1. New Governor Training 17 th September 2012

2. Intended outcomes for this session … You will: 1. Understand the different types of church schools and their relationship with the diocese 2. Understand what is distinctive about church schools and how this might be expressed 3. Understand more about the inspection process

3. DIOCESAN SYNOD ARCHBISHOP’S COUNCIL BOARD OF EDUCATION: Serving children, young people and schools DIRECTOR OF EDUCATION Quentin Roper ASSISTANT DIRECTOR OF EDUCATION (HEAD OF SCHOOL ORGANISATION) Simon Foulkes EXECUTIVE ASSISTANT Rosemary Fletcher CHILDREN & YOUNG PEOPLE’S MINISTRY ADVISER Murray Wilkinson CHILDREN & YOUNG PEOPLE’S ADMINISTRATOR (15 hours) Hannah Worthen Canterbury Diocesan Board of Education Structure ASSISTANT DIRECTOR OF EDUCATION (SCHOOL IMPROVEMENT) Tricia Martin DIOCESAN ARCHITECTURAL SERVICES LTD (DASL) GOVERNOR SUPPORT Eunice Thorpe ETHOS SCHOOL IMPROVEMENT COMPANY

4. Education and more! Partnerships with KCC RE Collective Worship School Buildings and finance DBE: Children, Schools and Young People Ministry with Young People Ministry with Children Advice and support for schools Governor Training Schools at the heart of our mission EMYP

5. Children and Young People Diocesan Events Chaplaincy Training for volunteers Ministry with Children and young people Deanery mission plans Employed Children’s & Youth workers Accredited Lay Ministry (ALM) Extended Schools Listening to the voice of children EMYP

6.  The National Society – founded in 1811  The beginnings of universal education  National Schools: ◦ ‘education for the poor in accordance with the rites, practices and doctrines of the C of E’  By 1851 census - 17,015 schools, 956,000 pupils

7. Introduced the ‘dual system’:  LAs and Dioceses working in partnership  Addressed the capital investment problems in church schools  Voluntary Aided schools ◦ Church is majority stake-holder  Voluntary Controlled schools ◦ Church is minority stake-holder RA ‘Rab’ Butler Minister of Education William Temple Archbishop of Canterbury

8. 1.—(1) It shall be the duty— (a) of the Secretary of State; (b) of every local education authority; and (c) of every governing body or head teacher of a maintained school to exercise their functions (including, in particular, the functions conferred on them by this Chapter with respect to religious education, religious worship and the National Curriculum) with a view to securing that the curriculum for the school satisfies the requirements of this section. (2) The curriculum for a maintained school satisfies the requirements of this section if it is a balanced and broadly based curriculum which— (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and (b) prepares such pupils for the opportunities, responsibilities and experiences of adult life.

9. AIDED SCHOOLS  Over half the governors appointed by church  Teachers can be appointed on faith grounds  50% of building costs from state [now 90%]  LA provides all running costs  RE and worship according to church pattern  Own admissions authority  GB employs staff CONTROLLED SCHOOLS  Up to a quarter of governors appointed by church  Teachers appointed by LA  Must support the church ethos of school  ALL capital and revenue costs from LA  RE according to local Agreed Syllabus; worship is C of E

10. ◦ There are 25,000 schools in England ◦ An 18 year old leaving school will have spent 12,000 hours at school! But not everyone goes to church… 155,000: the total number of young people attending church-based activities 1,000,000: the number of young people attending a Church of England school

11. General Synod resolution, 1998: ‘believing that Church schools stand at the centre of the Church’s mission to the nation’ Lord Dearing, The Way Ahead, 2001 Setting the agenda for the first decade of the 21 st Century The Church School of the Future Review, March 2012 – Priscilla Chadwick Responding to change, rethinking partnerships

13. Church of England School Good Community School BUT… Values (Implicit or explicit) Sensitive and caring Challenging and supportive Importance of quality of learning and teaching Focus on pupil well-being

14. Church of England Schools Christian beliefs and values Christian ethos: experience offered to all pupils What we believe How that belief is worked out in practice

15. Church of England Schools BeliefEthos An example: Our school recognises that all people are created and loved by God as equal and unique beings. We are open and confident in our expression of belief in:  God the Father, source of all being and life, the one for whom we exist.  God the Son, who took our human nature, died for us and rose again.  God the Holy Spirit, who gives life to the people of God and makes Christ known in the world. This belief rooted in: the Bible, the Creeds and the traditions of the Anglican Church. Signs, emblems and displays Christian Collective Worship Special services and celebrations Use of prayer Two way involvement with local parish Chaplaincy Provision of a quiet space Approach to Spiritual, Moral, Social and Cultural development Approach to the way the whole curriculum is taught and applied Approach to pupil well-being Good stewardship of our God given environment Behavioural expectations and models Active use of time and talents to help others Policies and procedures Servant leadership Pastoral care

16. Valuing the immeasurable… Do we avoid bigger issues by narrowly focusing on the measurable ones? Deep anxiety about self-image … Fear (gang culture etc.) Family breakdown … Lack of parental involvement Over exposure to the ‘screen’ … Desire for meaningful relationships 1 in 10 feel life not worth living … 25% have been depressed 25% have no hope for future Areas of well-being identified by Princes Trust Survey (2008); UNICEF 2007 survey and the Children’s Society’s Good childhood inquiry Need to focus on children’s Identity Values Significance Self-esteem Also spiritual well-being: knowing our place in the wider Christian narrative: Who are you? Where do you come from? Where are you going?

18. www.christianvalues4schools.org.uk

19.  Courage  Creativity  Peace  Trust  Forgiveness  Justice  Thankfulness  Compassion  Friendship  Hope  Truthfulness  Humility  Generosity  Respect and Reverence  Wisdom  Perseverance  Service  Responsibility

20. Section 48 Self Evaluation toolkit

21. There are four key questions: 1How well does the school, through its distinctive Christian Character, meet the needs of all learners? 2What is the impact of collective worship on the school community? 3How effective is the religious education? 4How effective are the leadership and management of the school as a church school?

22. YOUR SELF EVALUATION PROCESS The inspection starts from your school’s own judgements, based on an internal system of monitoring, evaluation and improvement. The better your own self-evaluation, the easier will be the inspection for everyone. To help you assess your grades, a self-evaluation toolkit including graded descriptions from the National Society is available on our website.

23. Use the SIAS Toolkit provided by the Diocese to help your self-evaluation process. Schools find the diocesan toolkit extremely useful for setting out an agenda for improving their church schools and giving prompts for development e.g. How well has the school leadership (including the governors) engaged with distinctive Christian values in developing its vision for the school?

24. Action plan Your immediate focus following an inspection should be to develop an action plan to deal with the Focus for Development In addition, the Governing Body should formulate a strategy to ensure an ongoing process of monitoring, evaluating and improving the church aspects of the school. Schools do this in different ways, allocating responsibility to different individuals or groups and looking at different aspects at different times.

25. Action Plan continued… It is recommended that a report is given to he whole GB at least once a year, so that it has oversight of how things are progressing. You may make a foundation Governors responsible for this, as the link governors for the church nature of the school, or you may have a ‘Church School committee’ responsible for this. Make sure that you avoid leaving all this on the shoulders of the headteacher and incumbent. It is the responsibility of the whole GB

26.  To uphold the distinctive Christian foundation of the school.  To ensure that the denominational education is inspected in accordance with the requirements of Section 48 of the Schools Inspection Act 2002  To safeguard the interests of the Trustees with regard to the property and its use  In aided schools, where governors are the admissions authority, the foundation governors have particular responsibility to determine the terms of church affiliation which constitute part of the admissions criteria  Regular reports to PCC

27. Diocesan Website: www.canterburydiocese.org/schools