Headteacher and Chairs of Governors Briefing 12 th October 2016

 Welcome and reflection  Diocesan updates  Church of England Vision for Education  Understanding Christianity  Character Education  National Updates and useful resources  Leadership opportunities  Feedback and planning Outline of session

 Becoming an academy – FGB role  Headteacher appointments  Accountability and guidance for foundation governors, directors and members  Useful resources for FGBs and foundation governors  Mid term SIAMS ‘health check’ PILOT  CPD update Diocesan updates

 Sept ,671 academies (3,976 converter & 1,695 sponsor)  27% of all schools in England (20% primary, 65% secondary)  44 of our 180 church schools are now academies  Different types from Diocesan MAT, church school MAT, primary MAT, mixed MAT  Some LAs are actively encouraging academisation  Schools often have several options to consider The Academy Landscape

Applying for Academy Order Pre Academy Order Post Academy Order to Conversion Due Diligence: Working Group Informal Discussions (including the Diocese) Research Options FGB / ATB takes minuted resolution Register interest with DfE – be assigned lead Ensure local trustees consent (if applicable) Apply to Diocese for Conditional Consent Apply online Notify LA- 3-4 months? RSC’s HT Board will assess application, due diligence will have been sought before Academy Order given £25K start-up granted (within 14 working days of academy order) Appoint Solicitor Statutory Consultation – still best practise Legal Documentation: Memorandum & Articles draft to DfE 2 months before conversion) Church Supplemental Agreement (CSA) Funding Agreement (FA) 125 year lease from LA Commercial Transfer Agreement (CTA) confirmed 1 month before conversion TUPE Final sign-off of legal documentation

 Diocesan website for our procedure, decision making process & application for conditional consent, MOU and training   opps/ opps/  Diocese-and-Academy-Trust-July-16.docx Diocese-and-Academy-Trust-July-16.docx  DfE website for guidance and checklist  before-you-apply before-you-apply  Office of Regional Schools Commissioner (RSC), Team Leader B&NES Gavin Davies and Somerset & North Somerset Susan Phillips   Memorandum of Understanding between the National Society and the DfE  3/Memorandum_of_understanding_between_the_National_Society_and_DfE.pdf 3/Memorandum_of_understanding_between_the_National_Society_and_DfE.pdf Help & Guidance

The Church of England Vision for Education Deeply Christian Serving the Common Good Promoting educational excellence everywhere

‘We are confident that our vision for ‘fullness of life’ is one that fully deserves its place in twenty-first century Britain’.

 Church schools have a reputation for securing transformational outcomes for young people by combining academic rigour with a rounded approach to personal development.  A compelling vision that reaches beyond C of E schools  The best outcomes for children and young people Starting points

 ‘With many schools reporting that they feel under increasing pressure to make artificial choices between academic rigour and the wellbeing of their pupils, we are unequivocal in our message that there is no such distinction – a good education must promote life in all its fullness.’ An artificial choice

 Theological basis – biblical roots  At least as important today as in the past  Massive change - the ‘educational ecosystem’  A model of education which is both attractive and outcomes focussed  Educational excellence in a broad framework  Pursuing the ‘big questions’ of meaning  Increasing religious and ethnic diversity  Expanding of partners delivering health, welfare & education  A vision in service to the whole community  Unprecedented opportunities to renew, improve and interrelate existing schools and to found new ones Why should the Church of England be committed to education ? Relevance

‘The God of all creation is concerned with everything related to education – wisdom, truth and knowledge; the learning and teaching of understanding, virtues, and habits that shape individuals, families and communities; the worth of each person,; what is passed on from one generation to another; in whom and what people trust; what people hope for; and more’…… A Christian motivation

 A rich and complex ecosystem; long-term and newer elements interacting with each other  Many stakeholders – diverse visions and pressures  Longer term perspectives; trans-generational  Pressures of democratic cycles and shorter term priorities  Other bodies need to be held in balance – universities, hospitals, business, sport – ‘educational communities’  The C of E is embedded in this system and is committed to ‘sustaining the health of the system and supporting improvement and innovation’ Our Educational Ecosystem

 It sets out the sort of education the Church of England advocates and seeks to enable  A vision which combines the wisdom of the Bible and the best of our Christian history with wise and experienced educational understanding & practice  Seeks to serve whole communities  A framework within which the daily business of schools can operate – learning, teaching, governing, guiding, encouraging, counselling, feeding, exercising, celebrating and inspiring – can go on …..  Gently and firmly stretch and challenge everyone  Not just for Church schools, and not just for schools What is this renewed vision ? Educating for Life in all its Fullness

 In Church schools, the deeply Christian foundation will be seen in teaching and learning both in RE and across the curriculum, and also in the authentically Christian worship and ethos of those schools  In other schools the vision can still be expressed and promoted as one of human flourishing that can inspire what the school is and does Church schools Non Church schools

 Our own diocesan educational vision is at the heart of this renewed vision  A vision which seeks to serve all in the country today  A vision which serves whole communities  Educating the whole person – uniting physical and intellectual development with spiritual, moral, social and cultural development  A broad definition of excellence The Vision Educating for Life in all its fullness

 Educating for Wisdom, knowledge and skills  Educating for Hope and Aspiration  Educating for community and living well together  Educating for dignity and respect  These run through the whole approach  Together they form an ‘ecology’ of the fullness of life, each in interplay with the others. 4 basic elements

 An enduring historical commitment to the common good  Allows for considerable diversity of opinion and freedom of expression  ‘ an education that is at once deeply Christian in its inspiration and healthily plural in its operation is consistent with the best in our history’  Staying true to our roots whilst also being hospitably open & having a deep respect for the integrity of other traditions and beliefs  Engage and collaborate across divisions Combining continuity and innovation wisely – a balance

 Foster confidence  Delight & discipline in seeking wisdom, knowledge, truth, understanding and the skills needed to shape life well  Nurture academic habits and skills, emotional intelligence, creativity across a whole range of subjects  What one needs to understand and practise in order to be a good person, citizen, parent, employee, team, leader Educating for Wisdom, Knowledge and Skills

 How we learn to approach the future  Open up horizons of hope and aspiration & guide pupils into ways of fulfilling them  Cope wisely with things and people going wrong  Resources for healing, repair, renewal, forgiveness, truth & reconciliation  Meaning, trust, generosity, compassion and hope are more fundamental than suspicion, despair, selfishness Educating for Hope and Aspiration

 Our humanity is ‘co-humanity’, utterly relational  The good life is ‘with and for others in just institutions’ ( Paul Ricoeur)  Education needs to have a core focus on relationships and commitments, participation in communities and institutions and the qualities of character that enable people to flourish together Educating for Community and Living Well Together

 Human dignity, the ultimate worth of each person, is central to good education  Basic principle of respect for the value of each person  Vigilant safeguarding  Equal worth of those with SEND  UN Declaration of Human Rights Educating for Dignity and Respect

 Blessing  Creativity  Joy  Reconciling  Glory Further elements which are especially relevant and inspirational

 Focus in your school groups on the 4 key elements  What are you doing already in this respect ?  What could you be inspired to add / change / enhance ?  Feedback  Some examples of work from the Education Department Activity Building on our strengths

 It is upon us to share and shape this vision for education in our diocese and to make its practical outworking a reality  Archbishop of Canterbury visit November 2016  What does it mean for us in our respective settings - whether deanery, MAT or school ?  What elements are already in place ?  What elements can we aspire to achieve together ?  How do we use it to enrich the lives of our children and young people, and our communities ?  How does the diocesan extended offer enable the realisation of the Vision ? Thoughts, responses, questions Next Steps / Planning

 Foundation for Educational Leadership  Church of England PQH  Networks  Regional conference  Growing leaders on your governing body Leadership opportunities

 Living well together : Fundamental British Values, Prevent and Church schools – an update from DFE and the perspective on making the most of British values in Church schools Forward planning