Welcome Agenda Welcome Tina Gimber, Leadership & Governance - - PowerPoint PPT Presentation

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District Governor Briefing

Spring 2016

Welcome

Agenda

• Welcome

Tina Gimber, Leadership & Governance

• Kent Governor Association

Steve Hammond / Steve Wisbey KGA Reps.

• Inclusion and Attendance Service

Heidi McGee / David Boyd

• Governor Recruitment

Tina Gimber, Leadership & Governance

• In the News / Governors’ Discussion Points & Networking

KGA Representatives/Tina Gimber, Leadership & Governance

Polite Reminders !

• Housekeeping
• Paper free !
• Have you signed the register?
• List two actions that you will complete following this

discussion.

• Please complete the online evaluations

(direct to you via email)

Kent Governors Association

KGA Representatives Steve Hammond - steveandjoindeal@gmail.com Steve Wisbey - steve@nicltd.co.uk KGA Information - aims, objectives, meeting dates: http://www.kelsi.org.uk/school- management/leadership/governors/kent- governors-association

Spring 2016

David Boyd Heidi McGee

PRU Inclusion and Attendance Service

Early Help and Preventative Services

PRU Inclusion & Attendance

Head of Service Ming Zhang North

South

East

West

Central

PUPIL REFERRAL UNITS

Where we Fit in the EHPS

Area Head of Service 4x KR15 District Manager 12x KR13 Early Help Unit Leader 44x KR11 Senior Early Help Worker (Unit) 43x KR9 Early Help Worker (Unit) 129x KR7 Support Officer (Unit) 22x KR5 Casework Manager 5x KR12 Delivery Managers 12xCC + 12xYH KR11 Senior Early Help Worker (Open Access) 51.5x KR9 Early Help Worker (Open Access) 53.69x KR7 Early Help Support Worker (Open Access) 100.83x KR4 District Partnership Manager 8x KR11 4x Seconded Partnership Managers Business Development Officer (Area) 4x KR8 Senior Support Officer (District) 12x KR6 Support Officer (Open Access) 29.5x KR5 Support Assistant (Open Access) 56x KR3 Area Education Lead 4x KR12 Attendance and Inclusion Advisors 7.44x KR9 School Liaison Officers 14.32x KR7

Referral criteria

• PRU, Inclusion & Attendance Service - Referral Criteria
• (school attendance)
• An AS1 referral should only be completed for straightforward

attendance cases. Where a case is not straightforward and there are family and social issues, it should be referred to Early Help for more in-depth casework and family support.

• Minimum Requirements:
• Below 90% overall attendance with recent sporadic periods of

unauthorised absence totalling a minimum of 10 unauthorised days.

8

Referral Criteria (cont)

• Evidence to be attached to completed referral form:
• Copies of all letters sent to parents informing them of

poor attendance and/or punctuality and informing them that the absence is not authorised.

• Records of meetings/offers of meetings with parents to

discuss attendance concerns and written outcome with decisions and actions taken.

Referral Criteria (cont)

• Records of other communication with parents eg telephone calls,

Truancy Call log, record of times of late arrival and reasons. An attempt should have been made to contact the parents by phone (not just text).

• Where there are genuine social or family issues to be resolved,

reason(s) why an Early Help Notification has not been completed.

• Registration certificate (appropriately coded eg no N codes and

full explanation of B codes, D codes, C codes etc).

• Known medical issues or illnesses have been investigated by the

school and/or relevant agency eg School Nursing Service.

• Details of any other school based intervention.
• Any family circumstances we should be made aware of.
• Referrals should be submitted to the PRU, Inclusion and

Attendance Service Area Office by post, secure fax, secure email

• r as a password protected attachment.

Referral Criteria (cont)

Child Missing Education Process

There are currently two types of CME: A referral that comes through from The central CME team based in Maidstone A referral that comes through directly from the school

CME Process (cont.)

A referral that comes from the central team is usually when a family has moved into the area and it has been identified their child is not in school Referrals come from outside agencies who have identified a child in the family does not have a school place

CME Process (cont.)

• No child should be removed from the school roll without consultation

between the Head Teacher and the PRU, Inclusion and Attendance Service when appropriate. Please see circumstances below:-

• Where a child is missing from education, Local Authority guidance will be

followed, by completing a Child Missing Education referral for the following circumstances:-

• If the whereabouts of the child is unknown and the school have failed to

locate him/her.

• The family has notified the school that they are leaving the area but no

Common Transfer Form (pupil file) has been requested by another school.

Persistent absentee threshold

For a pupil to be considered to have met the criteria for PA their attendance must be 90% or below. Schools are responsible for tracking PA pupils Strategies should be in place to prevent a pupil becoming a PA

Penalty notices

Reference the Code of Conduct 2016 available on the KELSI web site There are Three situations where a Penalty Notice can be issued: unless the issuing of a Penalty Notice in these circumstances would conflict with other intervention strategies in place, such as Early Help support, or other sanctions already being processed. 1 Unauthorised absences

• Parents and pupils are supported by schools and alternative education provision and by Kent County Council to
• vercome barriers to regular attendance through a range of assessment and intervention strategies.
• Sanctions are used as a means of enforcing attendance where there is a reasonable expectation that their use

will secure improvement.

• Penalty Notices can only be issued in cases where a pupil of compulsory school age has been absent or late for a

period, or periods, of time and the absence or lateness has not been authorised by the school, or shown improvement as a result of actions taken by the school.

• After a school have taken the steps set out in Section 3, the relevant case may be referred directly to Kent’s

Inclusion and Attendance Service to issue a Penalty Notice for any unauthorised absence where the pupil has been

• absent for 10 or more half-day sessions (five school days) without authorisation during any 100 possible school

sessions – these do not need to be consecutive

• persistently late (coded U) for up to 10 sessions (five days) after the register has been closed

Penalty notices

2 Unauthorised Term-Time Leave (including leave for family holiday) From September 2013 the Department for Education have amended the Pupil Registration Regulations, removing the Head Teacher’s ability to authorise leave of absence for the purpose of a family holiday. Any parent who takes a child out of school for term-time leave of more than 10 sessions during any 100 possible school sessions, not authorised by the school (under exceptional circumstances), may receive a Penalty Notice. The unauthorised term-time leave does not have to be consecutive for a parent to receive a Penalty Notice. Such cases have to be supported by evidence of previous unauthorised term time leave taken in the last 3 years and evidence of parents being warned about a potential Penalty Notice. 3 Exclusion: Where a child is found in a public place during school hours of day 1 to 5 of any fixed term or permanent exclusion.

Penalty notices

• Exceptional circumstances could include:
• Service personnel returning from a tour of duty abroad where it is evidenced the individual will not be in receipt of

any leave in the near future that coincides with school holidays.

• Where an absence from school is recommended by a health professional as part of a parent or child’s

rehabilitation from a medical or emotional issue.

• The death or terminal illness of a person close to the family.
• To attend a wedding or funeral of a person close to the family.
• Any examples provided are illustrative rather than exhaustive. It is acceptable to take a student’s previous record
• f attendance into account when the school is making decisions. The fundamental principles for defining

‘exceptional’ are rare, significant, unavoidable and short. And by 'unavoidable' it implies that an event could not reasonably be scheduled at another time. It is important to note that Head Teachers can agree the absence of a child in exceptional circumstances and this discretion can be used also to determine the length of the authorised absence. Where Penalty Notices are imposed, the regulations state that the penalty will be £120 to be paid within 28 days, reduced to £60 if paid within 21 days. Penalty Notices are issued to each parent of each child. Failure to pay the penalty in full by the end of the 28 day period will result in prosecution by the Local Authority.

Pupils at risk of exclusion

• The following slides give ideas for what the school

should be doing to prevent exclusions and what external agencies are available to provide support.

• The Inclusion and Attendance Advisers work with

schools to ensure that all strategies that are available are exhausted before exclusion is considered

• There is bespoke training available for Governing

Bodies reference the roles and responsibilities of Governors in reviewing exclusions

School Based Intervention

Counselling Meetings with parents ‘School report’ Fixed Term Exclusion Internal Seclusion Personalised timetable Restorative Justice Managed Move Pastoral Support Programme PRU ‘Time Out’ placement

External Services

Early Help CAMHS Family & Social Care PRU, Inclusion & Attendance Service Specialist Teaching & Learning Service Addaction (KCA) Educational Psychology Service Special Educational Needs

Governor Recruitment

Tina Gimber GSDO South Kent

Spring 2016

Governor Vacancies – South Kent CPD Online as at November 2015

• No. of

Posts

• No. of

Posts Held No of Vacant Posts % Vacant Posts 4199 3316 878 20.90 1043 836 207 19.84 382 288 94 24.60 354 291 63 17.79 307 257 50 16.28 Overall

Kent South Ashford Dover Shepway

The Governance Handbook November 2015 – p22

https://www.gov.uk/government/publications/governance-handbook

• Boards have a responsibility to fill governor

vacancies as soon as possible. In filling vacancies, boards and others responsible for nominating or appointing governors should make use of all available channels to identify suitable governors – further details on the help available from Academy Ambassadors, SGOSS Governors for Schools, and the Education & Employers Taskforce as well as information about the Inspiring Governors Alliance can be found in Section 14.

Governor Recruitment

Governors’ table discussion:

• How many vacancies do you have on your

GB?

• Which category of Governor?
• When was the GB’s last skills audit

completed?

Governor Vacancies

Governors’ table discussion

(Feedback to be presented to whole group)

• How does the GB communicate its skills needs to

prospective new Governors?

• What actions are the GB taking to recruit new

Governors?

• Elected or Appointed positions – does it make a

difference?

Governing Body Actions -1

• Ensure skills gaps are known at all times
• Recruiting to Elected or Appointed positions
• Ensure prospective new Governors are

clear about the role

– strategic not operational – representative of a group not a representative for an individual or group – Social media !

• Ensure prospective new Governors are invited to

meet with the Chair, Head and Vice Chair prior to any recommendation being made to the GB

Governing Body Actions - 2

• Be pro-active!
• Ensure the clerk is tasked with alerting the GB to vacancies in

good time

• Register vacancies with SGOSS/Kent Teach – and

communicate with them regularly !

https://www.sgoss.org.uk https://www.kent-teach

• Make good use of available resources http://www.inspiringgovernors.org

http://www.inspiringthefuture.org

• Contact local businesses – be aware of Education & Employers

Taskforce (link in Governance Handbook)

• Consider local collaboration recruitment

– a whole collaboration recruitment campaign – Recruitment of senior/middle leaders to non-home GBs

• Succession planning – no Chair or Vice Chair, implications

Recruiting Governors for the Long term

(The School Governors’ Yearbook 2016)

• Don’t undersell the role – active part needed in promoting school

improvement, attending relevant training, contributing positively & constructively to GB work

• Be clear about the time commitment required – committee structure/

how many meetings per year? Expectation of reading papers prior to meetings, monitoring visits etc.

• Be clear about the skills & qualities needed – skills audits, need for

teamwork, tailor your recruitment messages – inc. elected governor positions, willingness/expectation to undertake development.

• Explain distributed Leadership on GB – a team approach,

complimentary skills not necessary for every governor to be an expert in every aspect – but all areas need to be covered

• Adopt a structured approach to GB Induction – who oversees this on

your GB? Is there a mentor/buddy system? Does the clerk create/update an induction information pack?

Governor’s Discussion Points and Networking

• Feedback from recent Ofsted/HMI visits – new criteria
• New Governance Handbook November 2015
• The New Ofsted Dashboard – governors access via the

school/Raiseonline system

• All new Heads receive a mentor, however it is up to the GB to fund

this could potentially come from a bid to KAH via Improvement Advisor

• Is you GB supportive when it comes to a requests to go over PAN ?
• Concerns and questions from attendees