The Board of Education Serving Children, Schools and Young People

1. The Board of Education Serving Children, Schools and Young People New Governor Training 17th September 2012

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

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

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

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

6. Church of England SchoolsA little history • 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. 1944 Education Act 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 • William Temple • Archbishop of Canterbury • RA ‘Rab’ Butler • Minister of Education

8. Education Reform Act 19881988 c. 40 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. VA and VC schools 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 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

10. Everyone goes to school… • 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. Resolutions and reviews 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 21st Century The Church School of the Future Review, March 2012 – Priscilla Chadwick Responding to change, rethinking partnerships

12. Key theme:Making a Church of England School distinctive and inclusive

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

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 Belief Ethos • 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 • 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.

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?

17. In Church of England schools it is the Christian tradition that gives our values content and the story of Jesus that gives our values moral substance

18. Distinctively Christian Values www.christianvalues4schools.org.uk

19. Christian Values – what are they? • Hope • Truthfulness • Humility • Generosity • Respect and Reverence • Wisdom • Perseverance • Service • Responsibility • Courage • Creativity • Peace • Trust • Forgiveness • Justice • Thankfulness • Compassion • Friendship

20. Statutory Inspection of Anglican Schools Section 48 Self Evaluation toolkit

21. There are four key questions: 1 How well does the school, through its distinctive Christian Character, meet the needs of all learners? 2 What is the impact of collective worship on the school community? 3 How effective is the religious education? 4 How 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. Principal Responsibilities of Foundation Governors • 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