GOVERNOR HANDBOOK
CONTENTS
LETTER FROM THE CHAIR OF TRUSTEES
Dear Governor,
Welcome to the Laidlaw Schools Trust. Thank you for agreeing to give so generously of your time and expertise. Your commitment plays a critical role in helping us achieve our mission.
We founded LST because we believe that education has the power to transform lives.
That belief underpins our cradle to careers philosophy; as we know both that the greatest predictor of educational outcomes at the age of 26 is a child’s development score at 22 months, and that 30% of today’s jobs are likely to be lost to automation by 2030. We need to provide extraordinary education early, and throughout our pupils’ school journeys.
Our commitment to the communities we serve, is to put inclusivity ahead of league tables. We look to find ways to support all our pupils, in the classroom and in extra curriculum activities. So that in every school, in every class, we find the arena for each and every child where they can shine.
Academic attainment matters; we must ensure that our pupils leave school with the qualifications they need to progress in life.
That is why we have an ambitious, centrally led, and funded, MAT school improvement roadmap which supports all our schools to achieve the extraordinary.
Education though is about so much more than academic grades. It also matters that our pupils understand about
physical health, that they graduate with embedded good food and fitness habits. It matters that our pupils are mentally robust, with the confidence and resilience to overcome the hardships that life may throw at them. It matters that our pupils are ethically resilient. It matters that they understand the impact of climate change and smart consumer choices. It matters that they have strong oracy and literacy, that they are digitally savvy.
That is why we provide each of our schools with Laidlaw X funding and programmes to give pupils extra experiences that will curate character and cultivate talent.
Our mission is to unlock economic, social and cultural opportunities for all our pupils. Because most of all, it matters that our pupils leave school with dreams to follow, and that they have the ambition, resilience and skillsets to make them a reality.
Thank you again for joining us on this mission. I look forward to working with you.
Best wishes,
- Susanna Kempe, Chair, Laidlaw Schools Trust
WELCOME
Welcome to your new Governor induction pack produced by Laidlaw Schools Trust Governor Support Service. This handbook will provide information about the Trust and its Governance arrangements; explaining the roles and responsibilities of Governors and how Governing Bodies carry out their duties.
Laidlaw Schools Trust believes it is essential that all Governors are equipped with the tools and information they require to become effective Governors. This induction pack will act as a comprehensive guide that we believe will assist you and provide you with confidence in your new role.
As a Governor of Laidlaw Schools Trust you will receive:
• A Governor information collection form (for completion and return to this service)
• A DBS application request (for completion and return to this service)
• A declaration of interests form (for completion and return to this service)
• Governors code of conduct
• Membership to NGA learning link and access to online courses
• Access to the Trust’s Governor Hub containing important documents such as the Articles of Association, Committee Terms of Reference and previous meeting papers
• Access to Governor Hub and Governor Knowledge
• Invitation to LST Local Governing Body (LGB) skills evaluation questionnaire and the opportunity to enhance skills and knowledge through our very own Governor development service.
• An opportunity to join our forum of enthusiastic, skilled and supportive governors across the trust. You will also receive a number of documents from the school. These
can be obtained from the Governor Hub or school website which include:
• School profile
• Inspection Data Dashboard (IDSR)
• School Development Plan
• School Self Evaluation (SEF)
• LST Scheme of Delegation (SOD)
• A copy of the Governance calendar
• Various training materials
• Papers from the last LGB meeting
We also recommend, if you have not done so already that you make an appointment with the Headteacher or Chair of Governors to take a tour of the school prior to attending your first full governing body meeting. Please contact the Head of Governance to arrange this.
THE GOVERNING BODY
WHY HAVE GOVERNING BODIES?
The purpose of Governance is to provide confident, strategic leadership and to create robust accountability, oversight and assurance for educational and financial performance. All boards, no matter what type of school 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
• Overseeing the financial performance of the organisation and making sure its money is well spent
At LST, the Trust Board has elected to have LGB’s for each Academy within the Trust. The scheme of delegation sets out the delegated function for each level of Governance, showing the responsibilities and requirements expected.
At Laidlaw Schools Trust our Local Governing Boards, LGB, are ambassidors of transformational change. They are a critical friend that challenge and support to achieve ambitious outcomes for all, championing strong personal development, extraordinary curriculum, enrichment and unwavering inclusion.
MISSION & VISION
MISSION
We are committed to giving every child the opportunity and support to shine.
Whether they want to become a Premier League footballer, a world-famous opera singer, an entrepreneur, the first person on Mars or the next Prime Minister, we encourage our pupils to aspire and achieve. Together, we can do hard things. We can achieve the extraordinary by nurturing the heads, hearts and hands of our pupils—developing minds and building character, so that students achieve practical and life skills as well as academic success.
VISION
Our vision is to transform the lives of children and communities through extraordinary teaching and learning.
We empower children to believe in themselves and to embrace the future as active, responsible and successful global citizens.
VALUES
These are the values we live by, in all aspects of our Academies. They are shared by our pupils and staff: Ambitious Brave Curious Determined Extraordinary Fast Good
SPONSOR
Laidlaw Schools Trust is generously supported by the Laidlaw Foundation, which invests in the education of the underprivileged and underrepresented in order to break the cycle of poverty, reduce inequality and develop a new generation of leaders.
VALUES
DETERMINED
EXTRAORDINARY AMBITIOUS OUR
FAST GOOD BRAVE CURIOUS
LST SUCCESS STORY
Laidlaw Schools Trust was founded in 2008 to provide inspirational education to secondary school pupils in Newcastle. We now provide cradle-to-careers education, with nursery, primary and secondary academies in Newcastle, Sunderland and Sedgefield, and are set to grow further.
OUR ACADEMIES
Newcastle
Atkinson Road Primary Academy
Excelsior Academy
Thomas Walling Primary Academy
Westgate Hill Primary Academy
Wearside
Academy 360
Beacon of Light School
South Hylton Primary Academy
Oxclose Community Academy
Oxclose Primary Academy
Durham
Sedgefield Hardwick Primary Academy
Sedgefield Community College
LST GOVERNANCE STRUCTURE
MEMBERS
PRINCIPALS/
LST CENTRAL TEAM STRUCTURE
SALLY.NEWTON@LAIDLAWSCHOOLSTRUST.COM
CODE OF CONDUCT FOR TRUSTEES & GOVERNORS
ROLE & RESPONSIBILITIES
• We will actively support and challenge the executive leaders.
• We will accept and respect the difference in roles between the Board and staff, ensuring that we work collectively for the benefit of the organisation;
• We recognise that the CEO’s are responsible for the implementation of strategy and the day-to-day management of the Trust
• We recognise that the Headteacher/Executive Principal is responsible for the implementation of policy for the day-to-day management of the school and the implementation of the curriculum.
• We have no legal authority to act individually, except when the Trust Board/Governing Body has given us delegated authority to do so.
• We will encourage the open expression of views at meetings but accept collective responsibility for all decisions made by the Trust Board, Governing Body or its delegated agents. This means that we will not speak out against the majority decisions in public, (or private), outside of the Trust Board/Governing Body.
• We have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.
• We will encourage open Governance and will act appropriately.
• We will consider carefully how our decisions may affect other Academies and Trusts.
• In making or responding to criticism or complaints affecting the Trust or any of its Academies we will follow the procedures established by the Trust Board/ Governing Body. In discharging our duties we will always be mindful to maintain and develop the values and reputation of the Trust.
Please ensure you have signed the LST code of conduct form distributed as part of the induction pack.
COMMITMENT
We acknowledge that accepting a role as a Governor involves the commitment of significant time and energy. We will make full efforts to attend all meetings and where we cannot attend explain in advance why we are unable to.
We will involve ourselves actively in the work of the Governing Body, attend regularly and accept our fair share of responsibilities. We will get to know the Trust/Academy(s) well and respond to opportunities to involve ourselves in a range of school activities.
In the interests of transparency we accept that information relating to Governors/Trustees/Academy Committee members will be collected and logged on the DfE’s national database of Governors and the Trust’s/Academy’s website.
We will give meaningful consideration to our individual and collective needs for training and development.
CONFIDENTIALITY
We will observe complete confidentiality when required or asked to do so, especially regarding matters concerning individual staff or students.
We will exercise the greatest prudence if a discussion of a potentially contentious issue affecting the Trust or any of its schools arises outside of The Trust Board/ Governing Body.
RELATIONSHIPS
We will strive to work together effectively as a team in which constructive working relationships are actively promoted.
We will seek to develop effective working relationships with the Executive, Head teacher(s), staff and parents, and other relevant agencies within the local communities we serve.
CONFLICTS OF INTEREST
We will record any pecuniary or other business interest (including those related to people we are connected with) that we have in connection with the Board’s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time.
We accept that the Register of Business Interests will be published on the Trust’s website. We will also declare any conflict of loyalty at the start of any meeting should the situation arise.
We accept that our appointment as Trustees/ Governors to the Trust is subject to a satisfactory Enhanced DBS certificate and where appropriate a section 128 direction check.
THE SEVEN PRINCIPLES OF PUBLIC LIFE
(Originally published by the Nolan Committee: The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations).
SELFLESSNESS
Holders of public office should act solely in terms of the public interest.
INTEGRITY
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.
OBJECTIVITY
Holders of public office must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.
ACCOUNTABILITY
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.
OPENNESS
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.
HONESTY
Holders of public office should be truthful.
LEADERSHIP
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.
EFFECTIVE LOCAL GOVERNANCE
HOW MUCH TIME DO GOVENORS
GIVE?
A Governors’ term of office is for four years but as a volunteer you can resign at any time. Previous Governors can be re-appointed if they wish to return and are still eligible.
Your main tasks are to attend meetings of the Local Governing Body and to complete link visits to your Academy. Governors will visit the Academy (see page 12) as part of their role in monitoring and evaluation to observe practice, meet with staff and to familiarise themselves with the school. Governors are usually welcome, by invitation, to attend Academy performances, events and some staff training.
AM I ENTITLED TO ANY TIME OFF WORK TO UNDERTAKE MY DUTIES AS A GOVENOR?
Under employment law, employers must give employees who are Academy Governors “reasonable time off” to carry out their duties. The employee and employer have to agree on what is “reasonable time” off.
Issues to be considered when arranging time off with your employer include:
• How much time is needed to carry out your Governor duties
• Whether the employee also has time off work
• The circumstances of the employer’s business and the impact the employee’s absence may have on it
• Employers do not have to give time off with pay
HELP WITH EXPENSES
A copy of Laidlaw School’s Trust Governor Expenses Policy can be provided upon request.
WHAT TRAINING AND SUPPORT WILL I
RECEIVE AS A GOVERNOR?
The Trust has developed its Training Pathway - a five step approach to building skills and knowledge within Governance. The Trust provides all Governors with membership to NGA learning link; an innovative elearning service for Governors. All new Governors are strongly recommended to participate in the 8 induction modules. The Head of Governance will provide you with details on how to register for this service.
LST uses Governor Hub, which contains all required documents in addition to Governor Hub Knowledge which provides Governors with additional information if and where required.
The LST Governor Hub also contains a forum where Governors, from across the trust can communicate, offering trustworthy advice, recommendations and support.
WHAT DOES THE EFFECTIVE GOVENOR NEED TO BE FAMILIAR WITH?
• Governance and relationship to the Trust
• The recent history of the Academy
• The type of Academy and the nature of pupil intake
• The number of pupils on roll and projected future numbers
• How the Academy is staffed, organised and managed
• The status of the Academy budget
• The contents of the Academy Development Plan
• The curriculum provided at the Academy
• The range of extra-curricular activities on offer and the nature of any extended services
• The Academy policies
• How the Academy communicates with parents, other schools and the community
• The layout of the buildings, grounds, their suitability and state of repair
GOVENOR BEST PRACTICE
GOVERNING BODIES DO:
• Help to decide the priorities for the Academy when the Academy Development Plan is being developed
• Ensure the national curriculum is taught to all pupils
• Publish national test and exam results
• Compare the performance of their school to similar Academies
• Receive information about the quality of teaching in the Academy
• Have a published strategy for dealing with parental complaints and concerns
• Ensure health and safety issues are addressed
• Consult the Headteacher when making decisions
• Ask challenging questions
• Help develop Academy policies and procedures
• Consider the repair and maintenance of Academy buildings
• Consider the use of Academy premises outside Academy hours
GOVERNING BODIES DON’T:
• Inspect the Academy
• Report on the quality of teaching after visiting the Academy
• Authorise all expenditure
• Share concerns about staff capability
• Decide on how pupils are taught different subjects
• Have the right to exclude a pupil
• Write the Academy’s policies on their own
• Rubberstamp recommendations from the Headteacher
• Automatically approve all apologies for absence for meetings sent by Governors
• Need to be aware of the performance objectives which had been set for individual teachers
• Write the OfSTED action plan
WHO CAN BE A SCHOOL GOVERNOR?
WHO CAN BE A SCHOOL GOVERNOR?
Anyone can apply to be a Academy Governor, however a Governor must be aged 18 or over at the time of their election or appointment, and a person cannot hold more than one Governorship at the same Academy.
A person is disqualified from holding or from continuing to hold office as a Governor or associate member if they:
• Are at any time during their period of office detained under the Mental Health Act 1983
• Have failed to attend the Governing Body meetings for a continuous period of six months, beginning with the date of the first meeting they failed to attend, without the consent of the Governing Body (not applicable to ex officio Governors)
• Are bankrupt
• Are subject to a disqualification order or disqualification undertaking under the Company Directors Act 1986, a disqualification order under Part 2 of the Companies (Northern Ireland) Order 1989, a disqualification undertaking accepted under the Company Directors Disqualification (Northern Ireland) Order 2002, or an order made under section 492(2) (b) of the Insolvency Act 1986 (failure to pay under county court administration order)
• Have been removed from the office of charity Trustee or Trustee for a charity by the Charity Commissioners or High Court on grounds of any misconduct or mismanagement, or under Section
7 of the Law Reform (Miscellaneous Provisions) (Scotland) Act 1990 from being concerned in the management or control of any body
• Are included in the list of teachers or workers prohibited or restricted from working with children or young people
• Are disqualified from working with children
• Are disqualified from being an independent Academy proprietor, teacher or employee by the Secretary of State for Education and Skills
• Have received a sentence of imprisonment (whether suspended or not) for a period of not less than three months (without the option of a fine) in the five years before becoming a Governor or since becoming a Governor
• Have received a prison sentence of 2.5 years or more in the 20 years before becoming a Governor
• Have at any time received a prison sentence of five years or more
• Have been fined for causing a nuisance or disturbance on Academy premises during the five years prior to or since appointment or election as a Governor
• Refuse an application being made to the Disclosure Barring Service for a criminal records certificate
DISCLOSE & BARRING SERVICE
DISCLOSURE & BARRING SERVICE (DBS)
CHECK:
This is primarily available to anyone involved in working with children or vulnerable adults. A DBS certificate shows convictions, cautions, reprimands or warnings recorded on police central records.
As you are going to work as a volunteer for an organisation where your work will bring you into contact with children, you will be asked to apply for an Enhanced DBS check which also includes a check against the children’s barred list. It is the policy of Laidlaw Schools Trust that a Governor’s appointment is subject to satisfactory clearance through the procedure.
No payment is required for your Disclosure Clearance. Information on how you can access the application form will be emailed to you. Along with your application you are required to provide evidence to confirm your identity. Original copies of the evidence must be witnessed.
A Governor who refuses to undertake a DBS disclosure is disqualified from holding office.
GOVERNING BODY MEETINGS
THE PRODUCTIVE GOVERNING BODY
• Works together as a group and makes decisions collectively as a team
• Delegates
• Takes reasoned decisions and follows them through
• Holds meetings that are focused, a manageable length and achieves their aims
• Supports the pupils, parents, staff and Headteacher
• Works closely with the Headteacher
BE PREPARED FOR A MEETING
• Read the papers before the meeting
• Know who all the governors are
• Make sure you have all the necessary papers
• Prepare your thoughts and questions before the meeting
• Bring with you a pen, your diary and your annotated papers
FREQUENCY, NOTICE & DURATION OF MEETINGS
Local Governing Body meetings occur three times per academic year, other meetings may be held if deemed as necessary. You will be given at least a term’s notice of the next full Governing Body meeting date. You should receive your papers seven days before the meeting. The papers set out details of the date, time and place. Committees or working groups of governors may also meet as necessary. At certain times of the school year Governors have particular business to settle, for example the budget or production of the school profile. These occasions are predictable, and so should be built into a planned schedule of meetings, which are set out at the start of the year.
The agenda, which will be contained with your notification for the meeting, will list all the items that are to be discussed at the meeting. Consider the agenda carefully before the meeting and make notes where there are items of particular interest or importance to you or where you want to ask a question. You have the right to request that an item be placed on the agenda by contacting the Chair or Governor Support Service a few weeks before the meeting. If “Any Other Business” features on your agenda and you wish to raise an issue under this item you must discuss this with the Chair prior to the start of the meeting so the Chair can evaluate whether the meeting is an appropriate forum for the issue and can allow sufficient time for discussion.
The quorum for a meeting of the full LGB, and any vote on any matter at such a meeting, shall be at least any three Governors, or, where greater, any one third (rounded up to a whole number) of the total number of Governors holding office at the date of the meeting, If a meeting of the Governing Body can not be held for a lack of a quorum or has to be terminated on that account before all agenda items have been completed, the Governor Support Officer must convene a further meeting as soon as reasonably practicable. If the Governing Body decide to terminate the meeting before all agenda items have been completed, it must first fix the date and time for a further meeting at which the outstanding items will be considered and must direct the Governor Support Officer to convene that meeting accordingly. Governors need to consider the time and date of their meetings and their committees. They should take account of the personal commitments of individual Governors. It is important that the timing should not always rule out a particular Governors’ attendance nor should be determined to suit the Headteacher rather than the other Governors.
The Governor Support Officer takes minutes of the meeting which are a record of what happens at that meeting. All Governors receive a draft version of the minutes from the Governor Support Officer and are given the opportunity to suggest amendments and raise matters arising at the next meeting. Once approved by the full Governing Body the minutes are signed by the Chair. The Governor Support Officer retains all signed minutes on file.
ATTENDANCE
Any Governor who, without permission, is absent from meetings of the full Governing Body for a continuous period of six months will cease to be a Governor. If you need to offer apologies for a meeting this should be done through the Governor Support Officer in advance of the meeting with the reason for your absence noted. If a governor continually delays in completing the Governor visit reports, the Governor Support Officer will conduct a meeting with them regarding this matter.
Governing Body meetings are not open to the public. Visitors may attend by invitation but may be asked to leave if a confidential item is discussed. Governors observe confidentiality regarding proceedings of the Governing Body in meetings and from their visits to school as Governors. How an individual Governor votes should always be regarded as confidential.
The minutes of any part of the meeting that are confidential should be kept separate. In the main confidential items will be those where the privacy of an individual needs to be respected.
Governors should exercise the greatest prudence if a discussion of a potentially contentious issue affecting the school arises outside the governing body. The
intention of the law is that Governors should be accountable and business should be transparent with any confidential items being kept to a minimum. Any old documents Governors wish to dispose of should be shredded, given the sensitive nature of some of the information.
THE ROLE OF THE CHAIR
The tasks of an effective Chair as listed by OfSTED. The Chair has a pivotal role to play in helping the Governing body work as a team. The Chair must have a clear view of the Governing Body and understand the shared visions for the school and know how that vision is to be achieved.
EFFECTIVE CHAIRS
• Give a clear lead in organisation and delegation within the Local Governing Body
• Manage LGB meetings succinctly and accurately, in line with best practice
• Attend regular meetings with the Headteacher/ Principal in addition to their performance management
• Keep other Governor informed of any necessary information or decisions
• Support the Academy to improve and meet the priorities set out in the SDP
VISITING THE ACADEMY
All Governors should visit the school during the working day and you should arrange an early introductory session with the Headteacher. There are two main reasons why Governors make visits to the Academy. Firstly a new Governor may visit to familiarise themselves with the Academy. A more experienced governor may visit to acquaint themselves with changes to the school or re familiarise themselves if they have not visited for a while.
The second main reason is a focused visit which is part of the Governors “link monitoring” role. The Governor’s role is that of a “critical friend” not an inspector and a visit should be used to learn about the Academy but not to make judgments about the professional expertise of teachers.
What do we mean by “monitoring”? Governors need to see that the National Curriculum is being delivered and that the pupils are receiving the best possible
education. The Governors’ role is to concentrate on an “overview” of the development of the school, and not to get too tied up with the detail which is the business of the staff in their day-to- day teaching.
How do governors do this?
Governors select an area to monitor for a period of time linked to personal development, curriculum, inclusion, wellbeing or safeguarding.
What should a Governor expect from a visit? Visits allow the Governor to become familiar with the Academy at work, and to get to know the children (not individually but in a class situation). It allows the Governor to observe teaching taking place, so when the Governors receive reports, and discussions take place, the Governor sees things in the context of the Academy. Visits should be viewed by the Governor as adding to their personal bank of knowledge, which at some time may be brought forward to contribute to a discussion or evaluation at a meeting of a committee or of the full Governing Body.
BEFORE THE VISIT
• Clarify a focus for the visit. This may be suggested by the Governing Body
• Agree an appropriate time to visit with the members of staff involved and the Headteacher
• Provide staff with any questions or areas you will be focussing on and any documents required for your visit
DURING THE VISIT
• Try to relax and enjoy yourself
• Observe discreetly
• Do not intervene, only get involved in activities
• Do not monopolise the teacher’s time
• Show an interest and ask questions but never comment on the teacher’s conduct or on individual pupils
• Do not allow yourself to become an instrument to advance a particular issue
• Do not express your own opinions when pressed on controversial issues
AFTER THE VISIT
• Discuss your observations with the relevant member of staff as soon as possible
• Make notes when the visit is still fresh in your mind
• Never include comments about individual children
• Remember monitoring staff performance is the role of the Headteacher and not the governor
• Prepare a draft report of your observations and share this with the member of staff and Headteacher
• Once the draft report is approved, send your visit report to the governor support officer to be circulated to the governing body before the next meeting
USEFUL CONTACT INFORMATION
rebecca.mayo@laidlawschoolstrust.com
enquiries@academy360.co.uk
arpa.info@atkinsonroadacademy.com
office@beaconschool.org.uk
contact@oxclose.net
primary@oxclose.net
info@excelsiornewcastle.org.uk
deanne.mcloughlin@southhylton.org.uk
admin@thomaswallingacademy.com
admin@westgatehillprimary.com
school@sedgefield.cc
hardwick.primary@durhamlearning.net
KEY DOCUMENTS & USEFUL WEBSITES
Governance Handbook
Advice by the DfE for Governors in maintained schools, academies and free schools in England
The School Governance (Roles, Procedures and Allowances) (England) Regulations 2013
The legislative framework for school Governing Bodies in England. Further guidance and summaries are available online at www.gov.uk
National Governance Association
The independent charity and membership organisation that aims to promote good governance
Academies Financial Handbook
Produced by the Educational Skills Funding Agency and is the key document that sets out the financial framework for academy Trusts, reflecting their status as companies, charities and public bodies
The Department for Education - MAT’s
The DfE Dedicated resources to support academy improvement and journeys to be successful
GLOSSARY
LST is committed to avoiding acronyms; however, the education sector uses them extensively. Please see the most commonly used in this section.
AAAN Approved Admission Number
ACE Advisory Centre for Education
ACS Average Class Size
ADD Attention Deficit Disorder
ADHD Attention Deficit and Hyperactivity Disorder
AEO Area Education Officer
AfL Assessment for Learning
AI Assigned Inspector
ALIS A Level Indicator System
AQA Assessment and Qualifications Alliance
ASCL Association of School and College Leaders
ASP Analyse School Performance
ASPECT Association of Professional in Education and Children’s Trust
ASR Annual School Review
AST Advanced Skills Teacher
AT Attainment Target
ATL Association of Teachers and Lecturers
AWPU Age-Weighted Pupil Unit
CAP Child Action Project
CAT Cognitive Ability Test
CAT Curriculum Attainment Target
CBT Cognitive Behavioural Therapy
CDC Child Development Centre
CFR Consistent Financial Reporting
BSA Basic Skill Agency
BSP Behaviour Support Plan
BSS Behaviour Support Service
BTEC Business and Technology Education Council
COSHH Control of Substances Hazardous to Health
CPD Continuing Professional Development
CRB Criminal Records Bureau
CRE Commission for Racial Equality
CTF Common Transfer File
CAB Citizens Advice Bureau
CAF Common Assessment Framework
CAL Computer Assisted Learning
CAMHS Child and Adolescent Mental Health Service
D&T Design and Technology
DBS Disclosure Barring Service
DCPO Designated Child Protection Officer
DfE Department for Education
DHT Deputy Headteacher
DI The Dyslexia Institute
DPO Data Protection Officer
DSL Designated Safeguarding Lead
EIP Education Improvement Partnerships
EMS Education Management System
EO Equal Opportunities
EP Educational Psychologist
E
EAB Examinations Appeals Board
EAL English as an Additional Language
EBD Emotional and Behavioural Difficulties
ECM Every Child Matters
ECT Early Career Teacher
ECYPPC Education of Children and Young People in Public Care
EEA European Economic Area
EEC Early Excellence Centres
EHC Education, Health and Care
EHE Elective Home Education
EPT Educational Psychology Team
ESFA Education and Skills Funding Agency
ESOL English for Speakers of Other Languages
ESW Education Social Worker
EWO Education Welfare Officer
EYDCP Early Years Development and Childcare Partnership
EYDP Early Years Development Plan
EYFS Early Years Foundation Stage
FEFC Further Education Funding Council
FFT Ficsher Family Trust
FGM Female Genital Mutilation
FMS Financial Management System
FMSiS Financial Management
Standards in Schools
FOI Freedom of Information
FS Foundation Stage
FSM Free School Meals
FSS Formula Spending Share
FSW Family Support Worker
FTE Full Time Equivalent
FBV Fundamental British Values
FE Further Education
GaT Gifted and Talented
GB Governing Board
GDPR General Data Protection Regulation
GLD Good Level of Development
GM Grant Maintained
GNVQ General National Vocational Qualification
GRE Grant Related Council
GSB General Schools Budget
GTC General Teaching Council
HSE Health and Safety Executive
HT Headteacher
H&S Health and Safety
HAD Hyperactivity Disorder
HE Higher Education
HEFC Higher Education Funding Council
HMCI Her Majesty’s Chief Inspector
HMI Her Majesty’s Inspectorate
HoDs Heads of Departments
H-SA Home-School Agreement
IAG Individual Advice Guidance
IB International Baccalaureate
ICO Information Commissioner’s Office
ICS Integrated Children’s System
ICT Information and Communications Technology
IEB Interim Education Board
IEP Individual Education Plan
IfL Institute for Learning
INSET In-Service Education and Training
ISB Individual School Budget
ISBL Institute of School Business Leadership
ISCG Institute of School and College Governors
ISR Individual School Range
IT Information Technology
ITT Initial Teacher Training
IYSS Integrated Youth Support Service
JCQ Joint Council for Qualifications
JNC Joint National Committee or Joint Negotiating Committee
KCSIE Keeping Children Safe in Education
KPI Key Performance Indicator
KS Key Stage
LA Local Authority
LAC Looked After Children
LGA Local Government Association
LGB Local Governing Board
LGBT Lesbian, Gay, Bisexual, Transgender
LMS Local Management of Schools
LPSH Leadership Programme for Serving Heads
LSA Learning Support Assistant
LSC Learning and Skills Council
LSDA Learning Skills Development Agency
LSW Learning Support Workers
MIS Management Information System
MLD Moderate Learning Difficulties
MPR Main Pay Range
M&E Monitoring and Evaluation
MA&T More Able and Talented
MAT Multi-Academy Trust
MFL Modern Foreign Languages
NAHT National Association of Head Teachers
NASEN National Association of Special Educational Needs
NASUWT National Association of Schoolmasters Union of Women Teachers
NC National Curriculum
NCSL National College of School Leadership
NCTL National College for Teaching and Leadership
NERS National Exclusions Reporting System
NETT National Education and Training Targets
NEU National Education Union
NFER National Foundation for Educational Research
NGA National Governance Association
NPQH National Professional Qualification for Headship
NPQSL National Professional Qualification for Senior Leadership
NQT Newly Qualified Teacher
NTA Non-Teaching Assistant
NUPE National Union of Public Employees
NVQ National Vocational Qualification
OCR Oxford Cambridge and RSA Examinations
OFSTED Office for Standards in Education
PAN Pupil Admission Number
PANDA Performance and Data Analysis
PANDAS Performance and Assessment Documents
PAT Professional Association of Teachers
PCT Primary Care Team
PDC Professional Development Consultancy
PE Physical Education
PEP Personal Education Plan
PFI Private Finance Initiative
PGCE Postgraduate Certification of Education
PIP Performance Improvement Plan
PIs Performance Indicators
PLASC Pupil Level Annual School
Census
PMLD Profound and Multiple
Learning Difficulties
PPA Planning, Preparation and Assessment
PoS Programme of Study
PRP Performance Related Pay
PRU Pupil Referral Unit
PSA Parent School Association
PSHE Personal, Social and Health Education
PSP Pastoral Support Programme
PTA Parent-Teacher Association
PTR Pupil Teacher Ratio
QCA Qualifications and Curriculum Authority
QT Qualified Teacher
QTS Qualified Teacher Status
RI Requires Improvement
RgI Registered Inspector
RoA Record of Achievement
RSE Relationship and Sex Education
S
SACRE Standing Advisory
Council on Religious Education
SAR Subject Access Request
SATs Standard Assessment Tests
SBM School Business Manager
SCR Single Central Record
SDP School Development Plan
SEAL Social and Emotional Aspects to Learning
SEMH Social Emotional Mental Health
SEN Special Educational Needs
SEND Special Educational Needs
and Disabilities
SENCO Special Educational Needs Coordinator
SIMS Schools Information System
SI School Improvement
SIP School Improvement Partner
SMSC Spiritual, Moral, Social and Cultural
SLD Severe Learning Difficulties
SLT Senior Leadership Team
SoW Scheme of Work
SPaG Spelling and Punctuation and Grammar
SPAW School Performance Award Scheme
SpLD Specific Learning Difficulty
SSE School Self Evaluation
SSF School Standards Fund
STA Standards and Testing Agency
STPCD School Teachers’ Pay and Conditions Document
STRB School Teachers Review Body
TA Teaching Assistant
TDA Training and Development Agency for Schools
TEFL Teaching English as a Foreign Language
TLG Training Link Governor
TLR Teaching and Learning Responsibility
TP Teachers’ Pensions
TTA Teacher Training Agency
TUC Trade Union Congress
UCAS University and Colleges Admissions Service
UIFSM Universal Infant School Meals
ULN Unique Learner Number
UPN Unique Pupil Number
UPR Upper Pay Range
URN Unique Reference Number
VA Voluntary Aided
VC Voluntary Controlled
VRQ Verbal Reasoning Quotient
WBL Work Based Learning
YIST Youth Inclusion and Support Team
YOT Youth Offending Team
YOS Youth Offending Service
YTS Youth Training Scheme
