspected providers before we publish their inspection report, if these complaints are submitted promptly;
- retain current arrangements for internal reviews into complaints handling, including the scrutiny panel.
The consultation is now open and closes on 31 March 2020 and the full findings will be published on 8 May 2020.
Visible Governance
Will you join us in championing your contribution to the education system and shining a light on the difference that good governance makes to your school/trust?
To celebrate and promote the value that good governance brings to the school system and the people that volunteer for the role, we are encouraging members to take part in our Visible Governance in Schools campaign.
School and trust governance is almost always invisible when it’s working well but very much in the spotlight when things go wrong. Through this campaign, we want to achieve a higher profile and a better understanding of governance to further improve the lives of children and their communities.
We’ve come up with a list of simple actions that you can take as an individual or as a governing board to highlight what you do and why you do it. Take a look at the list here.
We would love to receive photos of our members with the campaign logo, to see you use it in your board’s activities, and hear about what you do to take part in the campaign. Share your activities and photos with us using #VisibleGovernance on social media or by emailing visible@nga.org.uk.
Several organisations in the education sector have pledged to better recognise the importance of school and trust governance and make it more visible within their work by working with us on initiatives throughout the year to promote the campaign. Find a full list of our supporters and what they say on the campaign page.
One supporter is the newly appointed Parliamentary Under-Secretary of State for the School System, Baroness Berridge:
“I am pleased to support the NGA’s new Visible Governance campaign, which shines a spotlight on the invaluable work that over 250,000 volunteer governors do in schools all around the country. I want to see robust and effective governance in every school and trust – this is key to the success of our school system, in which all children and young people will thrive.”
Planned activities for the year include an awareness week (6 to 12 June), a resource pack to help your board be more visible at school and trust level, and a volunteer recruitment campaign with Inspiring Governance.
Find out more about the campaign here.
Coronavirus: guidance on prevention in schools released
As the total number of coronavirus (COVID-19) patients in the UK has now risen to 19 and with more cases expected to emerge, nurseries, schools and colleges must be increasing vigilant about helping prevent the spread of the virus.
The Department for Education and Department for Public Health have released joint guidance on COVID-19 for educational settings to assist schools in providing advice for pupils, students, staff and parents. It includes a list of the symptoms of the virus to watch out for (cough, difficulty in breathing and fever) and a poster has been produced to display around the school premise (available here). It also includes guidance on what to do if pupils, students or staff are unwell, are suspected to be infected or have been in contact with a confirmed case of COVID-19 and what to do if a case is confirmed.
While one school in Derbyshire has closed due to a confirmed case of the virus, the guidance stresses that unless a case of COVID-19 is confirmed, there is no need to close the school or educational setting or to send pupils or students and staff home. If a case is confirmed, then the local Health Protection Team will be in contact to issue advice to school leaders on managing the situation.
Pupil premium funding update and new NGA guidance now available
Governing boards have important responsibilities for ensuring that the pupil premium (the additional funding given to schools to narrow attainment gaps between disadvantaged pupils and other pupils) is both effectively targeted and has an impact on the attainment and progress of those it is intended to help. The governing board’s oversight of the pupil premium is much more than a compliance activity. It is one of the principal ways that that the governing board can deliver on the high aspirations and ambition it has for all pupils and explain the difference that the school’s planning and teaching is making to them.
NGA has updated its pupil premium guidance for governing boards to coincide with the recent announcement that pupil premium funding rates are increasing in line with inflation in 2021. As well as referring to the new funding rates, the guidance has been streamlined to make it easier to follow. It covers the key aspects of the governing board’s role: deciding how the pupil premium is spent, what goes into the pupil premium strategy, monitoring the impact and demonstrating accountability.
NGA’s Learning Link provides access to a catalogue of high-quality interactive online training including a module on how governing boards fulfil their responsibilities relating to the pupil premium.
RSA report highlights the impact of exclusions
The decision to exclude a pupil should always be seen as a last resort because it has significant implications for a child’s education and future. Only 6% of pupils who are permanently excluded pass their GCSE English and Maths, affirming the detrimental impact permanent exclusions have on children and young people.
Understanding how rising numbers of exclusions can be tackled is important in ensuring that children and young people are given the education and skills that they need to flourish within society. The RSA has conducted research examining the factors that contribute to rising numbers of exclusions, as well identifying as how to tackle the issue. The report launch event in March will discuss the findings and recommendations of the report.
Reviewing an exclusion is one of the most challenging and important roles that governors and trustees fulfil. As such, governors/trustees on exclusion review panels should receive appropriate training beforehand to ensure that they have a good understanding of the legislation surrounding school exclusions. NGA provides face-to-face training for governors and trustees who are likely to be involved in reviewing decisions as part of a panel, and offers e-learning that covers the governing board’s role in exclusions. As well as, there is also exclusion's guidance which can be accessed through the knowledge centre.
Making the cut: Ofsted’s research around financial pressure
Overseeing the financial performance of a school or academy trust
is an integral role of school governance which affects and is informed
by the delivery of the other core functions of governance. But what
decisions are made when organisations are under financial pressure, and
how does this influence other areas of school performance?
This week, Ofsted released a report
exploring the financial pressures that schools across England are
facing, the decisions that are being made at leadership level and the
role of Ofsted in assessing financial performance within a school
through the leadership and management judgement. The report stated there
was limited evidence that academic attainment and progress have been
affected by financial pressures but also said this could be linked to
other factors such as teacher workload and the overall quality of
teaching, in addition to meeting the needs of pupils with complex needs.
Following the findings of this report, Ofsted aim to have conversations
with leaders, governors and trustees to identify the value of
inspectors entering schools with financial indicators.
In other Ofsted related news, Ofsted are to consult on changes on how school complaints against school inspection judgements are handled. A report from Policy Exchange outlined the “longstanding criticism of the Ofsted complaints process” that are more critical under the new inspection framework. The consultation (due to be published soon) will provide a revised approach to the Ofsted complaints procedure. NGA will follow updates on this.
Key stage 1 SATs to be replaced this September
From this September, all new primary school pupils will take a new reception baseline assessment (RBA) which will result in the removal of national curriculum assessments (known as SATs) taken at key stage 1 by 2022/23. The RBA consists of a one-to-one exercise done in around 20 minutes by a teacher within the first six weeks of reception and is said to be similar to the ‘on-entry’ checks that many schools already carry out. Nick Gibbs, school standards minister, has said that the “new teacher-led check will replace the SATs taken at the end of Year 2 to give a better understanding of a child’s starting point when they arrive at school and reduce the number of assessments in primary schools overall”.
The Department for Education (DfE) has stressed that “there is no need for teachers or parents to prepare pupils for the assessment” which is said to be reinforced by the fact that the raw scores will not be shared with schools, teachers or parents and that data will only be used to form the progress measure at the end of key stage 2.
The announcement has received mixed views such as from the NEU whose survey with UCL of 1,285 early years and primary school teachers found that 8 out of 10 teachers felt that RBA did not assess pupils’ current levels of attainment accurately. A report by the DfE and NFER however concludes that the assessment is “representative of a range of literary, communication, language and mathematic skills”.
NGA will keep our members updated on any further guidance or announcements concerning the RBA.
Reminder: Teaching Vacancies Service
Governing boards are reminded to make use of the Department for Education’s Teaching Vacancies service. This is a free job listing service to help fill teaching vacancies which ensures that money can be spent in the classroom instead. There is no limit to the number of advertisements which schools can publish. It is possible to directly upload and edit adverts, and even track the number of times your advert is being viewed.
As the body responsible for ensuring their school’s finances are managed effectively, those governing should be ensuring that any spending on recruitment advertising can be justified while this free service exists. If the board are conducting a headteacher recruitment process, the vacancy can be advertised through the site.
Department consults on safeguarding guidance
Those governing have a variety of obligations, but one of the most important is their commitments to safeguarding and ensuring that children at their school are safe. Governors and trustees should know that the key guidance which outlines their obligations is Keeping Children Safe in Education.
The Department for Education (DfE) is consulting on their proposed revised document for 2020. Additions to this version include a new section on children who need a social worker, and a rewritten part three which has been significantly edited for clarity.
NGA would encourage members to respond to the consultation themselves, or send any feedback to William Markey to input into our response.
Climate Change on the curriculum
The climate change conversation is continuing this week with more discussions on embedding climate change into the national curriculum. While in previous years the national curriculum included teaching environmental topics, this is no longer the case and pupils are pushing back.
Further details of the Teach the Future campaign, mentioned in NGA’s newsletter last week, were discussed in an article in TES which outlined the six fundamental goals of the campaign; a complete review of the education system, inclusion of climate specific knowledge into teaching training, an English Climate Emergency Education Act, changes to regulations on new state-funded educational buildings, a national Climate Emergency Youth Voice grant fund and a Youth Climate and Ecological Endowment fund.
With young people paving the way, there is a clear focus for the potential future of environmental education. NGA wants to know what you think about sustainable governing boards and to discuss more, please contact Madison Gough.
Calling out to all young governors
NGA’s annual school governance survey 2019 found that only 1 in ten governors are under 40, a finding which has been consistent over the past few years. In response, the Young Governors’ Network was set up to support young people involved in school governance and address the challenges they face.
We are pleased to announce a fresh set of YGN events for the coming months:
Sheffield – Thursday 17 September
These informal meetings will provide plenty of time for attendees to network and the YGN team will be facilitating a discussion on the role of governance in the new Ofsted framework. We hope that attendees will gain valuable ideas to use in both their governance and professional roles. Young people who are not currently governing, but are interested in doing so, are also welcome to come along and learn more about the role.
Celebrate everyday excellence in your school or college
Final week to enter the 2020 Pearson National Teaching Awards! These prestigious awards are the ‘Oscars’ of the teaching world, highlighting skill and dedication and shining a light on the whole profession.
Don’t miss the chance to be part of this celebration of teaching, which culminates in a glittering awards ceremony televised by the BBC as ’Britain's Classroom Heroes’. Entries close at midnight this Friday 28 February. Just being nominated gives a teacher, their school or college and students a sense of their value being recognised. Winning an award can have a huge impact, not just on the winner, but also on the wider community. You can read about how winning an award has made a difference to teachers as well as their schools and communities here.
The awards are open to all state and independent schools and FE colleges in England, Wales and Northern Ireland, and are free to enter. It’s easy to enter, and it makes such a difference - this is your chance to celebrate excellence in your school or college! Enter online at http://bit.ly/2Ti5p7a before 28th February 2020.
Watch the awards entry film at: https://youtu.be/bwAT7waEaGw
Revised secondary IDSR released
Ofsted has released the secondary inspection data summary reports (IDSR) for 2019, which have revised updates on key stage 4 data, destinations and data for disadvantaged pupils. The service is linked through DfE’s Analyse School Performance (ASP) which you can access by logging in here to find Ofsted’s IDSR - make sure to access the latest version which is dated 25 February 2020. There will also be a full refresh of all IDSRs with full year absence data, which is scheduled to be released April 2020.
For guidance on how boards can best use ASP to self-evaluate a school’s performance, NGA members can visit the knowledge centre for guidance. Additionally, the Department for Education has a guide specifically for the IDSR available here.
Secondary school and MAT league tables 2018/19 released
Benchmarking has become a crucial tool for governing boards when assessing a school’s performance in relation to other schools across the country and last Friday, the Department for Education (DfE) published the 2019 update of its key stage 4 league tables which shows how secondary school pupils performed across England in the last academic year (2018/19).
This resource not only provides those governing in secondary schools with information about their own school’s ranking in comparison with schools but it also provides insight into the performance of certain groups of pupils nationally, revealing that little progress has been made in closing the attainment gap between disadvantaged and non-disadvantaged pupils which has increased 0.4% from 2017/18.
The DfE has published two webpages with information to accompany the release of the tables, one for all key stage 4 performance and another specifically outlining the performance of MATs. A headline document outlining the key findings and differences in performance between groups of pupils has also been released.
When analysing data, governing boards need to ensure that they are assessing corroborating information from several sources. For more information on analysing school data, NGA members can visit the knowledge centre.
Pupils launch climate change bill
With upcoming climate strikes this week, environmental education has been a hot topic across the media. Meanwhile, Teach the Future, a campaign group launched by sixth-form pupils, has been working towards a “climate emergency education bill” which will be taken to parliament at the end of February.
The group is campaigning for a sustainable education system through radical educational reform which they hope will provide pupils with skills through useful curriculum content on the climate crisis. In the article, Joe Brindle, founder of Teach the Future, said, “we feel the education system is wasting our time, because we’re facing the biggest issue of our time, and our education isn’t even touching on it.”
The bill calls for a government review on how the system is preparing children for the future. The new system would include teacher training to provide standard climate emergency knowledge and for all new and existing state-funded education buildings to become net-zero by 2030. For governing boards, questioning how buildings are heated, how mental health implications of climate change such as ‘eco-anxiety’ are being addressed and whether environmental themes are embedded into the curriculum are good areas to begin with. ThoughtBox Education also provide a free climate curriculum guide that is available to download.
Extra funding to benefit T Level providers
The governing board has a key strategic role in ensuring that a
school’s curriculum is broad and balanced and, as far as possible, meets
the needs of all the young people in the school whether that is an
academic or vocational offer.
Last Friday, it was announced
that T Level providers will receive £110m in support to upgrade
buildings, invest in high-quality equipment and further develop
teachers’ skills. It is imperative that staff are well equipped to teach
and deliver curriculum related material, especially when teaching these
new qualifications. Governing boards may want to consider how good the
professional network of staff is as well as how, and if, the school is
finding out about excellent practice and key training where appropriate.
NGA’s knowledge centre
has a plethora of information on the board’s role in curriculum and has
guidance on this topic that those governing may find useful.
#PauseOfsted
The launch of the new Education Inspection Framework (EIF) at the
start of the past academic year has been followed with mixed reactions,
leading to a number of key voices across the sector to question the
role of Ofsted within the school system. Chair of the Headteachers
Roundtable, Stephen Tierney, expressed concerns
on the new framework, stating that the framework is “developing a new
orthodoxy a-one-size-fits-all Ofsted curriculum”. Amid these concerns,
the Headteachers Roundtable launched their #pauseofsted
campaign at their annual conference last week, urging all school
leaders to step back from any Ofsted inspection duties to enable Ofsted
to rethink both its role and how Ofsted can effectively drive standards
in the future.
Tierney has publicly questioned previously whether inspecting and
providing grades to schools is the best way to improve school
performance. The campaign, affecting an estimated 70% of school leaders
who are current practitioners, has already had an impact on Ofsted so
far. The National Education Union (NEU) has backed the campaign, urging
their members to stop working as Ofsted inspectors to challenge the
current school accountability system. The Association of School and
College Leaders (ASCL) meanwhile has stated that they are ‘not convinced
that this action is the best way forward to create a better system’.
NGA will be launching its own report exploring the initial impact of
and, more specifically, the role of governance in the new EIF in the
coming weeks.
Government to reform unregulated children homes
The government has put forward plans to reform the use of unregulated provision for children in care and care leavers. Currently, 6,100 children aged 16 or 17 are placed in unregulated homes, as well as around 100 under the age of 16.
The Department for Education’s proposals on the reform include:
- Banning using this provision for under 16s;
- Introducing national quality standards for providers (covering quality of accommodation, support, and protection of young people);
- Requiring local authorities and police forces to cooperate with each other;
- Increased Ofsted enforcement powers.
A consultation on the reform is now open, to allow individuals and organisations to share their views.
Looked after children are a particularly vulnerable group and around 70% of looked after children have special educational needs (SEN), and many have education health and care (EHC) plans. As such, the governing board’s oversight functions will include ensuring that the needs of looked after children are being met. For more guidance on this topic and pupil well-being more generally, please visit the knowledge centre.
DfE issues call for evidence on music education
The Department for Education (DfE) has this week opened a call for evidence for individuals to input their views on the role of music education and is seeking to hear from “a range of interested parties, including young people, parents, teachers, employers in the music industry and music educators”.
Those governing may wish to submit their own views on music education to inform proposals for a refreshed national plan for music education. The consultation is set to close on Friday 13 March 2020.
DfE issues advice to schools on Coronavirus
The government has issued advice to the sector on Coronavirus following the news that nine patients in England have tested positive for Coronavirus. The Department for Education (DfE) has said that “the overall risk of Coronavirus in the UK remains moderate” and has asked those in settings with young children and young people to display posters in relevant public spaces (available here).
It has also warned that parents/carers “should not be unduly worried about the possibility of your children catching the Coronavirus” and that “there is no reason why your children should not continue to attend their early years, school or further education setting as normal”.
Updates and further information on the Coronavirus from the Department of Health and Social Care can be found here.
Update from Emma Knights: influencing education policy
All of us at Governor HQ work hard to promote the interests of the school governance community and amplify the voice of those governing at a national level. We also bring governance expertise, evidence and perspective to many education policy discussions where it might otherwise be missing. This new monthly update is not just to keep members informed of topical issues but also to give you another opportunity to tell us what you know or would like to see.
Our relationship and regular dialogue with colleagues in the Department for Education (DfE) governance team helps ensure that the experiences and concerns of our members are reflected in a number of areas, such as the design of communications and guidance, system leadership, governor and trustee workload and governance in MATS. As a result of our relationship with the DfE they are attending our annual clerks conference on 2 March to gain valuable insight from those attending and discuss the support and professional development required in order to make clerking more consistently effective.
Last month I attended the launch of Ofsted’s annual report, where I not only heard with interest from HMCI Amanda Spielman about the activity of Ofsted over the past year and her current priorities, but also obtained a commitment from Ofsted to work with NGA on their research and review of the new education inspection framework. We continue to monitor governing boards’ experiences of inspection and will be publishing a report with recommendations for some change next month.
I am a member of the Department for Education’s headteacher standards review group which is doing what it says on the tin. As part of that work, NGA organised consultation groups with governors and trustees in London and Birmingham for the DfE to hear their views on the proposed changes, currently still confidential. This input will help shape the final version of the standards which will require Government ministers to sign off.
Steve Edmonds, our director of advice and guidance, participated in Education Support and National Association of Headteachers’ (NAHT’s) roundtable on managing the mental health and wellbeing of school leaders and staff during these compulsory changes. Governing boards will have an instrumental role to play in the new Relationships and Sex Education curriculum, especially in engaging with parents.
We have also responded to the consultation by the School Teachers' Review Body (STRB) on teacher and leaders pay. This year policy on remuneration is higher profile than ever. We expect most NGA members would welcome, as we did, the Government’s intention to increase teacher’s starting pay to £30,000 a year nationally by 2022, but might be wondering about affordability and the knock-on effect for more experienced teachers. The governing board’s role in overseeing the school/trust’s budget may be in sharp relief with the role as the employer of staff in many schools. We would very much welcome views on this; this is only the first step in a significant consultation process.
I was also pleased to represent the governance perspective in the Youth Sports Trust consultation about wellness in schools, and to attend a meeting of NAHT’s School Improvement Commission which is considering how schools can be best supported to improve.
If you have views on any of these issues, please email me at Emma.Knights@nga.org.uk
Recent school funding announcements
The management of financial resources is a core function of governance and the following school funding announcements will be of interest to those who govern.
The School and Early Years Finance (England) Regulations 2020 were laid before parliament on Thursday 30 January. The regulations ensure that in 2020/21 every secondary school will receive at least £5,000 per pupil, and every primary school at least £3,750 per pupil – on the path to £4,000 the following year. This additional funding is provided through the National Funding Formula (NFF) and included in local authorities’ Dedicated Schools Grant allocations. The new regulations require local authorities to deliver the minimum per pupil funding levels to all schools in their area.
The DfE has also published experimental statistics on school revenue funding in England from financial year 2010 /11 through to 20/21. The statistics aim is to provide an overview of trends in school funding over recent years, as well as detailed information about funding allocations for individual schools for 19/20.
Funding remains a key issue for governing boards and NGA’s Funding the Future campaign has been instrumental in securing more money for our schools. The £7.1 billion increase that the government has promised over the next three years (the first part of which will actually reach schools by April) will not solve all the issues faced by governing boards, but it is still progress.
The Funding the Future campaign will therefore continue, but with a different emphasis and focus on those areas that are under most pressure, specifically high needs, early years and 16-19 funding. NGA remains committed to supporting those who govern to make the most effective use of what we have and ensuring financial sustainability. Further guidance for NGA members is available in the knowledge centre.
Children’s mental health under the spotlight
To coincide with #ChildrensMentalHealthWeek (3-9 February) the children’s mental health charity PlacetoBe and the National Association of Headteachers (NAHT), have published a survey of school leaders which reveals that the number of schools commissioning professional help for children’s mental health issues has increased significantly since 2016. Whilst the survey highlights an improved knowledge and recognition of pupil mental health in schools, it also draws attention to the difficulties that some pupils are experiencing in accessing the specialist support they require. The survey revealed that the number of schools having to use their own funds to access professional counselling services for their pupils has doubled in the last three years.
In a blog written this week, Madison Gough, Policy and Information Officer at NGA, looks at the role of the governing board in developing and nurturing an inclusive environment that endorses good mental health for pupils. NGA also provides a range of guidance for governing boards on pupil mental health and wellbeing that refers to the importance of both early intervention and access to professional support.
School uniform guidance to be given statutory backing
On Wednesday, Mike Amesbury, Labour MP for Weaver Vale and a shadow minister, introduced a private member’s bill which aims to give the Department for Education’s school uniform guidance a statutory basis. The government has given its support to the bill therefore it is likely to pass and e become law.
The DfE’s current guidance strongly recommends a number of important points for governing boards to consider when setting a uniform policy. This include the importance of taking cost into account, including by evidencing that the best value for money has been achieved from suppliers. This means being wary of single supplier contracts. The guidance also highlights the relevance of discrimination law, encouraging schools to carefully consider requests to vary the policy to accommodate pupils’ religion, ethnicity, gender and other protected characteristics.
NGA has recently updated its guidance for governing boards on setting and reviewing school uniform policy. The topic was also covered in a blog written by Michael Barton, NGA advice officer, in September.
Questions Ofsted inspectors should ask about teacher workload
The extent to which leaders effectively consider workload and well-being is an increasing focus for Ofsted when conducting inspections. In an article published in the Tes this week, Yvonne Williams, a long serving practitioner, outlines five questions that Ofsted inspectors should be asking leaders during inspections. The questions encourage leaders to undertake a well- rounded analysis of how workload is monitored and how the needs of both teachers and pupils are met.
Findings contained in both the Teacher Workload survey and Ofsted Annual Report show that workload is still too high and teacher satisfaction is low. The latest release of school inspection reports indicates the emphasis that Ofsted are placing on the efforts that leaders are making towards improving and monitoring teacher workload, well-being and professional development.
Governing boards have a responsibility to ensure that staff well-being and workload is monitored, to promote a positive working environment and remove excessive demands that are placed on teachers. NGA members can read more on this in the knowledge centre.
Six steps to support pupils with literacy challenges
This week, Tes published an article providing six steps to support pupils with literacy challenges. The article underlines pupil’s learning and development of literacy as the fundamental element of what children need to learn at school. The ‘six steps’ encourage teachers to build on learning progressively and at a considerate pace for struggling pupils, the steps also extend beyond the classroom through to homework that is set and providing reflection on what pupils are learning. The article recognises that there is a “continuum of severity but all challenges should be recognised and acknowledged”.
Governing boards have an important role in the development and monitoring of strategies for improving the literacy and numeracy skills of their pupils. This includes identifying and supporting pupils that are struggling with their literacy and numeracy skills. The Governance Handbook says that governing boards should have a strong commitment to improving educational standards through the development of appropriate levels of literacy and numeracy. Boards should proactively ask questions relating to the learning of literacy such as “is the school promoting high-quality provision in literacy and numeracy to make a positive impact on the attainment of pupils?”
Places remaining at NGA Midlands regional conferences
The first regional conference of 2020 is fast approaching and there are a final few places available to members in the Midlands who want to join us in Nottingham on Saturday 29 February.
We are delighted to welcome Professor Toby Greany, Chair in Education at the University of Nottingham, who will be delivering our keynote presentation, and Katrina Gueli, Ofsted Regional Director for East Midlands.
Places are also available at our South East regional conference in Reading on Saturday 28 March, which will include a presentation given by Christopher Russell, Ofsted Regional Director for South East.
To secure one of the remaining places, please visit nga.org.uk/Events.
New look Governing Matters launched
Over the last week, you should have received your new look Governing Matters magazine. We have invested a lot of time in creating a new look that we believe will improve the magazine. As part of the redesign, we have prioritised the environment and removed the plastic packaging from the magazine.
Highlights in this first edition of the new look magazine include:
- Collaboration and competition – an interview with Professor Toby Greany
- A sustainable future – approaching 2020 with a greener agenda
- A look at the best bits from NGA’s annual conference 2019
- Addressing mental health and wellbeing – a look at how two school’s are fighting to improve mental health
In addition to the new look, we will shortly be launching a new monthly Governing Matters e-newsletter that will give you the highlights of the magazine and more of our blogs, guidance and research that will support you.
We hope you enjoy the new look magazine and newsletter, please let us have your feedback at editor@nga.org.uk
New research on the time it takes to chair a MAT
Being the chair of any school governing board is a significant and important responsibility. For chairs of multi-academy trusts (MATs), new NGA research has shown that the role has additional demands; with MAT chairs often spending additional time engaging with lead executives and maintaining effective governance across a large orgainsation.
However, the research also reveals that, despite the heavy workload, over a quarter of MAT chairs had not yet explored strategies which could help make the time commitment of their role more manageable.
Commenting on the research, Emma Knights, chief executive at the NGA, said: “The commitment, resilience and passion of MAT chairs interviewed is highly commendable … [but] … modelling the chair’s role as something which is sustainable and realistic is essential if MATs are to benefit from talented successors leading their board. Getting this balance right and ensuring everyone on the board plays their part is an age old challenge, but one which this research shows is more important than ever”.
For the full press release, click here. Alternatively, the full research report can be found on NGA’s research page here.
New insight on academy governance is essential reading for MATs taking on new schools
Kreston International has produced its latest annual report into academy trusts, drawing upon data from 360 single and multi-academy trusts.
Since 2015, Kreston’s annual report has provided trustees with expert financial benchmarking information. The headline for this year is that, for the first time since 2015, “all trusts are now in an average surplus position” due to “additional income streams which are either non-reoccurring or non-guaranteed”.
The report is essential reading for any MAT considering expansion, offering fresh insight into the risks associated with taking on financially struggling schools. The report also combines NGA’s own MAT insights with data from Kreston’s client survey. Echoing NGA’s Moving MATs Forward concerns around governance communication, the report outlined that “it is not uncommon for requests of information by trustees to go unactioned by the Senior Management Team …. due to workload issues”. While “Trustees can repeat requests … [they] … still struggle to get the work done without getting involved in … detailed operations”. The report also refers to the ability of MAT governance professionals “to provide governance expertise, create capacity, and support the trust board”.
For more on MATs, please visit the dedicated page on the NGA Knowledge Centre.
Leaders and schools share and explore education ethics at annual summit
On Thursday, schools shared the impact of ethical decision-making and experts explored ethical education issues at the second Ethical Leadership Summit (30 January 2020), which marked the one-year anniversary of the Framework for Ethical Leadership in Education.
Five schools, which are amongst over 200 pathfinders using the Framework to embed ethical leadership in their settings, shared their experiences. Delegates also had the opportunity to discuss ethical challenges they are facing in their work and reflect on how the language and values of the Framework could help them overcome issues. Amongst the ethical dilemmas reported were having the courage to step away from high-stakes accountability to focus on a holistic education; how to introduce ethics to leaders who think that they are doing fine without it; and how you balance challenging children to learn with their mental wellbeing.
For more on the day, go to NGA’s news page.
Pupil premium increase for 2020/21
The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils. Governing boards are accountable for how pupil premium funding is spent and play a significant role in signing-off and monitoring a school’s spending strategy.
This week, the government has confirmed the amount of pupil premium funding for 2020/21, with schools due to receive an uplift in line with inflation.
This means that, from April 2020, schools will now receive:
- £1,345 for primary schools or £955 for secondary schools for every pupil on roll that has been registered for free school meals (FSMs) at any time in the last six years
- £2,345 per pupil looked after by the local authority at any time in their lives
- £310 for every pupil registered as a ‘service child’ at any point in the last six years or those ‘in receipt of child pension from the Ministry of Defence’
Governing boards should pay close attention to the pupil premium in their school as it represents a significant amount of money. Those governing should ensure that the funding is used to enable eligible pupils to reach their full potential by directly addressing “barriers to learning”, whether these are pastoral or educational in nature.
For practical tips on how to spend the pupil premium, as well as more information on the governing boards role in the spending process, please visit the Spotlight on Disadvantage page on the NGA website.
Department for Education release School Resource Management Adviser evaluation
The Department for Education has released an evaluation of the School Resource Management Adviser (SRMA) programme, aimed specifically at school trusts. Last year, it was announced that the pilot had been renewed until the end of the 2020 school year.
The evaluation gives “an expert view” on school resources management working with academy trusts, and has indicated that SRMAs have engaged with governing boards in the pursuit of improving their arrangements and oversight of finance. The report states that a key part of the approach has been looking at “ integrated curriculum and financial planning (ICFP). Put simply… looking at curriculum planning, timetabling and how much that costs…It is not a new approach, it has been championed for many years by schools, trusts”.
Findings include that trusts have valued the support from expert peers, and the pilot has led to SRMA’s identifying over £35 million “op opportunities for reallocation of funds. For more information on the boards role in achieving value for money, view NGA’s suite of guidance in the knowledge centre.
New report on The State of Children’s Mental Health Services
On Thursday, Anne Longfield the Childrens Commissioner for England released a report on ‘The state of children’s mental health services’. The report acknowledges the sheer scale of the problem for mental health service provisions for children and the detrimental effects of inaccessible support. NHS statistics reveal that approximately 13% of children between the ages of 5 and 19 have at least one mental health disorder that is diagnosable.
The report reveals how more and more children are becoming aware of their own mental health and more importantly, how they are becoming more prepared to discuss it. The unfortunate downside, is that children are also aware of how difficult it is for them to access help. For children mental health services, access to support continuously remains the biggest issue.
In an article written for NGA’s Governing Matters, Catherine Roche discusses the importance of the role of governors, taking a whole school approach and the important benefits of sourcing extra support. For more information, NGA also provides guidance for pupil mental health and wellbeing.
NGA’s SEND advisory group
NGA will be hosting its termly Special Educational Needs and/or Disabilities (SEND) advisory group which is open to all NGA members that are interested in SEND governance on Wednesday 1 April 2020.
The SEND advisory group provides an opportunity for those governing to network and exchange information and good practice. It also provides a platform to discuss issues relating to special provision, how to meet the needs of pupils with special educational needs and disabilities (SEND) and current policy in this area. NGA takes into account the views of the SEND advisory group when developing policy, guidance and responding to consultations that relate to SEND provision. We welcome suggestions for the agenda and discussion topics for the next meeting.
For more information or to book your place, please contact Adelaide Chitanda
Amanda Spielman launches Ofsted’s Annual Report
Ofsted launched their Annual Report this week, with Her Majesty’s Chief Inspector Amanda Spielman describing Ofsted as a “force for improvement” which occasionally means giving “difficult messages to hard- working, hard- pressed professionals”.
The annual report finds that overall, the quality of education and social care in England is improving however, further action is required to support pupils that are being left behind.
The report reflects on the impact that the new framework appears to be making such as, increasing the visibility of pupils with SEND, improving teaching workload and well-being and monitoring behaviour in schools.
Amanda Spielman’s speech reflected on many of the key findings in the report such as off-rolling, supporting pupils with SEND, social care, illegal schools, multi academy trusts, early years and much more. To view the full speech, click here.
The report findings suggests the quality of education over the year has developed a positive picture whereby analysis had found:
- 86% of schools are judged to be good or outstanding;
- 96% of early years are judged to be good or outstanding and;
- 81% of inspected further education and skills providers are judged to be good or outstanding.
In February, NGA will be releasing its own research report
exploring the impact of the new framework, and specifically the ongoing
role governance is playing in inspection.
Ofsted report: Pupils with SEND struggling to access good quality education
The governing board is responsible for the culture and ethos of their schools. An effective governing board is one that sets a culture and ethos which is welcoming and provides an environment in which all pupils can thrive and reach their full potential.
In order to do this, each governing board needs to know that pupils with SEND are getting the best possible opportunity and that outcomes reflect this. it’s imperative the full board see SEND as their collective responsibility, not leaving it just to a SEND link governor or trustee .
SEND was a key feature in Ofsted’s annual 2018-19 report, which emphasises flaws in the quality of education and support being provided to pupils with SEND.
The report found that “pupils with SEND in mainstream schools can also struggle to access good-quality education” and that pupils with SEND are five times more likely to have a fixed-term exclusion compared to pupils without SEND. The governing board has an essential role in driving the inclusion of SEND within the organisations culture.
NGA’s aims to provide those that govern support in developing and strengthening their SEND approach which can be found through Knowledge Centre and Learning Link. Additionally, NGA will be holding its termly SEND advisory group meeting in April. For more information contact Adelaide Chitanda.
‘Three-fold disconnect’ between pupil aspirations and jobs, report finds
Five times as many young people want to find a job in art, culture, entertainment and sports, as there are jobs in the sectors, finds a report from the charity ‘Education and Employers’. The report, titled ‘Disconnected: Career aspirations and jobs in the UK’, surveyed over 8500 pupils aged 14-18, finding that the sectors young people aspire to work in differ greatly from the jobs that are available to them.
The majority of young people are certain about their job choice, but most reported that they have only received limited career support from their schools. However, pupils who reported greater careers activities during their secondary education had aspirations better connected to the labour market.
These findings should remind those governing on the importance of your school’s career services and education, which should form part of a broad and balanced curriculum. NGA have produced guidance on the role of the governing board in ensuring that their school or trust offer a high quality careers service.
Five Big Questions survey asks for national conversation on improving early childhood
On Wednesday, An online survey with five key questions has been launched by the Duchess of Cambridge through The Royal Foundation. Called the Big 5 Questions, it aims to “spark the biggest ever conversation on early childhood that will ultimately help bring about positive, lasting change for generations to come”. The five key questions are:
- “What do you believe is most important for children growing up in the UK today to live a happy adult life?”
- Whether the survey taker believes nature or nurture has a greater role in childhood development
- Which period in a child’s life is the most important to create health and happiness in adulthood
- How the mental health of a parent or carer influences the development of their child
- Whether parents, society, or shared responsibility between both give children the “best chance of health and happiness.”
The survey can be completed in a few minutes and is open for all adults aged 16. All governors and trustees may be interested in filling out the survey but it may be of particular interest to those governing in early years’ settings. Have your say on the ‘Big 5 Questions’ here.
What’s new from the DfE: Period Product scheme is now open
The government launched the Period Product scheme on Monday, meaning schools can now order free period products through the PHS portal on the DfE website. The department states: “Period products should be available for all who need them, when they need them, in order to access education.”
Period poverty affects one in ten young girls across the UK. Plan International UK declared 49 per cent of girls missed an entire day of school due to their period. Stress from cost, lack of knowledge and social stigmatisation can be both detrimental to education potential as well as having a huge impact on mental health and wellbeing.,.
The DfE has produced guidance for the scheme with information on eligibility, ordering and choosing ways to distribute products. The guidance urges schools to involve pupils on the types of products ordered and to consider the environmental impact of products.
DfE publishes its recommendations on teacher pay for September 2020
The Department for Education (DfE) has proposed a pay increase for all teachers in its submission to the School Teachers’ Review Body (STRB), which makes recommendations on the pay, professional duties and working time of school teachers in England.
It is proposed that starting salaries for teachers should increase by up to 6.7 per cent and that experienced teachers (those on the upper pay scale), heads and school leaders receive a pay increase of 2.5 per cent.
The DfE has stated that the proposed pay increases are affordable to schools given the level of investment in the education system.
In its submission to the STRB, NGA has welcomed the government’s declared intention to increase teacher’s starting pay to £30,000 a year nationally by 2022 as a meaningful attempt to position teacher pay amongst the most competitive in the graduate labour market. However, it has also questioned whether additional funding for schools promised by the government is enough to both support governing boards to reverse the real terms cuts many have experienced to their budgets since 2010, and allow them to manage the increase in teacher starting pay and the likely increases in upper and leadership pay to keep them in line
The STRB will make its recommendations later this year, but the final decision lies with the DfE.
The Institute of School Business Leadership publishes its professional workforce survey
The Institute of School Business Leadership (ISBL) has published its report of a survey of over 900 school business professionals that is describes as one of the most significant it has ever undertaken.
The findings will be of real interest to governing boards given the valuable contribution made by school business professionals towards the effective leadership and management of schools and trusts, including the management of financial resources; a core function of governance.
Governance also has an important part to play in responding to key issues raised in the report, such as the need to attract a more diverse workforce of school business professionals, succession planning as a response to an ageing workforce profile and investing in the CPD of school business professionals to encourage their professional growth and increase their effectiveness.
The full report is available here.
Plans to end inspection exemption for Ofsted outstanding schools
The Department for Education (DfE) has issued a consultation to gather the views on the exemption from routine inspection that applies to some outstanding schools and other education providers.
The government is proposing that “Ofsted will visit all schools judged to be outstanding within the next 5 academic years”, with Gavin Williamson, secretary of state for education, stating that “although we continue to trust our best schools and colleges to get on with the job of educating, without Ofsted standards would go unchecked and the exemption meant there is often not an up to date picture”.
The consultation issued this week is for headteachers, teachers and governing boards to complete and will close on 24 February 2020. For more information about the consultation and the proposed approach to lifting the exemption, please click here. To complete the consultation, please click here.
In related news, Ofsted is planning to carry out research exploring how inspectors might look at financial decision-making in schools. This is particularly relevant to the third core function of governance and was briefly mentioned in a blog by Daniel Mujis, Ofsted’s deputy director of research and evaluation. This research will be complete by early Autumn 2020.
Emma Knights blogs on board diversity and NGA’s Everyone on Board campaign
The argument for diversity of experience and background on governing boards is now mainstream, writes Emma Knights in a new blog, as it is recognised that a diversity of perspectives leads to more robust decision-making.
NGA is continuing the Everyone on Board campaign to address the underrepresentation of people from ethnic minorities and people under the age of 40 on governing boards. This year, NGA will be extending its work to address the representation of LGBT+ people on governing boards. Emma explores whether growing awareness of the need for greater board diversity – alongside the campaign and work with grassroots organisations – has led to greater board diversity in practice. Emma also sets out NGA’s plans for work on equalities and diversity for 2020.
Click here to read the blog.
Is the environment on your agenda? We want to hear from you!
This year, NGA is talking about greener governance. NGA recognises the importance of discussing the role of the governing board in tackling the global climate crisis. Whether incorporating environmentalism into a broad or balanced curriculum, or looking to reduce a schools’ environmental impact, putting more emphasis on environmental issues is a key part of preparing pupils for life in modern Britain and building a sustainable future.
NGA want to hear about what you and your board are doing. Let us know if and how your board has managed your school’s environmental impact, or discussed climate change in relation to the curriculum, or even if this is a topic that has yet to get on the agenda – we are interested to hear your insight.
If you would like to discuss your experience or any thoughts on the topic, please contact madison.gough@nga.org.uk for more information.
Secondary schools can access £3,350 for PE and sport provision and teacher development
Ensuring that staff have access to appropriate continuous professional development (CPD) opportunities, and that teachers are equipped to teach a broad and balanced curriculum, is an important part of the governing board’s role.
Sports England, in partnership with the National Lottery, has secured £3,350 for every state secondary school in England designed to provide teachers with access to professional development. Putting pupils’ enjoyment and whole school outcomes at the heart of physical education (PE) and school sport.
The funding is flexible and can be used to upskill teachers, improve the quality and breadth of PE, and develop schools’ PE and physical activity offer so that it acts as a lever for wider educational outcomes.
Any state school that educates pupils aged 11-16 years is eligible, but funding will only be awarded through teaching school alliance (TSA) and school partnerships. Governing boards should therefore consider alerting their executive leaders to this opportunity so that the school can contact their TSA and request them to submit an expression of interest on their behalf.
The deadline for the next phase of the programme is 5pm, Friday 7 February 2020 so it is important that schools contact their TSA as soon as possible. Click here for more information.
SENCO report released by National Association for Special Educational Needs (NASEN) and Bath Spa Uni
Governing boards have a duty to ensure that the needs of pupils with special educational needs and disabilities (SEND) are being met and, as an extension of this, that the SENCO has adequate time and resources to exercise their duties.
Findings from new research conducted by Bath Spa University and NASEN has highlighted the difficulties special educational needs co-ordinators (SENCOs) face in relation to completing the administrative tasks that come with the role. The research found that 74% of respondents cited that a majority of their allocated SENCO time was taken up by administrative tasks. Specific issues included the time needed to complete education, health and care plan (EHCP) needs assessment requests, and the paperwork requirements from local authorities in relation to the evidence for referrals.
The time allocated for the role was also a concern for respondents with 96% stating that SENCOs should have legally protected time.
NGA would expect that the SEND governor/ trustee meets the SENCO on a routine basis when undertaking their responsibilities in relation to SEND. Boards should also invite the SENCO to meetings when appropriate. Visit the NGA knowledge centre for more on the governing board's role in relation to SEND.
NGA’s clerks’ conference
Places are filling fast for NGA’s clerks’ conference in Birmingham on 2 March 2020.
Our legal partners, Browne Jacobson, will be running workshops on the general data protection regulations (GDPR) and clerking exclusion panels to help inform clerks of the legal responsibilities relevant to these topics.
The conference will also include a panel discussion on the changing role of the “governance professional” and discuss whether the term “clerk” is still appropriate. NGA will also be reporting on the findings of their research on clerks’ pay.
To book your place, please click here.
Latest DfE newsletter for governors and trustees
The Department for Education (DfE) has released its first newsletter of 2020 for governors and trustees.
This edition outlines the DfE’s key priorities for the year and acknowledges the valuable contribution that those governing bring to schools through a message from Lord Agnew, minister for the school system. The message reminds governors and trustees to refresh their knowledge through the statutory policies for schools and academy trusts guidance. Lord Agnew reaffirms that clerking is a key priority for the DfE this year and notes that the response to the consultation on financial transparency will be published soon.
The newsletter also includes information about:
- the clerking competency framework
- the ongoing Ofsted consultation concerning outstanding schools
- updating members’ and trustees' email addresses on the Get Information about Schools database
Funded training and development programmes are also signposted for chairs, vice chairs, committee chairs and clerks to increase expertise and increase board effectiveness. NGA is a provider of these programmes, with more information available here.
GCSE tier entry must be appropriate to avoid students being ungraded
Sally Collier, chief regulator at Ofqual, has written the following message for governors and trustees about ensuring appropriate entry to summer examinations for pupils taking their GCSEs:
The entry deadline for the summer exams is
fast approaching and schools will be making important decisions about
which tier to enter students for, in those GCSE subjects that are
tiered. Inappropriate entries risk leading to students being ungraded.
Governors will want to be aware of the advice we have previously provided to schools and colleges.
In general, a student who is expected to achieve a grade 4 or grade 5
should be entered for foundation tier. Previously, we have been aware
that some membership organisations recommend the opposite, but that puts
students at risk of missing out on a grade (two grades for combined
science) if they do not perform as well as expected.
There is a ‘safety net’ grade on the higher tier, for those who just
miss a grade 4 (4-4 on combined science) but it is narrower than a
normal grade, and students will receive an ungraded result if they miss
that.
A grade 4 gained on the foundation tier is the same as a grade 4 gained
on the higher tier, and this is also the case for grade 5. Exam boards
are required to make sure that it is no easier or more difficult to
achieve a grade 4 or 5 on higher or foundation tier. There is nothing on
certificates that details the tier of entry.
More information about what schools should bear in mind when thinking about summer entries can be found on the Ofqual blog.
Further information on examinations and GCSEs grading can be found on the NGA knowledge centre.
Education secretary looking for more free schools outside of London and the South East
Free schools are set up by charities, universities, independent schools, community and faith groups, teachers, parents or businesses. The free school programme allows for the creation of new schools in England and has a significant impact on competition and educational provision in a local area. Multi academy trusts (MATs) have been amongst the most engaged in setting up free schools.
Concerns were raised this week that free schools are disproportionately situated in London and the South East. The secretary of state for education, Gavin Williamson, has called for more free schools to be “rolled-out, spread much more widely through the midlands, the north and the south west of England”. Schools Week has, however, suggested that expansion of the programme outside of the South East has been hindered by “other structural issues”. Of all free schools that have needed to close since the programme began, 87% were established outside London.
Those governing may be interested in the free school’s programme for a number of reasons, ranging from trustees of a MAT looking to set up their own free school, to others who are interested to know how the programme may affect provision in their area. More information can be found here.
Emma Knights: Welcome to the New Year and new newsletter format
Welcome
to the NGA’s new look newsletter. This is sent to all our members every
Friday during term-time. The team here at GovernorHQ aim to make this
essential reading for every governor, trustee, clerk or governance
support manager. We are very aware of the amount of time you give to
this role, and so we tailor the briefings on government policy
announcements, new guidance, relevant consultations, research, any
legislation, education media stories to the governing board’s role and
what you need to know in order to govern well in the interests of your
pupils.
Last term many of you completed the NGA membership survey, and some of you said you didn’t like having to log onto the website to read the full newsletter. So we listened and changed the newsletter. Here we have the full newsletter delivered straight to your in-box; it only includes links for more in depth information. Do let us know what you think about the content or the format. We love to hear from our members.
For 2020 we have also introduced annual regional conferences in response to their growing popularity. This term bookings are now open for Spring conferences in the East Midlands; London; South East and West Midlands, and in the summer term we’ll be in the North West.
The Secretary of State of Education, Rt Hon. Gavin Williamson CBE MP, sent a new year message to the sector in which he said “education is going to be at the very forefront of our efforts”. He confirmed that the government is investing an additional £2.6 billion in schools in the coming financial year. He concluded “We have an ambitious agenda to deliver and I will continue to listen to you, the experts. We all want the same thing: to make our education system one that delivers for all our young people, no matter which part of the country they live in, and no matter their background. Thank you for your help, your dedication and your commitment. Together, I’m confident that we can achieve more.”
Ofsted - Fight or Flight? How ‘stuck’ schools are overcoming isolation
Improving governance has been identified as one of three core factors which will help a “stuck” school out of a cycle of poor educational performance regardless of persistent issues, according to a new report from Ofsted.
Ofsted released its evaluation report this week with the aim of identifying “why some consistently weak schools are able to improve while others are not”.
A summary of the report, including NGA’s response to it, can be found on the NGA news page, where NGA’s chief executive, Emma Knights, emphasises that several issues presented in the report can be resolved by going back to basics of effective governance, while Sam Henson, NGA’s Director of Policy and Information, reflects on the need to have clear separation between the executive and governance level.
NGA provides guidance and support materials on Ofsted and governance which can be found through the Knowledge Centre and Learning Link.
Board Dynamics Guidance Published
Effective governance requires effective teamwork: governors and trustees as colleagues working collaboratively to achieve a goal underpinned by a solid understanding and respect for each other’s roles and circumstances. On Wednesday, NGA was pleased to publish Creating the Right Dynamics: A Guide to Help Governing Boards Work Effectively as a Team. This concise and practical guide advises those governing how to construct an effective team dynamic, and how to respond where relationships are acting as a barrier to effective governance.
The guide provides useful tips and strategies which should support those governing in navigating challenging individuals and situations within their boards. We also encourage those governing to use the guide as an opportunity for reflecting on the dynamics influencing their board, from personality types to outlooks, considering whether there are any opportunities for improvement.
Effective collaboration and relationship building is at the heart of effective governance. In this regard, this guide builds upon the guidance already provided in the recently updated What governing boards and school leaders should expect from each other in supporting those governing in collaborating effectively.
Local Authorities hiding exclusions with “tricks”, says think tank
Governing boards play a critical role in exclusions, with NGA’s recently updated exclusion guidance clear that they should be used as a last resort.
A new report from the Centre for Social Justice has identified that a fifth of local authorities have a lower than average rate of exclusions but a higher than average number of “unexplained exits” to alternative provision. As the government only collects national data for exclusions, this means that the statistics may not reflect the true picture of student mobility due to behavioural issues.
Many schools take measures to avoid formal exclusion through so-called voluntary “managed moves”. Such arrangements are sometimes a viable alternative to exclusion and can be in the best interest of the pupil. However, closely linked to this is the illegal practice of “off-rolling” where decisions to remove a pupil from roll “are taken primarily in the interests of the school” and not the pupil.
Governing boards need to understand when pupil exists are appropriate. Those governing should discuss “managed moves” with their headteacher and satisfy themselves that decision have been made with the consent of parents and pupils and are firmly in the best interests of pupils.
School governors and trustees recognised for service to education in New Year’s Honours
Several school governors and trustees have gained recognition for their services to education in the New Year’s Honours list 2020. Those receiving awards for school governance include:
- Dr Katherine Sarah Chhatwal, chief executive, Challenge Partners, trustee, STEP Academy Trust, London, and trustee, The Charter Schools Educational Trust. For services to education.
- Mrs Barbara Kay Böhm, Governor, Chaigeley School, Warrington. For services to education in the UK and East Africa.
- Amy Leonard, Founder, Transformation Trust. For services to young people and education.
- Mrs Valerie Cadd, Chair of governors, St John's CE Academy, Darlington and leader and commissioner, Girlguiding UK. For services to education.
- Mrs Katharine Lesley Maddock Fisher, Chair, Little Discoverers, West Norfolk School for Parents, Kings Lynn. For services to children with disabilities and their families.
NGA would like to congratulate all recipients who received awards. NGA believes it is important to recognise and reward governors and trustees for their role in improving the education of children and young people, and to celebrate the impact that school governors, trustees and clerks are making in their communities. To encourage the nomination of governors and trustees for honours, NGA has prepared guidance to support this.
One size does not fit all: meeting the challenge of governance professional development
We all want our schools to achieve the best education for our pupils but how ambitious are we for our own learning? The expectation is clear: boards are responsible for ensuring the right competencies around the table and this means accessing credible professional development (PD) when needed.
NGA offers quality assured face to face PD nationwide through a growing network of experienced consultants. We take time to scope the support you need. So, for example, for each MAT we clarify how its governance works in practice to ensure that the training is relevant. With local authorities and teaching school alliances we have developed bespoke programmes that suit the particular needs of those governing in their schools, designing new courses where necessary.
All key aspects of governance are covered. This year our new Preparing for Ofsted workshop has for obvious reasons proved very popular. In response to demand we have developed other new courses covering the governance role in risk management and managing change.
If you think you or your board would benefit from some focussed professional development then there has never been a better time to find suitable, credible and engaging trainin, please email trainingadmin @ nga.org.uk
NGA spring events
Bookings are now open for our spring conferences. With an exciting line-up of speakers focusing on the challenges and opportunities for school governance at local and national levels.
Regional conferences
- 29 February – Midlands regional conference, Nottingham
- 21 March – London regional conference
- 28 March – South East regional conference, Reading
Clerks’ Conference
Places are booking up fast for the Clerks’ conference on the 2 March. To secure one of the remaining places visit nga.org.uk/Events.
Save the Date
Looking ahead to the summer term, we can now confirm the dates for our summer conferences.
- NGA summer conference - 6 June, Manchester
- SEND conference 4 July, Birmingham