Harris Governor - Issue 2, Spring 2016

Harris

Governor Dear Governors Thank you for all that you do as a Governor. You may be aware of the Chief Inspector’s recent announcement that when judging governance, Ofsted will place a renewed emphasis on the training that Governors, especially Chairmen and Vice Chairmen have taken part in. The Clerk to your Governing Body should be keeping a detailed record of all training undertaken.

The Federation regularly offers training and you will find the Spring Term programme in this newsletter. Your Academy should also be arranging training tailored to the needs of your Governing Body.

You can find the Chief Inspector’s speech about this at the link https://www.gov.uk/ government/speeches/hmcis-monthlycommentary-november-2015 Kind regards, Dan Moynihan

SAVE THE DATE: Harris Governor Conference Date: Saturday 19th March 2016 Time: 10.00am to 1.00pm Venue: Chobham Academy (next to Stratford International DLR, Stratford Tube Station and Westfield Shopping Centre).

Speakers include Lord Harris of Peckham, a Senior member of Her Majesty’s Inspectorate discussing governance and Sir Dan Moynihan, Chief Executive of the Harris Federation.

There will also be opportunities for you to network informally with other Governors at the event.

Issue 2 • Spring 2016

Outstanding Teacher Training with the Harris Federation Harris Initial Teacher Education has grown this year from a successful pilot in 2014/15, training 36 brand new teachers to Good or Outstanding in Maths, English, Languages and Primary teaching, almost trebling in size in 2015/16 to 92 trainees across 10 subject routes – being trained and supported in each of our Academies – growing our own highly skilled, committed workforce.

Accomplished graduates and experienced career-changers make up the impressive cohort of trainees. Colleagues join the Harris School Direct initial teacher training programme, which pays trainees a bursary or salary to work and train in Academies four days a week. They join from successful careers in law, finance, journalism and even medicine, to take up positions working with young people across the Federation, sharing their industry and subject expertise whilst achieving Qualified Teacher Status PGCE training with the Harris Initial Teacher Education team.

In order to accommodate this large group of trainee teachers travelling from Academies across London and Thurrock, the Federation have funded a bespoke training space on the top floor at Harris Westminster, in the heart of London. The trainee teachers meet for a full day of subject research and pedagogical study each Thursday, learning from outstanding practitioners and colleagues who share best practice and their own classroom and leadership experience.

Continued Overleaf

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Outstanding Teacher Training with the Harris Federation (Continued from Cover) The training places particular emphasis on subject expertise, with ‘Behaviour Tsar’ and lead on the DfE behaviour panel, Tom Bennett, subject specialist lectures and workshops, as well as general considering best practice in behaviour management, before professional studies, preparing for their NQT year. Alongside this attending a series of workshops on voice and presence, rules and training, the tutor team complete Academy visits to observe trainees, routines and well-being in the classroom. offer support where necessary and train and quality assure their Feedback from Academies has been highly complimentary, with school based mentors. one primary Principal noting that “our School Direct trainees are It is the perfect route for those who have always wanted to the finished product as they move into their NQT year; they are teach, but are already professionally experienced and do not want two or three times more able than other NQTs or new teachers as to return to full-time education for a year and would prefer an they are already familiar with the Academy systems, curriculum immersive, highly supported route into the profession. A maths and our children.” trainee who moved from a finance background wrote to say: “With As recruitment opens for the next academic year, we are proud to a family and mortgage, I wouldn’t have been able to train for a year be one of the few over-subscribed school-based teacher training without an income. This course enabled me to move into a career I providers, expanding our subject offer to include many subjects and love and am tremendously fulfilled by”. a Primary Maths specialist route.

Our dedicated trainees also attend subject seminars on Saturdays We look forward to supporting our current 92 trainees to success with the Prince’s Teaching Institute and spent a further Saturday this summer as they “make a difference, transform lives and train to in October focused on outstanding classroom management at teach with Harris School Direct”. our annual Harris Conference. Following a welcome by Sir Dan Moynihan our beginner teachers spent the morning working with Rachael Hare, Head of Initial Teacher Education

Are your most able students doing well enough?

A recent report highlights the fact that, too often, these students are overlooked or under-challenged. The needs of the most able, especially those from disadvantaged backgrounds, will continue to be a key focus for Ofsted and should regularly be a topic at Governing Body meetings.

Key findings of the report: • National data shows that too many of the most able students are still being let down and are failing to reach their full potential

Does your Governing Body have someone who is given responsibility for taking an interest in the strategies to stretch the most able and the impact of these strategies?

The full report can be found here: https://www.gov.uk/government/uploads/system/ uploads/attachment_data/file/408909/The_most_able_ students_an_update_on_progress_since_June_2013.pdf

• Too many of the most able students fail to achieve the grades needed to get into top universities • Too often, the curriculum and teaching strategies did not ensure that work was hard enough for the most able students The report makes a series of recommendations suggesting school leaders should: • identify designated staff and Governors to champion the needs of the most able students • provide training for teachers of all key stages so that their teaching routinely challenges the most able students

Harris Expe

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ents

Preparing Students for a Successful Working Life

The Department for Education’s guidance states clearly that Every Child should leave school prepared for life in modern Britain. All children should receive a rich provision of classroom and extra-curricular activities that develop a range of character attributes which underpin success in education and employment.

Governors have a responsibility to know their Academy’s strategy for this and should be able to provide examples if they are interviewed as part of an Ofsted inspection.

As part of this, both primary and secondary schools should be including preparation for the world of work in their curriculum.

Development of literacy, numeracy and social skills are of paramount importance in this but so also is information and experience about the world of work and the development of entrepreneurial skills.

In the primary phase this can be in the form of enterprise activities, information and activities related to employment roles, positive role models, visitors from business, visits to the world of work and opportunities to explore gender stereotypes and their own aspirations in life.

In the secondary phase there should be a strategy for impartial careers guidance, one-to-one support for the most vulnerable

students and access to high quality online information for all. There should be a programme of study to prepare young people for working life, career and further study choices open to them including information about a range of job roles and working environments. This should include information for students and parents on the nature of Apprenticeships and how to apply for them.

The success of this strategy is measured, ultimately, in the successful study and employment destinations of young people as they leave the Academy. How many get to the University of their choice? How many go into employment with training such as an Apprenticeship? How many drop out with unknown destinations and are likely to become Not in Education, Employment and Training (NEET) after they leave the Academy?

Governors should be asking for this information to ensure that the strategy

for careers education and for preparing students for the world of work is as effective as it should be. For a link to the most recent guidance go to: https://www.gov.uk/government/ uploads/system/uploads/attachment_ data/file/440795/Careers_Guidance_ Schools_Guidance.pdf

Harris Federation Twitter Did you know that you can follow the work of the Harris Federation on twitter by following @HarrisFed. We retweet good news from individual Academies so you can get a good overview of what is going on at Harris by following us @Harrisfed.

Additionally, you can follow the Harris Teaching School at: @HarrisFedTSA

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The Harris Governor Training Programme

2015 – 2016

How to book All Governors and clerks to governing bodies of Harris Academies are eligible to attend Harris Governor training sessions and conferences free of charge. Details of the programme can be found below or at: www.harristeachingschool.com. To book onto any of the training sessions please go to: www.harristeachingschool.com/governors or alternatively contact the Teaching School on: 0208 253 7787 by emailing: info@harrisfederation.org.uk

Harris Federation Governors play a key role in the life of our Academies and are fundamental to our success. In order to support you in your role as Governor, the Harris Federation Teaching School Alliance is offering a Harris Governor Training Programme for 2015 – 2016.

Training and development is an essential element of being an effective governor. As well as providing networking opportunities with Governors from other schools, training also supports Governors in dealing with the many issues that can occur within our Academies. Our trainers will cover topics such as: literacy, spiritual, moral, social and cultural (SMSC) development, early years

foundation stage (EYFS) and the importance of effective data in assessment and evaluation. This will ensure that our Governors are kept up-to-date with national changes in education and are aware of what is required to support Academies in raising standards. We encourage you to sign up for as many programmes as possible during the 2015 – 2016 academic year.

DATE

TITLE

Phase

11/01/2016

Literacy An overview of the importance of literacy in Academies and how Governors can provide support.

Primary / Secondary

21/01/2016

SMSC and Britishness: are they visible in your Academy?

Primary / Secondary This training aims to help governors understand their responsibilities in this area.

Academies must have a clear strategy for embedding these values and show how their work with pupils has been effective in doing so.

28/01/2016

Pupil Assessment: Primary An introduction to the assessment tool used in the Primary Academies to track pupil progress and attainment.

Primary

01/02/2016

Health and Safety / Signing off Residential Trips An overview to ensure that Governors understand the procedures for meeting all relevant health and safety legislation including undertaking risk assessments.

All

09/02/2016

Early Years Foundation Stage and Early Years Foundation Stage profile for School Governors An overview of the EYF. Governors will know what to look for in outstanding early years provision and learn about the attainment of children reported through the Early Years Foundation Stage Profile. For Primary/EYFS Governors only.

Primary / EYFS

01/03/2016

Governor Induction An introduction to new Governors with an overview of their roles and responsibilities and a guide to being an Academy Governor within a Federation.

All

15/03/2016

Understanding Sixth Form Data Secondary / Sixth Form This session will look at the various types of data available to Governors at Post 16 and demonstrate how the data can be scrutinised to ensure you ask the right questions to challenge the Principal.

19/03/2016

Governor Conference

All

26/04/2016

SEND (Special Educational Needs and Disability) An overview of the SEN Code of Practice and how this places responsibility for the identification, inclusion and progress of vulnerable pupils firmly in the hands of teachers and how as Governors you can support this.

All

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Venues Harris Federation

Harris Westminster Sixth Form

4th & 5th Floors Norfolk House, Wellesley Road, Croydon, Surrey CR0 1LH Travel: The nearest station is East Croydon, which is serviced by fast trains and is a five minute walk away. Parking is not available at the Federation office, but there are available public car parks in the area including an NCP on Wellesley Road and the Dingwall Road Car Park. Both are within walking distance of Norfolk House.

11 Tothill Street, London SW1H 9LH Travel: The closest stations are St James’s Park underground on the Circle and District Line or Westminster on the Jubilee Line which are both within a 10 minute walk from the Academy.

Paid parking in the surrounding area is limited and we recommend taking public transport.

Chobham Academy

High Street, Penge, London SE20 7QR Travel: The closest station to the Academy is Kent House mainline station. Parking is available at the Academy and the surrounding area.

40 Cheering Lane, Newham E20 1BD Travel: The nearest station is Stratford International DLR or Stratford Tube Station on the Central or Jubilee Line, both of which are a short walk from the Academy. Parking is not available at the Academy, but a public car park is available next to Stratford International station.

Harris Academy Bermondsey

Harris Academy Kent House

Harris City Academy Crystal Palace Maberley Road, London SE19 2JH Travel: the nearest station is Crystal Palace, which is a 10 minute walk to the Academy. Residential parking is available nearby.

55 Southwark Park Road, London SE16 3TZ Travel: There is available parking at the Academy and the nearest station is Bermondsey underground on the Jubilee Line which is approximately 15 minutes walk to the Academy.

TRAINER(S)

TIME

VENUE

Rebecca Hickey, Principal of Harris Academy Beckenham & Chobham Academy

5.30pm – 6.30pm

Chobham Academy (Stratford Intl. or Stratford tube station)

Alan Dane, Principal of Harris Academy Bermondsey

6.00pm – 7.00pm

Harris Academy Bermondsey (Bermondsey tube station)

Trainer TBC

6.00pm – 7.00pm

Harris Federation (East Croydon)

Laura Stoneman, Health & Safety and Asset Project Manager & Katherine Cumberbatch, Acting Principal of Harris City Academy Crystal Palace

6.00pm – 7.00pm

Harris City Academy Crystal Palace (Crystal Palace)

Fiona Kelly, Executive Primary Principal & Laura Bairstow, Primary Advisor

5.30pm – 6.30pm

Harris Primary Academy Kent House (Kent House station)

Dan Moynihan, CEO; Carolyn English, Director of Secondary Education and Sabeena Hasan, Regional Primary Director

6.00pm – 7.00pm

Harris Westminster (St James’ Park or Westminster tube station)

Sandra Miles, Principal of Sixth Form

6.00pm – 7.00pm

Harris Westminster (St James’ Park or Westminster tube station)

Lord Harris of Peckham, Mike Sheriden, Senior Member of Her Majesty’s Inspectorate, Sir Dan Moynihan, CEO

10.00am – 1.00pm

Chobham Academy (Stratford Intl. or Stratford tube station)

Karen Sitch Federation Special Needs Consultant

6.00pm – 7.00pm

Harris Westminster (St James’ Park or Westminster tube station)

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The New Ofsted Framework 2015 A new Ofsted framework came into place on 1 September 2015. All schools will now be inspected under this Common Inspection Framework, including Academies and Free Schools as well as Early Years settings, and Post-16 Academies. However, there are separate Handbooks for each phase and Governors should be aware of what these say.

Academies which were judged 'Good' for overall effectiveness at their last inspection, will now be subject to “short inspections.”

These short inspections every three years will last only one day.

The visit will be in the nature of a health check to establish whether they are still operating at the same standard. Secondary schools and large primary schools receiving short inspections will be examined by two inspectors, and primary schools of fewer than 600 pupils by only one. A short inspection is designed to be a professional dialogue between the inspector(s) and the school leadership, leading to clear and helpful feedback. It will focus on the capacity of the school’s leaders, Governors and managers to continue to drive school improvement. If there is evidence that the Academy has declined in some respect or if there is evidence that it is likely to be judged Outstanding then the one-day inspection will be extended to a full two-day inspection (normally continuing the next day). If this happens then the previous judgement of ‘Good’ may stay the same, be downgraded to Requires Improvement or be upgraded to Outstanding.

The four key judgements are now: • the effectiveness of leadership and management.

• the quality of teaching, learning and assessment.

• personal development, behaviour and welfare.

• outcomes for pupils.

In full inspections these judgements are then taken into account when determining the overall effectiveness judgement and, where relevant, will encompass any judgement on the effectiveness of early years provision or 16 to 19 programmes of study. Governors will want to ensure that they are not just familiar with these judgements and the scope of evidence Ofsted will expect to see to inform them, but will also want to ensure that their own monitoring, including Headteacher reports, reflect all aspects of the new framework.

Safeguarding has been described by Ofsted as a golden thread running through all inspections and Governors are asked to ensure that 'Safeguarding' is a standing item on all full Governing Body meetings. The designated Safeguarding Governor should have been trained in safeguarding in order to provide termly challenge on every aspect of the Academy's work in this respect. The Harris Safeguarding audit should be carried out annually to ensure that 'no stone is left unturned' in this area.

What does it say about governance?

Inspectors will consider how well Governors • work effectively with leaders to communicate the vision, ethos and strategic direction of the school and develop a culture of ambition.

• provide a balance of challenge and support to leaders, understanding the strengths and areas needing improvement at the school.

• provide support for an effective headteacher or if they are hindering school improvement because of a lack of understanding of the issues facing the school.

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• understand how the school makes decisions about teachers’ salary progression and performance.

• performance manage the headteacher rigorously.

• understand the impact of teaching, learning and assessment on the progress of pupils currently in the school.

• ensure that assessment information from leaders provides Governors with sufficient and accurate information to ask probing questions about outcomes for pupils.

• ensure that the school’s finances are properly managed and can evaluate how the school is using the pupil premium and the primary PE and sport premium.

• are transparent and accountable, including in recruitment of staff, governance structures, attendance at meetings and contact with parents.

Ofsted will look for evidence of this in Governing Body minutes, notes of visit and interviews with Governors to ascertain their familiarity with the achievement of pupils, key areas for improvement and knowledge of safeguarding practices.

During the one day short inspection, inspectors will use the new Inspection Dashboard (see over) in order to identify lines of enquiry in advance of the visit. These lines of enquiry will be based on: • The issues for action in the previous inspection report and whether or not these have been dealt with?

• Any areas in the Inspection Dashboard or the Raiseonline which indicate weakness.

Our Academies can expect to be questioned on these areas and will need to be able to show current data for students in all year groups in the Academy now which addresses these issues. Leaders and Governors will be expected to be able to explain how these strategies are having an impact on areas of weakness.

These can be worked out in advance by Senior Teams and Governors and it would be useful to discuss the potential lines of enquiry and possible responses to these in advance.

For the school’s handbook go to: https://www.gov.uk/ government/uploads/system/uploads/attachment_data/ file/458866/School_inspection_handbook_section_5_from_ September_2015.pdf For the Early Years handbook go to: https://www.gov.uk/ government/uploads/system/uploads/attachment_data/ file/458588/Early_years_inspection_handbook.pdf For the Further Education and Skills sector (Harris Westminster only) go to: https://www.gov.uk/government/uploads/system/ uploads/attachment_data/file/458716/Further_education_ and_skills_inspection_handbook.pdf

Harris Governors Highly Praised in Ofsted Inspection Reports: Here is what Ofsted has said recently about Governance in Academies where leadership and management is judged to be Good or Outstanding: “Governors have a good understanding of how well the academy is performing in comparison with other schools because they rigorously check provision for themselves. Governors have very thorough systems for checking that government funding is used to good effect. They monitor the use of additional funding for disadvantaged pupils and have made sure that it helps to improve their attainment.” (Harris Primary Academy Kenley, Leadership and Management Outstanding).

“Governors know about the quality of teaching and how well students' achievement has improved in the academy's first two years. They review the pupil premium spending, visit the academy and meet students regularly.” (Harris Academy Upper Norwood, Leadership and Management Outstanding).

“Governors make regular visits and attend professional training to help them evaluate the quality of teaching, learning, safeguarding and support for more vulnerable pupils. They ensure that staff salary progression is dependent on performance management targets being achieved.” (Chobham Academy, Leadership and Management Outstanding).

“Governors provide the right level of challenge and support because they are knowledgeable about how the data on the academy's performance compares with data on the performance of other schools.” (Harris Primary Academy Benson, Leadership and Management Good).

“Governors have a good understanding of how well the academy is performing when compared with other schools nationally.

Through visits to the academy they have a very good awareness of the quality of teaching and its impact on learning.” (Harris Primary Academy Crystal Palace, Leadership and Management Good).

The New Dashboard Governors will be very familiar with the Academy RAISE report which, annually, provides a detailed breakdown of the achievement of all students in a range of subjects as well as information on attendance and exclusions. This is a document of some length but with key pages highlighted for Governors’ attention.

For a simpler quick read there is also a publicly available Data Dashboard for each Academy on the Ofsted website which gives easyto-read information on progress, closing the gap for disadvantaged students’ attendance and test and examination results. Now there is an additional and more useful set of data, in a simple format, with which Governors need to be familiar. It is called the ‘Inspection Dashboard’ and is designed to show, at a glance, how well previous cohorts demonstrated characteristics of good or better performance.

It contains information on key groups: disadvantaged pupils, those who have special educational needs (SEN), girls and boys.

Achievement of disadvantaged pupils is compared with the national performance of other (non-disadvantaged) pupils.

This new inspection dashboard will be used by inspectors on ‘short inspections’ of Academies which have been judged to be ‘Good’ at their last inspection but is of high interest to all Governors in all Academies as a self-evaluation and improvement planning tool. If you have not seen your Inspection Dashboard (which is only accessible via the Raiseonline website and not publicly available) please ask for it to be presented to you at the next most appropriate Governing Body meeting.

Meet our Governors Ros Wilton: Chair of Governors for Harris Girls’ Academy Bromley As someone with a background in finance and business I was delighted to join Harris Academy Bromley as Chairman of Governors and subsequently, Vice Chair of the Harris Federation Board.

The Bromley Governor team comprise people from different walks of life and each one oversees a particular subject area taking into account their own background and experiences. They meet regularly with the staff in those areas, sit in on lessons and provide support as well as challenge in order to help them to meet the targets we set for them. I regularly give talks to the pupils, which I thoroughly enjoy, particularly when they ask lots of questions! I try to emphasise the importance of their education and how proud they will all feel when they open their envelopes on results day knowing that they did their absolute best which will give them a huge sense of pride and improve their self-esteem.

It gave me a huge sense of pride when this year, one of our pupils who never thought she could ever pass her maths GCSE, thanked me for believing in her and for the help Harris Bromley had given her. When she opened her envelope and saw she had passed, I think we both had a tear in our eyes.

Nothing in business has ever made me feel so personally proud.

Keith Morley: Chair of Governors for Harris Primary Academy Merton I have been associated with the Harris Federation since its foundation, having become a Governor at Harris City Technology College (now Harris City Academy Crystal Palace) in 2000.

My professional background has been mostly in Human Resources, working for an International Bank in the UK, USA and Canada. The skills and experience gained in working in a multi-national organisation seem to have translated well into the world of Education, especially as the Federation has expanded and continues to do so.

Since my early days as a Governor of Harris City Technology College, I subsequently spent eight years as Chair of Governors including the transition into Harris City Academy Crystal Palace. I have recently become Chair of Governors at Harris Primary Academy Merton and am learning a whole new set of skills and experiences in the Primary Sector.

One of the experiences I have found specifically rewarding is being involved in the set up and development of new Harris Academies, enjoying their progress, usually from a background of failed schools, into good and frequently outstanding Academies in a relatively short period. This ability to facilitate rapid progress and maintain that level, is one of the features of the Harris Federation of Academies that stands it apart from other Academy Groups. Since its inception, the Federation has been successful in improving the education and future possibilities of many thousands of students, enabling many of them to progress into higher education and thereby enhancing their potential career and job opportunities. I feel proud and privileged to have played a small part in this outstanding achievement.

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The Counter Terrorism and Security Act 2015 Both primary and secondary Academies are expected to be at the forefront in detecting and preventing children from being harmed through contact with those who are radicalised or from being, themselves, drawn into harmful ideologies.

As part of their Safeguarding Policy Governors must be well-informed about the Academy’s plans to protect pupils in this respect.

In partnership with the local police force the Academy must ensure that Governors are well-informed in the ‘Prevent’ strategy and are implementing its recommendations.

Signs for concern include: • Links with ‘travel to conflict’ areas.

• Being associated with family members or friends who may hold radical views and are likely to act in ways harmful to the pupils and to others.

• Students being approached by extreme organisations.

• Viewing violent and extremist content online.

• Extreme family values being aired at school.

• Racist bullying, graffiti, offensive comments on social media.

Governors must ensure: • Staff are trained to recognise radicalisation and extremism.

• ‘Prevent’ strategies are embedded into safeguarding policies.

• There is a designated lead person within the Academy for referrals (normally the Safeguarding designated lead).

• Events, speakers and venue hire are carefully scrutinised for vulnerability to giving access to inappropriate people.

• IT systems are filtered for unsuitable content.

• The curriculum provides plenty of opportunity for discussion on the fundamental values of democracy, respect for the law and for the rights of the individual.

To read the full government guidance go to: https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/445977/3799_Revised_Prevent_Duty_ Guidance__England_Wales_V2-Interactive.pdf

The New Regional Schools Commissioners Responsibility for the oversight of and intervention in Academies and Free Schools has been given to eight Regional Schools Commissioners (RSCs) supported by boards of headteachers.

Regional Commissioners start work in Autumn 2015.

London is divided between three other regions, the East, South-Central and South-West. They are:

• Dominic Herrington for South-East England and South London Their job is to approve and oversee Academies and Free Schools. According to the DfE, this entails: • monitoring the performance of the Academies in their area • taking action when an Academy is under-performing • deciding on the creation of new Academies • making recommendations to ministers about Free School applications • encouraging organisations to become Academy sponsors

• Tim Coulson for the East of England and North-East London

• approving changes to open Academies, including: changes to age ranges, mergers between Academies and changes to multi-academy trust arrangements

• Martin Post for South-Central England and North-West London, and

For more information go to: https://www.gov.uk/ government/organisations/schools-commissioners-group

Harris Federation, 4th / 5th Floor Norfolk House, Wellesley Road, Croydon, CR0 1LH

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