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March 2015
Professional
Governance
East Sussex newsletter for governors and clerks
Contents
Editorial
A very warm welcome to the spring term
edition of the Professional Governance
newsletter.
We were delighted to see so many of you at
our annual governor conference in February
and we hope that you feel encouraged,
inspired and that you enjoyed the
opportunity to network with fellow governors,
hear national keynote speakers and share
good practice.
In facing the busy terms ahead what you can
be sure of is that the governor support team
in East Sussex Children’s Services will be
here for you, continuing to provide you with
the information, advice and guidance that
you need to carry out your role effectively.
Editorial
1
The New National Standards of Excellence for
Headteachers
2
Professional Support Services to Schools
2
The Education Commissioning Plan
3
Education Improvement Partnerships – Latest
News
4
East Sussex Teaching School Alliances
5
School Federations
6
Assessment Without Levels – supplementary
briefing for governors
6
What clerks need to consider in the spring
9
You’re Hired! East Sussex Apprenticeship
Campaign
11
News in Brief
11
We welcome ideas for articles for future
newsletters, for example, what do you think
effective governance is? Do you have any
examples of effective partnership work? Clerks
are also welcome to contribute, for example,
what are your top tips for getting the best out of
a meeting of governors? Please send any ideas
or thoughts you have to
[email protected]
Governor Services Team
Julie Dougill, Senior Manager: Leadership and Governor Services
James Roberts, Governor Services Support Manager
Karen Bye, Advisory Headteacher
Clare Cornford, Project Assistant
Donna Vaughan, Project Assistant
Danniella Di Pilla, Business Administration Apprentice
Contact Governor Services by email at
[email protected]
Professional Governance
March 2015
The New National Standards of Excellence for
Headteachers
The revised National Standards of Excellence for Headteachers which was updated in January 2015
replaces the 2004 National Headteacher Standards. These new ‘standards of excellence’ set out the
skills, knowledge and behaviour headteachers should aspire to. The revised national standards are
applicable to all headteacher roles in the current educational landscape, and are designed to ensure that
both headteachers and school leaders have a set of professional standards that support the move to a
self-improving school-led system and improve standards.
The new National Standards of Excellence for Headteachers set out four domains which include:

Qualities and knowledge

Pupils and staff

Systems and process

The self-improving school system
Within each domain there are six key characteristics expected of all headteachers. It is anticipated that
the new national standards will be used by governors and whole governing bodies to:

support headteachers to shape their own practice and professional development, within and
beyond their school

inform the appraisal of headteachers

support the recruitment and appointment of headteachers

provide a framework for informing succession planning by training middle and senior leaders
aspiring to headship.
https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers
Professional Support Services to Schools
The winter edition of Professional Governance newsletter had a lot of content about the changing
educational landscape and how that’s manifesting itself in new models of working including collaboration,
federations, trusts, academies and school to school support. Local Government in general is
experiencing a similar scale of change with a growing expectation of more formal partnership working
alongside less traditional delivery models such as Joint Ventures, Social Enterprise and Community
Interest Companies. These are seen as potentially innovative ways of getting best value from limited
resources
What is undoubtedly true for both schools and Local Government is a continuing decrease in funding
which drives us to continually review what we do and how we do it.
It is against this background that East Sussex County Council has started a project to review delivery of
support services to schools. As Governors you play a leading role in determining how school funds are
allocated and ensuring that you get value for money services; the right balance of quality and price for
professional support services is a key decision.
In determining what our future strategy and business model should look like, it’s critical that we
understand your needs and the services that are essential to you to operate efficiently, effectively and
safely. An integral part of the project is therefore engagement with schools through Head Teachers,
Bursars/Business Managers and Governors.
Mo Hemsley, Assistant Director, Business Services Department is leading the project and would
welcome your input. If you would like to share your thoughts or simply have a conversation about the
project please contact Mo at: [email protected]
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Professional Governance
March 2015
The Education
Commissioning Plan
In
line with its statutory duty to ensure there
are sufficient, high quality education places in
the county to meet present and future demand
across all phases of education, the Council
recently
published
its
Education
Commissioning Plan (ECP) for the period
2014 to 2018. The plan sets out how East
Sussex County Council, as a strategic
commissioner of education, seeks to meet the
challenge of ensuring there are sufficient
education places for all children from two to 19
years of age. The plan is produced by the
Standards and Learning Effectiveness Service
in the Children’s Services Department and
was approved for publication by the Lead
Member
for
Learning
and
School
Effectiveness on 8 December 2014.
The ECP sets out where we think we will need
to commission additional places or reorganise
provision. It is a contextual document,
providing the framework within which
proposals for change may be brought forward,
taking into account national and local factors
which can impact on the strategic planning of
places including government policy and
legislation, housing growth, demographic
change, capital funding decisions and the
needs of individual communities. Any reviews
of education provision undertaken by the
Council and recommendations for school
reorganisation
(e.g.
opening,
closing,
enlargement or reduction in size, or
amalgamation) will in part, be based on
information contained in this report.
The main areas of pressure on places are
currently:

Eastbourne

Hastings,

Lewes,

Newhaven,

Peacehaven,

Seaford,

Rye and

Hailsham.
In the medium to long term pressure will be
seen in the following areas linked to significant
new housing developments:

Bexhill,

Hailsham,

Polegate/Willingdon/Stone Cross and

Uckfield
The plan also sets out our Policy for School
Organisation which outlines the principles we
will apply when working with schools to review
leadership and school structures, including an
exploration of collaborations, federations and
amalgamations.
The plan focuses on Early Years, primary,
secondary and post-16 places. A forecasting
model for Special Education Needs and
Disability (SEND) provision is currently being
developed and in future years the plan will
include SEND places.
The plan is produced within the context of
changing times in education and as such is a
living document in need of interpretation,
regular updating and revision. It is subject to
regular discussion and consultation with
schools, district councils, local elected
members, dioceses and other key partners.
The plan is published annually, taking account
of these discussions and also the latest
updates to pupil forecasts and pupil census,
birth and housing growth data.
The ECP is used as a key source of evidence
to
support
Local
Plan/Community
Infrastructure Levy (CIL)/S106 responses and
public enquiries relating to housing proposals.
For further information about housing
proposals in your area please visit your local
planning authority website.
A number of breakfast/twilight briefings were
held across the County at the end of February
to present the Education Commissioning Plan
to headteachers and governors.
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Professional Governance
March 2015
Succession Planning
As many governors will be aware, recruitment and retention of teachers is becoming increasingly
challenging. The age profile and retirement rate of headteachers mean the county always needs to
recruit new heads. Recruitment to all leadership posts in schools is challenging and often appointments
are not made until posts have been re-advertised.
Increasingly, support is being provided in the form of secondments between schools, creating new
models of leadership, offering internships across schools, sharing leadership on an interim basis and
sharing staff more broadly. The new East Sussex Schools Succession Planning policy is designed to
support you and your governing body in developing an effective leadership succession strategy for both
school leaders and the governing body itself. The policy will help governors to:

establish where the school is in terms of leadership development, succession planning and
headteacher recruitment

develop a sustainable leadership model

attract, retain and develop professionals with the potential to be future leaders
Governing bodies are invited to adopt this policy statement as a way to maintain a focus on leadership
development and succession planning for all staff within their school
https://czone.eastsussex.gov.uk/schoolmanagement/governors/performance/Pages/LeadershipDevelop
mentandSuccessionPlanning.aspx
Education Improvement
Partnerships – Latest News
In
In addition to these core activities, EIPs are also
developing their capacity to provide school to
school support. The range of activities being
undertaken includes internships for school
leaders, coaching programmes for leaders and
teachers and employing specialist staff to
provide and develop maths support. The local
authority is also working with the EIPs to
commission support for specific schools, some
EIPs are providing this support from another
school
and
some
EIPs
are
jointly
commissioning this support with the local
authority.
the last newsletter we provided an
introduction to the East Sussex Education
Improvement Partnerships (EIPs). EIPs are
groups of schools working together across an
area to improve outcomes for pupils at all
schools. There are seven area based EIPs,
one EIP for the Special Schools and one EIP for
post-16 providers; all schools in the county are
part of an EIP. Each EIP has now developed a
A list of all the EIPs and which school is in
detailed action plan of the activities they are
which EIP can be found on czone, along with a
undertaking this year, the issues that EIPs are
grid showing the different themes that each EIP
working on include the following: improving
is working on. You can also download a
maths and English outcomes, developing
governor leaflet on EIPs. Governors may also
leadership, improving attendance, the new
find it helpful to have an item on EIPs at their
curriculum,
assessment
without
levels,
Full Governing Body meeting, in order to hear
improving teaching and learning, raising
about the activities your school is involved in
aspirations of all pupils, transition to secondary
and how actively engaging in the EIP can
school and early years foundation stage
benefit your school.
provision.
https://czone.eastsussex.gov.uk/schoolmanagement/schoolimprovement/Pages/Schooltos
chooldevelopment.aspx
If you would like to understand more about education improvement partnerships ask your
headteacher for an update at your next Governing Body meeting.
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March 2015
East Sussex Teaching School Alliances
The four Teaching School Alliances in East Sussex although newly designated have been
working collaboratively with partner schools for a number of years; becoming a Teaching School
Alliance was the next step in their journey of working together. Many of you may have heard
about Teaching Schools but may not be very familiar with what they do and how they do it. In
each Governor newsletter we will highlight some of the exciting work they have started and their
ambitions for future work.
Specialist Leaders of Education
It is the role of teaching schools to designate and deploy Specialist Leaders of Education (SLEs)
as they play a key role in the strategy for building capacity for system leadership and in offering
school to school support. SLEs are middle and senior school leaders with specialist expertise in
subject leadership or a whole school issue such as behaviour management, Initial Teacher
Training or Special Educational Needs. They provide support to individual leaders and teams in
other schools by using a high level coaching or facilitation approach which draws on their
knowledge and expertise in their specialist area. Becoming a SLE provides middle leaders with
the opportunity to develop their own professional development and often supports succession
planning within a school. Currently we have 25 SLEs working across East Sussex and are in the
process of recruiting more!
For more information you can contact the Teaching Schools below:
[email protected]
[email protected]
Cuckmere
[email protected]
H
C
[email protected]
Specialist Leader of Education in Profile
Joanne Calladine-Evans
Biography: Joanne is currently the Teacher School Director of the Thrive
Teaching School Alliance. Other key roles have included Initial Teacher
Training, Professional Development and Coaching, Humanities and History
Teaching.
Within Initial Teacher Training, Joanne has a strong track record of moving
trainees forward in their placements and, as a result, was requested to join the local School-centred
initial teacher training (SCITT) programme in order to strengthen Initial Teacher Training practices and
bring her experience to help them to improve their training practices. She has been involved in leading
training for teachers beyond St Richard’s including the outstanding teacher programme and various
National College leadership courses.
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Professional Governance
March 2015
School Federations
A number of schools in East Sussex have recently consulted on moving to a federation model.
A
federation is a formal arrangement defined in law under the ‘Federation Regulations 2007’.
Federations have one governing body for all the schools in the Federation and normally one
executive headteacher for all the schools, though some federations have co-headship arrangements.
All schools in a federation retain their own identity; they continue to receive their own budget, have
their own admission arrangements and are inspected by Ofsted separately.
What are the benefits of a federation? The following benefits have all been identified by schools that
are in, or working towards, a federation:

Secures sustainable leadership for the schools

Extends curriculum opportunities

Greater opportunities for staff training and sharing good practice across the schools

Shared curriculum planning

Rapid increases in outcomes

More opportunities for pupils for extra-curricular clubs and transition activities

Sharing of resources – from staff, to governors to curriculum resources
Why consider a federation model? Schools are exploring federation for a number of reasons, schools
have told us that the reasons for this are:

To help secure leadership at a time when many small schools find it hard to recruit and schools
want to keep good and experienced headteachers and offer them career development

To help support staff that in small rural schools can often feel isolated, in a federation there are
more staff to work alongside to help with planning and to share training

To improve outcomes! At a time when the buzz word is school to school improvement this is
exactly what federation offers, the opportunity to work closely with another school at all levels to
ensure pupils are getting the best teaching and learning.
Want to find out more? Take a look at the resources on czone:
https://czone.eastsussex.gov.uk/schoolmanagement/governors/legal/Pages/Schoolfederationsandpartne
rships.aspx
If you would like to understand more about federations speak with your chair about arranging a briefing
for your governing body - free of charge - and ask them to contact: Jessica Stubbings on 01323 463537
or by email: [email protected]
Assessment Without Levels – supplementary briefing for
governors
Further to previous messages communicated to all schools via the Virtual School Bag (VSB) in May
2014 (139/2014), October 2014 (271/2014) and January 2015 (012/2015), as well as through
Headteacher briefings in summer and autumn 2014, Standards and Learning Effectiveness Service
recently distributed a supplementary briefing to all governors with a view to a full round of face to face
briefings in support of the Headteacher conference in April.
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Professional Governance
March 2015
Key messages

The new National Curriculum is based on a Mastery model (deepening understanding at the age
related expectations). This is fundamentally different to previous models where pupils were
‘moved up through the levels’.

The success of assessment without levels will hinge upon the quality of teachers’ day-to-day
formative assessment practice in the classroom.

Governors and other school staff are advised to watch “National Curriculum: Tim Oates on
assessment” (video clip) www.youtube.com/watch?v=-q5vrBXFpm0

Pupils will be assessed by external tests in Reception (baseline), Year 2 and Year 6. Outcomes
will be reported as a scaled score centred around 100. The National Standard will be roughly
equivalent to the old Level 4B standard and there will be challenging new floor standards for
schools to meet.

Most schools will choose to assess pupils in each year against a sub-set of ‘performance
descriptors’ that describe the key ideas that pupils need to learn and master, rather than on the
entire curriculum.

The way progress is articulated and measured will be completely different. Tracking for AWL will
hinge upon how pupils do with respect to attainment i.e. working towards the National Standard,
being at the National Standard or achieving a Mastery Standard. Progress will be measured by
how pupils are attaining compared to how they were attaining at previous data capture points
(rather than moving up through the levels).

At the conference on Monday 27 April 2015, the following materials will be provided:

the East Sussex Performance Descriptors;

exemplification files for years 1 and 5, as well as a model for producing these;

examples of whole school tracking systems, including in SIMS.

Schools due to be inspected in the autumn of 2015 may wish to bring forward implementation of
AWL, so that they can show school standards are consistent or improving, (it will be difficult to
show this across two different assessment approaches).

Education Improvement Partnerships will need to look at assessment across their schools e.g.
production of exemplification materials and undertaking moderation activity.
Questions that governing bodies could be asking headteachers and assessment coordinators
How have we ensured that our new curriculum:

meets statutory requirements?

is based on the principles of a mastery model, rather than one based on ‘moving up through the
levels’?

will secure the new floor standards of at least 85% of all pupils reaching the national standard in
Reading, Writing and Mathematics (combined)?

What are we doing to ensure that teachers are supported in developing the strongest possible
formative assessment practice? Are we engaged in EIP, Local Authority or other training or
network activity, to ensure we are as prepared as possible?

What documents would you expect our governing body to be familiar with?

What different assessment systems and/or approaches has the school been researching? (This
may include exploring the balance between efficiency and cost, if commercial systems are being
considered. Is the cost worthwhile?)
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Professional Governance
March 2015


Have we used the Report of the NAHT Commission on assessment (Feb 2014) design checklist
(pages 9 and 10) to aid any evaluation of a proposed system? www.naht.org.uk/welcome/newsand-media/key-topics/assessment/profession-takes-lead-on-assessment-after-the-end-of-levels/
Has a decision been made on what assessment system the school will adopt? If not, when will a
decision be taken and when will the new system be in operation?

Have we decided what will be assessed and when? Why?

How will we track how well our pupils are doing, across the school and for all pupil groups? How
will we articulate progress within the school and to those that externally scrutinise the school?
What changes will be needed in our existing data systems?

Will we be ready to show Ofsted how good our standards are when they next inspect the school?

What is the best way for the school to regularly update governors on the progress and challenges
in this area?
Briefings for governors
We are holding three briefings following the April conference.
Governors will:

be briefed on the changes to statutory assessment in primary schools;

have considered some of the strategic implications for schools;

have considered the challenges and opportunities for assessing without levels;

have considered how to effectively challenge the school.
The sessions will be led by Bill Roddick and Fiona Large, Standards and Learning managers.
Governor Training : Assessment Without Levels - A Briefing for Governors
Course
number
date
Start*
End
Venue
GOV378
Tuesday 28 April 2015
18:30
20:00
Horntye Park Sports Complex, Hastings
GOV379
Wednesday 29 April 2015
18:30
20:00
Uckfield Civic Centre, Uckfield
GOV380
Friday 1 May 2015
08:15
09:45
Hydro Hotel, Eastbourne
* Registration and refreshments 15 minutes before course start time.
Closing date: Friday 17 April 2015
All bookings must be made before this date.
Details of dates and venues for all our courses are available here: www.learningzone.eastsussex.gov.uk/
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Professional Governance
March 2015
What clerks need to consider in the spring
We are now more than half the way through the academic year and clerks of school governing bodies
need to be aware of a number of key actions that need to be taken at this time and to check whether you
are on track to complete all the statutory requirements expected of a Governing Body. The Annual Cycle
of Governance (found on Czone) sets out many of the requirements and can be used as a checklist to
help you plan and organise your governing body meetings. Some of the key actions that you should be
aware of for this time of the year:
Equality Duty
Schools must publish information to show they are complying with the Equality Duty, and set equality
objectives. There are two specific duties with which your school has to comply:
1.
Publish information to show your compliance with the Equality Duty at least once a year.
2.
Set and publish specific measurable equality objectives at least every four years.
Points to Consider:
Has the Equality Duty been timetabled into your meeting agenda? Whilst there is a requirement to
publish this annually, how this is published has not been stipulated. However, publishing this on your
website alongside other statutory information by 1st April is recommended.
PE & Sports Grant
The PE and Sports Grant, which was a legacy of the 2012 Olympics was awarded to schools for two
financial years. The final payment will be due and covers the period April 2015 – September 2015. The
funding is ring-fenced and can only be spent on the provision of PE and sport activities in primary
schools. Schools are required to publish the following information on their websites:




your PE and sport premium allocation for the current academic year
details of how you intend to spend your allocation
details of how you spent your previous academic year’s allocation
how it made a difference to the PE and sport participation and attainment of the pupils who attract
the funding
Points to Consider:
Has this been timetabled into your meeting agendas? Is the impact being reviewed by the Governing
Body?
Schools Financial Value Standard (SFVS)
SFVS is a requirement for all local authority maintained schools. It has been designed by the
Department for Education (DfE) to help schools gauge how well they are managing their finances and
ensures that secure financial management is in place.
SFVS replaces Financial Management Standard in Schools (FMSiS). However, unlike FMSiS it is not
externally assessed and it is designed to engage governing bodies through a much simpler set of
questions and supporting material.
Points to Consider:
Has this been timetabled into your meeting agendas? Is the impact being reviewed by the Governing
Body?
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The Policy Review Cycle
The Policy Review Cycle is a document that Clerks can use to record the school policies and review
dates. It includes statutory policies and those referenced in guidance, such as SFVS and the Child
Protection & Safeguarding Audit.
https://czone.eastsussex.gov.uk/schoolmanagement/governors/clerks/Pages/p.aspx
Points to Consider:
Have the policies which are recommended as needing to be reviewed annually built into the policy
review cycle?
Clerks Annual Appraisal
For many Clerks your annual appraisal is due between 1st April 2015 – 31 May 2015. The
documentation and information can be found on Czone – see link below. Governors Services have
included a review of the Clerks hours within the process – it is strongly recommended that the Clerk and
Chair of Governors review this as part of the process. This is a key meeting for the Clerk and Chair of
Governors to review the performance of the Clerk. Copies of the appraisal documentation and the
contract confirmation form should be returned to Governor Services.
Governing Body Reconstitution
The deadline for reconstitution is looming, with all governing bodies needing to have completed this by
1st September 2015 – in reality this means it needs to have been finalised by the end of Term 6. For
further guidance go to the webpage:
https://czone.eastsussex.gov.uk/schoolmanagement/governors/legal/Pages/constitution.aspx
When you are ready to submit a draft instrument of Government please email it to:
[email protected]
Code of Conduct
A Code of Conduct “sets out the expectations on and commitment required from school governors and
trustees in order for the governing board to properly carry out its work within the school and the
community. It can be amended to include specific reference to the ethos of the particular school.
‘School’ includes academies, and it applies to all level of school governance.” NGA Code of Conduct for
School Governing Boards.
Points to Consider:
Code of Conduct – has this been carried out by your governing body? To see an example of a Code of
Conduct open the following document:
https://czone.eastsussex.gov.uk/schoolmanagement/governors/organising/Pages/boundaries.aspx
2015-2016 Academic Year
Finally, thoughts turn to the next school year. Some clerks use the last meeting of the year to undertake
the organisational requirements, such as the election of Chair / Vice Chair, meeting dates, delegated
powers and committee structure. This means that the governing body ‘hits the ground running’ in
September. Would this work for your governing body?
Clerks will find the following links useful:
Equality Act 2010: advice for schools: Equality Duty
PE and sport premium for primary schools: PE & Sports Grant
Schools Financial Value Standard: Schools Financial Value Standard (SFVS)
Clerk performance appraisal:
https://czone.eastsussex.gov.uk/schoolmanagement/governors/clerks/Pages/clerkingservice.aspx
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You’re Hired! East Sussex Apprenticeship Campaign
Working with key partners, East Sussex County Council is
leading a campaign to raise awareness of apprenticeships
among employers and young people, and to increase the
number of apprenticeships offered and taken up across the
county. The ‘You’re Hired East Sussex’ campaign will seek
500 pledges from businesses across all five districts and
boroughs of East Sussex over 5 months. It also wants to
encourage those interested in becoming an apprentice or
undertaking training to come forward, and our YES advisors
and training providers will support young people with the
skills they need to be ready for the world of work.
The campaign launched on Monday 9 March during National
Apprenticeship Week with three simultaneous opening events taking place at Lewes Town Hall,
Eastbourne Town Hall and Stade Hall in Hastings. At the events, employers learnt about the benefits of
taking on an apprentice, heard from current apprentices and businesses that have taken part in the
programme, and spoke with training providers and colleges about the support on offer and the kind of
apprenticeships that could meet their business needs.
Throughout the campaign there will be significant press, radio, advertising and social media coverage.
Employers and young people will be challenged to sign up to apprenticeships and will be referred to the
relevant training organisations taking part in the campaign. The campaign will also include ‘You’re Hired’
events, where young people can meet employers with real vacancies and apply for them.
You’re Hired East Sussex is a joint initiative between East Sussex County Council, district and borough
councils, the National Apprenticeship Service, the Youth Employability Service (YES), colleges, training
providers, the Association of Chambers and the Federation of Small Businesses.
How can your school get involved in the campaign?

Promote apprenticeships as a post-16 pathway to students. Apprenticeships in Sussex can
provide information and attend career events, options evenings, staff training and parentfocussed sessions. Schools can also refer individual young people to the YES apprenticeship
advisors who will provide one-to-one support to access apprenticeships. For more information,
contact YES on 01323 410803 or 01424 722045.

Find out if your school employs any apprentices. There is apprenticeship training available in
positions such as teaching assistant, business admin, finance support, lab technician, ICT
technician, caretaker and childcare/early years. For more information, contact
[email protected].
For further information about the You’re Hired campaign go to www.eastsussex.gov.uk/hired
For more information about apprenticeships generally go to www.apprenticeships.gov.uk
News in Brief
A-Z for Governors and Clerks
Have you taken a look at Czone recently?
In response to feedback, we have introduced an A-Z for
Governors and Clerks. This new page will make it easier to find information and supporting documents:
https://czone.eastsussex.gov.uk/schoolmanagement/governors/clerks/Pages/a.aspx
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What maintained schools must publish online
Is your website up to date? The DfE’s webpage, ‘What maintained schools must publish online’
holds a list of the types of information that maintained schools must publish on their websites. It is a
useful checklist against which you can review the content of your school’s site and can be found at:
https://www.gov.uk/what-maintained-schools-must-publish-online
It is an essential pre-inspection activity for your governing body to go through the checklist to ensure the
website meets the requirements and is publishing the most up-to-date information about the school and
about your governing body.
The Key for School Governors
With the General Election coming up in May 2015 The Key for School Governors has its own blog spot.
This month it is written by The Key’s senior researcher, Oliver Kean. He asks the question: So what
would victory for either of the major parties mean?
General election 2015: what will it mean for school governance?
http://insights.thekeysupport.com/
The Key for School Governors also provides an Election 2015 policy tracker on the following webpage,
which outlines proposals on schools made by the main political parties ahead of the general election:
https://schoolgovernors.thekeysupport.com/school-improvement-and-strategy/election-2015/election2015-policy-tracker
The Key for School Governors is available to all schools that have a subscription with East Sussex
County Council’s Governor Services.
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