Clusters and Governance Strengthening foundations for current collaboration

2 National Policy Framework increased school autonomy increased local accountability responsibility for 'systemwide' improvement increased need & opportunity for collaboration School improvement is responsibility of the school (market & school to school support)

3 Norfolk – Local Context Clusters as a starting point Consultation on reorganisation Increased responsibility, therefore need to strengthen governance Geographical

4 Rationale – you decide A collaborative focus on raising standards The development of a wider entitlement of experiences for all our pupils A local Every Child Matters agenda, i.e. local solutions to local issues The opportunity to develop more cross-phase projects / programmes to work innovatively with any specialist provision (SEN) or Academy Trust or Children’s Centre in the locality / cluster The opportunity to create more efficient and effective support services The opportunity to develop a new inclusive curriculum with effective transition from pre-school to post 16 The ability to attract staff to more innovative approaches Provide school improvement support Commission new schools?

5 Cluster Governance Strengthen systems for decision making and monitoring of significant funding Adopting an appropriate framework for existing and emerging collaboration Ensuring secure agreements for both individual schools and partnerships

6 Types of Schools Community Free Voluntary AidedTrust Academy Voluntary Controlled Foundation Studio University Technical College

7 What are the options? Collaborations Federations Trusts School Companies Academy (conversion or with support of sponsor) Multi-Academy Trust Umbrella Trust (Academies) Collaborative Partnership Model (Academies)

8 Collaborations Governance partnership model Separate Governing Bodies (joint committee) Appointments require Service Level Agreement Collaboration Arrangements Regulations only apply to maintained schools Example: Management Partnership with one head teacher for two schools

Changes to the distribution of SEND Funding Judith Carter Senior Adviser Complex Needs/Vulnerable Learners Education Achievement Improvement and Governance Team

10 What is changing and what is staying the same with regards to SEND funding? Norfolk County Council spends approximately £30 million pounds every year on learners with SEND in mainstream settings. £15 million is distributed to settings £15 million managed by the LA* (this is the element of change) SEND funding will continue to be distributed predominantly in 3 strands: Basic School Allocation (BSA) School Specific Allocation (SSA) Pupil Specific Allocation (PSF) (This is becoming Cluster Specific Allocation over the next 7 years)

11 What is changing and what is staying the same with regards to SEND funding? Learners at SA+ or with Statements of less than 20 hours were and will continue to be funded within the School Specific Allocation. Learners in your setting with a Statement of 20 hours or more, will continue to receive Pupil Specific funding in to your budget, but when they change schools or phase this will become Cluster specific allocation. The money will still exist, but it will be given to SEND focused clusters, for distribution to cover the costs of ‘Support For Learning’ packages. How will SEND focused Clusters, distribute this money, fairly, effectively and with the greatest impact for learners?

12 SEND focused Cluster Framework The framework and tool kit have been written as a ‘starting point’ to support thinking and discussion. It offers a model for application during the devolved year. The core issue is to ensure that the money is targeted at the learners with SEND, not simply divided between schools. To do this, the SEND cluster must ‘know’ the profile of its learners This framework attempts to facilitate the process of ‘provision mapping’ within each SEND cluster, by explicitly linking need to provision planning and review.

13 SEND focused Cluster Framework The framework proposes an ‘annual’ planning meeting, where the Head, SENCO and a Governor from each school, would meet as an SEND cluster. The purpose is to review: The SEND profile of learners within the cluster Prioritise ‘spending’ streams Identify any development themes for the cluster Review the impact of previous intervention on learners Evidence base accountability for spend linked to the needs of learners.

14 SEND focused Cluster Toolkit There are 6 chapters and a guidance document which outlines the practical elements of the model. The framework proposes 2 working groups: 1.The decision making group (Heads) 2.The implementation group (SENCOs) Each working group will meet termly, with each meeting facilitated by a SEND cluster nominated ‘host.’

15 SEND focused Cluster Toolkit Each SEND cluster is asked to nominate their ‘host’ who will require 6 days release time during the year. The ‘host’ will be supported with ‘preparatory’ training before every half term meeting, to increase familiarisation with the tool kit and meeting agendas. The SEND cluster, will have an opportunity to ‘review’ how this mechanism is working during the year, and decide whether it is something they wish to invest in longer term.

16 SEND Cluster Toolkit – Contents Chapter 1 – Introduction –Rationale for the changes to the distribution of SEND funding and the opportunities associated with this way of working Chapter 2 – SEND Profile –Detailed description of the SEND profile of learners within each school and across the Cluster –Presentation of ‘My school, Our Cluster’ profile sheets for use in the annual process of provision mapping –Practical resources relating to ‘support for learning’ packages Chapter 3 – Financial Context –Provision of financial summary ‘My school, Our Cluster’ –Evaluative questions to aid discussions and to establish process for decision making linked to the distribution of shared resources

17 Cluster Toolkit – Contents Chapter 4 – Capturing Impact –Identification of sources of impact data, both for ‘my school our cluster’ –Provision of EPAS data for the cluster –Evaluative questions relating to capturing impact, defining the anticipated impact and communicating with learners, families and governors Chapter 5 – Learning Partners –Links to National and Local Partners including Children’s Services contacts, Voluntary groups, SEND focused Cluster Associate Member links Chapter 6 – How to … –Practical guides and suggestions relating to ‘how to overcome barriers to learning’ Currently available for clusters to ‘pilot’ and feedback any comments. The final version as a ‘working model’ will be available electronically

Questions / Comments? HELP via:

Cluster financial admin & HR issues Alison Randall School Support Manager Schools’ Finance Team

20 Actions to date - financial Cluster fund-holding schools identified Data-file & bank accounts sets up Cluster balances Cluster general funding Cluster SEND funding Cluster budget plan Cluster admin funding Guidance & support

21 HR & staffing matters Full guidance in finance pack Summer term 2012 – transitional arrangements in place Staff employed in individual schools Staff employed across a cluster Recharges agreed by clusters

22 HR & staffing matters Changes expected from September 2012 Staff employed in individual schools Transferred funds ‘belong’ to receiving school – cannot be moved back Staff employed across a cluster Nominated employing school – legal Coded to cluster

23 Staffing adjustment costs Legal framework for redundancy No change from current arrangements, just formalising them All available funds in clusters Protects employing school Spreads the ‘risk’ across all schools Lessons from previous problems

24 Any Questions?

25 Role of the Local Authority Champion of children and families Ensure provision of sufficient 'good places of education' Responsibility to safeguard the most vulnerable Identifying and challenging institutions of 'concern' Brokering Partnerships Continued option to have 'traded services'

26 Role of LA in collaboration Encouraging collaboration for the benefit of children Brokering potential partnerships Providing information regarding different options (neutral) Encouraging local, well informed decision making Supporting schools in the process of conversion/change once a decision has been taken