Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
What has changed
The government has updated its guidance for people who are shielding taking into account that COVID-19 disease levels are substantially lower now than when shielding was first introduced.
People who are shielding remain vulnerable and should continue to take precautions but can now leave their home if they wish, as long as they are able to maintain strict social distancing. If you choose to spend time outdoors, this can be with members of your own household. If you live alone, you can spend time ...Read More
SGA Bulletin Autumn 2021
Click here to read the PDF
Training information on this pageTo the left are very useful guides on Governors matters.
To the right, a featured piece of learning with video.
Below left under "Coming Events" information on meetings, conferences and training programmes. All of which count towards your CPD.
Below center some well "established" good practice for Governors.
Below right under "Reference", current and useful training and development.
Useful guides to Support your workGovernance Handbook
Competency Framework for Governors
Clerking Competency Framework
Setting up School Partnerships
Section 8 school inspection handbook
The Resilience and Sustainability of your school
The presentations from the Resilience and sustainability conference at Sandown of interest to all in Governance
Ofsted presentation Resilience and sustainability conference 22.09.21.pdf
Resilience and Sustainability Conference 22 Sept Presentations.pptx
Blogs and Articles shared by Schools Alliance for Excellence
on behalf of our Surrey education partners
We know how busy you are - so to make things a little easier, SAfE plans to share blogs with you via email to read at your leisure.
A new blog will be published on our website every fortnight.
We hope you enjoy this excerpt of the latest guest blog
from Alex Russell.
You can read the full piece by clicking the website button in the section below.
If you would like to contribute a thought leadership piece in the future, please let us know!
So grab a coffee and join us for the latest thinking from Surrey's education community.
"Inclusivity is a process not a set of procedures"
A thought leadership blog shared on behalf of Alex Russell,
Inclusion Roundtable Chair and CEO, Bourne Education Trust
There is a graveyard of ignored toolkits in schools reflecting the latest initiative or priority. This is because we like to “get things done” and then move on with the business of running our schools. Inclusion (and equality and diversity) must not follow this well-trodden path.
The education sector faces significant challenges related to equality, diversity and inclusion (‘EDI’). Matters that have been highlighted nationally and internationally include issues of harassment, dignity and inequality, concerns around performance gaps and matters related to mental and physical health equality.
However, change will all too easily be tokenistic unless we win the hearts and minds of our leaders.
Over the next few months the Inclusion Roundtable will be issuing advice and guidance which school leaders may find useful in devising their strategy to improve EDI.
if you would like to find out more about the work of the Roundtable please contact Alex at RussellA@bourne.education or on 07766030345
Next Executive Meeting: 30th April 2020
Chairs of Governors Meetings
Strictly Education 4S
No1 Pixham End, Dorking, Surrey. RH4 1QA
for further details contact Carole Ford – Clerking Manager
Tel: 01306 320109 | Carole.Ford@StrictlyEducation4s.co.uk
Surrey Governance Association and SEND Teaching School agree to LinkGeoffrey Hackett Chair of SGA writes: - This link between our two websites illustrates the increasing need to share experience and knowledge not only across education but up and down each strand of education.... Read more
Guidance for school governor virtual meetings
School governors should not meet during Coronavirus situation. Guidance how virtual meets can take place.
To view your notification click here:
From the Competency Handbook
All those elected or appointed to boards should fulfil their duties in line with the seven principles of public life (the Nolan principles). They should also be mindful of their responsibilities under equality legislation, recognising and encouraging diversity and inclusion. They should understand the impact of effective Governors on the quality of education and on outcomes for all children and young people. In addition, all those involved in Governors should be:
Devoting the required time and energy to the role and ambitious to achieve best possible outcomes for young people. Prepared to give time, skills and knowledge to developing themselves and others in order to create highly effective Governors.
Of an independent mind, able to lead and contribute to courageous conversations, to express their opinion and to play an active role on the board.
Possessing an enquiring mind and an analytical approach and understanding the value of meaningful questioning.
Providing appropriate challenge to the status quo, not taking information or data at face value and always driving for improvement.
Prepared to listen to and work in partnership with others and understanding the importance of building strong working relationships within the board and with executive leaders, staff, parents and carers, pupils/students, the local community and employers.
Understanding the value of critical friendship which enables both challenge and support, and self-reflective, pursing learning and development opportunities to improve their own and whole board effectiveness.
Able to challenge conventional wisdom and be open-minded about new approaches to problem-solving; recognising the value of innovation and creative thinking to organisational development and success.
The Nolan Principles
Holders of public office should act solely in terms of the public interest.
Holders of public office must avoid placing themselves under any obligation to people or organisations that might try inappropriately to influence them in their work. They should not act or take decisions in order to gain financial or other material benefits for themselves, their family, or their friends. They must declare and resolve any interests and relationships.
Holders of public office must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.
Holders of public office are accountable to the public for their decisions and actions and must submit themselves to the scrutiny necessary to ensure this.
Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.
Holders of public office should be truthful.
Holders of public office should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour wherever it occurs
The Purpose of Governors
1. The purpose of Governors is to provide confident, strategic leadership and to create robust accountability, oversight and assurance for educational and financial performance.
2. All boards, no matter what type of schools or how many schools they govern, have three core functions:
- Ensuring clarity of vision, ethos and strategic direction;
- Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff; and
- Overseeing the financial performance of the organisation and making sure its money is well spent.
Celebrities, including David Walliams, Jim Broadbent, Russel Tovey, Nicola Roberts and Asa Butterfield, come together to encourage people to get COVID-19 vaccines.
3 July 2021
About this advice
This advice sets out the arrangements for the regulatory system relating to teacher1 misconduct which operates within a legislative framework which came into force on 1 April 2012. These arrangements are operated by the Teaching Regulation Agency (the TRA), an executive agency of the Department for Education, which acts on behalf of the Secretary of State for Education as regulator of the teaching profession.
This advice sets out the factors to be considered by a professional conduct panel (panel)2, which is an independent panel convened by the TRA for the purpose of the regulation of teacher misconduct. The primary purpose of the advice is to inform panel considerations, findings and recommendations to the Secretary of State whether to impose a prohibition order on a teacher. A senior official, who acts as the decision maker on behalf of the Secretary of State, also uses this advice when considering the panel’s recommendation and in deciding whether to make or set aside a prohibition order.
In using this advice, panel members are acting in a judicial capacity and are obliged to exercise their own judgment in making decisions, within the framework set out below by the Department for Education.
The advice provides information about the types of behaviours and actions that would likely cross the ‘threshold’ between acceptable and unacceptable conduct (see Section 5(ii)) for a person working in the teaching profession. The types of behaviours and actions described cannot be exhaustive, so whilst panels and decision makers will use this advice to help achieve a level of consistency in considering cases, there will likely be circumstances where behaviours and/or actions not referenced in the advice are considered to have crossed the ‘unacceptable’ threshold. The advice sets out how panel members should consider how any mitigation presented by the teacher should be weighed alongside any finding of misconduct.
This advice complements other departmental advice relating to the regulation of the teaching profession, that can be obtained from the teacher misconduct section of the GOV.UK website.
Information on indicators of local authority (LA) early education services, and ways to compare an individual LA to other LAs.
Routine annual update to the ‘Early years funding benchmarking tool’, ‘Early years funding proforma’ and ‘Early years benchmarking: technical note and user guide’.
25 November 2021
Find out how to apply for a grant and access DfE quality assured training to help develop a whole school or college approach to mental health and wellbeing.
Added information about how successful applicants need to provide evidence of booking DfE quality assured training to receive the grant funding.
23 November 2021
Check out our broad range of training opportunities this Spring and Summer!
FAO: Headteachers, CPD Leads, Chair of Governors, Subject Leaders, SENCos
Conferences and Masterclasses
Early Years Foundation Stage
Social, Emotional Mental Health
Physical Difficulties and ICT SEND
Communication and Interaction
Data Protection (GDPR)
PSHE - National Programme
Our Educational Psychology team provide many bespoke, in-school (including virtual) training and cpd sessions. Take a look at their website for more details:
Precision Training: The Precision Teaching approach is for children and young people who have not mastered skills (e.g. literacy or numeracy) despite whole class teaching.
The Early Reading Programme
Sound Spelling Programme
Understanding Anxiety Based School Avoidance
Resilience and Strengths Based Approaches
Supporting Children and Young People who have experienced Domestic Abuse
Supporting Trans Students in Schools
Supervision for headteachers, senior leaders and teaching staff
Group Overcoming Programme - overcoming your child's fears and worries
Staff group supervision in schools
Conferences and Masterclasses
See our Website for details
Parent Governors Invited to Join County Council Education Select Committee
Surrey County Council’s Children, Families, Lifelong Learning and Culture Select Committee, in accordance with regulation, is seeking a parent governor to join its membership.
The Committee is responsible for scrutinising Council services including education, children’s social care, safeguarding, SEND support, adult learning and apprenticeships, arts, libraries and heritage.
The successfully elected applicant will join thirteen County Councillors and three other co-optees, including one other parent governor representative, on the Committee for up to four years. The Council will reimburse travel expenses incurred by parent governor representatives.
“This exciting leadership role presents an opportunity for a parent governor to help drive improvements in the county’s education system by holding the Council and its Cabinet to account while representing the needs and views of all Surrey parents in a non-political manner.
At Surrey County Council, we are committed to improving and increasing equality, diversity and inclusion; and I encourage applications from parent governors from all backgrounds.”
- Councillor Liz Bowes, Chairman of the Select Committee
If you would like any further information about the role or the work of the Committee, please contact Benjamin Awkal at Surrey County Council (email@example.com; 07816 091463).
If you would like to apply, please do so by sending a brief personal statement outlining your suitability for the role to Benjamin Awkal at firstname.lastname@example.org by Monday, 28th February 2022, after which an election will be held to determine who will be appointed to the position.
To stand for election to the vacancy, you must be a parent governor at a school which is maintained by Surrey County Council and be the parent of a child who is educated at a school maintained by Surrey County Council or who is educated by the Council otherwise than at a school.
Parent governors from diverse backgrounds are encouraged to apply.
You are unable to stand for election to the vacancy if you are:
- a member of a local authority;
- an employee (including teacher) of a school maintained by Surrey County Council;
- an employee of Surrey County Council; or
- a parent governor representative on another local authority education overview and scrutiny committee.
Suggested privacy notices for schools and local authorities to issue to staff, parents and pupils about the collection of data.
Updated the document ‘Explanation of privacy notices’.
26 November 2021
Government attendance advisors to start work helping local areas and school trusts put new plans in place to increase attendance
First published. 26 November 2021
Statistics on education and training in the UK, including schools, post compulsory education, qualifications and education expenditure.
Added ‘Education and training statistics for the UK: 2021’.
25 November 2021
Find out what T Levels courses include and how they work with other qualifications including grading and UCAS points.
Updated the sections on the ‘structure of a T Level’ and ‘grading and certification’ to reflect the changes to English and maths requirements for T Levels. 22 November 2021
Supporting pupils with medical conditions is a statutory duty under section 100 of the Children and Families Act 2014. We hope that the guide will help school governing bodies ensure they have sufficient policy and practice in place. Details : www.youngepilepsy.org.uk/guideforschools?
Evaluation assessing the effectiveness of the 2017 National Professional Qualifications (NPQs).
First published. 25 November 2021
An overview and directory of subject knowledge enhancement courses for lead schools and initial teacher training (ITT) providers.
Updated the sections on: biology, chemistry, English, mathematics and physics.
25 November 2021
Guide, technical specification and validation rules for local authorities completing returns for the person level 2022 special educational needs survey (SEN2).
Updated ‘Special educational needs person level survey 2022: validation rules’ and ‘Special educational needs person level survey 2022: technical specification’, details in version history.
24 November 2021
NGA is looking forward to working with your local association to ensure that reformed NLG support enhances the work and support you already provide to schools and trusts. We will be in touch shortly with further details of the programme.
Applications opened today to recruit the new NLG cohort. Find out more at www.nga.org.uk/nlg.
It is imperative we recruit NLGs from a wide variety of backgrounds and I do hope to work in partnership with you to achieve this. Can I please encourage you to distribute this information throughout your network. I have included some text below that you can use.
If you have any questions not answered by our website, please contact email@example.com.
Thank you in advance.
Director of Professional Development
National Governance Association
New National Leaders of Governance role open for applications
The National Governance Association (NGA) is delivering the reformed National Leaders of Governance (NLG) support programme. Applications are now open for experienced governance volunteers and governance professionals to become an NLG.
NLGs will provide Department for Education (DfE) funded governance expertise, external reviews of governance and bespoke support targeted to schools and trusts with governance challenges.
Applications are welcome from all who meet the eligibility criteria set out by the DfE. If you would like to further support governance in schools or trusts and have a track record of improving governance, you can now find out more about the role and apply. Applications close on Thursday 29 July at 9am. NGA encourages you to apply as early as possible.
To explore whether the role is for you, sign up to one of NGA’s pre-application briefings where you can find out more.
Learn more about the role and how to apply on the NGA website.
If you are an experienced governance volunteer or governance professional who would like to make an extra impact, find out more about the new National Leaders of Governance role available with @NGAmedia. Find out more: www.nga.org.uk/NLG
An insight into the teaching of mathematics in secondary schools in England.
16 November 2020
The early years foundation stage (EYFS) framework sets the standards for learning, development and care for children from birth to 5.