FLINTSHIRE COUNTY COUNCIL
The Local Authority and School’s Partnership Agreement
For the 3 year period: September 2018 to August 2021
Foreword from the Chief Education Officer
We are pleased to present the updated Partnership Agreement, which sets out important information about how we as a Council work in partnership with our schools and GwE, our Regional School Improvement Service.
Education continues to be priority for the Local Authority and this policy document is another step in securing the very best for our children and young people. It sets out the processes for the working practices of schools, governors, GwE and Council Officers, so there is greater transparency and trust between us. Education continues to develop successfully in the county and we are committed to strengthen our working partnership with you.
“In my time as Interim Chief Officer for Education and Youth, I have been impressed by the excellent relationship which exists already between the key stakeholders responsible for the delivery of quality education experiences for the young people of Flintshire – schools, Members, officers of the Council and officers of the Regional School Improvement Service, GwE. There is an informed and ongoing dialogue between us all and a genuinely constructive partnership which has led to many improvements in the education service.
We are working in partnership in challenging times. However, our values remain important if we are all to secure the best possible education opportunities and outcomes for our learners.
In this context I am firmly of the view that clarity of roles and responsibilities is essential if we are all to work together productively for the benefit of children and young people”
Acting Chief Officer
|SECTION 1 – PURPOSE OF THE DOCUMENT||4|
|1.1 Implementation principles||5|
|SECTION 2 – REGIONAL SCHOOL IMPROVEMENT STRATEGY||6|
|SECTION 3 – STATUTORY FUNCTIONS||7|
|3.1 Support, monitor, challenge and intervention in schools||7|
|3.1.1 Identifying schools giving cause for concern or requiring additional support for specific needs||8|
|3.1.2 Supporting schools giving cause for concern, requiring significant improvement or in special measures||9|
|3.1.3 Use of powers of intervention||10|
|3.2 Setting and agreeing targets for progress and well-being||11|
|3.2.1 Targets for learner participation and attainment for schools with sixth forms||12|
|3.2.2 Attendance and Exclusions||13|
|3.3 Primary/secondary transition||14|
|3.4 Training and role of Governors||15|
|3.4.1 The reports which the Governing Body provides to the LA on the discharge of its functions||16|
|3.5 Maintenance of premises||17|
|3.6 Health and Safety issues||18|
|3.6.1 Safeguarding and Child Protection||19|
|SECTION 4 – OTHER FUNCTIONS INCLUDED IN PARTNERSHIP AGREEMENT||20|
|4.1.1 Welsh in Education Strategic Scheme||20|
|4.1.2 Provision for Children and Young People with Additional Learning Needs||21|
SECTION 1 – PURPOSE OF THE DOCUMENT
The purpose of this Partnership Agreement is to support partnership working between the Local Authority (LA) and its schools.
Section 197 of the Education Act 2002 requires Local Authorities (LAs) to enter into a partnership agreement [hereon referred as the ‘agreement’] with the governing body of each school maintained by the authority. The purpose of the agreement is to sustain and enhance existing partnership working between LAs and schools.
The agreement must set out how a LA and a governing body will carry out their respective statutory functions in relation to a school and in relation to meeting the needs of all pupils in compliance with the 1996 Education Act / the SEN and Disability Act 2001 / the SEN Code of Practice for Wales 2002 and The Maintained Schools Partnership Agreements) (Wales) Regulations 2007. All schools will adhere to the All Wales Child Protection Procedures 2008. The LA will provide guidance, advice and training as required and will monitor compliance with the All Wales Child Protection Policy.
The statutory functions covered by the agreement have been grouped together as shown below.
|SF||Statutory functions in WG guidance||Relevant section in the Local Partnership Agreement|
|1||Action the LA will take to monitor schools.||
1. Support, monitor, challenge and intervention in schools
|2||Factors the LA will take into account in identifying schools giving cause for concern to turn them round and prevent them becoming failing schools.|
|3||Support the LA will provide to schools in special measures or requiring significant improvement.|
|4||Agreement of targets for pupil progression, attendance and exclusions.||2. Setting and agreeing targets for progress and well-being|
|5||Targets for learner participation and attainment for schools with sixth forms.|
|6||Role of the LA and school to develop effective transition for pupils from Key Stage 2 [KS2] to Key Stage 3 [KS3].||3. Primary/secondary transition|
|7||The reports which the governing body provides to the LA on discharge of its functions.||4. Training and role of Governors|
|8||Responsibility of the LA and school for governor support and training.|
|9||Responsibility of the LA and school for the control, maintenance and repair of school premises.||5. Maintenance of premises|
|10||Responsibility of the LA and school for health and safety matters and their duties to employees and other persons in respect of these matters.||6. Health and safety issues|
The content of each section in the agreement outlines how the LA will work in partnership with the school to raise pupils’ standards of achievement; promote social inclusion; reduce barriers to learning; maximise their potential and improve life opportunities. In this context, working in partnership implies that each party has a good understanding of both its own and the partner’s role and how these roles can be undertaken for the mutual benefit of pupils. The LA is fully committed to ensuring that all pupils reach their potential and reducing the gap between the performance of schools – the Partnership Agreement is integral to achieving this goal.
1.1 Implementation principles
The agreement is based on the following principles:
- The LA and the school’s overriding aim is raising standards and using self-evaluation in the pursuit of continuous improvement. The primary responsibility for standards rests with Headteachers and Governing Bodies whilst the LA’s role is to support and challenge schools to improve.
- The LA recognises the importance of school autonomy. Schools are responsible for their own performance and should be given the discretion to make decisions for themselves. Every school should decide what needs to be done to raise standards and then act accordingly. Accountability for actions is well developed e.g. LA/GwE monitoring, ESTYN inspections, published performance information.
- The LA recognises that success and autonomy are complementary and supports the ideal of intervening in inverse proportion to success. Intervention will only occur when monitoring has identified weaknesses or underperformance which cannot be addressed within the school’s current capacity; the level and extent of the intervention will be directly aligned with the scale of the problem.
- The LA recognises that working in partnership and collaboration with Headteachers and governing bodies can have a powerful impact on raising standards. The partnership and collaboration must be based on a mutual recognition of the functions and contribution of each party. There are occasions when the LA will need to challenge standards and the quality of leadership and management. In such cases, schools will need to accept that the challenge and intervention is designed to be supportive and help raise standards. The principle of partnership also applies to schools working locally and sharing good practice.
The agreement will be reviewed at intervals of no more than three years and any review will begin six months before the expiry date. It should also be noted that the agreement refers to several policies which will need to be reviewed at more frequent intervals. If the LA and the governing body of a school cannot reach agreement then the LA is entitled to draw up a statement outlining the actions to be taken in relation to that school. In addition, specific circumstances in individual schools could lead to a review of the Partnership Agreement/Statements. Possible examples of such circumstances are:
- a school being placed in special measures or significant improvement and as a result the LA uses its power to appoint additional governors;
- statutory proposals leading to a significant change in the nature of the school; and
- the LA using its power to suspend the governing body’s right to a delegated budget.
SECTION 2 – REGIONAL SCHOOL IMPROVEMENT STRATEGY
School improvement services in the Local Authority is delivered in collaboration with the five other Local Authorities that constitute the Regional Education School Effectiveness Service for North Wales (GwE).
GwE aims to develop a high challenge, self-improving school system where schools take overall responsibility for raising standards. School to school support and challenge will be at the heart of this system. GwE’s vision is to have outstanding schools naturally collaborating and jointly identifying direction for improvement which will deliver excellent standards and wellbeing for all pupils. These guiding principles and beliefs underpin relationship with all stakeholders and include:
- show no bias
- respect diversity
- supportive and collaborative
- demand high standard
The actions initiated within school improvement strategy are aligned with the national direction of travel as defined by Welsh Government in their 2017-21 action plan ‘Education Wales: Our National Mission’ and will supplement and augment the key actions identified by the Minister to deliver a high performing education system. Namely, GwE will focus resource and expertise to support schools to:
- develop as effective learning organisations: by providing focused and supportive challenge, our fundamental objective is to develop a self-improving system which trusts schools and their leaders at every level to guide us on that journey. Schools need to improve themselves as learning organisations for the sake of the learners in their care – it is the role of the regional service to ensure that this happens effectively and consistently;
- confidently develop and deliver the transformational curriculum and assessment arrangements: by providing a network of effectively collaborating establishments, led and supported by our pioneer schools, we will ensure that curricular provision is appropriate to every learner in every classroom. Planning in response to the challenges and opportunities afforded by ‘A Curriculum for Wales’ will be a cornerstone of our regional collective approach;
- contribute to the four enabling objectives: by providing focussed guidance and coordinating a structured programme we will ensure that schools engage in collaboration with key education stakeholders. The approach will ensure a strong and effective regional contribution towards meeting the four national enabling objectives of developing a high-quality education profession; inspirational leaders working collaboratively to raise standards; strong and inclusive school committed to excellence and well-being and a robust assessment, evaluation and accountability arrangements supporting a self-improving system.
GwE, in close collaboration with key stakeholders, will continue to strengthen leadership, raise attainment, improve teaching and learning, increase aspiration and further accelerate the pace of improvement in regional schools. The minimum expectations in going forward for the Local Authority and all their schools as learning organisations are that:
- the LA performs well in relation to its FSM rankings and expected benchmarks in the main indicators in all key stages;
- improving the performance and achievement of FSM, other vulnerable groups and More Able and Talented pupils is a key priority within each school;
- good leadership and management is demonstrated at all levels in each school;
- good quality teaching is accessed by all pupils in all classrooms;
- eradicating in school variation is a key priority within each school;
- no school should be unexpectedly placed in a statutory category following an Estyn inspection;
- all pupils’ learning and well-being be at least good;
- all school have taken effective action to ensure that expectations re: Curriculum for Wales are in place; and
- all schools can demonstrate that they are effective learning organisations.
SECTION 3 – STATUTORY FUNCTIONS
3.1 Support, monitor, challenge and intervention in schools
Each school in the Local Authority is allocated a Supporting Improvement Adviser who will provide challenge and support for school improvement as defined in the GwE school improvement strategy and challenge and support programme.
The Supporting Improvement Adviser takes lead responsibility for working in partnership with the school to implement the LA-School Partnership Agreement.
Monitoring and initial evaluation will be primarily carried out through the visits undertaken by GwE’s Supporting Improvement Advisers who will work in partnership with the LA to:
- monitor and evaluate the work and performance of schools and report on this;
- challenge schools to drive improvement in pupil outcomes and quality of leadership and management;
- intervene in a school when necessary and provide support to schools in difficulty and those with serious weaknesses;
- provide support to schools to address school improvement activity by providing advice and support for pedagogy, self-evaluation, leadership and management and facilitating networking and networks of professional practice; and
- categorise all schools in accordance to the National Categorisation process by providing a commentary on the school’s performance, making a judgement about a schools improvement capacity (Grade A-D determining) and determining each school’s support category (green, yellow, amber or red).
Support will be provided to schools as defined in the National School Categorisation Supplementary Guidance. The support category will be based on a colour coding system, discussed with the school and agreed with the local authority. The categorisation colour indicates the level of support a school requires – Green, Yellow, Amber or Red (with the schools in the green category needing the least support and those in the red category needing the most intensive support).
|Green support category|
|A school in this category may receive up to 4 days of support.|
|Yellow Support Category|
|A school in this category may receive up to 10 days of support.|
|Amber Support Category|
|A school in this category may receive up to 15 days of support.|
|Red Support Category|
|A school in this category may receive up to 25 days of support.|
Each Supporting Improvement Adviser will determine the nature of the bespoke support package to be provided to each school according to need which may result in the allocation of additional days’ support. This additional support could be delivered by a range of providers.
The definitions above are subject to change dependent on Welsh Government directive
3.1.1 Identifying schools giving cause for concern or requiring additional support for specific needs
An overview of the respective roles of the LA/GwE and schools in identifying schools giving cause for concern or requiring additional support for specific needs is outlined below.
|· The LA in partnership with GwE identify schools causing concern by taking into account the following evidence:
– Outcomes of statutory school inspections
– Reports from LA/GwE surveys
– Analysis of examination, test and assessment data
– Standards of achievement and attainment
– Pre and post inspection reviews and support
– Monitoring visits findings
– Review and support visit findings
– Progress since the last inspection
– Effectiveness of school leadership and management
– Effectiveness of governing body
– Quality of self-evaluation both of the school and of the Governing Body
– Quality of planning for improvement
– Quality of teaching and learning
– Procedures for assessment
– Curriculum provision
– Behaviour and levels of exclusions
– Support and guidance provided to staff
– Staffing issues
– Provision for Additional Learning Needs
– Health and safety
– Non-compliance with statutory responsibilities
– Budget management
– Resource management
|· Engage in a rigorous process of on-going self-evaluation to identify areas of concern
· Alert LA and/or GwE as soon as an area of concern is identified
· Work in partnership with the LA and GwE to address issues/areas of concern
· Act at all times in the balanced role of ‘Critical/questioning Friend’ to the school.
Where there is evidence that one or a combination of the above exists, discussions will take place with the school in order to establish whether:
- The school requires additional support for a specific need;
- It is a school causing concern.
3.1.2 Supporting schools giving cause for concern, requiring significant improvement or in special measures
An overview of the respective roles of the LA/GwE and schools in supporting schools giving cause for concern, requiring significant improvement or in special measures are outlined below.
|The LA in partnership with GwE will:
· implement a range of intervention strategies to support schools with particular needs;
· comply with requirements as set out in Welsh Government Circular Schools Causing Concern: Statutory Guidance for Schools and Local Authorities Guidance Document No.129/2014 February 2014;
· support schools in the construction of an action plan;
· produce a statement of planned council action and support for the school;
· deploy LA and GwE staff to support the school as necessary;
· work with schools to monitor and evaluate the implementation of the action plan;
· share outcomes of monitoring and evaluation with staff and governors;
· provide focused evaluations and implement statutory powers of intervention where a school fails; and issue a ‘cause for concern’ or a ‘warning’ letter where appropriate.
· Establish Accelerated Improvement Boards for schools in a statutory Estyn category and/or identified as a school requiring an amber or red level of support
|· use an on-going self-evaluation process to understand better its present position and performance;
· work in partnership with Supporting Improvement Advisers and other staff and services to address issues /areas of concern;
· comply with requirements as set out in Welsh Government Circular Schools Causing Concern: Statutory Guidance for
· Schools and Local Authorities Guidance Document No. 129/2014 February 2014;
· work with the LA and GwE in producing an action plan for improvement; and
· monitor and evaluate progress against the action plan, and inform governors.
· Engage fully with the Accelerated Improvement Board
Where schools are identified by Estyn as being in need of significant improvement or requiring special measures the LA will produce a statement alongside its action plan. This will be produced in partnership with GwE and submitted to Estyn within 10 days of receipt of the school’s action plan. The statement and action plan will contain:
- An assessment of the governing body’s action plan and the school’s ability to implement the plan
- Detail of the action the local authority plans to take to address the areas for improvement identified in the inspection report
- Identified responsibilities for ensuring the action takes place
- Timescales with key milestones
- Success criteria including targets against which progress will be judged
- Details of how progress will be monitored
- Resources to be applied to the work
- Whether the LA intends to use its powers of intervention as detailed below.
3.1.3 Use of powers of intervention
A school will be ‘eligible for intervention’ where one or more of the grounds 1-6 below exist, a warning notice has been issued to the governing body, but it has not complied with that notice to the authority’s satisfaction.
Local authorities and regional consortia are expected to engage schools effectively through a professional dialogue and work in partnership with the religious authority where necessary to address the issues causing the local authority concern. If a school is refusing to engage constructively with the challenge and support commissioned or provided by the regional consortia, the local authority should consider issuing a warning notice in order to bring the necessary support to bear before the issues of concern result in school failure if at least one of the grounds for intervention are satisfied. Where a warning notice is issued the LA is required to provide a copy to Welsh Government.
Where a school is in a statutory category of “significant improvement” or special measures” there is no requirement to issue a warning notice in order to invoke powers of intervention
Ground 1 – The standards of performance of pupils at the school are unacceptably low.
Ground 2 – There has been a breakdown in the way the school is managed or governed.
Ground 3 – The behaviour of pupils at the school or any action taken by those pupils or their parents is severely prejudicing, or is likely to severely prejudice, the education of any pupils at the school.
Ground 4 – The safety of pupils or staff at the school is threatened (whether by a breakdown of discipline or otherwise)
Ground 5 – The governing body has failed or is likely to fail to comply with a duty under the Education Acts
Ground 6 – The governing body or Headteacher has acted or is proposing to act unreasonably in the exercise of its or his/her functions under the Education Acts
Any Warning Notice issued will set out:
- the matters of concern;
- the action required of the governing body to remedy the identified matters; and
- the period within which that action is to be taken by the governing body (i.e. the compliance period).
Where a warning notice has been given which has not been complied with to the satisfaction of the local authority within the compliance period, the school is eligible for intervention. If urgent intervention is required, this could be as little as one working day after the end of the compliance period. The local authority is not limited to taking the action it said it was minded to take in a warning notice.
Where a school is ‘eligible for intervention’ there are a number of powers the local authority may use to drive up school improvement. An overview of the respective roles of the LA/GwE and schools in the use of powers of intervention are outlined below.
|LA /GwE||School/Governing Body|
|The LA in partnership with GwE will:
· use, as necessary, the full range of legal powers of intervention available to it as set out in legislation and regulations in accordance with the guidance given in the Code of Practice on LA School Relations and Schools Causing Concern: Statutory Guidance for Schools and Local Authorities Guidance Document No. 129/2014 February 2014.
· use the following types of statutory intervention as appropriate:
– require a school to work with another school, or other named partner to secure improvements defined as a requirement to secure advice or collaborate ;
– appoint additional governors to strengthen the LA’s voice on the governing body and/or provide additional expertise to the governors in key areas to support a school’s improvement;
– replace the entire governing body with an Interim Executive Board to secure improvement in the leadership and management of a school through the use of a specially appointed governing body for a temporary period; This requires an application to Welsh Ministers
– suspend the delegated authority for the governing body to manage a school’s budget to secure control over staffing and spending decisions in order to secure improvements.
|· Work in partnership with the LA in accordance with the guidance in the Code of Practice on LA School Relations and Schools Causing Concern: Statutory Guidance for Schools and Local Authorities Guidance Document No. 129/2014 February 2014 and other relevant Welsh Government guidance; and
· In the case of voluntary aided (VA) schools, work with both the LA and the Diocesan authority to bring about improvement.
3.2 Setting and agreeing targets for progress and well-being
The Statutory Performance Indicators determined by Welsh Government set out the nature and types of targets that must be reported upon annually by LAs in Wales. Target setting at individual, cohort, school, authority and regional level is an integral part of the school improvement strategy. Targets should incorporate a prediction of attainment together with a degree of challenge.
Systematic and rigorous target setting should be an essential component of every school’s improvement strategy. Targets should be realistic within an ethos of providing appropriate challenge for all pupils; with targets being based on secure performance data relating to each pupil and cohort. The profile of pupils from year to year and targets set by the school will need to reflect this. Special schools and Pupil Referral Units should develop targets appropriate to their pupils.
Schools are expected to set challenging performance targets for each pupil, based on knowledge of their prior attainment, and are expected to put in place programmes that will enable pupils to attain them.
The role of the LA/GwE is to ensure that schools analyse key data, and support them to set challenging targets for improvement.
In this context, the role of the LA/GwE and the school will be as detailed below.
|· Notify schools on an annual basis of statutory requirements in respect of school and pupil performance data;
· Discuss and agree targets for whole school performance and pupil achievement with schools;
· Review and, if necessary, improve the target setting process;
· Collect and analyse projections against targets on a regular basis throughout the academic year;
· Challenge schools on the accuracy of targets and projections;
· Evaluate the quality of the target setting process by analysing the accuracy of projections and performance data for each school;
· Provide professional development and guidance on data analysis and target setting;
· Publish whole LA targets for attainment at each key stage annually;
· Provide annual reports and analysis of target and performance data for individual schools;
|· Submit targets for school and pupil performance to WG and the LA/GwE on an annual basis in an electronic format in line with statutory requirements;
· Have effective monitoring and tracking processes that allow intervention strategies to be put in place to raise performance;
· Ensure that middle leaders are held accountable for pupil targets that are not challenging enough, or intervention strategies that are not having an appropriate effect on underperformance;
· Use their internal target-setting processes to inform the setting of challenging and stretching whole-school targets that take account of the nature of a cohort and their individual targets, and also the previous benchmark positions of the school;
· Report projections of performance against their school targets to the LA/GwE on a regular basis, ensuring that these projections are based on sound, accurate and current assessment data;
· Use performance data to support school improvement initiatives;
· Evaluate the quality of the target setting process by analysing performance data in relation to targets set;
· Respond positively to the challenge raised by the LA if targets are not met;
· Raise awareness of governors of school performance data in order to ensure appropriate challenge to secure improvement;
· Publish school performance data via the school prospectus and Governors’ annual report to parents in line with statutory requirements; and
· Arrange for school representatives to attend professional development activities organised by the LA/GwE.
3.2.1 Targets for learner participation and attainment for schools with sixth forms
The respective roles of the LA/GwE and schools to set targets for learner participation and attainment in accordance with the terms of the grant for post-16 provision which the LA receives from the Welsh Government are outlined below.
|· Provide support and advice on meeting the statutory requirements of the Learning and Skills Measure (Wales) 2009, and in delivering the six key elements of Learning Pathways
· Support collaborative working between partners by fostering close relationships between all members of the 14-19 Learning Pathways Network and develop the 14-19 working groups to support transition from KS3 to KS4 and KS4 to post 16, and to target those young people who are in danger of becoming classified as not in education, employment or training (NEET) at 16.
· Monitor the percentage of NEETs aged 16-18.
· Provide support to assist schools when completing their PLASC WG return.
|· Work with network partners (duty to collaborate) towards the provision of a full options menu and timetable alignment to facilitate Learning Pathways 14-19 and to meet the terms of the Learning and Skills Measure (Wales) 2009
· Issue all learners at post 16 with an individual Learning Pathways Plan
· Ensure the entitlement of all learners at post 16 to be able to access a trained Learning Coach
· Ensure that all learners access the learning core
· Ensure independent careers advice and guidance is available for all pupils 14-19.
· Deliver the local curricula as prescribed by the Welsh Government
· Ensure all learners have access to learning equivalent to at least 2 A levels.
· Ensure appropriate strategies to raise the individual points score of all learners within the school.
· Set robust targets for achievement at KS5.
· Identify all courses undertaken by learners and complete the “Post16 PLASC” return.
· Ensure all activities which could be included are incorporated in the “WG PLASC” return.
Attendance and Exclusions
Schools and the LA will agree to set local targets and monitor attendance levels in order to meet national targets.
In discussion with schools, the LA will set local authority targets and monitor exclusion levels in order to meet national targets.
Schools and the LA will work collaboratively to ensure suitable and appropriate alternative provision is provided for pupils Educated Otherwise Than At School (EOTAS) including permanently excluded pupils, those at risk of permanent exclusion, school phobics, and pupils with medical needs.
Schools and the LA will work collaboratively to ensure suitable and appropriate alternative provision for permanently excluded pupils and those at risk of permanent exclusion.
The respective roles of the LA and schools are outlined below.
|· Monitor attendance rates, analyse trends and share data with schools so that attendance rates can be celebrated or challenged;
· Monitor and analyse exclusion rates and discuss this information with schools;
· Challenge schools when targets are not met.
· Offer support to head teachers on attendance and exclusion matters;
· Provide training, advice and support on the correct use of the exclusion process and the promotion of alternative strategies to exclusion, including exclusion strategy meetings and managed moves;
· Promote and manage the agreed Managed Move policy amongst all secondary schools, as a recognised Welsh Government alternative to permanent exclusions;
· Provide advice in instances of permanent and fixed term exclusions, especially on re-integration procedures;
· Maintain accurate records of all alternative provision for pupils Educated Otherwise Than At School (EOTAS);
· Provide full-time appropriate education for a pupil 15 days after being excluded;
· Process exclusion data in line with WG guidelines.
|· Review and monitor attendance rates on a regular basis;
· Ensure that robust procedures and strategies are in place to improve pupil attendance and where required reduce fixed term and permanent ;
· Review and monitor exclusion rates on a termly basis;
· Respond to the challenge raised by the LA when targets are not met;
· Maintain accurate and up to date electronic pupil exclusion records, ensuring compliance with the Data Protection Act 1998 requirements with regard to collection, storage and processing of personal information;
· Return exclusion data to the LA through electronic means in keeping with WG guidelines and to set deadlines;
· Report all incidents of exclusions to the LA within one school day;
· Ensure accurate exclusion data is transferred to a pupil’s new school via the Common Transfer System in accordance with WG guidelines and to set deadline;
· Follow the WG recommendations with regard to exclusions ensuring correct codings as defined in PLASC EOTAS guidance are used
3.3 Primary/secondary transition
Effective transition arrangements between the primary and secondary sectors are crucial and that these are put in place in the interest of pupils’ education. The responsibilities of schools and the LA are defined below.
|· Provide advice and guidance on current WG developments in respect of transition
· Facilitate effective delivery of the five statutory elements of transition as follows:
o managing and co-ordinating transition
o continuity of curriculum planning
o continuity of teaching and learning
o consistency in the assessment, monitoring and tracking of pupil progress
o reviewing and monitoring the plan for the purpose of assessing the impact on standards
· Assist with the electronic transfer of data from primary schools to secondary schools
· Inform, advise and support schools in respect of good practice at transition
|· Produce and review annually the school’s transition plans in co-operation with cluster schools
· Include relevant and effective activities and processes with regard to the five statutory elements of the transition plan
· Engage with schools listed in the school’s transition plan in preparation for transition activities
· The Common Transfer system (CTS) must be used for passing data onto a new school, as well as passing on SEN files and additional pupil information.
· Provide additional data where available to secondary schools
· Adhere to WG requirements in respect of assessment and moderation requirements
· Consider advice on good practice and act on where appropriate in order to improve the transition experience for pupils
3.4 Training and role of Governors
The responsibilities of schools and the LA for governor support and training are outlined below.
|· Provide advice and guidance to Governing Bodies on their role and responsibilities in respect of the discharge of their duties
· In partnership with GwE shape the annual training and development programme, focusing on local, consortium and national priorities
· Provide training in accordance with Wales Government statutory content: induction, understanding school performance data; role of Chair; role of Clerk;
· Establish Governing Bodies, prepare and update the instruments of government
· Provide advice and support for the appointment of Governors
· Maintain a record of Local Authority Governing Body membership
· Process Disclosure & Barring Service checks as required.
· Maintain a record of attendance at training and development events
· Provide advice and support to governing bodies for senior school appointments.
· Provide a clerking service to governing bodies at a schools request through a Service Level Agreement
|· Ensure that all statutory committees are in place
· Identify training needs of individual governors and the governing body as a whole and arrange support/training as appropriate.
· Provide details of training opportunities to all governors and promote attendance.
· Ensure that all governors complete the appropriate mandatory training within the prescribed timescales as determined by Welsh Government legislation.
· Ensure that any governors who have not completed the mandatory training as determined by Welsh Government legislation are suspended until mandatory training has been completed or for a total of six months. If mandatory training is not completed within the six month timescale ensure that governors are removed from membership of the governing body.
· Facilitate the induction of new governors
3.4.1 The reports which the Governing Body provides to the LA on the discharge of its functions
The reports which the Governing Body must provide to the LA on the discharge of its functions are outlined below.
|· Advise schools of expected reports – budget plans, school attendance targets, and exclusion/disciplinary findings.
|· Maintain records of governing body membership;
· Comply with statutory requirements in respect of the appointment of new governors
· Produce the Annual Report to Parents
· Establish for each member of the governing body and head teacher a register of any business interests
· Notify the LA in writing of the resignation of the head teacher before the recruitment process begins;
· As required by the Staffing of Maintained Schools (Wales) Regulations 2006, notify the LA in writing of any teaching vacancy prior to advertising;
· Comply with requirements in the Scheme for Financing Schools in respect of any capital spending from the school’s budget share;
· Ensure that appropriate arrangements are in place for Human Resource support;
· Notify the Authority of any proposed changes to the timing of the school day or to the school calendar;
· Provide the Welsh Government and LA with accurate PLASC, NDC and NWT uploaded data to DEWi in line with deadlines;
· Provide the LA with the following:
– budget plans;
– audited school voluntary and private fund information as per Financial Regulations / Scheme for Financing Schools requirements;
– school performance targets;
– school attendance targets;
– school “level of support” information;
– self-evaluation report and School Development Plan;
– information regarding any incidences which have to be recorded e.g. racial, substance misuse; and
– any other reports that may be requested.
3.5 Maintenance of premises
The LA controls the use of school premises but the day-to-day management for the use of school premises at all times both during and outside the school day rests with the governing body (in community and voluntary controlled schools, subject to LA directions; and in voluntary aided and foundation schools, subject to the Trust Deed).
The majority of capital and external repairs and maintenance work for aided schools is grant-aidable from the Welsh Government.
The responsibilities of schools and the LA are outlined below.
|· Undertake major capital works relating to school premises in line with the 21st Century Schools capital programme and the Authority’s Schools Major Repairs Programme
· Provide advice to schools regarding estate management matters, including boundary issues, land ownership, wayleaves, easements, etc
· Provide advice to schools regarding their responsibilities relating to repair and maintenance issues
· Undertake works according to the division of responsibilities between the LA and schools/governors as detailed in the relevant documentation
· Offer a Service Level Agreement for repairs and maintenance to primary and special schools
· Offer a site specific Service Level Agreement relating to maintenance of grounds
· Offer a site specific service relating to the maintenance of grounds on a pay-as-you-use basis
· Offer a Service Level Agreement for the repairs and maintenance of kitchen equipment
· Provide advice on health and safety issues, prepare a policy statement on health, safety and welfare for schools and provide training via the Corporate Health and Safety Service
|· Ensure a safe and secure working and learning environment
· Seek permission from the LA before carrying out any alterations to the buildings or premises
· Bring issues of concern relating to estate management to the attention of the LA
· Negotiate fees and grants, ad hoc hire/use of premises agreements, etc.
· Discuss issues of concern relating to repair and maintenance issues with the LA
· Undertake repair and maintenance works according to the division of responsibilities between the LA and schools/governors as detailed in the relevant documentation
· Discuss with the LA the need for minor improvements to school premises
· For schools that commission low risk work items the schools responsible person must have been trained in the following:
– Risk Assessment
– Control of Contractors
– Construction Design and Management
– Asbestos Awareness (Annually)
– Managing Safely
· Raise with the LA issues of concern relating to the maintenance of grounds
· Agree the grounds maintenance contract, whether internally or externally arranged
· Take responsibility for producing a school health and safety policy
· Raise with the LA issues of concern relating to health and safety
· Discuss insurance requirements with the Authority’s Corporate Risk and Insurance Service
· Comply with the terms and conditions of the insurance policies incepted by the Authority on behalf of schools
3.6 Health and Safety issues
The Health and Safety at Work etc. Act 1974 places overall responsibility for health and safety with the employer. Who this is varies with the type of school:
- For community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units the employer is the local authority.
- For foundation schools, foundation special schools and voluntary aided schools, the employer is usually the governing body.
The school and governing body have responsibility for the day to day management of the school premises, its occupants and any visitors.
The responsibilities of schools and the LA in relation to health and safety matters and their duties to employees and other persons in respect of these matters are outlined below.
|· Provide advice to Headteachers and Governors on Health and legislation under a service level agreement;
· Provide advice on preparing Health and Safety Policies;
· Arrange training when appropriate.
· Monitor all staff and contractors regarding compliance with Health and Safety issues and resolve / rectify any non-compliance accordingly;
· Monitor and review the delivery of health, safety and risk management in schools through audit and inspection;
· In consultation with the governing body, arrange for remedial works for those areas for which they have control. This work to be carried out to address uncompleted work necessary to comply with the LA’s Health and Safety Policy and arrange for the costs involved to be deducted from the school’s budget;
· Intervene in the health and safety management of schools where there is concern;
· Offer occupational health advice as appropriate.
|· Ensure that the school has a health, safety and welfare policy and that such a policy is operational;
· Ensure staff and governors attend health and safety training courses;
· Ensure suitably numbers of staff are trained in health and safety particularly for the purpose of accident reporting/investigations and risk assessment;
· Ensure an appropriate response to any health and safety guidance issued by the Authority;
· Follow the Authority’s arrangements for recording, investigating and reporting any incidents;
· Ensure that a system is in place to identify risks and, where practical, suitable arrangements to manage the risks identified;
· Ensure that the school adheres to all necessary regulations and completes appropriate checks;
· Act as a responsible keeper of school buildings;
· Plan, budget and manage the areas of repair and maintenance for which they are responsible whilst ensuring the health and safety of pupils and staff, to raise pupils’ achievement and ensure best value using the public resources available to them;
· Inform the LA of issues of concern relating to health and safety;
· Exercise day-to-day control of the school premises and/or activities, adopting safe practices in accordance with the risk assessment and/or guidance provided by the LA;
· Co-operate with the LA including monitoring arrangements, reporting all accidents, hazardous events or conditions and any other matter that may jeopardise the LA’s ability, as an employer to comply with its health and safety responsibilities;
· Encourage employee involvement in health, safety and risk management at the school and that an effective health and safety committee meets regularly which supports managers’ efforts to develop a positive health and safety culture;
· Ensure that any defeats and/or hazardous conditions identified within the workplace are reported and dealt with in a timely manner. Any items or workplace that present serious and imminent danger are to be isolated;
· Conduct regularly inspection and/or tours of the premises to ensure that the risk controls continue to be effective;
· Ensure that risk assessments are developed for areas of significant risk and are maintained;
· Ensure health and safety implications are considered when choosing, specifying, procuring and/or introducing equipment and/or substance and that they are used in accordance with the instruction and/or training given;
· Ensure personal protected equipment is provided and the use of it is monitored.
|Where the governing body is the employer i.e. in Aided and Foundation schools, it will be responsible for the issues in the ‘LA’ column|
3.6.1 Safeguarding and Child Protection
It is the responsibility of both the LA and schools to ensure that children and young people are safe and are not exposed to unnecessary risk.
|· Provide advice to Headteachers and Governors on Safeguarding legislation and guidance;
· Ensure that all calls to the dedicated LA helpline are responded to in line with LA guidance and procedures;
· Provide advice on preparing Safeguarding Policies;
· Provide schools with up to date information and support on DBS checks and renewals;
· Arrange training when appropriate;
· Support schools to monitor safeguarding procedures and protocols;
· Provide guidance on school site security
· The Educational Vists Advisory service will review and approve off site adventurous activities if they meet legal requirements;
· Educational Visits Coordinator will have access to training when appropriate;
· Consult with schools and governors on significant changes to Safeguarding and Child Protection legislation.
|· Ensure that the school has a Safeguarding policy and that the policy is operational in line with the All Wales Child Protection procedures;
· Ensure an appropriate and prompt response to any safeguarding or Child Protection in line with schools and All Wales Child Protection procedures;
· Ensure that a school governor is nominated to oversee Safeguarding and Child Protection procedures in school;
· Follow the LA’s arrangements for recording, investigating and reporting any incidents;
· Ensure that all staff have current DBS checks and renewals are made in due time;
· Ensure all staff appointments are in line with the LA’s safe recruitment procedures;
· Ensure that all staff are regularly trained and tested in current Safeguarding and Child Protection legislation;
· Ensure that schools have an Educational Visit Coordinator (EVC) and they receive regular training;
· All adventurous off site school activities must be recorded on the on-line system and approved by the EVA at least 10 days before the activity takes place;
· Ensure that school site is secure and procedures for monitoring and tracking visitors are always in place.
SECTION 4 – OTHER FUNCTIONS
4.1.1 Welsh in Education Strategic Plan
Every Council in required to produce a Welsh Education Plan under Section 3 of the Welsh Language Act 1993. The Scheme looks at the current provision, raising awareness of Welsh education and information for parents, assessing the demand for Welsh medium education, expanding provision, providing an education for latecomers, transport, monitoring arrangements and how to deal with complaints.
The Scheme contains a number of key targets in relation to the following areas:
- Raising awareness and provision of information for parents;
- Measuring the demand for Welsh Medium education;
- Expanding Welsh Medium provision from Nursery education to 14-19;
- Progression and transition;
- Attainment and performance in Welsh as a first language;
- Attainment and performance in Welsh as a second language; and
- Additional Learning Needs Provision
- Workforce Development
Responsibility of the School/Governing Body and the LA for: Welsh Education Scheme
|· Work with schools and other partners e.g Urdd, Mudiad Meithrin, Menter Iaith Sir y Fflint, Welsh Government, GwE to ensure that actions within the scheme are progressed and targets achieved.
· Report annually on progress against each target contained within the Plan.
· Ensure that GwE are challenging and supporting schools to meet or exceed the Welsh in Education Strategic Plan (WESP) targets.
· Convene the Welsh in Education Forwm to scrutinise the LA progress in delivering the Welsh in Education Strategic Plan – The purpose of this plan is to set our direction for the development of compulsory Welsh-medium and Welsh language education over the next three years, in line with the vision of Cymraeg 2050: A million Welsh speakers and Education in Wales: Our national mission, Action plan 2017-21
|· Ensure schools provide any necessary data in relation to the WESP within previously published deadlines.
· Set challenging yet achievable targets to support the improvement of the WESP performance indicators.
· Work with the Council to ensure that relevant actions within the scheme are progressed and relevant targets achieved.
· Support the delivery of the Welsh in Education Strategic Plan.
4.1.2 Provision for Children and Young People with Additional Learning Needs
The LA and its schools will work in partnership to secure inclusive practices in meeting the needs of children and young people with Additional Learning Needs. The partnership will determine the allocation of resources to support young people and in addition it will secure effective monitoring and evaluation to achieve progress.
· Funding allocation to all primary and secondary schools by April using agreed revised formula and allocation.
· Provide annual moderation for high need pupils
· Share information on the revised process for allocating additional funding
· Keep a central data base and develop an effective monitoring and evaluation tool.
· Organise and provide training.
· Provide the LA with data on pupils with Additional Learning Needs in accordance with WAG guidelines.
· Distribute resources within the school to develop additional support for learners with ALN
· Demonstrate the effective use of resources to deliver good outcomes for children and young people with Additional Learning Needs.
· Identify training needs and arrange for school representatives to attend professional development activities organised by the LA.
|2. Identification and provision of additional support
· Liaise through its Early Years Team to ensure early identification and assessment of need.
· Provide good quality support through its specialist teams such as Behaviour Support, ESWs, Educational Psychologists, Sensory Team and EAL.
· Follow the Code of Practice for Wales 2002 to ensure children and young people‘s needs are addressed through early intervention
· Develop target setting with school improvement to monitor and evaluate whether children and young people with ALN make reasonable progress.
· Nominate a member of the Governing Body with responsibilities for Child Protection and ALN.
· Provide the Council with dates for Annual Review and ensure proper procedure is followed.
· Ensure date for PLASC returns accurately reflect the additional needs within the school.
· Commit and participate in the Managed Transfer Policy.
· Ensure attendance at school is a high priority.
· Ensure that the ethos of the school is inclusive.