Families of Schools: The implementation of Catholic Academy Trusts (CATs)

Diocese of Westminster

Education Commission FAMILIES OF SCHOOLS: The implementation of Catholic Academy Trusts (CATs) September 2017

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

The Diocese of Westminster North Hertfordshire

Stevenage East Hertfordshire

HERTFORDSHIRE Welwyn

St Albans

Dacorum

Hatfield Broxbourne

Watford

Hertsmere ENFIELD

Three Rivers BARNET HARROW

HARINGEY

BRENT

CAMDEN

CITY

HAMMERSMITH & FULHAM

SURREY

Spelthorne

HAMLETS

WESTMINSTER

HOUNSLOW Part of

ISLINGTON TOWER

EALING

HILLINGDON

HACKNEY

KENSINGTON & CHELSEA

RICHMOND

Diocese of Westminster Education Service Vaughan House 46 Francis Street SW1P 1QN Tel: 020 7798 9005 Email: education@rcdow.org.uk

Charity Registration Number 233699

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Contents

Education Commission FAMILIES OF SCHOOLS: The implementation of CATs Catholic Executive Officer (CEO) Job Description

50

10

CEO Model Contract of Employment

54

Religious Education

11

Foundation Director Application Form and Skills Audit 61

Governance Structures

15

Frequently Asked Questions

64

Governance in a Catholic Academy Trust

24

Maps of Families of Schools

69

Catholic Academy Trust Scheme of Delegation

38

Executive Summary

3

Setting the Strategy

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

EXECUTIVE SUMMARY 1. Introduction 1.1 Following the launch in December 2016 of the Academy Strategy and Policy document the Education Service embarked on a five month consultation programme with all 11 Families of Schools to explain how collectively we can protect, secure and develop the Church’s mission in Catholic education. Over 90% of schools attended these meetings to hear what was proposed, to have the opportunity to discuss, challenge, question what was on offer, and to listen to Headteachers and Chairs express their views. This was followed by extensive visits to governing bodies to answer queries and the publication of 5 FAQ documents.

limited. Where governing bodies had instigated a research group to inform their decisions there was far greater confidence in becoming involved in the process. Where they had done nothing there was rumour and conjecture that needed to be unpicked, challenged and rectified;

1.2 This commitment to working together will help realise the aim of Catholic schools as set out in canon law1:

g. The impact of financial austerity and the proposed introduction of the National Funding Formula led many governing bodies to focus on where opportunities for economies of scale could be found. They asked that the business case for Academies be robustly presented and made open to scrutiny. They have welcomed case studies about the benefits of academisation to be presented in the 17/18 academic year;

Education must pay regard to the formation of the whole person, so that all may attain their eternal destiny and at the same time promote the common good of society.

Children and young people are therefore to be cared for in such a way that their physical, moral and intellectual talents may develop in a harmonious manner, so that they may attain a greater sense of responsibility and the right use of freedom, and be formed to take an active part in social life.

Canon §795.

This must always be at the forefront of all we are attempting to achieve.

1.3 The outcome of these meetings highlighted the following: a. Schools and colleges recognised and empathised with the reasons why the Trustees had agreed to undertake this programme of reform. However, concerns were expressed as to what it would practically mean for individual communities and their perceived level of autonomy.

Reassurances were sought that Headteachers would still be responsible for leading the day to day management of a school and governors would still be actively involved in the running and accountability of the school in supporting and developing its mission. b. In coming together as a Family of Schools it became apparent early on that the schools’ knowledge and understanding of each other is not ingrained or consistent.

They were however willing to explore opportunities to improve this situation to nurture and develop the mission of the Church; c. In those areas where Families of Schools crossed local authority lines the schools knew even less about each other and sought opportunities to gain a greater understanding and to develop areas of collaboration and cooperation in their Family to instill confidence that they can work for the common good; d. The level of understanding of the Academy programme by governing bodies is variable and in some cases very 1

e. Governors are willing to explore options but required more detail and more understanding of the practical elements of the conversion process and the benefits of conversion in comparison to existing models; f. The lack of clarity at government level in the Academy programme made many governing bodies wary of change following the withdrawal of compulsory conversion;

h. There was no appetite from schools for the diocese to provide a company model offering services they currently enjoy from their local authority or outsourced provider, but rather to encourage the diocese to seize the opportunity to signpost the best practice and act as a broker of services offering governors access to best deals; i. In the pilot Family of Schools of Watford and Harrow it became clear, after both collective and individual meetings, that there was an overwhelming desire to become Academy, but not together. Each region felt they just did not know enough about the other to feel comfortable about a partnership at this time; j. Two working parties were set up to help inform the Project Board of the views of Headteachers and Governing Bodies and have met monthly throughout 2017. k. The majority of schools sought clarity and detail about the following:

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The roles and responsibilities of the Members; Directors; Local Academy Councils (LACs); and Headteachers;

The roles and responsibilities of the Catholic Executive Officer (CEO) of the Trust. (The new name for the Lead Officer)

The model contract of employment for the CEO; The Scheme of Delegation for the Trust; The service slice each school would have to pay to the Trust; The nature of an Executive team that would deliver services and compliance.

anon law is the codified system of laws and legal principles promulgated by the authority of the Catholic Church to regulate and organise the C Church’s life and mission.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

1.3. The challenge undertaken by the Education Service and the Project Board has been to address all of these issues. This has involved extensive negotiation and reassurance at all levels that the programme is deliverable and achievable. It has affected the original timetable, but it is far more important to achieve each stage of due diligence carefully and collaboratively. It has involved the support of the DfE, CES, legal firms, Headteachers, Governors, and the Dioceses of Birmingham, Nottingham and Leeds.

1.4. The response to these challenges has been as follows: a. It is crucial that a mindset of total local autonomy is challenged and schools have the opportunity to see benefits of working together and in partnership for the common good. Headteachers can be reassured that they are the substantive Head of their school and that will not change. The change is in the level of accountability added to their performance by the introduction of the Catholic Executive Officer (CEO) working in collaboration with the schools’ governors. To that end various meeting have taken place arranged by the diocese and by the schools themselves to seek out opportunities to work together.

The CEO is appointed to challenge and support the Headteacher within a CAT in accordance with the Scheme of Delegation and mission of the Church; b. Families of Schools need time, opportunity, systems and protocols to get to know each other for the benefit of the common good. By introducing Hubs within a Family of Schools it will allow existing partnerships at local authority level and deanery level to flourish and build a platform for development across local authority lines to grow exponentially over time. Local authority partnerships should be the starting point for a Family of Schools to grow. These are known and recognised partnerships and, by having hubs within a Family of Schools, executive officers can be employed to work with more than one hub or even a Family of Schools to bring down costs and to increase consistency of delivery and mission across the diocese. It is important that all schools continue and nurture their existing partnership arrangements with their local community schools and local Academy partnerships; c. There are now schools coming together to see how learning opportunities can be explored to increase confidence in working in partnership and solidarity. There is evidence that schools are finding opportunities to help improve teaching and learning experiences of their students whilst gaining experience and insight from other Catholic schools locally; d. Governing Bodies require high quality training and materials to inform decisions. There has been training introduced and the response and uptake has been very good. Detailed materials have been written, refined, scrutinised and made fit for purpose to help inform governors of what the change means for them on a practical basis and how it can be delivered; Page 4

e. The impasse at national level on education reform is an opportunity for stability and engagement in this diocesan programme of reform. It allows a more steady approach and not a rushed one. Dialogue and listening to all stakeholders has shaped the policy and not hindered it. It is worth noting that 74% of all secondaries and 26% of all primaries in England are now Academies. f. In seeking economies of scale there has been training and published materials for school business managers.

Schools were initially reticent about submitting their financial audits but this has improved significantly in recent months. This will allow us to present a business case with accurate financial forecasts and not historic ones. Based on the research we have undertaken and to meet the statutory roles identified by the DfE, we are working on a 2.5% to 3% service slice for schools to pay for service provision. This is 2% lower than most Trusts and schools need to understand that the slice they never see taken by the local authority is released, which should offset any concerns that this service slice might be significantly challenging to meet. It is there to provide direct employment and service to their school; g. The diocese recognises the preferred option of schools is for the diocese to act as a broker for services rather than a provider. They acknowledge the diocese has access to schools intelligence of what works and what does not.

The diocese is actively working with St Mary’s University to help shape and develop talent management and leadership to meet current need, and future planning opportunities. It is also working with Churchmarketplace to provide high quality deals and services based on need and requirements. Proven providers have welcomed the opportunity to bid for service provision beyond their current local authority remit in all aspects of teaching and learning; h. In the autumn term there will be a new wave of Family of Schools meetings to explore how the Hub model within a family can be introduced and developed. There is evidence that suggests schools wish to start in smaller groups and grow organically but recognise the sharing of resources and staff across hubs or Families of schools will bring immediate economies of scale. Confidence will grow when partnerships are working. Existing partnerships should be the bedrock upon which future models can develop. i. Both the Headteacher and Governor Working Parties have been pivotal in shaping policy and communicating to schools that the programme is on course. They have been robust in their challenge and this has helped shape materials that have value and resonance with the mission of the Church in securing the finest opportunities for pupils and staff.

Children in our Catholic schools deserve the very best educational opportunities.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

j. Providing clarity and detail on the following:

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The roles and responsibilities of the Members; Directors; Local Academy Councils (LACs); Headteachers; Hub model was completed in June 2017. The key focus of this document is on the following; Key Responsibilities on Governance; Key Responsibilities on Finance; Key Responsibilities on Contracts; Key Responsibilities on Curriculum and Standards; Key Responsibilities on Special Educational Needs; Key Responsibilities on Safeguarding; Key Responsibilities on Admissions; Key Responsibilities on other pupil related matters; Key Responsibilities on Staffing; Key Responsibilities on Information Management & Communications; Key Responsibilities on Health, Safety, Risk and Estate management; The roles and responsibilities of the Catholic Executive Officer (CEO) of the Trust (the new name for the Lead officer); this was completed in July 2017 with the approval of the CES and our lawyers to ensure robust compliance. It has also been approved by the Project Board; Essential qualifications for the Catholic Executive Officer (CEO) are: Being a practising Catholic; Graduate status;

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QTS; Representing and promoting the mission of Catholic education; Leadership in Catholic education; Effective communication skills; Effective interpersonal skills; Strong advocate for and proven track record in pupil achievement; Stamina; Resilience; Integrity; Professionalism.

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Desirable qualifications for the Catholic Executive Officer (CEO) are: Further experience and management qualification in education, such as NPQH, Ambition School Leaders, Future Leaders, MBA (Ed), headship; CCRS/CTC; Post-graduate qualifications in Catholic education; Experience as an Ofsted or Section 48 Inspector; Experience as a Teaching School Lead; Evidence of relevant CPD in Leadership.

Key Roles and Responsibilities are as follows: Preservation and development of the Catholic character and identity of a CAT; Strategy development and implementation; Effective use of and analysis of data; HR and staffing; Day to day management of the Trust; Accountability; Working with the wider community.

The model contract of employment for the CEO was completed in July 2017 with the approval of the CES and our lawyers to ensure robust compliance. It has also been approved by the Project Board.

The Scheme of Delegation for the Trust was completed in June 2017 with the approval of the CES and our lawyers to ensure robust compliance. It has also been approved by the Project Board.

The service slice each school would have to pay to the Trust: research undertaken so far suggests we can manage a 2.5% to 3% service slice to pay for the executive team model. CEO salary could be set at £140k pro rata and key officers at £50k; this is subject to review and change but will be our starting point.

The nature of an Executive team to deliver on services and compliance. Each Trust Board will need to decide how best to manage and implement these roles set out in the December 2016 document.

2. The conversion of schools and timetable 2.1 By July 2017 65 schools had informed the diocese of their Expression of Interest to convert to academies. This constitutes 42% of all eligible schools that could convert.

Only 11 schools have said that they are not interested at this time, and the vast majority have been awaiting this document to make a judgement.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

2.2 In September 2017 there are three Families of Schools that seek to move forward to convert within the new framework.

2.3 There is a consensus that for the moment we do not change four of existing academy Trusts but reshape one Trust to reflect the new model. Our existing Trusts can work in partnership with emerging Trusts and explore opportunities for collaborations over time. The expansion of the All Saints Trust will involve a change to their current scheme of delegation and will take place in the autumn term 2017.

2.4 Evidence of cost savings from being an Academy Trust was sought by schools and case studies will be presented in the autumn term.

3. Purpose and Mission 3.1 The move to establish a network of Catholic Academy Trusts in the diocese seeks to ensure that Catholic schools and colleges will be better enabled to work together. Isolation and fragmentation compromise the Church’s mission in education. The academisation process allows clear working relationships to be established between local Catholic schools to assist with school improvement, leadership recruitment and formation, governance and co-operation to strengthen Catholic mission. This development moves beyond the existing partnerships between schools to enable a new spirit of collaboration so that the present success of Catholic schools and colleges in our diocese might be harnessed more effectively by working collectively, transparently and in dialogue.

3.2 Within a changing landscape of national education policy and provision we need to reinforce and develop the relationships between our schools. We are at our best when we work together, for each other and in service of the dignity of the individual and the common good, embracing both solidarity and subsidiarity. This is essential to all decisions and actions undertaken by Catholic schools and colleges in our diocese.

3.3 Utilising our previous experience of forming CATs, and drawing upon that of the Catholic Education Service and other dioceses, we will assist schools and colleges to establish a network of CATs through a gradual programme of implementation. The realisation of these CATs will evolve across our diocese as we work initially with those schools and colleges that are best placed and desirous to make a more immediate transition. Consultation has shown this will grow organically and be evidence led.

3.4 In the formation of each new CAT, or in consultation about how existing Academies form part of this new structure, the Project Board has been and will continue to support the process of transition and be available to assist with the process.

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4. The Structure of CATs 4.1 The structure of each CAT is built upon the Catholic principle of ‘communion,’ of working together in a ‘common union.’ It is not simply a communion amongst member schools, but also, and importantly, a communion, an interdependence, among those who lead and manage CATs at every level.

4.2 At the level of the Academy Trust there is a Board of Directors who oversee the whole group of schools.

At the level of each school there is a Local Academy Council (formerly the Governing Body) which relates to a particular school. The Academy Trust Directors and Local Academy Council Representatives (previously governors) need to know what each other’s roles and responsibilities are in order to ensure that these are fulfilled. As we move toward a new expression of our diocesan family of schools and colleges, this area of oversight and support is critical and requires a process of recruitment for Directors and Representatives.

4.3 The Local Academy Council will carry out some duties and functions on behalf of the CAT, such as the monitoring of standards and the Catholic life of a school.

CORE PRINCIPLES OF CATHOLIC EDUCATION There are some core principles that underpin our diocesan Catholic Academies and schools. The following are excerpts from the ‘Schools of Discipleship’ and their meaning in the context of Catholic Academy Trusts needs to be discerned in a local context.

1. Catholic schools have the Child at the Centre Our schools are designed and run to ensure that the very best educational opportunities and life fulfilling experiences, within communities which have the teachings of Christ and His Church at the centre.

2. Catholic schools have Christ at their heart Our schools are places where everyone is valued as a child of God, where every individual is enabled to mature towards their full growth in Christ and achieve their rightful potential. It is the Spirit of Christ who brings life to Catholic schools; giving strength and hope; promoting harmony and enabling reconciliation; ensuring that with enthusiasm and celebration, these things of God always take first place.

3. Catholic schools are distinctive The school community will be anchored in the principles which flow from the Gospel by which we live. The school through its clear and visual Catholic identity, will be, for many people the place where Christ and his Church are encountered. As such Catholic schools are evangelising communities.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

4. Catholic schools have a liturgical, sacramental and spiritual life Every Catholic school is also a worshipping community.

The Eucharist is the Church’s central act of worship and is the nucleus of the school’s life of faith. Classroom prayer, year and whole school liturgies and assemblies are key to the distinctive spiritual identity of Catholic schools.

5. Catholic schools are centres of excellence for Religious Education and the wider curriculum In a Catholic school, the entire curriculum is underpinned by and expresses Catholic beliefs and values. It is vital that an understanding and knowledge of the Catholic faith permeates all aspects of school life.

Religious education is a core subject in Catholic schools as demonstrated by the priority given to it within the school timetable. Promoting excellence in the quality of teaching and learning in Religious Education is of paramount importance.

6. Catholic schools are collaborative Catholic schools actively promote strong and positive links with the wider community, involving the diocese, deaneries, parishes, local authorities, families and other schools. Given that parents, or those who act in their place, are the primary educators of their children, links between the home, the school, and the parish are especially significant. Good communication is fostered so that all relationships in the school community and beyond are based on mutual respect and honesty.

7. Catholic schools are essential Catholic schools are places where every child matters and where safety, well-being, enjoyment, tolerance, respect and dignity are reflected in all aspects of school life. Pupils are cherished for who they are as much as for what they achieve, and all achievement is recognised and celebrated.

NEXT STEPS 5.1 Publication in September of a new wave of Family of School meetings in the autumn term and active encouragement of early adopters.

5.2 Three pilot Family-of-Schools CATs to begin the process of conversion from September 2017.

5.3 Case studies to be commissioned and published in the autumn term of experiences of conversion in our diocese and others.

5.4 Governor conference update on Families of Schools in November 2017.

5.5 Regular monthly bulletins online.

CATHOLIC PURPOSE In October 2016 the Trustees of the Diocese of Westminster agreed to the expansion and development of CATs through the introduction of local families of schools coming together to protect, secure and develop Catholic education for the foreseeable future. Children and young people in Catholic schools in the diocese deserve the very best educational opportunities and life-fulfilling experiences within Catholic communities imbued with gospel values and where Christ is at the centre. We seek to ensure that every school and college is seen as a giver and receiver of support.

The Archbishop together with the Trustees will adopt the Memorandum of Understanding devised by the CES that ensures each CAT is conducted in accordance with canon law and teachings of the Catholic Church and in accordance with the Trust Deed of the Diocese of Westminster so that at all times the Academy may serve witness to the Catholic faith in Our Lord Jesus Christ.

All Catholic schools are equally valued members of the diocesan family of schools. The Archbishop is, by virtue of the authority given to him in canon law, the head of that family.

The diocesan Bishop has the right to watch over and inspect the Catholic schools in his territory … and has the right to issue directives concerning the general regulation of Catholic schools …

Those who are in charge of Catholic schools are to ensure, under the supervision of the local Ordinary, that the instruction given in them, in its academic standards, are at least as outstanding as that in other schools in the area. Canon §806.

No Catholic school or college in the diocese should be seen as working in isolation. There must be clear working relationships established with local Catholic schools to assist with school improvement, leadership recruitment and formation, governance of schools and working together to strengthen our Catholic mission.

We seek to go further than the existing partnerships between schools that have flourished over many years to establish and secure a new spirit of transparency and being open to dialogue and working collectively and cooperatively together. As the future unfolds it brings with it uncertainty and financial austerity, and as a diocese we need on-going formation and development of relationships between schools. We are at our best when we work together for each other and the core principles of Catholic social teaching, namely, the dignity of the individual, the common good, and solidarity and subsidiarity, are integral to all decision making and actions undertaken by a Catholic school.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

The diocese has a wide range of experience and expertise in the formation of multi-academy companies. It is our intention to assist schools in the project management in establishing CATs. For each new CAT being formed, or consultation on existing academies coming together, we would envisage that a newly appointed Project Board would support you through the transition, be available to help you with the process, and assist with your queries. Within our current Academy Trusts there is now a wide range of expertise that can help to support the transition work that needs to be undertaken. Some of these services will be familiar and at work in our schools; others may well be new.

We seek to ensure every school is part of a formal collaboration that develops ‘next’ practice and research potential. We seek to improve our system of management of schools strategically.

The agenda of the government is clear: the majority of schools in this country will become academies over the forthcoming years. Whilst the political wrangling of past months has reached a level of compromise for some, the academy solution for most schools is unlikely to disappear. Why?

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The increasing inability of local authorities to provide adequate resources to support schools and any underperformance by local authorities in raising the standards of education: We know that this may well have implications in the future for our schools if an Academy Order is issued on all maintained schools in any local authority. We know that in the area that our diocese serves, we have a number of vulnerable authorities; The powers of the Secretary of State to issue an Academy Order on any school have been strengthened by the new Education and Adoption Act; Increased powers of intervention in struggling schools that receive a warning notice about their performance. These powers effectively mean that schools need proactive, robust intervention that will bring change at a rapid pace. Whilst we have tremendous school improvement tools to hand, the Regional Schools Commissioner and the diocese will want to see that our improving schools have secure structures around them enabling this work to flourish; There is no doubt that current budgetary issues and changes to the national funding formulae are causing grave challenges for many schools. Schools in financial decline will need to be able to operate with slimmer services as well as working with other schools to create the necessary economies of scale.

The planned grouping of the families of schools is designed to translate the collective vision of the diocese into a workable and durable reality that protects, secures, and allows development of all schools regardless of their OfSTED rating or financial situation.

The key principles of solidarity and subsidiarity underpin the reasoning, action taken and rationale for moving forward.

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All schools have been matched and grouped with other schools within their local authority area or local deaneries; The purpose of the CATs is to help protect, develop and extend our mission to the Church; The planned grouping is based on allowing close proximity to promote collaboration, cooperation and mutual benefit;

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The proposed grouping will allow local Catholic parishes to see a direct link to a local network of schools that can reflect the local identity and community in partnership and cooperation;

The latest directive from the DfE regarding financial viability and sustainability in terms of numbers for Academy Trusts is 5,000-plus students. The due diligence undertaken by the Education Service has grouped schools to reflect 6,000 students in each of the 11 different families of schools;

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Using locally understood boundaries create opportunities to develop far more tangible, durable and sustainable partnerships that outlive current incumbents is both necessary and prudent;

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Following the Families of Schools’ meetings in spring 2017 it was clear that, to increase confidence and understanding within a CAT, it would be prudent to introduce Regional Hubs.

Regional Hubs will reflect the local authority partnerships and will allow hubs to work in collaboration with those areas they know least well with a view to forming a more formal partnership in years to come.

The Regional Hub model will allow Executive Officers to be employed across Families of Schools to bring down costs and ensure consistency across the diocese.

The Families of Schools have been designed to contain both primary and secondary schools, where possible, to ensure that the opportunities for closer ties between the two sectors offer mutual benefits and prevent isolation or fragmentation;

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The Families of Schools have been designed to ensure that, if a CAT encounters any unforeseen trouble, then another CAT will have the responsibility to help steer a course out of trouble by working closely with the Trust to address and resolve any identified obstacles to improvement;

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

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The Families of Schools will need to recognise and work with the current five Academy Trusts without undermining or usurping their proven expertise and experience. Each one of these Trusts has particular circumstances that need to be addressed. However, there will be no changes undertaken that are detrimental either financially or operationally to each school.

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All potential Families of Schools should be open to scrutiny, and where an argued case can be made to join a neighbouring grouping it should be considered by the Project Board. The Project Board has the final decision on groupings;

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There will be no forced academisation. Each school will be encouraged to consider seriously this proposal with a view to join when the time is ready; We will continue to have open and constructive dialogue with all the professional associations to ensure there is clarity of purpose.

WHY DOES THE CHURCH PROVIDE CATHOLIC ACADEMIES AND SCHOOLS? The Church provides Catholic academies and schools to:

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Assist in its mission of making Christ known to all people; Assist parents, who are the primary educators of their children, in the education and religious formation of their children; Be at the service of the local Church: the diocese, the parish and the Christian home;

Be a service to society.

The vision for the education of children in Catholic academies and schools is based on answering the fundamental question, posed by Pope Benedict XVI: ‘What kind of person would you really like to be?’ Education in the diocesan family of schools is about enabling children and young people to grow as human persons. Working together, the aim is to provide a rounded education for the whole person.

Catholic education is inspired by a vision of life seen as a whole, embracing the fullness of human experience and its expression in the life of the individual, in the family, in the local community and in society at large. We are created for goodness; we want to help children and young people fulfil that promise and enrich the world as they grow from childhood to mature citizenship.

Governors, headteachers, senior leaders and all staff must reflect the image of Christ and go about their work with children, families, parishes and local communities in a manner that gives witness to the Catholic faith in our Lord Jesus Christ and gospel values in action.

THE BENEFITS OF COLLABORATION There is an increasing body of evidence for the benefits of close collaboration between schools. These include the following:

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Strong collaboration with shared accountability can lead to better progress and attainment for pupils, and help schools meet rising expectations; School leaders and teachers can share thinking and planning to spread expertise and tackle challenges together; Governors can come together to share strategic thinking, to combine skills and to support each other during challenging times; School leaders, teachers and other staff can be shared across more than one school, enabling schools to find different solutions to recruitment challenges, to retain staff by providing new opportunities within the group and to plan succession more effectively; Groups of schools can find it easier to find and fund specialist expertise (specialist teachers and specialists in areas such as data analysis, finance, health and safety) and provide richer curricular and extra-curricular activities; Shared professional development can more easily be arranged, whether led by staff from one of the partner schools or an outside body; The economies of scale and collective purchasing made possible within larger groups can help schools cope better with shrinking budgets.

Opportunities for Staff Development Forming a CAT will mean that additional opportunities for staff development in teaching and learning, and leadership and management are possible. For example:

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Shared subject leader roles in primary schools, e.g., Mathematics and literacy coordinators and other specialist teachers, possibly enabling these specialists to be free from class teaching responsibilities in order to share their knowledge and experience across a Trust. They may be involved in coaching and mentoring staff across trust schools, team teaching, demonstration lessons, monitoring and evaluation teaching and learning, leading staff meetings on subject knowledge, curriculum and policy, and so on;

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Lay chaplaincy teams to work across the CAT; Page 9

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

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Enabling secondary subject specialists to support work of primary colleagues, e.g., languages, music, and such, in a strategic and on-going way;

Special educational needs provision;

Family and social work support;

Educational welfare support;

Secondment opportunities.

SETTING THE STRATEGY How can organisational structure really change? A brand new culture cannot be created from thin air.

However, there are some really effective ways to begin to understand and shift some of the cultural patterns in a positive direction. Here are some ideas which, when used together, give the basis for an approach to cultural change.

1. Understand existing patterns: For any culture to shift, first existing patterns or normative truths that exist have to be understood. Our existing five Academy Trusts have a proven track record of success.

Protecting what has been achieved is crucial, and before any changes take place for these schools a risk assessment will be undertaken, and a proposed strategy will be developed to allow each one to move at the right time in order to minimise disruption and address each school’s individual risk. Each Academy Trust will be helped in this change under the management of the Project Board in accordance to the wishes of the Trustees.

human system’s first job is to protect itself and so will resist change. Catholic education does not need to be like that. We acknowledge our many successes and we know what makes a great school. This is about together securing a far more effective leadership of our schools that allows us to make the decisions that need to be made by the Catholic community for the Catholic community.

There needs to be co-authorship to a mutually beneficial state of change.

5. Purpose is important: We all have a duty to embrace the purpose for this organisational change. It is important for everyone connected with our schools to work towards an ambitious, engaging and exciting common goal for the common good. There are many proven opportunities that come about as a result of this change. If we all aim to understand why there is a need to change, it will have a fundamental effect on culture and therefore engagement.

6. Catholic education culture is not a linear pattern; it’s more like a web: In working with schools and colleges it is not surprising to face many multi-layered and inter-connected issues.

All sorts of things form part of this web, including areas such as organisational structure, control systems, rituals and routines, etc. When we look to understand and shift cultural patterns we work with the whole web, recognising the inter-dependent nature of each of the factors we observe and the constant need to reflect on the principles of solidarity and subsidiarity. Our schools need to develop further the culture of giving and receiving support.

2. Engage senior leaders and governors with the current reality:

7. Change organisational structures to shift the culture

Change is the reality in education. By working with our outstanding practitioners in leadership and governance we hope to shape ownership for what is to be created and allow them to help move it forward by embodying the change they wish to see.

We acknowledge that ingrained current structures and certain cultural elements often form blockages that require clearing in order for our schools to grow and develop.

Empowering our own school community working locally and collaboratively in a way not undertaken before is both a challenge and an opportunity. Catholic education has always been able to adapt to change in the past from a position of strength. This is another opportunity to seize the initiative and not wait for decisions to be made for us.

3. Vision starts now: It is easy to set out a vision but it will not change anybody’s behaviour if it is seen as too abstract. However, if existing patterns are understood and the need to protect, secure and develop our schools is accepted, there is far more chance of people engaging and making changes for the common good. The Trustees wish to see the setting up and engagement of 11 families of schools to help shape Catholic education for many years to come.

4. Catholic education culture cannot be imposed, although it can be co-created: A danger for any organisation can be falling into the trap of believing that, if it spends ages defining the new culture and values it wishes to see, then, somehow, it will miraculously come to pass. It won’t. There is an inherent resistance within the human system to change. The Page 10

8. Existing diocesan Academy Trusts All Headteachers and Academy Boards will be convened to meet with the Project Board to go through the next steps as they lead the way to expand their experience and proven track records with new groups of schools. This will happen before the convening of the new 11 families of schools takes place to ensure mitigation of risk.

9. St Charles and St Dominic’s Sixth Form Colleges As part of the diocesan plans for academisation, it has been proposed that the two Sixth Form colleges, St Charles and St Dominic’s, should be established as standalone Sixth Form Academies.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

However, the current DfE legislation on Sixth Form Academies will need to change in order for this to have both CES and diocesan approval.

It has been proposed that whilst both institutions would be stand-alone, each college would be affiliated to the local Catholic Academy Trust and be permitted to sit within that partnership of neighbouring secondary and primary schools. Each college could and should benefit from the economies of scale that the local CAT establishes but would not sit within the financial arrangements of the local Academy Trust. This would ensure that every Catholic school and college is an equally-valued member of the family of schools.

We believe that collaboration could include, but would not be limited to:

• •

Developing the spiritual lives of children and young people in Catholic education; Sharing of specialist and other excellent teaching expertise, resources and practice between the college and partner schools to improve standards and educational outcomes across the partnership as a whole;

• •

Better financial resilience, lower costs and better value for money within the partnership, for instance through economies of scale, sharing or pooling of administrative services and other costs and facilities; Development of Continuing and Professional Development (CPD) by sharing good practice in areas such as management and leadership across the partnership.

10. Duty to be academy-ready All schools have a duty to work within the Family of Schools structure whether they convert to Academies or not. No school is to be forced into becoming an academy but rather enabled to see the opportunities and benefits of local collaboration and the establishment of CATs.

RELIGIOUS EDUCATION The CAT is responsible for agreeing the curriculum for each school and academy within its trusteeship.

In particular, through its Scheme of Delegation, it will ensure all member academies conform to the Catholic Bishops’ Religious Education Directory (2013) and work with the Education Service accordingly.

Religious Education is a core subject in Catholic schools and an academic discipline with rigour comparable to other subjects. The Funding Agreement for each Catholic academy requires it to provide Religious Education in accordance with the teachings, doctrines, discipline, and general and particular norms of the Catholic Church. This is sometimes referred to as denominational Religious Education.

Schools are responsible for drawing up their own syllabus to deliver denominational Religious Education, but they must conform to the Catholic Bishops’ Religious Education Curriculum Directory (2013).

The Catholic Bishops of England and Wales also require that all Catholic schools give 10% of taught curriculum time to Religious Education in Key Stages 1-4 and 5% for non-examination Religious Education for 16-19 year old students.

Denominational Religious Education is one of the areas which contribute to the distinctive nature of the Catholic school. Canon law gives authority to the Archbishop to ensure that the Religious Education conforms to Catholic doctrine. The Education Service monitors this, on his behalf, in all Catholic schools in the diocese. The Archbishop has the duty to ensure that those who advise schools on all matters relating to Religious Education are competent to do so. The Education Service has the responsibility to appoint and train those persons who meet the Archbishop’s requirements in relation to competency to monitor and advise on denominational Religious Education in Catholic schools in the diocese.

The Education Service also appoints other persons who have that competency to advise schools and to conduct training in Religious Education.

Inspections of denominational education, the content of collective worship and the Catholic Life of the school The Funding Agreement for Catholic academies requires them to arrange for the Inspection of denominational Religious Education and the content of collective worship under Section 48 of the 2005 Education Act. The Archbishop has a right under canon law to inspect any Catholic school in the diocese. This is known as a canonical inspection and will be carried out at the same time as the Section 48 inspections.

The Catholic Bishops of England and Wales through the office of the National Board of Religious Inspectors and Advisers (NBRIA) require that Catholic schools are inspected by inspectors appointed by the local Ordinary who have the competency to inspect denominational Religious Education, the content of collective worship and can report to the Ordinary on the Catholic Life of the school.

The Archbishop has delegated this duty to the Education Commission to oversee the Education Service who train and appoint inspectors to carry out these inspections.

The inspection process is rigorous and provides a clear independent evaluation of a school’s strengths, of its Catholic Life and Religious Education and the area in which it can improve. The report following the inspection will contain action which the schools need to address to make improvements and it is the responsibility of the Trust to support schools to ensure that the actions are addressed.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Collective Worship The CAT is responsible for ensuring that schools within its trusteeship meet the statutory requirements regarding collective worship in schools, and will do this by requiring all its schools to work with and be advised by the Education Service.

The Funding Agreement for each academy will state that religious worship is in accordance with the rites, practices, discipline and liturgical norms of the Catholic Church.

Collective worship in Catholic schools can take many forms including class prayer, assemblies for part or whole school, Mass, reconciliation services, and other liturgical and seasonal celebrations.

The Education Service has a duty to monitor the content of collective worship, on behalf of the Archbishop, and will appointment persons who have the competency to monitor and advise on this area.

Schools in challenging circumstances The CAT is responsible for standards in the schools within its trusteeship and for putting in place appropriate remedial and support strategies to enable schools in challenging circumstances to become at least ‘good’ according to the OfSTED criteria.

•

Where the Education Service becomes aware of any matter of significant concern, including any matter which might lead to the Secretary of State exercising his intervention powers, the Education Service will discuss the matter with the Directors and governors honestly and in good faith with the aim of formulating a plan to address such concern;

•

The CAT Directors and any local governing bodies shall comply with any guidelines and/or policies issued by the Diocesan Education Service in respect of, but not limited to the appointment, responsibilities and conduct of Directors and governors. The Trust Directors and any local governing body shall also comply with any guidelines and/or policies issued by the Catholic Education Service.

•

The Foundation governors and Directors of the Trust and academy shall be formally appointed by the diocese following recommendations from the Diocesan Education Service on behalf of the diocesan Bishop.

•

All Foundation governors and Directors: I. shall be practising Roman Catholic; II. shall not be an employee of the Trust or related to an employee;

The Education Service has a duty to report to the Archbishop on the progress of Catholic schools in the diocese which are in challenging circumstances and are being supported. The CAT will keep the Education Commission informed of the progress of schools within its trusteeship in challenging circumstances.

III. may serve a maximum of three consecutive terms of office (one term being four years) and after serving the maximum number of terms of office, shall be eligible for recommendation again after a period of four years; and

EDUCATION SERVICE ROLE

IV. shall not be automatically eligible for re-election after the expiry of any term of office.

The roles and responsibilities of the Education Service remain the canonical duty to inspect and support all schools in regard to Religious Education and Catholic Life.

•

The Education Service will continue to support regular meetings of representatives of the Catholic academies and schools in the diocese to encourage the dissemination of knowledge and the sharing of best practice. Headteachers or their representatives are expected to attend such meetings as appropriate. The Head of RE/RE coordinator is expected to attend diocesan heads of RE meetings/ area RE coordinator meetings;

•

The Archbishop will seek to ensure that high-quality committed, skilled individuals are put forward as Foundation Directors and governors to the Trust and academy and will conscientiously monitor the contribution made by such appointees and will remove foundation governors in the event of misconduct and/or a failure to support the high ideals of the academy and the Archbishop together;

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Any Parish Priest shall not be subject to the restriction in (iii) and shall be able to serve such terms as are required.

•

Unless the Archbishop agrees in writing otherwise, the Chair of the CAT Board must be a Foundation Director. Any vice-chair should also be a Foundation governor/Director;

•

The Local Academy Council shall govern the school in accordance with any advice, guidelines or policies relating to education published by the diocesan Bishop from time to time, and in accordance with the teachings, doctrines, discipline and norms of the Catholic Church;

• •

All Directors and governors undertake to fulfil and observe the objects and purposes for which the CAT has been established; All Directors and governors undertake to sign the Governors’ Code of Conduct, or any protocol for conduct as produced by the diocese from time to time;

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

•

The CAT will review its policies and practices on a regular basis, having regard to recommendations made by the Vicariate of Education in order to ensure that the governance of the Trust and academies are best able to adapt to the changing legal and political environment.

Model of Governance A CAT has members, Foundation and other Directors, local committee members and some staff who facilitate its operation such as a Clerk and Company Secretary.

•

The CAT will consider on an ongoing basis the need for training and skills development of governors as well as considering succession planning to ensure robust practices are maintained and supervised, particularly in light of the increasing autonomy of academies, making recommendations to the Archbishop with regard to the nomination of foundation governors for his appointment. Only practising Catholics will be appointed as foundation governors.

•

The CAT will not implement any proposals for a change in status or for the expansion or contraction of the CAT without the written consent of the Archbishop.

PROPOSED GOVERNANCE On behalf of the Bishops’ Conference of England and Wales, the Catholic Education Service has developed and approved a set of model Articles of Association (and other legal documents) for use in the Catholic school sector; these Articles have clearly defined objects2 and they have also been agreed by the DfE. The Articles have been designed to protect the legal rights of dioceses in relation to their schools and the rights of the schools to operate as Catholic schools in the same way as Voluntary-Aided schools have done. Once approved by the Archbishop and diocesan Trustees for use by converting schools in the diocese, the Articles of Association may not be altered or changed in any way without the written permission and approval of the Archbishop.

Archbishop Other members

Clerk

Academy Trust Board of Directors

Company Secretary

Non-director Committee Members

Members of the CAT The members are akin to the shareholders of a company; they have ultimate control over the Academy Trust.

The Archbishop, who will be a member, has the right to appoint the majority of Foundation Directors, and the Trust’s Articles of Association can only be amended with his written consent. It is the members who found the Company; thereafter, the function of the members is to hold the Directors to account if the objects of the Company are not being observed. In general, the members are not hands-on in terms of governance. The members may call general meetings in accordance with the Companies Act and they will receive the Annual Report from each CAT. The diocesan Archbishop [and Religious Superior] is always a member of each Academy Trust as are any of the following: any person to be appointed by the Archbishop [and Religious Superior]; an Auxiliary Bishop and/or Vicar General; a diocesan Trustee; the Director of Education and Financial Secretary of the diocese. There must be at least five members. Additional members can be appointed in accordance with the Articles, if necessary.

Directors of the CAT Directors are appointed to govern the Catholic Academy Trust. The Board of Directors has legal responsibility for the individual academies within the CAT and it is the Directors who are responsible for: setting the strategic direction for the CAT itself and for the individual academies; holding the headteachers to account, ensuring financial probity and policy development. There will always be a majority of practising Catholic Foundation Directors in any Catholic Academy Trust. This is a requirement of the Bishops’ Conference of England and Wales. Foundation Directors

2 The Company’s objects are specifically restricted to the advancement of the Catholic religion in the diocese by such means as the diocesan Bishop may think fit and proper by, but without prejudice to the generality of the foregoing: a. (i) the establishing, maintaining, carrying on, managing and developing of Catholic schools in the United Kingdom conducted in accordance with the principles, and subject to the regulations and discipline of the Catholic Church; and (ii) subject to the approval of the diocesan Bishop [and Religious Superior], and as purely ancillary to (a) (i) above, the establishing, maintaining, carrying on, managing and developing of other schools in the United Kingdom. b. [refers] to community use Source: [CES model] Academy Articles of Association for use by Catholic Schools

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

will be appointed by the Archbishop and will be expected to act as guardians of the Catholic life of the Trust and its academies and to uphold the values and aspirations of the diocese for its schools in accordance with the teachings, practices and tenets of the Catholic Church. It is recommended that at least one priest is appointed as a Director on each CAT Board of Directors.

The Academy Trust Directors must also ensure that they are complying with charity law requirements as Academy Trusts are charitable companies; they are also obliged to comply with company law requirements. This may sound daunting, but, in reality, the duties are largely the same as those of a school governor and include regularly attending meetings, managing conflicts of interest, seeking advice from its leadership team and ensuring the Academy Trust has appropriate procedures in place for reporting financial information.

The Board of Directors will comprise Foundation Directors appointed by the Archbishop (always in the majority of at least two). Where there is a Catholic Executive Officer (CEO) or an Executive Director in place, they may (or may not) be appointed as an ex-officio Director and this will be determined in the Articles of Association. It is essential to ensure that a mix of suitably-skilled people are appointed to the Board of Directors of the CAT in order that the company can be led and managed well. Useful skills could include, for example, educational, business, legal, financial, religious, social welfare, and so on. A rigorous and thorough application process for the role of Director will enable the Archbishop to be suitably informed and advised as to whom to appoint as Directors for each Academy Trust Board. A skills audit3 should be completed as part of the recruitment and appointment process.

Committees and Committee Members Subject to the Articles, the Directors may appoint committees for the purposes of carrying out some of the functions for which they are responsible. This will include establishing Local Academy Councils for individual academies or for two or three academies where, for example, schools are already federated or operating with an executive headteacher or where such an arrangement is deemed by the Directors to be beneficial. Where there is a Local Academy Council in place a Scheme of Delegation4 will be put in place so that roles and responsibilities are clearly defined. A system for appointing committee members would need to be developed.

The Local Academy Council would have oversight over the academy at local level focusing on standards, Catholic life and pupil welfare. They are accountable to the Board of Directors.

Company Secretary The Company Secretary ensures that the governance procedures of the Trust are implemented, monitored and reviewed in a timely fashion and that the Trust is compliant with all relevant legislation and guidance, e.g., Academies Financial Handbook. The Company Secretary supports and implements the creation of board committees and prepares their terms of reference.

Each Academy Trust Company will be registered with Companies House and the Company Secretary will create, formalise and maintain the statutory registers. This role may include clerking; however, it is recommended that the clerking role is undertaken by a different person.

Clerk to the Directors The Directors will appoint a suitably qualified Clerk to minute meetings of the Board of Directors and to provide administrative support. For continuity and ease of communication, it is useful if the same person also clerks any CAT committees; in larger Trusts a small team of clerks may be needed to service the Local Academy Councils. High quality clerking is an imperative and discussion how best to recruit and develop clerks will follow.

Employees The Catholic Academy Trust is the employer of all the staff in the individual academies within its partnership.

The Directors will have a strategic vision for the CAT and will need to ensure that the correct staffing structure is in place to meet the needs of the CAT as a whole and of the academies within it. The Directors may appoint some staff to work across all, or a number of, academies within the CAT. Directors may appoint some staff to lead and manage the CAT from a central office, for example, Executive Leader (similar to a Chief Executive Officer), Finance Officer and/or Business Manager, Educational Standards or School Improvement Officer, Administrative Officers, or other such staff as they deem necessary to carry out the duties and responsibilities of the CAT effectively. The Directors may appoint executive headteachers/principals whose role is to lead more than one academy. They are also free to appoint specialist staff at any level to work across the CAT academies, e.g., special educational needs, language teachers, educational welfare, chaplaincy, and so on.

Finances The Directors are responsible for the prudent management of all resources including financial. All companies are required under company law to produce accounts that give a true and fair view and follow UK accounting standards. The Academies Financial Handbook is a guide for use by Trust Boards and includes these requirements. All academies within the CAT will be

3 The CES governor working party has produced guidance and model documents for skills audits, which can be found on page 63.

4 A model Scheme of Delegation has been provided by the CES. Among others, the Directors MAY NOT delegate the following functions: the preservation and development of the educational character and mission of the Company and its academies; the approval of accounts; appointment to or dismissal from any senior Catholic post or any appeal in relation to such.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

expected to contribute financially between 2.5% and 3% of their budget to a central CAT fund in order that it can operate effectively and can pay any staff employed centrally for the benefit of the academies within the CAT as a whole. The academies and/or the CAT will also be expected to make a contribution to the diocese for the work of the Diocesan Education Service; this will also apply to Voluntary-Aided schools5. The Service costs need to match service delivery. There needs to be clarity about what schools are paying for.

Finance The CAT Directors shall ensure that all policies and procedures required within the ESFA Financial Handbook are adopted and implemented as required and that any recommendations or guidance within the handbook are incorporated into the practice and procedures of the CAT and all its academies.

• •

The CAT shall ensure that suitable governance arrangements, by means of Trust Board, Local Academy Councils, committees and working parties are in place in order to ensure compliance with the articles, schemes of delegation, diocesan guidance, EFA Financial Handbook and all appropriate legislation.

Buildings Maintenance and Capital Expenditure The Directors and governors will ensure that at all times any land used by the CAT or the academy will not be used for purposes which would not be consistent with the teachings and practices of the Catholic Church and that any lettings of CAT premises shall be in accordance with any policy issued from time to time by the diocese;

• •

The CAT will consult with the Education Service, share information about any planned significant maintenance and replacement of buildings and facilities used by the CAT or academy and will not undertake any capital works to the buildings or any part of the academy site without first obtaining the written consent of the diocese;

•

Any grants or otherwise received by the CAT or academy for capital expenditure, if not specifically identified, will be distributed by a fair process in accordance with diocesan protocol and advice from the diocesan Property Department.

•

The CAT shall develop in conjunction with the diocesan Property Department, a five-year estate management strategy that will identify the suitability of facilities in light of long term curriculum needs and the need for and availability of capital investment to meet the CAT’s and academy’s responsibility to the diocesan Trustees to ensure the buildings are maintained to a good standard.

Services provided

•

Each academy shall contribute a portion of its funding, agreed from time to time with the Trustees, to assist the Education Service to carry out its functions.

Insurance

•

The diocese shall obtain primary insurance to cover, at the least, all capital matters, from the Catholic Church Insurance Association.

GOVERNANCE STRUCTURES This section outlines the role of those involved in the governance of a CAT once it has been founded by the members.

Appointment of Directors The Archbishop appoints Foundation Directors. It is necessary to appoint enough Directors to ensure a range of skills are available to the CAT and to ensure that enough people are available to carry out the duties and functions required by the Board of Directors. In Catholic Academy Trusts, it is always necessary to maintain the required majority of Catholic Foundation Directors6. It is recommended that a Board of Directors of 12 to 14 is appointed as there need to be enough Directors in place to ensure a range of skills are offered, and in order to have the ability to appoint/dismiss those in senior leadership positions at the academies with enough Directors remaining uninvolved in order to form an appeal panel should it become necessary.

Recruiting Enough Directors The key to recruiting the right Foundation Director is to be clear first about the type of person and skills being sought. Positioning the role to attract the right people to serve Catholic education in the future remains a challenge. Appointing the number of Foundation Directors required in any future agreed model will require planning with key actions being identified as:

• •

Determining the appointment process and agreeing associated paperwork and procedures for appointment to the role of Foundation Director; the CES governance working group has developed detailed guidance and models for this purpose, of which good use can be made; Determining the skills audit we will adopt; the CES governance working group has developed detailed guidance, toolkits and models for this purpose of which good use can be made; DOWAT has also developed a skills audit;

5 The diocesan contribution scheme should be applied to any type of Catholic school within the diocese that benefits from the work of the Education Service or becomes part of a CAT. 6 The minimum number of Directors would therefore be eight: a parent, [possibly] one Executive/Managing Director and so, six Foundation Directors.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

• •

Seeking to make active links with organisations such as Inspiring the Future, Academy Ambassadors and NGA (National Governors’ Association), NCOGS (National Co-ordinators of Governor Services) and SGOSS (Governors for Schools and Colleges) to support the diocesan recruitment strategy; Planning to provide strategic training and development for new Directors on the effective management of Academy Trusts and the roles and responsibilities associated with the post, specifically relating to monitoring academic standards, financial management and providing challenge to senior leaders of the CAT and the academies within it.

CAT Board & Committees The CAT Board will set the strategic direction for the Trust as a whole and will set the policies that will enable it to fulfil its vision. In accordance with this, CATs may adopt various governance structures to suit their circumstances and size. As yet, most multi-academy trusts around the country have not made the most of the opportunity to streamline governance (as opposed to creating additional layers on an existing system). The CAT Board of Directors will sit at the top with ultimate responsibility for governance; they need to be properly informed about the situation in each of the partner academies.

As the responsible and accountable body, the CAT will be held to account by its members, the diocese, the DfE, the Education Standards Funding Agency (ESFA) and OfSTED for the state of its academies.

The introduction of Local Academy Councils will need very clear responsibilities and lines of accountability. In turn, Councils will report back to the CAT Board so that it has the information it needs in order to ensure that everything is in order, best practice is being shared widely, and any poor performance is being identified, challenged and corrected in a timely manner.

The National Governors Association recommends that persons appointed to Local Academy Councils (or Local Governing Bodies) are not referred to as ‘governors’ as this is potentially confusing and gives mixed messages about the role.7 A Recommended CAT Governance Structure To be effective, a CAT would need a committee structure8 of some kind to support the work of the Board of Directors. In considering the different layers of governance, it would be important to make sure that there is no unnecessary duplication of work and to

The principal benefits of becoming a MAT have been for us: autonomy, collaboration and economics of scale.

In particular, becoming a MAT has enabled us to improve our transition arrangements across all Key Stages (1-5), thereby allowing us to be confident, that we can offer a first class all-through Catholic education for children and young people aged 3-18 in the Kenton area.

Andrew Prindiville, Headteacher St Gregory’s Catholic Science College

remember that whilst ‘functions’ may be delegated by the CAT Board of Directors to its various committees, responsibility cannot.

Strategic Development Committee The Strategic Development Committee would be responsible, among other things, for developing strategy, action planning, and monitoring and evaluating the work of the CAT as a whole, including monitoring impact and effectiveness of any interventions in each of the member academies. It would report to the main Board of Directors.

Finance, Staffing and Property Committee The Finance, Staffing and Property Committee would be responsible, among other things, for strategic management and monitoring of all financial and human resources matters for the CAT as a whole and for the individual academies which it contains. It would ensure that performance management of all staff takes place in accordance with relevant legislation currently in place. It would ensure compliance with health and safety legislation and would have due regard for its responsibilities as steward of diocesan owned property. It would report to the main Board of Directors.

Audit Committee All trusts must have a dedicated audit committee; this is a requirement outlined in the Academies Financial Handbook which makes clear the expected role. It would report to the main Board of Directors.

7 Written evidence submitted by the National Governors Association MAT0044.

8 Canon 806 §2 Those who are in charge of Catholic schools are to ensure, under the supervision of the local Ordinary, that the instruction given in them is, in its academic standards, at least as outstanding as that in other schools in the area.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Standards Committee Primary

Standards Committee Secondary

Finance, Staffing & Property Committee

Audit Committee

Strategic Development Committee

Local Academy Council Federated Schools

Sponsored Academy Council If required

CATHOLIC ACADEMY TRUST Board of Directors

Local Academy Council Secondary School

Local Academy Council Primary School

Local Academy Council Sixth Form College

This diagram illustrates a possible governance structure for a Catholic Academy Trust operating under the trusteeship of the diocese.

Standards Committee The Standards Committee(s), primary and/or secondary, would be responsible, among other things, for evaluating standards within the relevant member academies and ensuring that accurate data are available to the Board of Directors in order that it could be fully informed as to the academic standards of the member schools, therefore giving it the ability to plan strategically for the sharing of good practice or putting in place interventions to prevent any school going into an Ofsted category. It would report to the main Board of Directors.

Local Academy Councils A number of Local Academy Councils (LAC) would be needed in order to carry out effectively some duties and functions of the CAT on its behalf, for example, undertaking the monitoring of standards, managing complaints from parents, pupil disciplinary meetings, admissions and appeals for school places, and other matters that can best be resolved locally. The LAC may also monitor the Catholic Life of the school, undertake local health and safety checks, support any parent forum group and such. They would report to the main Board of Directors. The role of the clergy is an important and long-standing element of governance, and they could have a key role to play in the development of the LAC. Sponsored Academy Committee The Sponsored Academy Committee would be a specific committee of Directors, possibly diocesan staff and other co-opted persons with relevant skills, put in place as necessary, to support the rapid improvement of an academy until such time as it gained an Ofsted ‘good’ or better rating.

It would report to the main Board of Directors.

Core Team of Staffing for the CAT It is recommended that each CAT appoint a core team of senior staff to lead and manage the development of the CAT

and to ensure that the academies within the partnership are properly supported and challenged to be the best that they can be and to provide leadership.9 The member academies will need to pay into a central fund in order to fund this central core team. It is unlikely that any Academy Trust, with more than a few schools in it, would be able to function effectively if it did not commit to this. A formula for the contribution needed for this would need to be agreed,

As a member of DOWAT, we have worked closely with other schools within the Trust to share best practice, moderate judgements and collaborate on approaches to teaching and learning, all resulting in improved outcomes for our pupils. Additionally, the children have benefitted from the freedom afforded to academies to be flexible in their approach to the curriculum: our staff are empowered to think creatively and be innovative.

The economies of scale involved in groups of schools negotiating contracts has also resulted in savings on our electricity and insurance costs.

Nicola Kane, Headteacher St Catherine of Siena Catholic Primary School, Watford Page 17

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

As an academy the governors and leadership team have benefitted from opportunity to work in partnership and identify key strategic decisions and opportunities relating to finance, curriculum development and schoolto-school support at a local level that has enabled the governors and headteacher to secure the continued success of St Joan of Arc. Peter Sweeney, Headteacher St Joan of Arc, Rickmansworth

the principle for making the contribution being written into the Memorandum of Understanding or other relevant documents. There will be other central costs that will need to be met from this fund.

The core team (through the Catholic Executive Officer (CEO)) would also be responsible for keeping the Board of Directors, and any other Academy Committees there may be, fully and properly informed.

For example, the core team may consist of the following personnel who need not be full-time and may be drawn from existing, suitably-qualified staff members (with appropriate backfill being put in place):

• • • • •

Catholic Executive Officer (CEO) Finance Officer and/or Business Manager Educational Standards/School Improvement Officer Human Resources Officer Company Secretary (this role could be combined with Finance Director)

Catholic Executive Officer (CEO) The Catholic Executive Officer (CEO) would be the most senior employee of the CAT accountable to the CAT Board of Directors. This person would be the main professional adviser to the Board of Directors and would be involved in line management and appraisal of the headteachers of the individual academies among other key functions. A model job description for this role is currently being prepared by the CES.

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Finance Officer The post-holder would be responsible for overseeing all matters in relation to finance and property for the CAT and for the individual academies within it and would be accountable to the Catholic Executive Officer (CEO).

They would direct, and be involved in line management of, the work of the other senior finance staff employed by the CAT in the academies. A model job description for this role would need to be developed.

Educational Standards/School Improvement Officer The post-holder(s) would be responsible for overseeing all matters in relation to educational and academic standards in the member academies, especially any sponsored academies. They would offer challenge and support to the Headteachers of the academies and would be accountable to the Catholic Executive Officer (CEO). Monitoring and evaluation reports on standards would be provided by the post-holder to the Board of Directors. Depending on the number of academies within the CAT more than one post may be required as the need for support and challenge will be different in primary and secondary academies. The role may be part-time and could be filled on a secondment basis; the role is suitable for an experienced headteacher from a good or outstanding school. In the early stages of setting up the CAT, it may be preferable to buy in the services of a suitable school improvement consultant to fill this role. A model job description for this role would need to be developed.

Human Resources Officer The post-holder would be responsible for overseeing all matters in relation to human resources in the individual academies and the core team and would be accountable to the Catholic Executive Officer (CEO). The post-holder would ensure that the guidance documents of the CES and any policies adopted by the CAT Board of Directors in relation to staffing are fully implemented. They would manage appointment processes for senior staff and would be able to advise academy headteachers on appointment processes for all other staff as needed.

They would manage and advise on any matters in relation to staff discipline, complaints from staff and appeals, etc.

Company Secretary This is a key role. In isolation, it would not need to be full-time. However, it may be combined with another role, for example, Director of Finance.

Headteacher/Principal Meetings The CAT Board of Directors will wish to ensure that the headteachers/principals of their member academies meet regularly to discuss educational standards, Catholic

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Life and other matters relating to the effectiveness of the academies. These meetings will be chaired by the Catholic Executive Officer (CEO) of the CAT. In some CATs there may be a need for separate meetings for headteachers/principals of secondary academies together with Sixth Form Colleges (where applicable).

POLICY OVERSIGHT

Finance and Administration Meetings

• •

The CAT Board of Directors will wish to ensure that the lead finance and administration staff for the CAT meet regularly. These meetings will be chaired by the Finance Officer of the CAT. Other CAT Staff Network Meetings The Catholic Executive Officer (CEO) and headteachers will want to support staff development at all levels and may organize various opportunities for professional development and networking, as deemed appropriate for the particular CAT. This might include NQT training and mentoring, subject leader meetings, middle leader meetings, and key stage networks. The work of any training schools in the diocese will support this.

Being an academy has enabled us to have greater control over our curriculum and finances. It has provided us with autonomy, flexibility and choice that we didn’t previously have.

Our Lady Catholic Primary School, Hitchin Headteachers/Principals It needs to be made very clear to all headteachers that, in any adopted model, they run their school. However, a headteacher or principal may be employed to lead one or more academies within an Academy Trust. As with all staff, the CAT is the employer. The Board of Directors will be directly responsible for appointing headteachers for academies within the CAT; it will be supported in this by the Diocesan Education Service.

It will need to be determined whether a headteacher is accountable to the Catholic Executive Officer (CEO) or directly to the CAT Board of Directors.

The salary scale of any Catholic Executive Officer (CEO) would need to be determined in relation to role and responsibility; the CAT Board of Directors would need to undertake a financial assessment to be sure it could maintain the salary at the agreed level. This Catholic Executive Officer (CEO) role may be undertaken by an effective headteacher from within the Academy Trust on a part-time basis (with suitable back-fill), i.e., he or she could be seconded for two to three days a week and their substantive post could be back-filled thus giving headship experience to a deputy.

The policy of the diocese is to support schools to become academies within a local cluster of families of schools. The Archbishop has set out certain requirements that must be accepted before permission is given for a Voluntary Aided school to become an academy. They are: The Academy, with the Archbishop’s approval is designated as a Catholic school; The Academy has a Catholic ethos and identity according to the requirements of canon law and provides Catholic Religious Education and collective worship;

•

The posts of headteacher/principal, deputy headteacher/vice-principal, and head of Religious Education Department and coordinators of Religious Education are reserved for practising Catholic teachers;

• • •

The Archbishop appoints the majority of governors; Arrangement for admissions comply with diocesan guidance;

The Archbishop commissions inspectors to carry out inspections of denominational education, the content of collective worship and the Catholic Life of the school.

The Education Commission will work with the CATs to encourage, facilitate and support Catholic VA schools in becoming Catholic academies with their local CAT, in line with the Archbishop’s stated wish for all VA schools in the Diocese of Westminster to join a designated CAT. In providing this support the Education Commission will ensure that schools carry out a due diligence exercise. This is to ascertain the readiness of the school to become an academy and to reassure the diocesan Trustees that there are no obstacles or impediments that could prejudice their responsibilities to Catholic schools in the diocese.

The 2010 Academies Act, Subsection 3(4), requires that Catholic schools must have the written approval of the Archbishop and the diocesan Trustees before they can become academies:

• • •

The Project Board will support the Trustees to help achieve the timetable for Catholic schools in the Diocese of Westminster to become academies; The Project Board will ensure Catholic schools follow a due diligence exercise before becoming an academy; The Project Board will notify the designated CAT immediately if, during the due diligence exercise, an obstacle or impediment preventing the school from becoming an academy comes to light; Page 19

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

• •

The Project Board will ensure each school is compliant and academy-ready; The Project Board will work closely with the DfE to ensure that the pre- and post-conversion costs are managed effectively.

The Catholic Academy Trust Board is the Admissions Authority for all Catholic academies in its trusteeship.

It has a statutory duty to determine the admissions arrangements for each school and does this in accordance with the principle of subsidiarity by delegating this duty, via its Scheme of Delegation, to the local governing body of each member academy.

The CAT and therefore all its academies are subject to the Schools Admissions Code and School Admissions Appeals Code. The Code requires schools with a religious character to have regard to guidance produced by the religious authority, the Archbishop.

The Archbishop requires all Catholic schools and academies in the diocese to follow the Guidance for Admissions to Catholic Schools in the diocese which is produced by the Education Commission and reviewed regularly.

•

The CAT as the Admissions Authority for Catholic academies will carry out its statutory duty in consulting on and determining the admissions arrangement for those academies. The CAT will ensure that all member academies meet the requirements both of the Admissions Code and the Archbishop’s Guidance provided and amended by the Education Commission.

•

The Education Service provides advice, support and guidance in relation to school admissions to each partner academy’s local governing body, and, where necessary, the CAT.

The Archbishop has a duty to ensure that all those who are appointed by him to govern Catholic schools in the diocese have the personal commitment and skills to preserve and develop the Catholic character of each school.

As the CAT Board is the de facto governing body for all Catholic schools within its trusteeship the Archbishop has the right to appoint the majority of Board Directors.

The governing bodies for schools within the CAT are local governing bodies with committee status. To this end the Archbishop has a right to appoint the majority of governors in each Catholic school in the diocese.

The Education Service is responsible, on behalf of the Archbishop, for the appointment process for all foundation governors in Catholic schools in the diocese (with the exception of Catholic schools within the trusteeship of religious institutions who appoint their own foundation governors).

The CAT is a Catholic organisation, and therefore, under the requirements of the Catholic Bishops of England and Wales, it must use the CES appointment and HR procedures.

The CAT uses the employment procedures published by the Catholic Education Service in relation to:

• • • • • •

Disciplinary matters

Capability Grievance

This is an exciting time for Catholic education in the Diocese of Westminster. Through working collaboratively, we are able to shape the future of outstanding Catholic education and continue to protect the Catholic identity of all our schools.

Going forward, it is important for us to take the best practice from schools across the diocese and use it as a platform to help us all build on our previous best.

Ciara Nicholson, Headteacher Our Lady Catholic Primary School, Hitchin Page 20

Sickness absence

Teacher appraisal

Non-teaching staff appraisal

The Education Service is not party to the Contract of Employment between the Trust and its employees. The Education Service has an advisory role to support all Catholic schools in the diocese on the application of procedures and, if applicable, advising governor panels.

The Education Service is not party to any decision made.

It is important to inform the Education Service if a headteacher, deputy headteacher, chaplain or a teacher of Religious Education is subject to procedures which could lead to their dismissal.

•

The Education Service must be informed, at the earliest point, of any processes for the recruitment of the positions of headteacher, deputy headteacher, chaplain and head or coordinator of Religious Education. A representative of the Education Service will work alongside the recruitment panel through the stages of the recruitment process and attend

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

•

the final day of any recruitment process for the aforementioned posts as it has an advisory role on behalf of the Archbishop. Dates and times for recruitment, therefore, need to be agreed between the CAT, the school and the Education Service.

The Education Service’s officers will support the provision of quality leadership recruitment, training and development in all schools in the diocese.

The Catholic Bishops of England and Wales have produced a Memorandum on the Appointment of Teachers in Catholic Schools (2014). The Memorandum has been accepted by the Archbishop and therefore it is a requirement that governing bodies of all Catholic schools in the diocese follow it. The Memorandum states that those appointed to the post of headteacher/principal, deputy headteacher/vice-principal, head of Religious Education and coordinator of Religious Education must be baptised and practising Catholics.

There are exceptional occasions where a temporary appointment to a headship or deputy headship may be offered to a person who is not a Catholic. This will only be considered where a governing body has failed to appoint a practising Catholic after more than two attempts at recruiting to the post. Requests for these appointments to be considered must come to the Director of Education.

•

•

T he CAT is the employer of all staff appointed and paid to work in schools within its trusteeship and is responsible for ensuring that there are suitable recruitment, selection and appointment procedures in place which comply with the CES requirements;

The CAT is responsible for ensuring that those appointed to the position of headteacher/principal, deputy headteacher/vice-principal, head or coordinator of Religious Education meet the criteria set out in the Catholic Bishops of England and Wales Memorandum on the Appointment of Teachers in Catholic Schools (2014);

•

The CAT will not appoint persons who are not practising Catholic to the posts mentioned above, on a temporary basis, without prior written permission of the Director of Education.

•

The CAT will ensure that the Archbishop is invited to be represented at the appointment of a headteacher. This is carried out by persons appointed by the Education Commission;

•

•

T he CAT will follow the guidance produced by the Education Commission, Guidance on the Appointment of the Headteacher or Principal to Catholic Voluntary Aided Schools and Catholic Academies in the diocese; T he CAT, as the employer, has the duty of care for its staff. The Education Commission offers pastoral care for individuals in transparent circumstances when a senior member of staff or headteacher or chaplain

or head or coordinator of Religious Education is suspended under disciplinary procedures. This pastoral care duty does not impinge in any way on the statutory responsibilities of the Trust as an employer and the person providing the pastoral care does not represent or advise the member of staff in any way.

Admissions Admissions criteria are set by the governing body and published in its admissions policy. In deciding on the admissions arrangements for the school the governing body must comply with the law, including having regard to this diocesan guidance. In Catholic voluntary academies the admissions authority is the Academy Trust Company. In a Multi-Academy Trust Company or CAT, the CAT is the admissions authority for its member schools.

This means that the CAT is responsible for determining the admissions policies for all its schools and taking decision on applications. The CAT may, however, delegate responsibility for determining the admissions policies for an individual school within the CAT, and/or taking decisions on applications, to the local governing body or local committee of the individual schools.

Governing bodies are required by law to comply with the Trust Deed and constitutional documents in discharging their functions, including when determining admissions arrangements. For schools the constitutional document is their Instrument of Government and for academies is their Articles of Association. The constitutional documents include the school’s duty to serve as a witness to the Catholic faith, and to comply with the requirements of canon law.

Catholic school governing bodies have an overriding duty to offer places to Catholics first. This is a requirement of the Trust Deed and therefore a legal requirement on governing bodies. Catholic schools must not operate any policies if the consequence is to offer a place to a nonCatholic and deny that place to a Catholic.

Complaints Procedure The Trust has a statutory duty, Independent School Standards (England) Regulations 2010, sch. 1 Pt 7 (as amended), for implementing a complaints procedure for all schools within its trusteeship and does this in accordance with the principle of subsidiarity by delegating this duty, via its Scheme of Delegation, to the local governing body of each member academy.

The Education Service has no authority to be party to any investigation or decision relating to a complaint made at school level or at Trust level about a school, with the following exceptions where complaints are made about:

• • •

Religious Education

Collective worship

Sex and Relationship Education Page 21

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

• •

Catholic ethos and mission

Diocesan inspection has a separate complaints procedure which is under the authority of the Education Commision and delegated to the Inspection Commitee

The CAT is a public company and so is publically accountable as to how it conducts its business. It has a published complaints procedure. The Secretary of State has powers in regards to complaints about academies and Academy Trusts.

• •

The CAT is responsible for determining and implementing a complaints procedure for each school in its trusteeship.

The CAT will inform the Commission if a complaint is received at school level regarding Religious Education, collective worship, Sex and Relationship Education and Catholic ethos and mission.

•

In the event of a complaint being received regarding one of the four areas above the Education Service will allocate an officer or appointed person to assist the CAT at the investigation stage or to advise at the panel stage. The Education Service recognises that the CAT maintains ownership of the process at all stages.

Performance Management of Teachers The CAT is responsible for setting up procedures to manage the performance of all staff in schools within the Trust. The Education Service advises that the Catholic Education Service Policy and Procedures (2013) are used for the appraisal and performance management of teaching and non-teaching staff in its schools.

The Catholic Education Service procedures are robust and also contain sections that are relevant to Catholic schools.

They acknowledge the contribution all staff make to schools, whether they are Catholic, of another faith or of no faith.

The Catholic Education Service procedures ensure that performance management objectives reflect the Catholic identity and mission of the school and the values it proclaims.

Page 22

Academy Conversion Documents for the Diocese of Westminster – September 2017

Page 23

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Governance in a Catholic Academy Trust – Sept 2017 Title:

Roles, Relationships and Responsibilities

Key Purpose:

To establish and maintain the highest level of governance whilst building a clear level of increased accountability and responsibility to the Trust Board and Members above.

To ensure consistency, creativity and individuality are not paralysed by uniformity so as not to reduce innovation.

To establish how review and scrutiny will work operationally.

To determine job descriptions that are fit for purpose and will have sustainable and durable impact both at local level and at CAT level.

RESPONSIBILITIES OF THE DIOCESAN BISHOP AND THE DIOCESAN EDUCATION SERVICE Canon law (Church law) provides that each diocesan Bishop has strategic responsibility to commission sufficient school places to meet the needs of baptised Catholic children resident in his area. A Catholic school is one which is recognised as such by the diocesan Bishop. Canon 803 provides the definition of a Catholic school. Canon 803§1 provides that a school is Catholic if:

The diocesan Bishop, acting through his Director of Education, is responsible for: • The provision and future development of excellent Catholic education throughout the diocese • The oversight of high educational standards, progress and outcomes in all diocesan schools

(a) It is controlled by a diocese or Religious Order; or

• The appointment, development and training of foundation directors and governors and their removal

(b) It is acknowledged in a written document as Catholic by the diocesan Bishop.

• The inspection of religious life of schools and RE (section 48 inspections)

All Catholic schools are subject to the jurisdiction of the diocesan Bishop, even those that are not in diocesan trusteeship. Canon 806§1 provides:

• The development of Catholic teachers and leaders (and all appointments should be made in accordance with diocesan protocol)

’The diocesan Bishop has the right to watch over and inspect Catholic schools in his territory…and has the right to issue directives concerning the general inspection of Catholic schools…those who are in charge of Catholic schools are to ensure, under the supervision of the Local Ordinary2, that the formation given in them, including its academic standards, are at least as outstanding as that in other schools in the area.’

• The oversight of school buildings/estate and capital projects

In respect of his schools, which include Academies, the Bishop has the legal right to appoint (and remove) an overall majority of Directors and Governors, who are known as Foundation Directors and Foundation Governors. In addition to all the other legal responsibilities of the Academy Trust Company (for Academies) and the Governing Body (for voluntary aided schools), the law recognises that Foundation Directors/Governors are appointed specifically to ensure: • That the Catholic character of the school is preserved; • That the school is conducted in accordance with its trust deed; and • That the religious education curriculum is in accordance with the Bishop’s policy for his diocese, based on the Bishops’ Conference Curriculum Directory.

Page 24

• Planning of school place provision • Engaging with the Regional Schools Commisioner (RSC) and Ofsted • Maintaining links with the Catholic Education Service and the government The diocese has produced in conjunction a model scheme of delegation to be adopted by each CAT. This means that the directors’ responsibilities are delegated by them to an executive team, a Local Academy Council for each academy in the multi-academy trust and/or the Headteacher or principal of each academy. Each ‘layer’ of the governance structure feeds into the layer above so that the Board of Directors is free to carry out its strategic functions and is not involved in the operational or day to day aspects of running the academies within the Catholic Academy Trust Company.

It is encouraged that whatever the structure for governance in a Catholic multi-academy trust company there will be local/regional support networks established for the purpose of sharing good practice and ensuring that each layer of governance has a voice, where appropriate. This could be achieved in any number of

1 The ‘control’ specified in canon 803 is normally established where the diocese or Religious Order owns the school and appoints the Governing Body (or at least a majority of it).

2 ‘Ordinary’ includes the diocesan Bishop and those, such as Vicars General , Episcopal Vicars and Auxiliary Bishops, exercising Ordinary jurisdiction on his behalf as well as to describe the relevant Religious Superior in respect of religious order schools, and this also includes their respective representative officers.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

ways, for example, a Headteacher group made up of all of the Headteachers in the Catholic Academy Trust Company, a Chairs’ group for Chairs of Catholic Academy Trust Companies and a Chairs’ group for chairs of Local Governing Bodies of Academies in Catholic Academy Trust Companies. The work of these groups can be factored into the following table, as appropriate.

KEY: ND: means non-delegable Explanation of the layers of governance in a ‘traditional’ Multi-Academy Trust Company structure MEMBERS: •G uardians of the governance of the Catholic Academy Trust Company •A ccountable to the Bishop (unless the Member is the Bishop) • S ignatories to the Memorandum and Articles of Association •A kin to shareholders DIRECTORS: •C ompany Directors and Charity Trustees

LAC GOVERNORS: • Appointed/elected to govern a specific Academy within the Catholic Academy Trust Company in accordance with the Scheme of Delegation • Have oversight of one Academy in the Catholic Academy Trust Company and are accountable to the Board of Directors of the CAT • Vital link to the local community HEADTEACHER: • Responsible for day-to-day management of the Academy (or Academies in an Executive Headship type arrangement) • Responsible for performance management of staff excluding those staff whose performance is managed by the Directors, a committee of the Directors, the Executive Team (including the Catholic Executive Officer (CEO), if appropriate), the LGB or a committee thereof.

REGIONAL HUBS • Temporary (12-24 months maximum) subcommittees of Directors • Responsible for regional ethos of group of academies

•A ccountable to the Members and the Bishop

NOTES TO ASSIST IN READING THIS TABLE

•A ppoint the Catholic Executive Officer (CEO)

It is envisaged that, where the Executive Team have been delegated responsibility by the Board Of Directors, an appropriate member of the Executive Team will take the lead based on their qualifications, expertise, skills, experience and/or availability.

•D uty to uphold the Catholic Academy Trust Company’s objects and to comply with any directives, advice and/ or guidance issued by the Bishop •R esponsible for preserving and developing the MultiAcademy Trust Company’s Catholic character at all times, and this overriding duty (which is also a legal duty) should permeate everything that the Directors do •R esponsible for the general control and management of the administration of the Multi-Academy Trust Company and for delivering the three core functions •D elegate functions to sub-committees, Executive Team, Local Governing Bodies (LGBs), and Headteachers

In all that the Catholic Academy Trust Company does, it should ensure that any diocesan policy, procedure, protocol or guidance is reflected and followed, including by the Academies within the CAT. In this table, the term ‘Company’ shall mean the Catholic Academy Trust Company’.

In this table, the term ‘Headteacher’ shall mean the principal or Headteacher employed in the Academy and reference to ‘Headteachers’ shall mean each of the Headteachers employed in each of the Academies in the Company.

EXECUTIVE TEAM: •A ppointed to the Board of Directors and employed by the Catholic Academy Trust Company • I ncludes the Catholic Executive Officer (CEO) •R esponsible for ‘operations’ and for delivering the Board’s vision and ethos – the ‘professional leaders’ •R esponsible for the Catholic Academy Trust Company’s financial effectiveness and stability and for ensuring value for money •P erformance manages the Headteachers in conjunction with the LAC Page 25

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

KEY RESPONSIBILITIES ON GOVERNANCE: HEADTEACHER A1

To lead, manage and implement the religious and educational character, mission and ethos of the particular Academy

B9

Establish and maintain relationships with parents of pupils attending the Academy to support them in their role as primary educators

B10

Establish and maintain a relationship with members of the wider local community, including assisting the Headteacher to build relationships with other schools, agencies and businesses in the community to enhance the quality of Catholic education provided for pupils

A2

To produce the vison and direction of the Academy in conjunction with the Local Academy Council (LAC) and prepare a school development plan (SDP)

A3

Attend meetings of the LAC and provide a Headteacher’s report

B11

Performance manage the Chair to LAC – 360 review

A4

Support the appointment process for the Clerk

B12

A5

Implement the CAT-wide policies, tailored by the LAC to the particular Academy

Carry out the annual self-evaluation of the LAC and report findings to the Executive Team/Directors as appropriate

A6

Advise the LAC on succession planning for local governance and senior leadership

B13

Succession plan for Local Governance and senior leadership in conjunction with the wider CAT

A7

Advise the LAC on its annual schedule of business

B14

Support and work with other LACs in the CAT

A8

Build relationships with other schools, agencies and businesses in the wider community to enhance the quality of education provided for pupils at the Academy and the wider CAT

B15

Generally support and challenge the Headteacher and consult in their appraisal

B16

Comply with any denominational inspections pursuant to S48 and any additional canonical inspections and visitations of the Bishop

B17

Comply with any other education inspections, e.g., S5 as required by law

A9

Assist the LAC to develop pupil, parent and staff voice

KEY RESPONSIBILITIES ON GOVERNANCE: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS B1

Determine, preserve and develop the religious and educational character, mission and ethos of a particular Academy in collaboration with the Headteacher within the ethos and mission specified by the CAT

KEY RESPONSIBILITIES ON GOVERNANCE: EXECUTIVE TEAM C1 Attend meetings of the Directors and provide an Executive Report C2

Advise the Directors on central spend/top slice arrangements and take action as required by the Directors

C3

Advise the Directors on the establishment and publication of the registers relating to business and pecuniary interests, for Members/Directors/ Committee Members/Governors/senior staff members, and take any action as required by the Directors

B2

Champion the CAT’s vision, ethos, and strategic direction in the Academy

B3

Ensure the spiritual wellbeing of pupils at the Academy

B4

Develop the Academy’s medium-to long-term vision for its future viability as a Catholic school and a robust strategy for achieving its vision

C4

B5

Develop and support the Headteacher in implementing a school development plan and oversee it carried out in practice

Advise the Directors on succession planning and development of the Executive Team and take action as required by the Directors

C5

Advise the LAC on leadership succession planning

C6

B6

Develop, review and amend the policies of the Academy in line with any CAT-wide policies

Prepare and advise the directors on the annual schedule of Directors’ business

C7

With the Headteacher, establish and develop pupil, parent and staff voice and monitor the same, reporting any issues or other matters to the Executive Team/Directors as appropriate

Support the Directors to ensure that the CAT’s, as well as each individual Academy’s, governance details, including their accounts, are published on the CAT’s, and individual Academies’ websites

C8

Prepare an annual schedule of LAC business and advise the LAC on it

C9

Support and assist the Directors and/or the LAC to prepare for any inspections e.g., S48, S5

C10

With oversight from the Directors, support and advise the LAC in appoint a Chair and a Clerk

B7

B8

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Establish and maintain relationships with the Parish Priest, the diocese, local and parish community to work with them as they contribute to the Catholic formation of the pupils at the Academy

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

C11 To include Bursar and HR provision over time.

This team will grow exponentially and will require form the outset a Bursar, a Catholic Executive Officer (CEO) and moving to an HR Representative over time. This team will work in collaboration with other families of schools as they grow from an initial small grouping of schools KEY RESPONSIBILITIES ON GOVERNANCE: DIRECTORS D1

Preserve and develop the religious and educational character, mission and ethos of the CAT, as determined by the diocesan/Religious Order Trustees in accordance with the Articles of Association, and ensure that it is embedded in each Academy ND

D2

Advise the members on, and where appropriate recommend, review and amendment of the Articles of Association

D10

Receive advice from the Executive Team regarding the establishment and publication on the CAT’s website of the registers relating to business and pecuniary interests for members/Directors/ Committee Members/Governors/senior staff members and instruct the Executive Team as necessary

D11

Determine the Directors’ Reserved Matters i.e., non-delegable functions and responsibilities

D12

Appoint/remove relevant Directors that are co-opted ND

D13

Appoint/remove a suitably qualified CAT Secretary

D14

Appoint/remove a suitably experienced and trained Clerk to the Directors and to support clerking arrangements to the LACs

Carry out the three core functions:

• Ensure clarity of vision, ethos and strategic direction

D15

• Hold the Headteachers each Academy to account for the educational performance of the Academies in the CAT and its pupils, and for the internal organisation management and control of the Academies, including performance management of staff

Complete and return to the Education and Skills Funding Agency (ESFA) a financial management and governance self-assessment form for new Academies joining the CAT

D16

Review and amend the policies of the CAT

D17

Submit and publish an annual report to members in respect of the CATs performance ND

D18

Performance manage the Chair to the Directors – 360 review ND

D19

Carry out the annual self-evaluation of the Directors to assess the contributions made by the Directors/ Committee Members and report to the Members for action, if appropriate ND

D20

Prepare a succession plan

D21

Prepare an annual schedule of the Directors’ business

D22

Ensure that the CAT’s, as well as each individual Academy ’s, governance details, including their accounts, are published on the CAT’s website along with any other details as required by the DfE, ESFA, Companies House or other organisation as required

D23

Broker internal and external school-to-school support. Bring in support as necessary to facilitate excellent Catholic education across all the academies in all the CAT in line with and diocesan protocol

D24

• This Scheme of Delegation and table of roles and functions

Comply with any denominational inspections pursuant to S48 and any additional canonical inspections and visitations of the Bishop

D25

Update Edubase as required by the Academies Financial Handbook

Comply with any other education inspections, e.g., S5 as required by law

D26

Appoint (and remove) from its number: chair, vice-chair and Local Governors with specific responsibilities for Special Educational Needs and Disabilities, child protection, pupil premium and financial matters [this is Directors’ responsibility with advice from Executive Team/Catholic Executive Officer (CEO)

D3

• Oversee the financial performance of the CAT and the Academies within it and make sure its money is well spent Have strategic oversight of governance arrangements and their effectiveness across the CAT and the wider diocese. This will require transition management and Directors will adhere to the Articles of Association.

D4

Review and amend, in line with diocesan policy:

• Code of Conduct and Practice

• The terms of reference for the Directors and their sub-committees

• The constitution and terms of reference of the LACs

• Terms and reference for delegation to the Executive Team

• Role descriptions for Directors/Chairs to the Directors/Committee Members (Include an NGA link)

D6

D9

D7

Agree central spend/top slice arrangements in accordance with diocesan protocol ND

D8

Pay diocesan contribution as stipulated from time to time by the Bishop in accordance to diocesan agreed policy

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

D27

Appoint a Clerk to LAC [this is Directors’ responsibility with advice from Executive Team/ Catholic Executive Officer (CEO)

F8

KEY RESPONSIBILITIES ON GOVERNANCE: MEMBERS E1

Assist the Executive Team and the Board of Directors to develop and implement a disaster recovery/ business continuity plan for the CAT and the Academies within it

Review and amend the Articles of Association subject to the written consent of the diocesan Bishop and the diocesan/Religious Order Trustees

KEY RESPONSIBILITIES ON FINANCE: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS

E2

Appoint/remove relevant Members ND

G1

E3

Remove Directors

Appoint Local Governor(s) responsible for finance (where some financial matters have been delegated to the Local Academy Council (LAC))

E4

Approve the change of name of the CAT and/or the Academies within it

G2

E5

Receive an annual report from the Directors and the CEO/Catholic Executive Officer on the CAT’s performance

Responsibility rests for managing the Academy’s annual budget and operate with it

G3

Monitor the income, expenditure and cash flow of the Academy and report any issues to the Executive Team/Directors

G4

Ensure any variances from the budget are reported to the Finance Committee/Board of Directors

G5

Ensure proper financial controls are in place at the Academy

KEY RESPONSIBILITIES ON GOVERNANCE: REGIONAL HUBS

G6

Maintain a register of business interests of Governors

EA1

G7

Monitor the provision of free school meals to those pupils meeting the criteria and follow up where there any issues

G8

Ensure the CAT’s financial disaster recovery/business continuity plan for the Academy is adhered to and remains fit for purpose

Useful Resources: CES skills audit, CES SEF, CES Code of Conduct, CES Protocol between dioceses and schools, Articles of Association of the CAT, Academies Financial Handbook

Support the determination, preservation and development of the religious and educational character, mission & ethos of a group of Academies as determined by the Headteachers and within the ethos and mission specified by the CAT

EA2

Champion the CATs vision, ethos, and strategic direction in the group of Academies

EA3

Support the development of a group of Academies’ medium to long-term vision for their future viability as a Catholic schools and a robust strategy for achieving their vision as determined by the Headteachers

EA4

Support the Headteacher in the development and implementation of school development plans across a group of Academies

KEY RESPONSIBILITIES ON FINANCE: EXECUTIVE TEAM H1

Support and advise the Directors in respect of the annual accounts and report

H2

Prepare the financial Scheme of Delegation and take any action as determined by the Directors following their review of it

H3

Support the Directors, and carry out any instructions from them, relating to their responsibilities for budget planning and ensuring the ongoing viability of the CAT and the Academies within it

H4

Monitor the income, expenditure, cash flow and balance sheet of the CAT and produce monthly budget monitoring reports for the Directors highlighting any concerns or issues in accordance to and reflective of diocesan policy

H5

Support Local Academy Council (LAC)s and Headteachers in local Academy monitoring and management of budgets and finances

KEY RESPONSIBILITIES ON FINANCE: HEADTEACHERS F1

Ensure the preparation of the annual budget for the Academy with the assistance of relevant staff in line with any CAT-wide policy or guidance

F2

Monitor the income, expenditure and cash flow of the Academy and report any issues to the LAC

F3

Prepare monitoring reports for the LAC and summary reports for the Finance Committee to feed up to the Board of Directors as appropriate

F4

Ensure proper financial controls are in place at the Academy

F6

Set up and approve staff expenses at the Academy in accordance with any CAT-wide policy

H6

Consider any variances on delegated budget reported by the LACs

F7

Submit expenses in accordance with CAT-wide policy

H7

Report to the Directors on the financial performance of the CAT at least three times per year

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

I14

Review all financial policies as required by the Academies Financial Handbook and/or as recommended by the auditors

Set up and approve staff expenses for the Executive Team

I15

Adopt and review the charging and remissions policy prepared by the Executive Team

H11

Open bank accounts

I16

H12

Support the Directors and LAC to ensure robustness of benchmarking in terms of value for money of the CAT and, also the individual Academies

H13 Assist the Directors with LACs and Headteachers as appropriate, to prepare a disaster recover/business continuity plan

Determine and communicate service charges to the Local Academy Council (LAC)s relating to the provision of centralised functions OR agree topslice and all centralised services and what must be paid for separately by each Academy in the CAT

I17

Appoint an Accounting Officer ND

I18

Ensure proper financial controls are in place

H14

I19

Ensure robustness of benchmarking in terms of CAT value for money

I20

Agree pay for all Headteachers, Executive Headteachers and Executive Team Members, including Catholic Executive Officer (CEO) if appropriate ND

I21

Develop and implement, in conjunction with the Executive Team and the Headteachers a disaster recovery/business continuity plan for the CAT and ensure that Local plans exist in each Academy

H8

Catholic Executive Officer (CEO) to act as the Accounting Officer

H9

Ensure proper financial controls are in place

H10

Prepare a charging and remissions policy for adoption by the Directors

KEY RESPONSIBILITIES ON FINANCE: DIRECTORS I1

Issue a letter of engagement for the external auditor’s contract

I2

Appoint internal audit committee to appoint auditors for their own Academy

I3

Appoint a Chief Financial Officer (which can be the Finance Director, School Business Manager or equivalent) to lead on finance

I4

Appoint an Audit Committee ND

KEY RESPONSIBILITIES ON FINANCE: MEMBERS

I5

Appoint a Finance Committee (as per the Academies Financial Handbook)

J1

I6

Ensure that the accounts are audited in accordance with the diocesan/Religious Order Trustees’ requirements relating to accounting for the Church assets

I7

Produce, submit and publish annual audited accounts and report including accounting policies, signed statement on regularity, propriety and compliance, incorporating governance statement demonstrating value for money

Appoint all external auditors

KEY RESPONSIBILITIES ON FINANCE: REGIONAL HUBS JA1

Support Local Academy Council (LAC)s and Headteachers in Local Academy within the hub group monitoring and management of budgets and finances

JA2

Support the directors and Local Academy Council (LAC) to ensure robustness of benchmarking in terms of value for money of the CAT and, also the individual academies within the hub group

JA3

Assist the directors with the Local Academy Council (LAC)s and Headteachers within the hub group as appropriate, to prepare a disaster recover/business continuity plan

I8

Approve and keep under review the financial Scheme of Delegation ND

I9

Approve the annual budget for the CAT and each Academy in the CAT to include overall approval of management accounts for each individual Academy

I10

Budget plan on a three-year rolling basis

I11

Consider monthly budget monitoring reports and take action as necessary

KEY RESPONSIBILITIES ON CONTRACTS: HEADTEACHER

I12

Submit the budget forecast to the ESFA

K1

Make payments within agreed financial limits

I13

Approve any significant changes to the approved budget

K2

I14

Monitor income, expenditure, cash flow and balance sheet of the CAT and take appropriate action where necessary to ensure appropriate use of funds and to balance the CAT’s books

Enter into contracts in the name of the CAT up to the limits of delegation and within an agreed budget

K3

Act as a signatory of an Academy specific bank account in accordance with the CAT’s financial regulation Page 29

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

KEY RESPONSIBILITIES ON CONTRACTS: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS L1

Conduct the business of the Academy ethically and in line with requirements set by the directors to ensure that all suppliers used take account of economic, social and environmental factors

L2

Enter into contracts in the name of the CAT up to the limits of delegation and with an agreed budget

L3

Support the Directors in their monitoring and evaluation of the delivery of any central services and functions provided or procured by the CAT for the Academy

P2

Ensure the curriculum is appropriately delivered by the Academy to ensure the highest possible level of academic performance in all areas is achieved

P3

Ensure that Religious Education is in accordance with the teachings, doctrines, discipline and norms of the Catholic Church, both as a core subject and integrated into other subject areas

P4

Prepare a CAT-wide competitive tendering policy for adoption by the Directors in accordance with diocesan policy on procurement contracts

Ensure that Religious Education constitutes 10% of the weekly timetable of the Academy in accordance with the tenets and norms of the Catholic Church (or 5% for Sixth Form colleges when applicable)

P5

Develop CAT-wide procurement strategies and efficiency savings programme (in line with the CAT-wide policy and review opportunities for collaborative procurement

Make a provision for a daily collective act of worship in accordance with the rites, practices, disciplines and liturgical norms of the Catholic Church

P6

Enter into contracts in the name of the CAT up to the limits of delegation and with an agreed budget

Implement and adhere to targets set by LAC for pupil achievement and progress and monitor against targets and report findings to the LAC/ Executive Team

P7

Report figures to the Executive Team and the LAC relating to standards and using a uniform software package to report and analyse it

P8

In conjunction with the LAC and Executive Team, prepare a draft Academy development plan for approval by the LAC

P9

Ensure the performance management of staff and the equality of teaching over time

KEY RESPONSIBILITIES ON CONTRACTS: EXECUTIVE TEAM M1

M2

M3

M4

Make payments within agreed financial limits

KEY RESPONSIBILITIES ON CONTRACTS: DIRECTORS N1

N2

Conduct the business of the CAT ethically and in line with corporate social responsibility indicators to ensure that all suppliers used take account of economic, social and environmental factors insofar as permitted by the Academies Financial Handbook Adopt a CAT-wide competitive tendering policy and ensure OJEU procurement thresholds are observed ND

N3

Set the delegated levels of authority for contracts

N4

Approve contracts with constitute related party transactions

N5

Set up and approve Directors’ expenses in accordance with the CAT’s conflicts of interest policy

KEY RESPONSIBILITIES OF CONTRACTS: REGIONAL HUBS NA1

Page 30

KEY RESPONSIBILITIES ON CURRICULUM AND STANDARDS: HEADTEACHERS P1 Ensure that the curriculum of the school, including all the subjects of the National Curriculum, is taught in the light of the teachings of Christ and the Catholic Church and actively promotes the spiritual and moral development of its pupils

Assist the Executive Team and Headteachers to develop hub group-wide procurement strategies and efficiency savings programme (in line with the CAT-wide policy and review opportunities for collaborative procurement)

KEY RESPONSIBILITIES ON CURRICULUM AND STANDARDS: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS Q1 Approve the curriculum proposed by the Headteacher Q2

Ensure that the curriculum of the school, including all the subjects of the National Curriculum is taught in the light of the teachings of Christ and the Catholic Church and actively promotes the spiritual and moral development of its pupils

Q3

Ensure that RE is in accordance with the Curriculum Directory and the Bishop’s policy and that it constitutes 10% of the weekly timetable in the Academy in accordance with the tenets and norms of the Catholic Church (or 5% for Sixth Form colleges)

Q4

Ensure that the Headteacher is complying with the requirement to provide a daily collective act of worship in accordance with the rites, practices, disciplines and liturgical norms of the Catholic Church and take action to address any issues, as appropriate

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Q5

Q6

Ensure that relationships and sex education is taught in accordance with the social and moral teachings of the Catholic Church having regard to any CAT-wide policy Monitor the quality assurance of teaching and learning, the curriculum inclusion and the sharing of good practice across the Academy and take action where any issues arise

Q7

Set and monitor the target data for the school figures reported from the Headteacher relating to standards and report any issues to the Executive Team

Q8

Develop and approve the Academy development plan and monitor its impact, reporting any issues to the Executive Team/Directors

KEY RESPONSIBILITIES ON CURRICULUM AND STANDARDS: EXECUTIVE TEAM R1

S5

Act effectively to ensure high standards and draw up and implement plans if standards are not rising, set up support strategies and alert the Directors to any shortcomings or fall in standards before they become serious

R2

Prepare and oversee the implementation of a CAT-wide curriculum policy

R3

Review the contents and delivery of the curriculum across the academies including compliance with any funding agreement requirements

R4

Provide a termly report to the Directors (via Standards Committee possibly) regarding standards and raise concerns and provide strategies

R5

Provide oversight of the target setting for pupil achievement and progress by the Headteachers and monitor against targets

Oversee curriculum policies to ensure they are balanced and broad. This will include ND:

• Ensure that the Catholic mission and ethos of CAT permeates the curriculum and life at each of the academies in the CAT

• Ensure that every pupil is well-equipped to follow their vocation as active citizens in service to the world

• The curriculum, extra-curricular activities and ethos will prepare pupils for life in modern Britain; and

• A written policy on relationships and sex education, in accordance with any diocesan policy and/or CES policy, which shall be taught in accordance with the social and moral teachings of the Catholic Church

S6

Determine a CAT-wide policy on religious education and collective acts of worship in accordance with the Bishops’ Conference Curriculum Directory and the tenets and norms of the Catholic Church

S7

Receive a termly report from the Executive Team/ Standards Committee and the Headteachers regarding standards

S8

Set CAT-wide performance management targets relating to standards, if necessary

S9

Ensure effective processes are in place for monitoring the quality assurance of teaching and learning, the curriculum, inclusion and the sharing of good practice across the academies in the CAT

KEY RESPONSIBILITIES ON CURRICULUM AND STANDARDS: REGIONAL HUBS

R6

Monitor the KPI figures reported from the Headteachers relating to standards and take up any issues with the LAC and report to the Directors

SA1

Support the Directors to intervene, in a timely manner, where standards fall below that which is expected of the academies with the CAT

R7

Approve the LAC and Headteachers’ development of an Academy development plan. This would be created in conjunction with an external provider

SA2

Support the Headteachers to implement the CATwide curriculum policy to ensure provision of a balanced and broadly based curriculum.

SA3

Receive an annual report from the Directors and Catholic Executive Officer (CEO) or Executive Leader on standards

Support the Headteachers to implement the CATwide policy on religious education and collective acts of worship in accordance with the Bishops’ Conference Curriculum Directory and the tenets and norms of the Catholic church

SA4

Report any relevant information to the Bishop in order to provide assurances that standards across the Academies in the CAT are being met

Support the Headteachers in compliance with performance management targets relating to standards

SA5

Support the Headteachers to implement processes for the monitoring and quality assurance of teaching and learning, the curriculum, inclusion and the sharing of good practice across the academies in the Academies in the hub group

KEY RESPONSIBILITIES ON CURRICULUM AND STANDARDS: DIRECTORS S1

S2

S3

Appoint an Education Standards Committee

S4

Intervene, in a timely manner, where standards fall below that which is expected of the academies with the CAT

Page 31

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

KEY RESPONSIBILITIES ON SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND): HEADTEACHERS

X2

Promote, develop and maintain a robust culture of safeguarding that has at its heart the welfare and needs of the child first

T1

Designate a teacher to be responsible for coordinating SEND provision

X3

T2

Liaise with the Local authority in respect of pupils who have, or might have, SEND

Appoint designated qualified safeguarding staff who are known by all

X4

Maintain the single central record

T3

Make provision for SEND pupils with or without a statement or Education Health and Care Plan (EHCP)

X5

Ensure compliance with all relevant regulations e.g., risk assessments, Health and Safety, etc.

T4

Ensure compliance with the legal requirements relating to disability with the Academy

KEY RESPONSIBILITIES ON SPECIAL EDUCATIONAL NEEDS & DISABILITIES: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS U1

Appoint a Local governor responsible for SEND and inclusion

U2

Review and maintain the Academy ’s SEND policy

U3

Provide oversight of the implementation of the policy within the Academy and compliance with the legal requirements relating to disability and report to the Executive Team/Directors

U4

Ensure inclusion involves challenge of the more able disadvantaged and there is sufficient deployment of resources

KEY RESPONSIBILITIES ON SPECIAL EDUCATIONAL NEEDS & DISABILITIES: EXECUTIVE TEAM V1

In accordance with directions from the Directors, prepare the CAT’s SEND policy for adoption by the Directors

KEY RESPONSIBILITIES ON SAFEGUARDING: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS Y1 Appoint a designated Governor for Safeguarding Y2

Ensure that at least one Governor on any recruitment panel has up to date safeguarding and safer recruitment training

Y3

Review and maintain a safeguarding and child protection policy for the Academy (consistent with the CAT-wide policy)

Y4

Ensure the completion of the single central record and its regular updating

Y5

Put in place effective systems for safeguarding pupils and take appropriate action where these are not followed

KEY RESPONSIBILITIES ON SAFEGUARDING: EXECUTIVE TEAM Z1 Prepare a CAT-wide safeguarding and child protection policy for adoption by the Directors bearing in mind local variance if the CAT spans more than one Local Authority area Z2

Ensure that each Academy has appointed a designated teacher to support looked after children

V2

Provide oversight of the implementation of the CATwide SEND policy

Z3

V3

Ensure compliance with legal requirements relating to SEND within the Academies

Make arrangements for safeguarding audits to be conducted by independent personnel

Z4

V4

Produce a report to the Directors on SEND provision across the CAT and take action as they direct

Report to the Directors on the procedures in place for safeguarding and on matters as they arise and at least annually

V5

Appoint Educational Psychologists; Welfare Officers across the Academies for identification of any areas of concern for referral to the Directors

Z5

Monitor compliance with legislation and report any failings to the Directors

Z6

Identify training needs and report to the Directors

KEY RESPONSIBILITIES ON SPECIAL EDUCATIONAL NEEDS & DISABILITIES: DIRECTORS W1

Adopt a CAT-wide SEND policy ND

W2

Ensure training and legal compliance issues

W3

Appoint a lead SEND Director

KEY RESPONSIBILITIES ON SAFEGUARDING: HEADTEACHERS X1

Page 32

Appoint a named Designated Safeguarding Officer (DSO) to support looked after children and to ensure the role is compliant with statutory guidance

KEY RESPONSIBILITIES ON SAFEGUARDING: DIRECTORS 1a Adopt a CAT-wide safeguarding and child protection policy bearing in mind local variance if the CAT spans more than one Local Authority area ND 2a

Adopt a CAT-wide policy regarding school trips ND

3a

Ensure training and legal compliance issues

4a

Ensure the single central record is maintained for all CAT-based and cross-school appointments

5a

Ensure that at least one Director on any Recruitment Panel has up-to-date safeguarding training

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

6a

Ensure safer recruitment training is made available to all Governors and senior leaders

2f

Make arrangements for determining admissions and hearing admission appeals

7a

Monitor safeguarding practice across the CAT and take appropriate action where safeguarding practice is falling short of the standards expected

3f

Ensure effective arrangements are in place for pupil recruitment

4f

Contribute to the development of the Academy prospectus online

KEY RESPONSIBILITIES ON BEHAVIOUR: HEADTEACHERS 1b

2b

With the Local Academy Council (LAC), prepare a behaviour policy for the Academy in line with the CAT-wide policy

1g

Work with the diocese to produce a CAT-wide admissions policy for adoption by the Directors and ensure that it complies with all diocesan requirements

2g

Provide oversight, and support, of the implementation of admissions arrangements across the CAT

3g

Ensure that the impact of any proposed changes to an Academy’s admission arrangements are considered in light of the other Academies in the CAT and other Catholic schools generally in the diocese

4g

Ensure effective arrangements are in place for pupil recruitment to the academies in the CAT

5g

Provide advice and guidance to Directors regarding the requirements of the Schools Admissions and Appeals Codes

6g

Ensure all policies are reviewed by the Directors and are compliant with the Code

Exclude a pupil for a fixed term or permanently, as appropriate

KEY RESPONSIBILITIES ON BEHAVIOUR: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS 1c

Assist the Headteacher to prepare a behaviour policy for the Academy in line with the CAT-wide exclusions policy for adoption by the Directors

3c

Support and maintain disciplinary panels

KEY RESPONSIBILITIES ON BEHAVIOUR: EXECUTIVE TEAM 1d

Prepare a CAT-wide behaviour policy for adoption by the Directors

2d

Prepare a CAT-wide exclusions policy for adoption by the Directors

3d

Review the overall pattern of exclusions across Academies and report to the Directors

KEY RESPONSIBILITIES ON ADMISSIONS: HEADTEACHERS 1e

Provide advice and guidance to the LAC and the Directors as to requirements under the School Admissions and Appeals Codes

2e

Ensure compliance with the CAT-wide admissions policy

3e

Make arrangements for determining admissions and hearing admissions appeals in line with the CAT-wide policy

4e

Participate in local admissions forum

5e

Ensure participation in the fair access protocol

6e

Ensure effective arrangements are in place for pupil recruitment to the Academy

KEY RESPONSIBILITIES ON ADMISSIONS: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS 1f

KEY RESPONSIBILITIES ON ADMISSIONS: EXECUTIVE TEAM

Undertake consultation, publish admissions and determine arrangements as required in accordance with the School Admissions and Appeals Codes and the CAT-wide admissions policy

KEY RESPONSIBILITIES ON ADMISSIONS: DIRECTORS 1h

Receive a report from the LAC and share the report with the Diocesan Education Service to assist the Bishop in his responsibilities relating to place planning

2h

Assist the diocese with any requirements it may have relating to the Bishop’s duty to seek to ensure that there are sufficient school places available for the baptised Catholic children resident in his diocese and fully adopt the use of the Certificate of Catholic Practice (CCP)

3h

Adopt the CAT-wide admissions policy prepared by the Executive Team and ensure that it complies with all diocesan requirements ND

4h

Review and approve all Academy admissions policies before they are determined and published by the LAC

5h

Prepare an annual report to the Members on the need for school places within the local community, including forecasts

Key Admissions Useful Resources: CES resources: Certificate of Catholic Practice and associated guidance Page 33

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

KEY RESPONSIBILITIES ON OTHER PUPIL-RELATED MATTERS: HEADTEACHERS

KEY RESPONSIBILITIES ON OTHER PUPIL-RELATED MATTERS: DIRECTORS

1i

Maintain a register of pupil attendance and report on attendance and pupil absences, as part of the key performance indicators (KPIs) to the LAC

1l

Adopt a CAT-wide complaints policy and receive reports from the Executive Team regarding the level of complaints across the CAT ND

2i

Determine key priorities and KPIs against which pupil attainment and progress can be measured

2l

3i

Review and maintain home-Academy agreements, if appropriate, which should reflect support for the Academy ’s Catholic character

Review data provided by the Executive Team/LAC relating to pupil premium and sports premium and take action to address any issues, as appropriate

3l

Ensure effective deployment of the pupil premium and monitor its impact, reporting any issues to the LAC

Agree the times of Academy sessions and the dates of Academy terms and holidays set by the Headteachers and Chairs

4l

Ensure that the Academy meets for 380 sessions in an Academy year and is compliant

5l

Notify the diocese of any school level complaints.

The directors must notify the diocese of any complaints or issues that could bring into disrepute the Catholic character of the CAT and/or the Academies within it

4i

5i

Prepare an Academy complaints policy consistent with the CAT-wide policy for adoption by the LAC and hear complaints at the relevant stage

KEY RESPONSIBILITIES ON OTHER PUPIL-RELATED MATTERS: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS 1j

Support and advise the Headteacher to determine KPIs

KEY RESPONSIBILITIES ON STAFFING MATTERS: HEADTEACHERS 1m

Determine staffing requirements within the Academy and budget, in conjunction with the Chair and the LAC

2m

Implement the CAT-wide policies and procedures in the Academy

3m

With the LAC, appoint teaching and non-teaching staff, Deputy or Assistant Headteacher and Head of RE.

2j

Review attendance and pupil absences

3j

Appoint a Local Governor responsible for statutory grants including pupil premium and sports premium

4j

Monitor the impact of the pupil premium in the Academy and advise Executive Team/Directors

5j

Monitor the impact of the sports premium in the Academy and advise Executive Team/Directors

4m

6j

Adopt an Academy complaints policy (consistent with the CAT wide policy)

Suspend or dismiss teaching and non-teaching staff in consultation with the Executive Team

5m

7j

Hear complaints at the relevant stage

Conduct the performance management and pay progression of staff in the Academy in line with the Academy ’s pay policy and appraisal policy

8j

Ensure effective arrangements are in place for pupil support and representation at the Academy

6m

Approve applications for early retirement, secondment and leave of absence

9j

Support the CAT and the Headteacher in the extended school provision in the Academy

10j

Set uniform policy

KEY RESPONSIBILITIES ON STAFFING MATTERS: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS 1n

Support the Directors in the process to appoint the Headteacher as requested by the Executive Team (acting with the delegated authority of the Directors) and to take part in the performance management of the Headteacher

2n

Having regard to the CAT’s strategic plans, support the Headteacher in the development and review (from time to time) of an appropriate staffing structure for the Academy and for the appointment of Academy staff and to ensure that the Academy is fully staffed in accordance with that structure

3n

Ensure that there is effective communication between the Headteacher and the Executive Team, HR Committee and Pay Committee

KEY RESPONSIBILITIES ON OTHER PUPIL-RELATED MATTERS: EXECUTIVE TEAM 1k

Prepare a CAT-wide complaints policy for adoption by the Directors

2k

Review the level of complaints across the CAT and report to the Directors outlining the changes initiated as necessary to address any issues

3k

Monitor the levels of attendance in the Academies and the use of home-Academy agreements and report termly to the Directors

4k

Monitor the impact of the pupil premium/sports premium across the CAT and report to the Directors

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

4n

Ensure the CAT’s policies on all HR matters are implemented in the Academy

5n

Monitor and scrutinise the implementation of the CAT’s policies at the Academy for HR matters including the appointment, induction and performance management of staff, pay review process, and procedures for dealing with disciplinary matters, grievances and dismissal

6n

Support the Executive Team and the Directors as appropriate, to conduct the performance management of Headteachers

7n

Advise and support the Directors to determine Headteachers’ pay

KEY RESPONSIBILITIES ON STAFFING MATTERS: EXECUTIVE TEAM 1o

Prepare a pay policy for consideration and adoption by the Directors

2o

Assist the Headteacher and Chair in determining the senior leadership and high-level non-teaching structures for each Academy

3o

Review the terms and conditions of employment across the Academies in the CAT and advise the Directors where there is a possibility of employment claims and take any action as directed by the director to ensure that this risk is minimised/ removed

4o

Advise the Directors on suitable CAT-wide policies and procedures and ensure their effective implementation, in particular the CES model employment documents pursuant to the Bishops’ Memorandum on the Appointment of Teachers in Catholic Schools

5o

Monitor and review staffing changes across the CAT and report any issues to the Directors

6o

Support the Headteachers to determine staffing structures at the Academy

7o

Catholic Executive Officer (CEO) to conduct the performance management review of the Executive Leaders (excluding the Senior Executive/Catholic Executive Officer (CEO)) with support from the [pay] committee

9o

Establish a Pay Committee

3p

Adopt the pay policy prepared by the Executive Team which is to be carried out by the Pay Committee

4p

Ensure harmonisation of terms and conditions of employment across the CAT to avoid the risk of employment claims

5p

Define any overarching management structures across the CAT and budget in accordance with diocesan policy ND

6p

Develop Catholic leadership within the CAT and the wider diocese and actively engage in a succession planning policy

7p

Consider and approve any senior leadership and high level non-teaching structures as determined by the Head and LAC

8p

Through the HR Committee, ensure that certain posts are filled by practising Catholics in observance of the Bishops’ Memorandum on Appointment of Teachers in Catholic Schools, being the Headteacher, Deputy Headteacher and Head or Co-ordinator of religious education or, where there are different structures in place or different terminology is used, ensure that the person with overall responsibility for the day-to-day management of the school, and the person who is the second-most senior person in the leadership team, are practising Catholics

9p

Ensure that diocesan protocol is followed in respect of the appointment of any other senior post which directly affects the Catholic mission of the CAT and its Academies, including but not limited to the CEO, or other Senior Executive(s) and lay chaplains, and is in accordance with the Bishops’ Memorandum on Appointment of Teachers in Catholic schools

10p

Ensure that the diocese is involved in any recruitment selection and appointment being made, particularly relating to any senior posts and lay chaplain which directly affect the Catholic mission of the CAT and its academies

11p

Adopt CAT-wide staff policies and procedures ND

12p

Put in place an appropriate whistle-blowing procedure

13p

Ensure the adoption of CES employment documents (with amendments where appropriate), including the model contracts of employment and workplace policies, in observance of the Bishops’ Memorandum on Appointment of Teachers in Catholic Schools

14p

Determine posts to be made across one or more Academy in the CAT in line with any diocesan protocol

15p

Appoint, suspend and dismiss Headteacher, Deputy/Assistant Headteacher, Head of RE, and all Executive Team posts including the Catholic Executive Officer (CEO), if appropriate, acting through a committee.

The LAC panel would use the assistance of the Catholic Executive Officer (CEO) and Executive Team to Conduct the performance management of Headteachers

KEY RESPONSIBILITIES ON STAFFING MATTERS: DIRECTORS 1p

2p

Appoint a HR Committee to oversee how an academy oversees recruitment, induction, training, CPD, wellbeing, dismissals, and other HR processes for all staff, such as redundancy policies within the CAT at a strategic level

Page 35

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

16p

Conduct the performance management review of the Senior Executive/Catholic Executive Officer (CEO) (acting through the pay committee) ND

KEY RESPONSIBILITIES ON INFORMATION MANAGEMENT AND COMMUNICATION: EXECUTIVE TEAM

17p

Notify the diocese of any suspension or action taken under a disciplinary policy which could result in dismissal of a staff member, particularly where any misconduct may bring the Catholic character of the CAT and its Academies into disrepute

1s

Prepare a CAT-wide data protection policy for adoption by the Directors

2s

Ensure compliance with all data protection legislation and good practice across the Academies

3s

Develop and implement an integrated ICT strategy to ensure compatibility of systems across all the Academies in the CAT to facilitate maximum efficiency and cohesiveness and report any issues to the Directors

4s

Support the individual academies on the effective safe storage of data

5s

Maintain accurate and secure staff records for the executive team

6s

Ensure that registration with the information Commissioner’s Office is up to date

7s

Maintain and develop the CAT’s website

Useful resources: CES model employment documents KEY RESPONSIBILITIES ON STAFFING: REGIONAL HUBS 1pA

Support the directors with determining the staffing structure across more than one Academy within the group hub

2pA

Advise the directors on suitable CAT-wide policies and procedures and ensure their effective implementation, in particular the CES model employment documents pursuant to the Bishops’ Memorandum on the Appointment of Teachers in Catholic Schools.

3pA

Support the Headteachers to determine staffing structures at the Academy

KEY RESPONSIBILITIES ON INFORMATION MANAGEMENT AND COMMUNICATION: DIRECTORS 1t

Useful resources: CES model employment documents KEY RESPONSIBILITIES ON INFORMATION MANAGEMENT AND COMMUNICATION: HEADTEACHERS 1q

Ensure the publication of Academy information, ensuring that the electronic communication, including web pages, are up to date and compliant

2q

Maintain accurate and secure staff records for the Academy

3q

Ensure compliance with all data protection legislation and good practice at the Academy

KEY RESPONSIBILITIES ON INFORMATION MANAGEMENT AND COMMUNICATION: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS 1r

Ensure the effective implementation of data protection policies and procedures in the Academy

2r

Ensure systems in place are in line with the CAT’s strategy at the Academy for effective communication with pupils, parents or carers, staff, parish priests, diocese and the wider community including the support of a local parent teacher association (if established)

Useful Resources: CES Guidance Note on the Data Protection Act 1998 CES Guidance Note on Freedom of Information Page 36

Adopt data protection policies and procedures to comply with legislation relating to data protection and freedom of information

KEY RESPONSIBILITIES ON HEALTH, SAFETY, RISK AND ESTATES: HEADTEACHERS 1t

Prepare the risk register for the LAC having regard to the risks identified by the Executive Team and audit processes

2t

Prepare a Health and Safety policy for the Academy (in line with the CAT-wide policy) for adoption by the LAC

3t

Monitor the accident book and agree appropriate actions with the LAC/Executive Team

4t

Ensure suitable risk assessments are prepared and appropriate actions taken

5t

Review security of premises and equipment

6t

Implement the CAT-wide lettings policy in the Academy

7t

Liaise with the executive team on the accessibility plan for the Academy

8t

Responsible for shutting the school if required on Health and Safety related issues.

KEY RESPONSIBILITIES ON HEALTH, SAFETY, RISK AND ESTATES: LOCAL ACADEMY COUNCIL (LAC) GOVERNORS 1u

Appoint a Local Governor responsible for Health and Safety

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

2u

Review the risk register of the Academy and prepare a risk report for the Executive Team/ Directors

3v

Approve insurance arrangements in accordance with diocesan/Religious Order Trustees’ requirements

3u

Adopt a risk reporting policy and Health and Safety policy (in line with the CAT-wide policy)

4v

4u

Review the implementation of the Health and Safety policy and ensure that appropriate risk assessments are being carried out in the Academy

Review and maintain any buildings strategy and asset management planning arrangements in accordance with any requirements set by the diocesan/Religious Order Trustees, including seeking their agreement to any such plans as appropriate

5u

Conduct site inspections to review any Health and Safety issues and the security of premises and equipment

5v

Apply to the diocesan/Religious Order Trustees for any funding/consent to building works before undertaking any works

6u

Monitor the arrangements for the effective supervision of building maintenance and minor works and take up any issues with the Executive Team

6v

Adopt a CAT-wide Health and Safety policy and risk reporting policy ND

7v

Adopt a CAT-wide lettings policy in accordance with the diocesan/Religious Order Trustees’ requirements ND

KEY RESPONSIBILITIES ON HEALTH, SAFETY, RISK AND ESTATES: EXECUTIVE TEAM

8v

Commence or settle any litigation proceedings ND

9v

Provide any relevant and appropriate guarantees and indemnities as authorised by the Members/ diocesan Trustees/Religious Order Trustees

10v

Select, plan and oversee any capital projects and buildings improvements as agreed by the diocesan/ Religious Order Trustees and in accordance with all diocesan protocols

1v

Prepare and maintain a CAT-wide risk register

2v

Review the risk reports provided by the LACs and make any recommendations/notifications to the Directors as appropriate

3v

Procure buildings and related insurance for the CAT and all the Academies within it

4v

Make any proposals relating to the school estate to the Directors in accordance with any requirements set by the diocesan/Religious Order Trustees

5v

Prepare any buildings strategy and asset management planning arrangements in accordance with any requirements set by the diocesan/ Religious Order Trustees and ensure that agreement has been sought from them, as appropriate

6v

Prepare a CAT-wide Health and Safety policy for the Directors’ consideration and approval

7v

Monitor and support the implementation of the CAT-wide Health and Safety policy and report any issues to the Directors

8v

Draw up agree and monitor an accessibility plan for each Academy in consultation with the Headteachers, reporting any issues to the Directors

9v

With agreement from the diocesan/Religious Order Trustees, advise the Directors and manage, in conjunction with them, any capital and building improvement grants

10v

Compliant and consistent in implementing diocesan policy on capital projects

Useful resources: CES model Protocol between dioceses and Multi-Academy Trust Companies

KEY RESPONSIBILITIES ON HEALTH, SAFETY, RISK AND ESTATES: DIRECTORS 1w

Appoint a Risk and Audit Committee

2w

Review risk management and the risk register kept by the Executive Team Page 37

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Academy Project Board: Academy Scheme of Delegation Scheme of Delegation between [xxxxxxx] Catholic Multi-Academy TrustCompany and [Name Of Academy] Effective Date: [Insert Date Of Signature]

DEFINITIONS In this Scheme of Delegation the following terms shall have the following meanings: i. ‘Academy’ means the academy named at the beginning of this Scheme of Delegation and includes all sites upon which the academy undertaking is, from time to time, being carried out; ii. ‘Articles of Association’ means the articles of association of the Multi-Academy Trust Company; iii. ‘Bishop’ means the Bishop of the Roman Catholic Diocese of Westminster in which the MultiAcademy Trust Company is situated (as defined in canon law) and includes any person exercising Ordinary jurisdiction in his name (including Auxiliary Bishops, Vicars General and Episcopal Vicars) and any person delegated by him, including officers of the diocese; iv. ‘Board of Directors’ means the Board of Directors of the Multi-Academy Trust Company; v. ‘Canon law’ means the canon law of the Catholic Church from time to time in force and if any question arises as to the interpretation of canon law, this shall be determined exclusively by the Bishop;

appointed by the Bishop to safeguard the interests of the Catholic community as a whole in the diocese and to serve its needs; xi. ‘Directors’ means directors appointed to the Board of the Multi-Academy Trust Company; xii. ‘Foundation Directors’ and ‘Foundation Governors’ means the Directors or Governors from time to time appointed by the Bishop to represent his diocesan policy on the Board of the Academy Trust Company or the Local Governing Body of the Academy, as appropriate; xiii. ‘Governors’ means the governors appointed and elected to the Local Governing Body of the Academy, from time to time; xiv. ‘Local Governing Body’ means any committee established by the Directors. In the case of CATs they will be referred to as Local Academy Councils pursuant to Article 100 of the Articles of Association to carry out specified functions in relation to the Academy as delegated by the Directors; xv. ‘Member’ means a member of the Multi-Academy Trust Company appointed pursuant to Article 12 of the Articles of Association;

vi. ‘Chair’ means the chair of the Board of Directors or the chair of the Local Governing Body of the Academy appointed from time to time, as appropriate;

xvi. ‘Multi-Academy Trust Company’ means the company responsible for the management of the Academy and, for all purposes, means the employer of staff at the Academy;

vii. ‘Clerk’ means the clerk to the Board of Directors and/or the clerk to the Local Governing Body of the Academy appointed from time to time, as appropriate, and includes a joint, assistant or deputy clerk;

xvii. ‘Principal’ means the headteacher or executive headteacher as the case may be and is the person named as the headteacher of the Academy for Ofsted purposes;

viii. ‘Delegated Functions’ means the functions delegated by the Multi-Academy Trust Company in accordance with the table at Appendix I; ix. ‘Diocese’ or ‘diocesan’ means the education service provided by the diocese, which may also be known, or referred to, as the Diocesan Education Service or Diocesan Schools Commission; x. ‘Diocesan Trustee’ means a trustee of the diocese Page 38

xviii. ‘Protocol’ means the document that outlines the committed working relationship between the diocese and the Multi-Academy Trust Company; xix. ‘Reserved Matters’ means the matters that the Directors have determined will not be delegated and will be dealt with exclusively by them; xx. Vice-Chair’ means the vice-chair of the Board of Directors or the vice-chair of the Local Governing Body of the Academy elected from time to time, as appropriate.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

1. GOVERNANCE 1.1 This Scheme of Delegation has been adopted by the Directors from the Effective Date in accordance with the provisions of the Articles of Association and it should be read in conjunction with them. References in this Scheme of Delegation to numbered Articles are to the relevant clause of the Articles of Association.

1.2 As a charity and company limited by guarantee the Multi-Academy Trust Company is governed by the Board of Directors who are responsible for, and oversee, the management and administration of the Multi-Academy Trust Company and the academies for whose management the Multi-Academy Trust Company is responsible, including the Academy. The Directors have overall responsibility and ultimate decision-making authority for all the work of the Multi-Academy Trust Company. These responsibilities are largely carried out through strategic planning and the setting of policy. In the discharge of its functions and responsibilities, the Multi-Academy Trust Company shall adopt policies, protocols and procedures that, where relevant, reflect national or diocesan directions and guidance.

1.3 As the Academy is a Catholic school, designated as such, the Directors are accountable to the Bishop to ensure that the Academy is conducted as a Catholic school in accordance with canon law and the teachings of the Roman Catholic Church so that, at all times, the Academy may serve as a witness to the Catholic faith in Our Lord Jesus Christ. The Directors are also accountable to external government agencies including the Charity Commission, the Department for Education and the Education & Skills Funding Agency (including any of their successor bodies).

Both the Bishop and those external government agencies hold the Multi-Academy Trust Company to account for the quality of the education, the financial propriety and the value provided by the Multi-Academy Trust Company and the academies for whose management it is responsible. The Bishop and the external government agencies require that the Multi-Academy Trust Company has systems in place through which they can assure themselves of such quality, safety and good practice.

1.4 In order to discharge the responsibilities owed to the Bishop and external government agencies, people who are more locally based may be appointed, as provided for in 6.2 below, to serve on a Local Governing Body (or equivalent) which has been established by the Directors to ensure the good governance of the Academy. In discharging its duties, the Local Governing Body will comply with any relevant policies, protocols and procedures adopted by the Multi-Academy Trust Company which, in turn, reflect national and diocesan directives and guidance, where required.

1.5 Foundation Directors and Foundation Governors are appointed by the Bishop. The obligations of a Foundation Director/Foundation Governor must be carried out in accordance with any diocesan policy or protocol, the requirements outlined in the Articles of Association, this Scheme of Delegation, the Protocol between the diocese, the Multi-Academy Trust Company and the Academy and any other associated policies and protocols.

1.6 This Scheme of Delegation, particularly outlined from pages 24 to 38, explains the ways in which the Directors fulfil their responsibilities for the leadership and management of the Academy, the respective roles and responsibilities of the Directors and the Governors and their commitments to each other to ensure the success of the Academy and the Multi-Academy Trust Company. This Scheme of Delegation serves as the terms of reference for the delegation of powers and responsibilities by the Directors to the Local Governing Body.

2. ETHOS AND MISSION STATEMENT 2.1 The Academy’s mission is as follows: [INSERT MISSION STATEMENT] 2.2 [Insert relevant wording if the Academy is wholly or partly selective. Restate the religious designation and Catholic ethos. Note any specialisms or specialist teaching status.]

2.3 The Academy will seek to ensure that it develops and maintains strong relationships with the other academies in the Multi-Academy Trust Company, as well as other schools, agencies and businesses in the local community.

3. MEMBERS’ POWERS AND RESPONSIBILITIES The Members of the Multi-Academy Trust Company are the guardians of the governance of the Multi-Academy Trust Company. They are accountable to the Bishop (unless the Member is the Bishop) to ensure that the Multi-Academy Trust Company is being operated in accordance with the objects in the Articles of Association, which only they can vary.

4. DIRECTORS’ POWERS AND RESPONSIBILITIES 4.1 The Directors have a duty to act in fulfilment of the Multi-Academy Trust Company’s objects which are set out in the Articles of Association.

The Directors also have a duty to the Bishop to uphold the objects of the Multi-Academy Trust Company and to comply with any directives, advice or guidance issued by the Bishop.

4.2 Directors will have regard to the interests of the other academies for which the Multi-Academy Trust Company is responsible in deciding and implementing any policy or exercising any authority in respect of the Academy.

4.3 Article 100 provides for the appointment by the Directors of committees, which may be known as Local Governing Bodies, to whom the Directors Page 39

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

may delegate certain of their functions1. The general power to delegate functions under Article 100 is limited in accordance with Articles 105A, 105AA and 105B. 4.4 This Scheme of Delegation provides for the constitution, membership and proceedings of the Local Governing Body, as determined by the Directors as at the Effective Date, and is without prejudice to the power of the Directors to revoke or amend it. Under this Scheme of Delegation the Local Governing Body has the authority delegated to it by the Directors in order to enable the Local Governing Body to run the Academy and fulfil the Academy’s mission.

4.5 Subject to the provisions of the Companies Act 2006, the Articles of Association and to any directions given by the Members of the MultiAcademy Trust Company following a special resolution, or any directives issued by the Bishop or the diocese, and in accordance with the policies and protocols agreed by the Directors, the way that the business of the Academy is carried forward at a local level shall be delegated by the Directors to the Local Governing Body in accordance with this Scheme of Delegation, more particularly the table at Appendix I. 5. C ONSTITUTION OF THE MULTI-ACADEMY TRUST COMPANY 5.1 The initial members of the Multi-Academy Trust Company are those named in the Memorandum of Association. Later members will not be named in the Memorandum.

5.2 The requirements relating to the constitution of the Board of the Directors of the Multi-Academy Trust Company are set out in the Articles of Association.

5.3 The requirements relating to the carrying out of the business of the Directors is set out in the Articles of Association.

6. CONSTITUTION OF THE LOCAL GOVERNING BODY 6.1

Membership

6.1.1 The members of the Local Governing Body shall be known as Governors.

6.1.2 The number of people who shall sit on the Local Governing Body shall be not less than three, subject always to paragraph 6.2.1. 6.1.3 The constitution of the Local Governing Body will be in accordance with Instrument of Government [INSERT AS APPROPRIATE]. A different constitution may be adopted at any time by the Directors with prior written approval of the diocese.

and attend any meetings of the Local Governing Body. Any Director attending a meeting of the Local Governing Body shall count towards the quorum for the purposes of that meeting and shall be entitled to vote on any resolution being considered by the Local Governing Body.

6.1.6 All persons appointed or elected to the Local Governing Body shall give a written undertaking to the Directors, the Bishop and the diocesan Trustees to uphold the objects of the MultiAcademy Trust Company. The Clerk shall be responsible for ensuring that this has been completed and that a copy has been sent to the Diocesan Education Service.

6.2 Appointment of members of the Local Governing Body 6.2.1 Foundation Governors The Foundation Governors shall be appointed by the Bishop. They shall outnumber all the other members by two so as to ensure the preservation and development of the Catholic character of the Academy and the Multi-Academy Trust Company.

6.2.2 Staff Governors 6.2.2.1 Unless the Principal resigns from the Local Governing Body, he/she shall be treated for all purposes as being an ex-officio member of the Local Governing Body.

6.2.2.2 The Local Governing Body may appoint persons who are employed at the Academy to serve on the Local Governing Body through such processes as the Directors may determine, provided that the total number of such persons (including the Principal) complies with the Local Governing Body’s constitution in force at the time.

6.2.2.3 Unless the Directors agree otherwise, in appointing persons to serve on the Local Governing Body, the Local Governing Body shall invite nominations from all staff who are employed by the Multi-Academy Trust Company and who work at the Academy (excluding the Principal) and, where there are any contested posts, shall hold an election by a secret ballot.

All arrangements for the calling and the conduct of the election and the resolution of questions as to whether any person is an eligible candidate shall be determined by the Governors.

6.2.3 Parent Governors

6.1.4 The Foundation Governors on the Local Governing Body will be those appointed by the Bishop.

6.2.3.1 The Local Governing Body may appoint persons who are parents of registered pupils at the Academy to serve on the Local Governing Body through such processes as the Directors may determine, provided that the total number of such persons complies with the Local Governing Body’s constitution in force at the time.

6.1.5 The Directors (all or any of them) shall also be entitled to serve on the Local Governing Body

6.2.3.2 Unless the Directors agree otherwise, in appointing persons to serve on the Local

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1 Whatever the Multi-Academy Trust Company calls the committee(s) established to carry out the functions of the Multi-Academy Trust Company at the local academy level, such committee(s) shall always be established in accordance with Articles 100 and 101.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Governing Body, the Local Governing Body shall invite nominations from all parents of registered pupils at the Academy. In addition to being a parent of a registered pupil at the Academy both at the time of nomination and at the time of election, a nominee must demonstrate that he or she is suitable to serve on the Local Governing Body by reference to the criteria of suitability published by the Local Governing Body at the time when it invites nominations.

6.2.3.3 Where the number of nominations of suitable persons exceeds the number of parent governor posts on the Local Governing Body, the Local Governing Body shall hold an election by secret ballot and shall appoint the person who receives the most votes. Where the number of nominations of suitable persons is less than the number of parent governor posts, the Local Governing Body may make up the number of parent governors by appointing one or more persons, as the case may be, who seem to the Local Governing Body to meet the published criteria of suitability and who are parents of a registered pupil at the Academy or, where that is not reasonably practical, parents of a child of compulsory school age.

6.2.3.4 All arrangements for inviting nominations and electing or appointing the parent members of the Local Governing Body, and the resolution of questions as to whether or not a person is a parent of a registered pupil at the Academy or is suitable to be a parent governor shall be determined by the Governors.

6.2.3.5 The arrangements made for the election of the parent members of the Local Governing Body shall provide for every person who is entitled to vote in the election to have an opportunity to do so by post or, if he/she prefers, by having his/ her ballot paper returned to the Academy by a registered pupil at the Academy.

6.2.3.6 Where a vacancy for a parent member of the Local Governing Body is required to be filled by election, the Local Governing Body shall take such steps as are reasonably practical to secure that every person who is known to them to be a parent of a registered pupil at the Academy is informed of the vacancy and that it is required to be filled by election, informed of the criteria of suitability to serve as a parent governor, informed that he/she is entitled to stand as a candidate (if he or she meets the criteria of suitability), and vote at the election, and given an opportunity to do so.

6.2.4 Transitional arrangements 6.2.4.1 The first parent and staff members of the Local Governing Body may be those people who filled those positions on the governing body of the predecessor school at its closure provided that they have the requisite skills as determined by the Directors. Parent and staff governors who

do have the requisite skills shall serve on the Local Governing Body for the remainder of the terms of office for which they were elected or appointed to the predecessor governing body provided that the minimum membership of the Local Governing Body does not decrease following closure.

6.3

Term of office

The term of office for any person, other than a Foundation Governor, serving on the Local Governing Body shall be [1-4 years], to be specified at the time of appointment by the person or body appointing them, save that this time limit shall not apply to the Principal.

Subject to remaining eligible to be a particular type of member on the Local Governing Body, any person may be re-appointed or re-elected to the Local Governing Body save that Foundation Governors may only serve a maximum of three consecutive four-year terms (other than with the consent of the Bishop).

6.4

Resignation from office

6.4.1 Except in the case of a Foundation Governor, a person serving on the Local Governing Body shall cease to hold office if he/she resigns his/her office by notice to the relevant Local Governing Body (but only if at least three persons will remain in office when the notice of resignation is to take effect). The Local Governing Body must give a copy of the notice to the Directors. A Foundation Governor must resign his/her office by notice to the Bishop who appointed him/her and provide a copy of the notice to the Local Governing Body who shall, in turn, provide that copy to the Directors.

6.4.2 A notice of resignation shall take effect on the date specified in it or, in the absence of such a date, on the date on which the notice is received by the Local Governing Body or, in the case of a Foundation Governor, by the Bishop. Where the Local Governing Body would cease to be quorate upon the notice of resignation taking effect on any of those dates, the notice of resignation shall not take effect until such time as a replacement for the resigning member has been appointed.

6.4.3 If any person who serves on the Local Governing Body in his/her capacity as an employee at the Academy ceases to work at the Academy then he/she shall be deemed to have resigned and shall cease to serve on the Local Governing Body automatically on termination of his/her work at the Academy.

6.4.4 If any person who serves on the Local Governing Body in his/her capacity as a parent ceases to be a parent of a registered pupil at the Academy then he/she shall be deemed to have resigned and shall cease to serve on the Local Governing Body automatically at the end of that school term.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

6.5

Removal from office

6.5.1 A person serving on the Local Governing Body may be removed from office by the person or persons who appointed him/her. A decision to remove a person from office does not need to set out any reasons.

6.5.2 A person serving on the Local Governing Body shall cease to hold office if he/she is removed by the person or persons who appointed him/her. Whilst at the same time as acknowledging that no reasons need to be given for the removal of a person who serves on the Local Governing Body by a person or persons who appointed him, any failure to uphold the values of the Multi-Academy Trust Company and/or the Academy, or to preserve and develop the Catholic character, or to act in a way which is in breach of this Scheme of Delegation or the undertaking given pursuant to paragraph 6.1.6 will be taken into account. A person (except a Foundation Governor) may also be removed by the Directors but only after the Directors have given due regard to any representations by the relevant Local Governing Body.

6.5.3 A decision to remove a person from office shall take effect on the date specified in it or, in the absence of such a date, on the date on which the decision is made.

6.5.4 If any person who serves on the Local Governing Body in his/her capacity as an employee at the Academy ceases to work at the Academy then he/ she shall be deemed to have resigned and shall cease to serve on the Local Governing Body automatically on termination of his/her work at the Academy.

6.5.5 If any person who serves on the Local Governing Body in his/her capacity as a parent ceases to be a parent of a child on roll at the Academy then he/she shall be deemed to have resigned and shall cease to serve on the Local Governing Body automatically at the end of that school term.

6.5.6 Where a person who serves on the Local Governing Body is removed from office, those removing him/ her, shall give written notice thereof to the Local Governing Body, who shall, in turn, notify the Directors.

6.6 Disqualification and cessation of office of members of the Local Governing Body 6.6.1 No person shall be qualified to serve on the Local Governing Body should any of the following mandatory grounds of disqualification apply to him or her. Should any of those grounds come to apply to a person after his/her appointment to serve on the Local Governing Body, he/she shall cease to hold office with immediate effect. Should any of those grounds thereafter cease to apply to the person concerned, he or she is then eligible to be appointed to serve on the Local Governing Body, if appropriate and should no other ground of disqualification still apply.

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6.6.2 The mandatory grounds of disqualification are as follows: 6.6.2.1 The person is less than 18 years old at the date of his/her election or appointment. No current pupil of the Academy shall be entitled to serve on the Local Governing Body; 6.6.2.2 The person is or becomes incapable by reason of mental disorder, illness or injury of managing or administering his/her own affairs or of upholding the ethos of the Multi-Academy Trust Company or the Academy; 6.6.2.3 A person is absent without the permission of the Chair of the Local Governing Body from all the meetings of the Local Governing Body held within a period of six months and the Local Governing Body resolves that his/her office be vacated; 6.6.2.4 The person’s estate has been sequestrated and the sequestration has not been discharged, annulled or reduced; 6.6.2.5 The person is the subject of a bankruptcy restrictions order or an interim order; 6.6.2.6 The person is subject to a disqualification order or a disqualification undertaking under the Company Directors Disqualification Act 1986 or to an order made under section 429(2)(b) of the Insolvency Act 1986 (failure to pay under county court administration order); 6.6.2.7 The person would cease to be a director by virtue of any provision in the Companies Act 2006 or is disqualified from acting as a trustee by virtue of section 178 of the Charities Act 2011 (or any statutory re-enactment or modification of that provision); 6.6.2.8 The person has been removed from the office of charity trustee or trustee for a charity by an order made by the Charity Commission or the High Court on the grounds of any misconduct or mismanagement in the administration of the charity for which he/she was responsible or to which he/she was privy, or which he/she by his conduct contributed to or facilitated; 6.6.2.9 The person is:

6.6.2.9.1 subject to a direction of the Secretary of State under s.142 of the Education Act 2002 or any other disqualification, prohibition or restriction which takes effect as if contained in such a direction; or

6.6.2.9.2 included in the list kept by the Secretary of State under section 1 of the Protection of Children Act 1999; or

6.6.2.9.3 disqualified from working with children in accordance with Sections 28, 29 or 29A of the Criminal Justice and Court Services Act 2000; or

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

6.6.2.9.4 barred from regulated activity relating to children (within the meaning of section 3(2) of the Safeguarding Vulnerable Groups Act 2006); or

Body, he/she shall upon becoming so disqualified give written notice of that fact to the Local Governing Body who shall inform the Directors and the Bishop.

6.6.2.9.5 disqualified from registration under Part 2 of the Children and Families (Wales) Measure 2010 or child minding or providing day care; or

6.6.6 This clause 6.5 shall also apply to any member of any committee of the Local Governing Body who is not a member of the Local Governing Body.

6.6.2.9.6 disqualified from registration under Part 3 of the Childcare Act 2006; or

6.6.2.9.7 disqualified under the Childcare (Disqualification) Regulations 2009;

6.6.2.10 The person has not provided to the Chair of the Board of Directors the proper criminal records certification as required by law and outlined by the diocese and the Catholic Education Service.

6.6.3 The criminal records certification referred to in 6.6.2.10 or other checks disclose any information which would, in the opinion of either the Chair of the Board of Directors or the Principal, confirm the unsuitability of the person concerned to work with children. If a dispute arises as to whether a person shall be disqualified, a referral shall be made to the Secretary of State to determine the matter. The determination of the Secretary of State shall be final.

6.6.3 A person may be disqualified by the Directors from serving on the Local Governing Body if they have ever been: 6.6.3.1 convicted of an offence involving violence, dishonesty or deception, or any sexual offence which is not a protected offence; or 6.6.3.2 convicted of causing a nuisance or disturbance on school and/or educational premises; or 6.6.3.3 sentenced to imprisonment (whether suspended or not), in the UK or elsewhere, for a period of not less than three months.

6.6.3.4 at any time, convicted of any criminal offence, excluding any that have been spent under the Rehabilitation of Offenders Act 1974 as amended, and excluding any offence for which the maximum sentence is a fine or a lesser sentence except where the person has been convicted of any offence which falls under section 178 of the Charities Act 2011.

6.6.4 The Local Governing Body may decide that a person serving on the Local Governing Body shall cease to hold office if he/she is absent without the permission of the Chair of the Local Governing Body from all the meetings of the Local Governing Body held within a period of six months.

6.6.5 Where, by virtue of this Scheme of Delegation, a person who is serving on the Local Governing Body, or has been proposed to serve on it, becomes disqualified from serving on the Local Governing

6.7

Responsibilities of the Local Governing Body

6.7.1 The responsibilities of the Local Governing Body are outlined in this Scheme of Delegation, more particularly in the table at Appendix I. 6.7.2 The Local Governing Body will adopt and comply with all policies, protocols and procedures of the Multi-Academy Trust Company, the Bishop and the diocesan Bishop as communicated to the Local Governing Body from time to time.

6.8 Business/Proceedings of the Local Governing Body

Meetings of the Local Governing Body

6.8.1 Subject to this Scheme of Delegation, the Local Governing Body may regulate its proceedings as its members see fit.

6.8.2 The Local Governing Body shall meet at least once per term. Meetings of the Local Governing Body shall be convened by the Clerk to the Local Governing Body. In exercising his/her functions under this Scheme of Delegation, the Clerk shall comply with any direction: 6.8.2.1 given by the Directors or the Local Governing Body; or 6.8.2.2 given by the Chair of the Local Governing Body or, in his/her absence or where there is a vacancy in the office of Chair, the Vice-Chair of the Local Governing Body, so far as such direction is not inconsistent with any direction given as mentioned in 6.8.2.1 above.

6.8.3 Any three members of the Local Governing Body may, by notice in writing / email given to the Clerk, requisition a meeting of the Local Governing Body and it shall be the duty of the Clerk to convene such a meeting as soon as is reasonably practicable.

6.8.4 The Clerk shall provide to each member of the Local Governing Body at least seven clear days before the date of a meeting: 6.8.4.1 notice in writing thereof and sent to each member of the Local Governing Body at the address provided by each member from time to time; 6.8.4.2 all reports or other papers to be considered at the meeting; and 6.8.4.3 a copy of the agenda for the meeting, preferably electronic; provided that where the Chair or, in his/her absence or where there is a vacancy in the office of Chair, the Vice-Chair, so determines on the Page 43

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

ground that there are matters demanding urgent consideration, it shall be sufficient if the written notice of a meeting, and the copy of the agenda thereof, are given within such shorter period as he/she directs.

6.8.5 The convening of a meeting and the proceedings conducted thereat shall not be invalidated by reason of any individual not having received written notice of the meeting or a copy of the agenda thereof.

6.8.6 A resolution to rescind or vary a resolution carried at a previous meeting of the Local Governing Body shall not be proposed at a meeting of the Local Governing Body unless the consideration of the rescission or variation of the previous resolution is a specific item of business on the agenda for that meeting.

6.8.7 A meeting of the Local Governing Body shall be terminated forthwith if: 6.8.7.1 the members of the Local Governing Body so resolve; or 6.8.7.2 the number of members present ceases to constitute a quorum for a meeting of the Local Governing Body in accordance with paragraph 6.8.10, subject to paragraph 6.8.12.

6.8.8 Where in accordance with paragraph 6.8.7 a meeting is not held or is terminated before all the matters specified as items of business on the agenda for the meeting have been disposed of, a further meeting shall be convened by the Clerk as soon as is reasonably practicable, but in any event within seven days of the date on which the meeting was originally to be held or was so terminated.

6.8.9 Where the Local Governing Body resolves in accordance with paragraph 6.8.7 to adjourn a meeting before all the items of business on the agenda have been disposed of, the Local Governing Body shall before doing so determine the time and date at which a further meeting is to be held for the purposes of completing the consideration of those items, and shall direct the Clerk to convene a meeting accordingly.

6.8.10 Subject to paragraph 6.8.12, the quorum for a meeting of the Local Governing Body, and any vote on any matter thereat, shall be any three of the members of the Local Governing Body, or, where greater, any one third (rounded up to a whole number) of the total number of persons holding office on the Local Governing Body at the date of the meeting.

6.8.11 The Local Governing Body may act notwithstanding any vacancies on its board, but, if the numbers of persons serving is less than the number fixed as the quorum, the continuing persons may act only for the purpose of filling vacancies or of calling a general meeting.

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6.8.12 The quorum for the purposes of:

6.8.12.1 appointing a staff or parent governor;

6.8.12.2 any vote on the compliance by a member of the Local Governing Body with his/her obligations or the disqualification, removal from or cessation of office of a person in accordance with this Scheme of Delegation;

6.8.12.3 any vote on the removal of the Chair of the Local Governing Body;

shall be any two-thirds (rounded up to a whole number) of the persons who are at the time persons entitled to vote on those respective matters.

6.8.13 Subject to this Scheme of Delegation, every question to be decided at a meeting of the Local Governing Body shall be determined by a majority of the votes of the persons present and entitled to vote on the question. Every member of the Local Governing Body shall have one vote save that, where the vote concerns the compliance by a member of the Local Governing Body with his/ her obligations, the disqualification of a member of the Local Governing Body from serving as member, the removal from office or cessation of office of a member of the Local Governing Body, the member in question shall not vote and shall not participate in the deliberations of the Local Governing Body leading up to the vote.

6.8.14 Subject to paragraphs 6.8.10 – 6.8.12, where there is an equal division of votes, the Chair of the meeting shall have a casting vote in addition to any other vote he/she may have.

6.8.15 The proceedings of the Local Governing Body shall not be invalidated by

6.8.15.1 any vacancy on the board; or

6.8.15.2 any defect in the election, appointment or nomination of any person serving on the Local Governing Body.

6.8.16 A resolution in writing, signed by the requisite majority of all the persons entitled to receive notice of a meeting of the Local Governing Body or of a subcommittee of the Local Governing Body, shall be valid and effective as if it had been passed at a meeting of the Local Governing Body or (as the case may be) a subcommittee of the Local Governing Body duly convened and held. Such a resolution may consist of several documents in the same form, each signed by one or more of the members of the Local Governing Body and may include an electronic communication, eg., email, by or on behalf of the Local Governing Body indicating his/her agreement to the form of resolution providing that the member has previously notified the Local Governing Body in writing of the email address or addresses which the member will use.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

6.8.17 Subject to paragraph 6.8.18, the Local Governing Body shall ensure that a copy of:

6.8.17.2 the draft minutes of every such meeting, if they have been approved by the person acting as Chair of that meeting;

6.8.17.3 the signed minutes of every such meeting; and

6.8.17.4 any report, document or other paper considered at any such meeting, are, as soon as is reasonably practicable, made available at the Academy or on the Academy’s website to persons wishing to inspect them.

6.8.18 There may be excluded from any item required to be made available in pursuance of paragraph 6.8.17, any material relating to:

6.8.18.1 a named teacher or other person employed, or proposed to be employed, at the Academy;

6.8.18.2 a named pupil at, or candidate for admission to, the Academy; and

6.8.18.3 any matter which, by reason of its nature, the Local Governing Body is satisfied should remain confidential.

6.8.19 Any member of the Local Governing Body shall be able, at the discretion of the Chair in exceptional circumstances, to participate in meetings of the Local Governing Body by telephone or video conference provided that:

6.8.19.1 He/she has given notice of his/ her intention to do so detailing the telephone number on which he/she can be reached and/or appropriate details of the video conference suite from which he/she shall be taking part at the time of the meeting at least 48 hours before the meeting; and

6.8.19.2 the Local Governing Body has access to the appropriate equipment; and

6.8.19.3 he/she assures the Local Governing Body that the telephone connection and the surrounding environment from which the call is to be made is secure and will comply with the requirement to maintain confidentiality of the business of the Local Governing Body at all times; and

6.8.19.4 he/she is able to hear all participants and fully take part in the discussions.

6.8.20 If, after all reasonable efforts it does not prove possible for the person to participate by telephone or video conference pursuant to 6.8.19, the meeting may still proceed with its business provided it is otherwise quorate.

The Minutes 6.8.21 The minutes of the proceedings of a meeting of the Local Governing Body shall be drawn up and kept for the purpose by the person authorised to keep the minutes of the Local Governing Body and shall be signed (subject to the approval of the members of the Local Governing Body) at the same or next subsequent meeting by the person acting as chair thereof. The minutes shall include a record of:

6.8.21.1 all appointments of officers made by the Local Governing Body; and

6.8.21.2 all proceedings at meetings of the Local Governing Body and of committees of the Local Governing Body including the names of all persons present at each such meeting.

6.8.22 The Chair shall ensure that copies of minutes of all meetings of the Local Governing Body (and such of the subcommittees as the Directors shall from time to time notify) shall be provided to the Directors, the Bishop and the diocesan Trustees, if requested, as soon as reasonably practicable after those minutes are approved.

Delegation 6.8.23 Provided such power or function has been delegated to the Local Governing Body, the Local Governing Body may further delegate to any person serving on the Local Governing Body, to a committee, or to the Principal or any other holder of an executive office, such of their powers or functions as they consider desirable to be exercised by them. Any such delegation may be made subject to any conditions either the Directors or the Local Governing Body may impose and may be revoked or altered.

6.8.24 Where any power or function of the Directors or the Local Governing Body is exercised by any subcommittee, any Director or member of the Local Governing Body, the Principal or any other holder of an executive office, that person or subcommittee shall report to the Local Governing Body in respect of any action taken or decision made with respect to the exercise of that power or function at the meeting of the Local Governing Body immediately following the taking of the action or the making of the decision.

Committees of the Local Governing Body 6.8.25 Subject to this Scheme of Delegation, the Local Governing Body may establish any subcommittee.

The constitution, membership and proceedings of any subcommittee shall be determined by the Local Governing Body but having regard to any views of the Directors. The establishment, terms of reference, constitution and membership of any subcommittee shall be reviewed at least once in every twelve months. The membership of any subcommittee may include persons who do not also Page 45

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

serve on the Local Governing Body, provided that a majority of the members of any such subcommittee shall be members of the Local Governing Body or Directors. The Local Governing Body may determine that some or all of the members of a subcommittee who are not Directors or who do not serve on the Local Governing Body shall be entitled to vote in any proceedings of the subcommittee. No vote on any matter shall be taken at a meeting of a subcommittee unless the majority of members of the subcommittee present are Directors or who serve on the Local Governing Body.

Chair and Vice-Chair of the Local Governing Body 6.8.26 The members of the Local Governing Body shall, each school year at their first meeting in that year, elect a Chair and a Vice-Chair from amongst the Foundation Governors in their number to serve until a successor is appointed or a vacancy occurs pursuant to paragraph 6.7.2. They are elected for a renewable term lasting a minimum of one year and a maximum of two years.

6.8.27 No person who is employed by the Multi-Academy Trust Company (whether or not at the Academy) nor any person who is at the time of election already a Director of the Multi-Academy Trust Company (except where such person is a Director by virtue of being the incumbent Chair) shall be eligible for election as Chair or Vice-Chair.

6.8.28 Subject to paragraph 6.8.31, the Chair or Vice-Chair shall hold office as such until his/her successor has been elected in accordance with paragraphs 6.8.26 6.8.38.

6.8.29 The Chair or Vice-Chair may at any time resign his/ her office by giving notice in writing to the Local Governing Body.

6.8.33 Where in the circumstances referred to in paragraph 6.8.31, the Vice-Chair is also absent from the meeting or there is at the time a vacancy in the office of Vice-Chair, the members of the Local Governing Body shall elect one of their number to act as a Chair for the purposes of that meeting, provided that the person elected shall neither be a person who is employed by the Multi-Academy Trust Company whether or not at the Academy nor a Director.

6.8.34 A Director shall act as Chair during that part of any meeting at which the chair is elected.

6.8.35 Any election of the Chair or Vice-Chair which is contested shall be held by secret ballot.

6.8.36 The Chair or Vice-Chair may be removed from office by the Directors at any time or by the Local Governing Body in accordance with this Scheme of Delegation.

6.8.37 A resolution to remove the Chair or Vice-Chair from office which is passed at a meeting of the Local Governing Body shall not have effect unless:

6.8.37.1 it is confirmed by a resolution passed at a second meeting of the Local Governing Body held not less than fourteen days after the first meeting; and

6.8.37.2 the matter of the Chair or Vice-Chair’s removal from office is specified as an item of business on the agenda for each of those meetings; and

6.8.37.3 copies of the resolutions referred to at paragraph’s 6.8.37 and 6.8.37.1 above are served on the Directors.

6.8.38 Before a resolution is passed by the Local Governing Body at the relevant meeting as to whether to confirm the previous resolution to remove the Chair or ViceChair from office, the person or persons proposing his/her removal shall at that meeting state their reasons for doing so and the Chair or Vice-Chair shall be given an opportunity to make a statement in response.

6.8.30 The Chair or Vice-Chair shall cease to hold office if:

6.8.30.1 He/she ceases to serve on the Local Governing Body;

6.8.30.2 He/she is employed by the MultiAcademy Trust Company whether or not at the Academy;

6.8.30.3 He/she is removed from office in accordance with this Scheme of Delegation; or

6.8.30.4 in the case of the Vice-Chair, he/she is elected in accordance with this Scheme of Delegation to fill a vacancy in the office of Chair.

6.8.31 Where by reason of any of the matters referred to in paragraph 6.8.30, a vacancy arises in the office of Chair or Vice-Chair, the members of the Local Governing Body shall at its next meeting elect one of their number to fill that vacancy.

6.8.32 Where the Chair is absent from any meeting or there is at the time a vacancy in the office of the Chair, the Vice-Chair or his/her nominee shall act as the Chair for the purposes of the meeting.

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Clerk 6.8.39 The Directors may appoint a Clerk (who must not be the Principal) to provide clerking services to the Local Governing Body and may remove the Clerk from office at any time.

6.8.40 In the absence of the Clerk from a Local Governing Body meeting, the Local Governing Body may appoint any one of its members to act as Clerk for the purposes of that meeting.

6.8.41 The Clerk must:

6.8.41.1 convene meetings of the Local Governing Body;

6.8.41.2 attend meetings of the Local Governing Body;

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

6.8.41.3 advise the Local Governing Body on the Academy’s compliance with the Articles, the funding agreement, the scheme of delegation and the law;

6.8.41.4 ensure that minutes of the proceedings are drawn up; and

6.8.41.5 perform any other functions determined by the Local Governing Body.

Conflicts of Interest 6.8.42 A conflict of interest/loyalty shall not be deemed to occur solely from the fact that any member of the Local Governing Body is also a director, charity trustee or governor of any other Catholic school or schools or other educational institution(s), diocese, or Religious Order, or of any other charity which permits its land to be occupied by a Catholic school or schools or other educational institution(s). Any member of the Local Governing Body who has, or can have, any direct or indirect duty or personal interest (including but not limited to any Personal Financial Interest) which conflicts, or may conflict, with his/her duties as a member of the Local Governing Body shall disclose that fact to the Local Governing Body as soon as he/she becomes aware of it. Subject to Article 98A of the Articles of Association, a person is not permitted to attend any meeting of the Local Governing Body or committee of the Local Governing Body, or any part of any such meeting, where it is possible that a conflict will arise between his/her duty to act solely in the interests of the Academy and the Multi-Academy Trust Company and any duty or personal interest (including but not limited to any Personal Financial Interest).

6.8.43 For the purpose of paragraph 6.8.42, a person has a Personal Financial Interest if he/she is in the employment of the Multi-Academy Trust Company or is in receipt of remuneration or the provision of any other benefit directly from the Multi-Academy Trust Company or in some other way is linked to the Multi-Academy Trust Company or the Academy.

6.8.44 In the event of any conflict between any provision of this Scheme of Delegation and the Articles, the Articles shall prevail.

6.8.45 Any disagreement between the members of the Local Governing Body and the Principal or any subcommittee of the Local Governing Body shall be referred to the Directors for their determination.

Indemnity 6.8.46 Subject to the provisions of the Companies Act 2006 every member of the Local Governing Body or other officer or auditor of the Multi-Academy Trust Company acting in relation to the Academy shall be indemnified out of the assets of the Multi-

Academy Trust Company against any liability incurred by him/her in that capacity in defending any proceedings, whether civil or criminal, in which judgment is given in favour of the claimant or in which he/she is acquitted or in connection with any application in which relief is granted to him/her by the court from liability for negligence, default, breach of duty or breach of trust in relation to the affairs of the Multi-Academy Trust Company, subject to the limitation of s.189 of the Companies Act 2011.

Notices 6.8.47 Any notice to be given to or by any person pursuant to this Scheme of Delegation (other than a notice calling a meeting of the Local Governing Body) shall be in writing or shall be given using electronic communications to an address for the time being notified for that purpose to the person giving the notice. In this Scheme of Delegation ’address’ in relation to electronic communications includes a number or address used for the purposes of such communications.

6.8.48 A notice may be given by the Local Governing Body to its members either personally or by sending it by post in a prepaid envelope addressed to the member at his/her registered address or by leaving it at that address or by giving it using electronic means of communication to an address for the time being notified to the Local Governing Body by the member. A member whose registered address is not within the United Kingdom and who gives to the Local Governing Body an address within the United Kingdom at which notices may be given to him/her, or an address to which notices may be sent using electronic communications, shall be entitled to have notices given to him/her at that address, but otherwise no such member shall be entitled to receive any notice from the Local Governing Body.

6.8.49 A member of the Local Governing Body present at any meeting of the Local Governing Body shall be deemed to have received notice of the meeting and, where necessary, of the purposes for which it was called.

6.8.50 Proof that an envelope containing a notice was properly addressed, prepaid and posted shall be conclusive evidence that the notice was given.

Proof that a notice contained in an electronic communication was sent in accordance with guidance issued by the Institute of Chartered Secretaries and Administrators shall be conclusive evidence that the notice was given. A notice shall be deemed to be given at the expiration of 48 hours after the envelope containing it was posted or, in the case of a notice contained in an electronic communication, at the expiration of 48 hours after the time it was sent.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

7. OPERATIONAL MATTERS AT MULTI-ACADEMY TRUST COMPANY AND LOCAL GOVERNING BODY LEVEL 7.1 The Local Governing Body shall comply with the obligations set out in this Scheme of Delegation, particularly the relevant sections of the table at Appendix I, which deals with the day-to-day operations of the Local Governing Body.

7.2 The Local Governing Body will adopt and comply with all policies, protocols and procedures of the Multi-Academy Trust Company, the Bishop and the diocese as communicated to the Local Governing Body from time to time.

7.3 The Directors and members of the Local Governing Body have a duty to act independently and not to act as agents of those who may have appointed them. All Directors and members of the Local Governing Body will act with integrity, objectivity and honesty in the best interests of the MultiAcademy Trust Company and the Academy and shall be open about decisions made and be prepared to justify those decisions except insofar as any matter may be considered confidential.

Foundation Governors shall always act in furtherance of their undertaking to the Bishop and the diocesan Trustees to preserve and develop the Catholic character of the Academy, and the MultiAcademy Trust Company, at all times.

7.4 The Local Governing Body shall comply with any inspections by or on behalf of the Directors and any denominational inspections pursuant to section 48 of the Education Act 2005 and any additional canonical inspections and visitations of the Bishop and any person appointed by him for the purpose of ensuring that the Academy is being conducted in accordance with canon law and is following the practices and teachings of the Catholic Church and in order to allow the Bishop to assess how well the Academy is being managed in light of the additional responsibilities and expectations of schools which are Academies.

7.5 If, in the view of the Directors, one of the following situations arises, then the Directors may resolve to remove some or all of the powers and obligations delegated to the Local Governing Body by this Scheme of Delegation: 7.5.1 The Local Governing Body, or one of more of its members, has acted, or allowed another to act, whether knowingly or recklessly, in such a way as to prejudice the Catholic character of the MultiAcademy Trust Company and the Academy; 7.5.2 Standards and performance are low, are likely to be assessed as low and/or are likely to remain so without intervention; 7.5.3 There has been a serious breakdown in management or governance which is prejudicial to standards of performance or breaches the Multi-Academy Trust Company’s policies and procedures; Page 48

7.5.4 The safety of pupils and staff is threatened; or 7.5.5 Safeguarding procedures are inadequate.

7.6 The Local Governing Body shall work closely with and shall promptly implement any advice or recommendations made by the Directors in the event that intervention is either threatened or is carried out by the Secretary of State and the Directors expressly reserve the unfettered right to review or remove any power or responsibility conferred on the Local Governing Body under this Scheme of Delegation in such circumstances.

8. REVIEW OF THE SCHEME OF DELEGATION 8.1 This Scheme of Delegation shall operate from the Effective Date in respect of the Academy.

8.2 The Directors have the absolute discretion to review and amend this Scheme of Delegation at least annually and to alter any provisions of it with the prior written consent of the Bishop (on the advice of the diocese).

8.3 In considering any material changes to this Scheme of Delegation the Directors shall have regard to and give due consideration to any views of the Local Governing Body and shall comply with any guidance/requirements of the Bishop and consider any guidance published by the Catholic Education Service.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

APPENDICES INSERT

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Catholic Executive Officer (CEO) in a Catholic Multi-Academy Trust Company (CATS)

Purpose The Catholic Executive Office will be a practising Catholic and an outstanding strategic leader, who is able to develop and articulate the vision, values and ethos for the CAT and who will inspire and empower others to share in achieving it. The CEO will be accountable and take responsibility for the performance of all academics within the Trust: a driven leader who will be committed to creating the optimum educational opportunities for all students across the Trust.

The Catholic Executive Offier is accountable to the Trust Board for school improvement and the academic performance of all the academies within the CAT. The Catholic Executive Offier, as Chief Accounting Officer, is accounatable to the CAT for the financial health and probity of the Trust and as such line manages the Chief Finance Officer and all centrally employed staff.

REQUIREMENTS Qualifications Please find below a list of qualifications that may be included in the job description for a Catholic Executive Officer. You will need to specify which qualifications are mandatory/essential and which are simply desirable.

Essential

• • • • • • • • • • •

Practising Catholic; Graduate status (specifying class and type if appropriate); QTS; Representing and promoting the mission of the Church in education; Effective communication skills; Interpersonal skills; A strong advocate for child achievement; Stamina; Resilience; Integrity; Professionalism

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Desirable

• • • • • • •

Further teaching management qualification, such as the NPQH, Ambition School Leaders etc; CCRS/CTC; Post-graduate qualifications in Catholic education; Evidence of CPD relevant to leadership; Experience as a Teaching School Lead; xperience as an OfSTED or S48 Inspector, or willing E to undertake the training; Any other relevant qualifications;

Professional Experience Please find below a list of professional experiences that the diocese expects included in the job description for a CEO.

• • • • •

Effective senior leadership [state if such experience must be at headship/executive headship/Catholic Executive Officer level]; Examples of experience of leading school-toschool support; Expert knowledge in the field of education including knowledge of current education legislation and national education priorities, particularly in relation to Catholic education; Experience of and leadership in S5/S48 inspections; Experience/knowledge in the following areas:

-

Catholic life of a school or College Governance Scrutiny Organisational development Change management Risk management Human resources Finance Auditing Marketing Communications IT

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

• • • •

-

Fundraising Facilities management

Experience of developing: Business acumen Growth strategies Growing capacity

Recording and using financial data and budget setting;

•

Developing business planning; Managing people at different levels;

Skills and Qualities Please find below a list of skills and qualities that may be included in the job description for a CEO. You may wish to specify which are essential/desirable and/or which are proven/demonstrable.

-

E nsure a commitment at all levels to the Common Good; L ead by example providing inspiration for pupils, staff, directors, governors and parents, demonstrating the company’s vision and values in everyday work in practice; E nsure all schools within a CAT are Good or Outstanding S5/S48.

Strategy development and implementation

-

S upport Academy Trust to carry out its work effectively L ead/contribute to the formulation of the xxTrust vision and strategic direction drawing on the person, life and teachings of Jesus Christ; S upport the Headteacher to translate the company’s vision and strategy into workable operational plans to ensure the company fulfils its mission through: • Managing the company’s strategic operations and the delivery of key objectives;

ROLE The duties/responsibilities of the CEO are dependent on the Scheme of Delegation.

• Developing and implement annual work plans and long-term strategies;

The CEO is the most senior officer of the Academy Trust Company, who has overall responsibility for the work of Company, providing strategic vision and inspirational leadership to the operation and development of the Academies within the Company and to the Central Team.

They are also responsible in maintaining and developing the Catholic identity and mission of the Trust.

• Managing time effectively;

• Prioritising tasks to ensure effectiveness;

• Initiating, plan, monitor and evaluate school improvement and change processes; • Maximising opportunities to expand the company’s scope and resources to enable higher standards and better resources for pupils;

The CEO will advise and keep the Board of Directors and LAC fully and properly informed on all relevant matters in terms of the governance and management of the Company and its academies

• Communicating effectively e.g. influencing, negotiating and engaging with others/ deal confidently with opposition/adopt an enthusiastic, motivational and inspiring management style/possess developed presentation skills/be a confident public speaker to a range of audiences.

Duties/responsibilities may be broken down into broader categories. Please find some broad headings with examples below:

•

Preservation and development of the Catholic character of the company

-

reserve and develop the Catholic mission P towards education throughout the company and all of the academies within it; S upport executive heads/heads to ensure the Catholic character permeates every aspect of school life; ork in partnership with the Diocesan Education W Service to ensure diocesan requirements are fulfilled/expectations are met; E nsure the board has a majority of foundation directors and local academy councils have a majority of foundation governors; E nsure the preferential option for the poor and advancement of the common good is an integral part of the CAT company;

•

• Line managing, with the support of the Local Academy Council Headteacher Performance Panel, the Headteacher in accordance with the agreed scheme of delegation Effective use of data

-

nderstand, analyse and make effective use of a U wide range of data to develop strategic plans; I dentify strengths and weaknesses of the company and the academies within it and plan improvements; E stablish benchmarks and set stretching companywide improvement targets to inform practice at all levels of management and monitor, evaluate and review progress towards targets to identify issues and make appropriate interventions; resent/deliver data in a way that is user-friendly P to a wide range of internal and external audiences, including the board.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

•

HR and staffing

-

•

E nsure the Bishops’ expectations are met in accordance with the Bishops Memorandum on the Appointment of Teachers in Catholic Schools;

-

ontribute to the formation and development C of staff – give a clear lead to all staff in the preservation, development and the continuing formation of the CAT Catholic character; E nsure that all relevant staff, CAT and local governors have access to high-quality training and continued professional development opportunities; I mplement, monitor and review, particularly at a senior level, staff management, appraisal, performance management and disciplinary procedures ensuring that policies and procedures take account of diocesan requirements and any local/national perspective;

• Supporting the executive heads/heads to secure effective teaching and learning in all academies within the company and quality assure this;

-

ave responsibility for the day to day H management of the company. This may include:

•O versee the implementation of admissions arrangements across the academies; • E nsuring that the company and its academies have in place all relevant policies as may be required;

ave responsibility for budgeting and financial H management which may include:

• Reviewing and approving annual budgets and ensuring that all budgetary targets are being met; • Advising the board on allocation of funds/ resources to ensure each academy receives an appropriate level of resource to enable it to achieve improvement;

E nsure compliance with diocesan recommendations and in diocesan involvement in/notification of matters relating to staffing e.g. recruitment, suspension and dismissal;

E nsure that the CAT and the academies in it are led and managed in accordance with Canon law, the company’s memorandum and articles of association and funding agreements, as well as any relevant diocesan trust deed;

E nsure that the company meets all legislative/ statutory requirements including those required

by Companies House, the Charity Commission, the DfE, ESFA and Ofsted.

• Presenting timely financial reports to the board;

ssist the CAT with suspension and dismissal of A staff as appropriate;

ct as professional mentor for executive heads/ A heads and promote the Gospel values of service and sacrifice in coaching, developing and growing leaders from within the company.

• Contributing to the creation of a positive and collaborative learning culture

• Acting as the Accounting Officer;

aintain and develop clear arrangements for M linking appraisal to pay progression

•P roducing clear, evidence based improvement plans and policies for development of the company and its facilities;

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• Ensuring resources are deployed to achieve value for money;

S upport the LAC heads with recruitment. Ensure that the Bishops’ expectation that preference will be given to practising Catholic teachers is known by all those who have a role in recruitment;

Day-to-day management of the company

-

• Ensuring and approving organisational and staffing structures to ensure implementation of operational plans and clear succession planning;

• Implementing effective business systems that ensure proper stewardship of funds;

• -

• Negotiating with service providers. ave responsibility for risk management which H may include ensuring effective arrangements are in place to provide assurance on risk management and internal control; F acilitate the sharing of good practice between the academies in the company; E nsure that the company understands and is committed and to safer recruitment and child protection procedures and their implementation; Ensure that confidentiality is maintained.

Accountability

-

rovide information, objective advice and P support to the board to enable it to meet its own responsibilities and to deliver its core functions effectively; old others within the CAT to account by H ensuring that staff accountabilities are clearly defined, understood and agreed and subject to rigorous appraisal, review and evaluation;

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

•

Ensure there are clear schemes of delegation; S upport executive heads/heads to encourage parents and carers to support their children’s learning, including in relation to their spiritual and religious development and sacramental preparation;

Working with the wider community

-

ct as ambassador for the CAT working with A parishes, pupils, parents and carers; arket the CAT and the academies within it M to increase prestige and develop and oversee successful expansion if appropriate (and in accordance with diocesan protocol); reserve and develop effective partnerships P with parents and families, the diocese and other schools, including Catholic schools; reserve and develop effective relationships P with the DfE, ESFA, RSCs and other government officials and policy makers; E nsure learning experiences are linked to opportunities provided in the wider community; E nsure the preservation and development of community relations to create supportive networks with local communities.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Model Contract of Employment (Incorporating Statement of Written Particulars) For the CEO In a Catholic Multi-Academy Trust Company

This Agreement is a Contract of Employment between (1) ENTER MULTI-ACADEMY TRUST COMPANY NAME HERE (“The Academy Trust Company”) A Catholic Voluntary Multi-Academy Trust Company in the Diocese of WESTMINSTER Having its registered office at ENTER REGISTERED OFFICE ADDRESS OF MULTI-ACADEMY TRUST COMPANY HERE In connection with your employment and (2) ENTER EMPOYEE’S NAME HERE of ENTER EMPLOYEE’S ADDRESS HERE (“You”) For Service as the CEO

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

PREAMBLE This Statement of Written Particulars contains the terms of Your employment which is given to You in accordance with Section 1 of the Employment Rights Act 1996 by your employer, ENTER ACADEMY TRUST COMPANY NAME AND ADDRESS HERE (“the Academy Trust Company”) in connection with Your employment. It should be read in conjunction with the Academy Trust Company and/or its Board of Directors’ (hereinafter referred to as “the Board”) Staff Handbook, disciplinary, grievance and capability policies and any other policies and procedures the Academy Trust Company and/or its Board operates from time to time. This Statement, together with any such policies and procedures which the Academy Trust Company and/or its Board stipulate as expressly contractual in nature, constitute Your contract of employment with the Academy Trust Company. In addition, You will be expected to comply with any policies and procedures adopted by the Academy Trust company which are not contractual. These policies and procedures may be updated and/or amended from time to time, and you will be notified of this.

1.

The Post

You are appointed by the Academy Trust Company to serve as the Catholic Executive Officer (“the Post”). Your duties shall be as indicated by your job title and, job description which will be provided to You by the Academy Trust Company and/or its Board and may be attached to this contract at Appendix 1. The terms and conditions of Your employment set out in this contract may be subject to periodical review following consultation with You.

2.

Commencement of Contract

2.1

Your Post commences on ENTER DATE HERE.

2.2

Your continuous service date with [INSERT NAME OF ACADEMY TRUST COMPANY] is [INSERT DATE].Your continuous service under the Employment Acts will usually be calculated from the date You started working at the Academy unless Your employment with a previous Governing Body of a Voluntary Aided or Foundation School or Academy, or Local Authority, counts as continuous service under the Employment Acts.

2.3

For determining redundancy payments, continuous service with Local Authorities and with certain other specified employers will be aggregated with Your service at this Academy in accordance with the Redundancy Payments (Continuity of Employment in Local Government, etc) (Modification) Order 1999 (as amended) and/or the Teachers (Compensation for Redundancy and Premature Retirement) Regulations 1997 (as amended) as appropriate. Your continuous service date for these purposes is [DATE]

3.

Duration of Contract (To be determined by the the following)

3.1

Your Post is a permanent full time post. 3.1 Your Post is a permanent part time post. 3.1 Your Post is for a fixed-term which expires on [ENTER DATE] because [ENTER REASON FOR TEMPORARY FIXED-TERM CONTRACT HERE].

3.1

Your Post is a temporary post which will expire on the happening of [ENTER EVENT].

3.2

INSERT ANY OTHER DETAILS/DESCRIPTION PARTICULAR TO “DURATION OF CONTRACT”. IF THERE ARE NO ADDITIONAL DETAILS, PLEASE DELETE THIS SUB-CLAUSE IN ITS ENTIRETY.

4.

General Terms and Conditions of Employment

4.1

You are employed by the Academy Trust Company under the immediate directions of the Board to carry out your role in accordance with:

4.1 (a)

4.1 ( b) the Funding Agreement and the Memorandum and Articles of Association of the Academy Trust Company;

4.1 ( c) Canon Law in relation to the governance and Catholic character of the Academy trust Company;

4.1 (d) the conditions of employment prescribed in the School Teachers’ Pay and Conditions Document (“STPCD”) from time to time in force, and the National Workload Agreement, where applicable;

4.1 ( e) any policies, procedures, regulations or rules of the Academy Trust Company and/or its Board;

the provisions of the Education Acts and any associated regulations;

and, to the extent that they are compatible with 4.1(a) to 4.1(e) above:

4.1 (f) [the Conditions of Service for School Teachers in England & Wales (The Burgundy Book) and any further modifications of the same] [any relevant provisions of the Green Book]; and defined in the definitions there in.

4.1 (g) any local collective agreements recognised by the Academy Trust Company and/or its Board (which may be listed (non-exhaustive) at Appendix 2).

4.2

You are:

4.2 (a) expected to be conscientious and loyal to the aims and objectives of the Academy Trust Company;

4.2 (b) required to preserve and develop the Catholic character of the Academy Trust Company

4.2 (c) to have regard to the Catholic character of the Academy Trust Company and not to do anything in any way detrimental or prejudicial to the interest of the same.

4.3

Where You wish to take part in any outside activity which may, in the reasonable opinion of the Academy Trust Company, interfere with the efficient Page 55

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

discharge of Your duties under this contract, You are required to obtain the prior written consent of the Academy Trust Company, such consent not to be unreasonably withheld. ‘Outside activity’ includes, but is not limited to, direct or indirect involvement even where You receive no remuneration for Your involvement; being an employee or worker of (at whatever level of authority/responsibility) or a consultant to a business; and having any financial or other interest in a business even if this does not involve active participation in the business.

5.

Conditions of Employment of Catholic Executive Officer

5.1

You are required to perform the duties of the Catholic Executive Officer in accordance with Your job description and you will be expected to comply with all lawful and reasonable directions of the BoardSuch duties may include, but are not limited to, the following key areas for which You will be held accountable :

5.1 (a) Preservation and development of the Catholic character of the Academy Trust Company and its academies;

Company, subject to the advice and guidance from of the diocesan Bishop and the Local Authority as appropriate and as agreed with the Academy Trust Company and/or its Board.

5.4

You will keep the Board promptly and fully informed (in writing if requested) of Your conduct in the performance of Your duties, and of any matters which may come to Your notice and which may prejudice or otherwise affect the Academy Trust Company’s Catholic character, interests and reputation including the activities or planned activities of any other person, company or organisation (including You).

6.

Place of Work

Your normal place of work is at [ENTER PLACE HERE], or at any premises used from time to time by the Academy Trust Company, unless Your duties take You elsewhere. The Academy Trust Company reserves the right to require You to work at such other place or places as it may reasonably require from time to time.

7.

Salary

5.1 (b) Strategy leadership, development and implementation;

7.1

Your salary is determined [in accordance with the statutory provisions in the STPCD]

5.1 (c) Effective Governance of the Academy Trust Company

7.2

5.1 (d)

Data management and reporting;

5.1 (e)

HR and staffing;

5.1 (f) Day to day management of the Academy Trust Company

5.1 (g) Development of educational strategy and oversight of educational provision;

5.1 (h)

5.2

In carrying out Your duties, You shall:

Your salary is [£ ENTER ANNUAL SALARY HERE per annum as per the Leadership England Area/Inner London Area/Outer London Area/Fringe Area pay spine point no. ENTER SPINE POINT NO. HERE] [as per the applicable pay scale ENTER SCALE NO. HERE, spinal column point number ENTER SPINAL COLUMN POINT NO. HERE] paid pro rata for part-time employees. Your salary may be reviewed annually by the [remuneration committee] set up by the Board and may as a result be increased if that is what the Board, which has complete discretion in the matter, decides. .

5.2 (a) work in full cooperation with the diocesan Bishop;

7.2

You will also receive the following:

5.2 (b) Liaise and cooperate with officers of the Diocesan Education Service, making such reports to the Diocesan Education Service and the Trustees in connection with the discharge of Your functions as they may properly require, either on a regular basis or from time to time and in accordance with the Memorandum of Understanding;

7.2.1 reasonable expenses which You incur in the proper performance of Your duties (in accordance with the Academy Trust Company and/or its Board’s expenses claim policy). Such expenses must be properly evidenced in accordance with such policy;

7.2.2 LIST ADDITIONAL ALLOWANCES AS APPROPRIATE AND ANY CORRESPONDING POLICIES - DELETE THIS CLAUSE IF NOT RELEVANT.

5.3

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Quality assurance;

5.2 (c) Consult, where appropriate, the diocesan Bishop, the Academy Trust Company and its Board, any local governing bodies of academies within the Academy Trust Company and the staff employed by the Academy Trust Company.

You shall participate in the selection and appointment of the senior teaching and nonteaching staff employed by the Academy Trust

7.3 Your salary will be paid on ENTER DAY/DATE in ENTER ARREARS/ADVANCE by ENTER PAYMENT METHOD E.G. CREDIT TRANSFER to a bank or building society account of Your choice.

7.4

You agree that the Academy Trust Company may deduct from any salary or other payment due to You any amount owed by You to the Academy Trust Company, following prior notification to You. Arrangements to repay any over-payments will be made with the intention of avoiding hardship.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

8.

Hours of Work

12. Paternity and Adoption Provisions

8.1

You are required to be available for work at all times when the Academy Trust Company is open and at such other times as the Academy Trust Company and/or its Board may reasonably direct subject to the provisions of the Working Time Regulations 1998 (as amended). In addition, You are required to work such hours as are necessary to enable You to discharge Your professional duties effectively. You are entitled to a break of reasonable length in the course of each Academy day.

8.2

Time spent travelling to and from Your place of work shall not count as working time.

9.

Holidays and Leave of Absence

9.1

The holiday year commences on 1 September. Your statutory entitlement to annual leave (5.6 weeks) is exceeded by the number of days that you are not required to come into work during Academy Trust Company closure periods. Holidays should normally be taken during periods of Academy Trust Company closure and public holidays, details of which will be notified to You by the Academy Trust Company from time to time. Current information relating to closure and in-service training days is available from the Academy Trust Company.

9.2

You will be paid Your full salary during closure periods unless You are in receipt of less than full salary arising from the application of the sick pay scheme, maternity scheme, etc.

9.3

The Board, or in the case of urgency, the Chair, may, at its discretion, grant You occasional leave of absence within the limits and upon the conditions relative to payment of salary prescribed by the Board on compassionate or other grounds.

9.4

You are entitled to Your statutory rights in relation to parental leave and time off for dependents.

10. Sickness and Sick Pay

You shall comply with the procedural requirements for dealing with incapacity for work due to sickness or injury which are contained in the Academy Trust Company’s Sickness Absence Policy, a copy of which can be accessed ENTER PLACE HERE and which shall comply with the relevant provisions of the [Burgundy Book/Green Book], if appropriate.

Notification of sickness absence must be made in accordance with the Academy Trust Company’s Absence Policy.

11. Maternity Leave Provisions

Provisions for maternity leave shall be those set out [in the Burgundy Book as amended from time to time without prejudice to any additional rights provided] [in the Green Book without prejudice to any additional rights provided] in the Employment Acts and/or agreed locally, where ratified by the Academy Trust Company and/or its Board.

You shall be entitled to statutory paternity and/or adoption leave and pay, without prejudice to any additional rights incorporated into the [Burgundy Book/Green Book] from time to time, as may be appropriate.

13. PENSIONS AND PENSION SCHEME 13.1

If Your employment is full-time or part time and You are between the ages of 16 and 75 and Your employment is for a period of 3 months or more, You shall be automatically enrolled as a member of [the Teacher’s Pension Scheme (“TPS”) or other appropriate pension scheme] [the Local Government Pension Scheme (“LGPS”)] [an appropriate pension scheme].

13.2 If Your employment is full-time or part time and You are between the ages of 16 and 75 and Your employment is for a period of less than 3 months, You will not be automatically enrolled as a member of [the TPS or other appropriate pension scheme] [the LGPS] [an appropriate pension scheme]. You may elect to opt-in to [the TPS or other appropriate pension scheme] [the LGPS] [an appropriate pension scheme] and should consult the Academy Trust Company’s Pensions Policy, if applicable. 13.3 You may, at any time in the course of Your employment, opt out of [the TPS or other appropriate pension scheme] [the LGPS] [an appropriate pension scheme] and make alternative arrangements. Notice to do so should be given in accordance with the Academy Trust Company’s Pension Policy.

14. Trade Union Membership

You have the right to join a trade union and to take part in its activities.

15. Disciplinary, Grievance And Capability Policies 15.1 The Academy Trust Company’s disciplinary policy from time to time in force sets out the rules and procedure for dealing with disciplinary matters and You can access a copy ENTER PLACE. 15.2 The Academy Trust Company’s grievance policy from time to time in force sets out the procedure for dealing with employee grievances and You can access a copy ENTER PLACE. 15.3 The Academy Trust Company’s capability policy from time to time in force sets out the rules and procedure for dealing with any capability issues arising from, but not limited to, any review of Your performance which may be carried out by the Academy Trust Company, or otherwise, and You can access a copy ENTER PLACE. 15.4 The Academy Trust Company has the right to alter, amend and/or revoke any policies, procedures, regulations and/or rules from time to time as it, in its sole discretion, thinks fit. You will be notified of any changes in writing, where appropriate.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

16.

Periods of Notice and Termination of Contract

16.1 In the case of a permanent contract, subject to the provisions of the Education Acts and to any regulations made thereunder, this contract may be terminated by either party giving to the other [six] months’ written notice.

16.1

In the case of a fixed-term contract Your employment will terminate automatically on the date specified in clause 3.1, unless Your employment is terminated by the Academy Trust Company by giving to You not less than the minimum period of notice required by law.in relation to your length of service

16.1 In the case of a temporary contract for an indefinite period, Your employment terminates automatically on the academy day preceding the happening of the event specified in clause 3.1, unless Your employment is terminated by the Academy Trust Company by giving to You not less than the minimum period of notice required by law.

16.2 It shall be sufficient that any notice given by the Academy Trust Company under this clause 16 shall be signed by the Chair of the Academy Trust Company and/or its Board or Clerk on its behalf.

16.3 Any notice given by the Academy Trust Company under this clause 16 may be served by delivering it to You or by leaving it at Your last known place of residence or by sending it in a prepaid letter addressed to You at that place. Any notice given

by You under this clause 16 may be served by delivering it to the Chair or Clerk or by sending it in a prepaid letter to such Chair or Clerk at his place of residence or care of the Academy Trust Company.

16.4 In the event that Your employment is terminated by either party on giving the required notice under this clause 16, the Academy Trust Company reserves the right to require You not to attend work during the notice period. In such a case You will be placed on “garden leave” but You will remain employed by the Academy Trust Company and so bound by the terms of this contract of employment until the notice of termination of employment expires. You will keep the Academy Trust Company informed of Your whereabouts (except during periods taken as holiday) so as to be available to attend the Academy Trust Company’s premises or carry out any duties as required. You will take any accrued but unused holiday entitlement during any period of garden leave.

16.5

Where notice has been given by either party under this clause 16 the Academy Trust Company reserves the right to terminate Your employment with immediate effect by giving to You the salary and any other benefits You would have received during the unexpired period of notice.

16.6 The periods of notice specified in this clause 16 do not apply in the case of summary dismissal for gross misconduct and the Academy Trust Company Page 58

hereby reserves the right in such a case to dismiss You without notice.

16.7

In the event of redundancy, compensation shall be determined in accordance with the relevant statutory provisions.

16.8 On the termination of Your employment for whatever reason, You will promptly: (a) resign without claim for compensation from all offices held by You in the Academy Trust Company and associated academies (but without prejudice to any claim that may arise or have arisen by reason of the termination of Your employment); (b) deliver up to the Academy Trust Company’s registered office all notes, memoranda, records and other writings including those recorded on electromagnetic media made by You in the course of Your employment and any copies of them (in whatever form) and any documents or other records prepared from such notes, memoranda, records and other writings or information contained in them, as well as all equipment and property belonging to the Academy Trust Company which may be in Your possession or control; (c) deliver up to the Academy Trust Company any computer password and any other information necessary to enable access to be obtained to data held on any computer or similar device used by You in the course of Your employment.

16.9 Following the termination of Your employment for whatever reason You will not represent Yourself, or permit Yourself to be held out, as being in any way connected with or interested in the business of the Academy Trust Company.

17. Post-Termination Restrictions 17.1 Following the termination of Your employment You shall not, without the prior written consent of the Academy Trust Company, either alone or jointly with or on behalf of another for a period of [six] months commencing with the date of termination of Your employment, seek to solicit or entice away from the Academy Trust Company or to employ any staff who is/are employed by the Academy Trust Company in a senior and/or executive position.

17.2 Clause 17.1 shall continue to apply after the termination of Your employment and, in the event that the Academy Trust Company and You enter into a settlement agreement, the restriction in clause 17.1 shall continue to apply unless You are specifically released from such restriction by the Academy Trust Company.

17.3 You agree to draw this clause 17 to the attention of any future or prospective employer who employs or agrees to employ You during the currency of the restriction in clause 17.1.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

17. Health & Safety

You will familiarise Yourself with and ensure compliance with the Academy Trust Company’s policy on Health and Safety at Work from time to time in force, a copy of which can be accessed ENTER PLACE HERE.

19. CONFIDENTIALITY

Without prejudice to the Academy Trust Company’s Whistle-Blowing policy, where applicable, You may not during, or following termination of, Your employment disclose to anyone other than in the proper course of Your employment, or if required to do so by law, any information of a confidential nature relating to the Academy Trust Company and/ or any of its academies. Breach of this clause may be treated as gross misconduct warranting summary dismissal.

20. Right to Hold Personal Data

As part of Your conditions of service, You give the Academy Trust Company permission to collect, retain and process information about You, such as age, sex, ethnic origin and health records.

This information will be used by the Academy Trust Company in relation to your management processes as well as monitoring compliance with the law and best practice in terms of equal opportunity and non-discrimination and . Should Your personal circumstances change, You must notify the Academy Trust Company immediately.

21.

Interpretation

In this contract, unless the context otherwise requires, the following expressions shall have the meanings hereby assigned to them:-

21.1 ‘Academy Trust Company’ means the Academy named at the beginning of this contract and includes all sites upon which the Academy undertaking is from time to time being carried out.

21.2 ‘Canon Law’ means the Canon Law of the Catholic Church from time to time in force.

21.3 ‘Catholic’ means in full communion with the See of Rome.

21.4 ‘Diocesan Bishop’ means the Bishop of the diocese in which the Academy is situated (as defined in Canon Law) and includes any person exercising Ordinary jurisdiction in his name or any person delegated by him including officers of the Diocesan Education Service.

21.5 ‘Diocesan Education Service’ means the education service provided by the diocese which may also be known, or referred to, as the Diocesan Schools Commission.

21.6 ‘Employment Acts’ includes, but is not limited to, the Employment Rights Act 1996.

21.7 ‘The Burgundy Book’ means sections 3-6 inclusive of the “Conditions of Service for School Teachers in England and Wales” revised edition August 2000 and includes any subsequent amendments thereto.

21.8 ‘The Chair’ means the Chair of the Academy Trust Company and/or its Board appointed from time to time.

21.9 ‘The Clerk’ means the Clerk of the Academy Trust Company and/or its Board appointed from time to time.

21.10 ‘The Education Acts’ has the same meaning as in Section 578 of the Education Act 1996 (as amended).

21.11 ‘The Funding Agreement’ means the agreement signed by the Academy Trust Company and the Secretary of State for Education on incorporation of the Academy Trust Company (which includes a multi-academy trust).

21.12 ‘the Green Book’ means the “National Agreement on Pay and Conditions of Service for Local Government Services” and includes any subsequent amendments thereto.

21.12 ‘The Local Authority’ means the Local Children’s Services Authority and includes the local authority within the meaning of the Education Acts for the area in which the Academy is situated.

21.13 ‘The National Workload Agreement’ means the National Agreement on Raising Standards and Tackling Workload 2003 and includes any subsequent amendments thereto.

21.14 ‘The School Teachers’ Pay and Conditions Document’ (also referred to as STPCD) means the current Order made under Section 2 of the School Teachers’ Pay and Conditions Act 1991 and any document specified therein. In the event of a conflict between the provisions of the current STPCD and the terms of this contract concerning Your statutory conditions of employment, the terms of the SPTCD will prevail.

21.15 References to any statutory enactment, instrument or order include any subsequent amendment or substituted provisions for the time being in force.

22. COMMENCEMENT OF POST 22.1 Your Post is excepted under the Exceptions Orders to the Rehabilitation of Offenders Act 1974 and is subject to the requirements set out in the Education (Independent Schools Standards) (England) Regulations 2014.

22.2 This contract is subject to and shall not take effect in the event of any adverse response being received or discovered to any enquiry or examination made or specified at the time of appointment (a) in order to safeguard the wellbeing of the pupils at the Academy; (b) as a result of a condition specified by the Academy Trust Company and/or its Board at that time; or (c) in order to comply with the Regulations referred to at 22.1 above.

22.3 This Post is subject to a satisfactory disclosure being obtained from the Disclosure & Barring Service. This Contract is made this DAY of MONTH of YEAR Page 59

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Foundation Director Application Form and Skills Audit.

Catholic Schools Multi Academy Trust Governance Extract from Foundation Director Application Form:

As the name suggests Foundation Directors are directors of the Academy Trust and the role differs from the role of school governor in a maintained school and also from that of a trustee of a church school trust (those trusts continue unchanged to hold the site). The directors of CAT are responsible for the Academy Trust as a whole and are accountable to the Archbishop and the Secretary of State for Education (as the regulator of academy trusts and the funder of the Academies run by the Academy Trust). The directors are required to have systems in place through which the governance and management of the Academies is conducted. The Trust’s founding principle of subsidiarity, (delegating as much responsibility to the Local Governing Bodies and the head teachers of the local member schools as possible), remains a driving value; this is exercised within the legislative and inspection regime that holds the Trust accountable through a variety of regulatory frameworks.

The directors must ensure that the Trust thrives independently and continues to provide high quality education with a distinctive Catholic ethos and continues the link with the diocesan family of schools and the parishes. Foundation Directors are always appointed by the Bishop of the diocese in which the school is situated for the strict purpose of ensuring, on his behalf, the Catholic character of the school. As well as their legal duties, Foundation Directors are also under an important legal duty to preserve and develop the religious character of the Trust and the Academies and that the Academies are being conducted in accordance with the principles, practices and tenets of the Catholic Church.

In consequence of this, the Strategic Board must always have a majority of Foundation Directors.

Together with the Education Service, the directors of the Trust must ensure that the Strategic Board has directors with an appropriate mix of skills and experience and is as representative of the local interests as possible. In addition to Foundation Directors, Principal Directors (head teachers) and Chair of Governor Directors are appointed annually by the schools within the CAT. The DfE Governance Handbook Extract: The essentials of effective governance All boards, whether in the maintained or academy sector and no matter how many schools they are responsible for, have three core functions: 1. Ensuring clarity of vision, ethos and strategic direction; 2. H olding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff; and 3. Overseeing the financial performance of the school and making sure its money is well spent.

The core features of effective governance also apply

at any scale and in any context, and are common to good governance practice in the charity and corporate sectors.

They include the importance of the board having:

-

T he right people with the necessary skills, time and commitment, and sufficient diversity of perspectives to ensure internal challenge, all actively contributing in line with clearly defined roles and responsibilities under an effective chair and an explicit code of conduct, and with active succession planning; lear governance structures with tightly defined C remits, particularly in relation to functions delegated to committees or other bodies; lear separation between the strategic and C operational in terms of the role of the board and its school leaders; positive relationship between the board and A its school leaders enabling robust constructive challenge on the basis of a good understanding of objective data particularly on pupil progress, staff performance and finances; T he support and advice of an independent and professional clerk and, in the case of academies, company secretary; obust processes for financial and business R planning and oversight and effective controls for compliance, propriety and value for money; and rocesses for regular self-evaluation, review and P improvement including; skills audits, training and development plans, and independent external reviews as necessary

The Seven Principles of Public Life Since the publication of Lord Nolan’s report ‘Standards in Public Life’ in 1997, there has been a renewed emphasis on public servants undertaking their duties with honesty, integrity, and openness. The seven principles which here have been worded to cover the role of the school governor:Selflessness: We will take decisions solely in terms of the interest of the Trust and the school and the community it serves. We will not seek to gain financially from our decisions, nor will we take decisions from which our friends or family financially benefit.

Integrity: As individuals we will not place ourselves under any financial or other obligation to outside individuals or organisations that might influence us in the performance of our official duties.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Objectivity: In carrying out our business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, we will make our choices on merit Accountability: We will be accountable for our decisions and actions to the wider community served by the Trust and its schools and we will submit ourselves to a level of scrutiny appropriate to our office.

Openness: We will be as open as possible about all our decisions and actions. We will give reasons for our decisions and restrict information only when the wider public interest clearly demands it.

Honesty: We will declare any private interests relating to our public duties and take steps to resolve any conflicts arising in a way that protects the interests of the Trust and its schools.

Leadership: We will promote and support these principles by leadership and example.

The Six Competencies of an Effective Board 1.

Contextual Dimension

The board understands and takes into account the values and beliefs of the organisation it governs. The board: Adapts to the distinctive characteristics and culture of the Trust’s environment and its role in overseeing the Catholic Schools within the Trust under Canon Law.

2.

elies on the Churches and Trust’s mission, values, R and tradition as a guide for decisions. cts so as to exemplify and reinforce the A organisation’s values and traditions as a Catholic Multi-Academy Trust

Educational Dimension

The board ensures that board members are well informed about the Trust, the schools and the board’s role, responsibilities, and performance. The board:

-

3.

onsciously creates opportunities for trustee C education and development. egularly seeks information and feedback on its R own performance. auses periodically for self-reflection, to diagnose P its strengths and limitations, and to examine its mistakes.

Interpersonal Dimension

The board nurtures the development of members as a group and fosters a sense of cohesiveness. The board:

-

Page 62

Creates a sense of inclusiveness among trustees. evelops group’s goals and recognises group D achievements.

I dentifies and cultivates leadership with the board.

4. Analytical Dimension The board recognises complexities and subtleties of issues and accepts ambiguity and uncertainty as healthy preconditions for critical discussion. The board:

5.

pproaches matters from a broad institutional A outlook. issects and examines all aspects of multifaceted D issues. aises doubts, explores trade-offs, and R encourages the expression of differences of opinion.

Political Dimension

The board accepts as a primary responsibility the need to develop and maintain healthy relationships among major stakeholders. The board:

-

6.

espects the integrity of the governance process R and the legitimate roles and responsibilities of other stakeholders. onsults often and communicates directly with C key stakeholders. ttempts to minimise conflict and win/lose A situations.

Strategic Dimension

The board helps the Trust and its schools envision a direction and shape a strategy. The board:

-

ultivates and concentrates on processes that C sharpen the Trusts priorities. rganises itself and conducts its business in light O of the Trust and diocese’s strategic priorities. nticipates potential problems, and acts before A issues become crises.

In order for the Board to meet is requirements it is important to have a clear understanding of the key skills of the members of the Strategic Board and to identify any training requirements or skills gaps. Please can you therefore complete the attached skills audit and return it to the Company Secretary.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Board skills audit form Name: Work of the Trust:

1

2

3

*

Catholic Nature of your appointment

School Governance in Catholic schools

School Governance

Safeguarding

Education sector Early Years

Education sector Primary

Education sector Secondary

Education sector Post 16

Education sector F.E

Education sector Higher Education

Legislation applicable to the voluntary sector

Equal opportunities and diversity

Business sector

Public sector

Voluntary sector

Focus on social/political environment

Governance and regulation

Business management

Strategic planning

Project management

Risk management

Operational management

Change management

Financial management and Budget setting

Data analysis

Funders, Bid or Procurement applications

Marketing and PR

ICT strategy

Monitoring and evaluation

Quality assurance systems

Employment law and practice

Conflict resolution-mediation, arbitration

Operating environment:

Management:

Signed: Date:

1 qualification/experience at senior level 2 some knowledge/experience 3 little or no knowledge * Training needed

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Q& FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

FAQs

Section 1 Becoming an academy, consultation, the local authority 1.1 What is an Academy?

An Academy is a type of school which is independent of Local Authority (LA) control, but is still publicly funded by the Department for Education and is inspected by OFSTED. 1.2 What would a school becoming an Academy mean for its students?

In many ways there would be no change. We would have the same buildings, the same staff, the same uniform and most importantly the same ethos and vision. The increased freedom to spend all of our money, together with freedoms around the curriculum would, however, mean we have more flexibility to innovate and ensure that our provision offers a fully-personalised experience for the benefit of all of our students.

1.3 Does becoming an Academy change the relationship with local schools and the local community?

Although independent of the Local Authority, Academies have a role in ensuring that the school collaborates and shares facilities and expertise with other schools and the wider community. Schools remain committed to working in partnership with our family of Catholic schools, the diocese and local schools as well as the LA. 1.4 Would the name of the school change?

The word “academy” does not have to be incorporated into the name of a school that decides to become an Academy. CES recommendation is that the name of the academy should include the words ’Catholic‘, ’Voluntary‘ and ’Academy’.

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1.5 Do these new-style Academies differ from the old-style Academies introduced by the previous government?

The old-style Academies were usually formed from underperforming schools and/or schools under threat of closure due to low numbers of students attending; the new-style Academies do not change their staff, students, building or uniform, they simply change their status.

1.6 Academies used to have outside organisations as sponsors. Is that still the case?

This is not applicable where a school is converting to the new-style Academy status. However, as an Academy, a school would be free to work in partnership or collaboration with any external organisation. We consider that Academy status widens the opportunity to develop additional relationships with other schools/ Academies, the LA and the wider community. Schools would intend to use the ethos of collaboration within the Academy requirements to work even more closely with other schools within our Family of Schools and across the diocesan CAT structure.

1.7 How does an Academy work?

An Academy runs very much in the same way as any other school, but it receives its funding directly from the Department for Education. The school would be part of a diocesan Catholic Academy Trust that will work with the Local Governing Board and they employ the staff and oversee the operation of the Academy in a similar manner to any school.

1.8 Does an Academy have more independence?

Academies do have greater independence, with the power to opt out of the National Curriculum, set their own pay and conditions for staff, and change the length of school terms and the school day whilst still being limited by any statutory regulations. At our schools the pay and conditions of staff are governed by national agreements for teaching staff and Local Authority pay scales for support staff. The new CAT structure intends to apply the terms of these agreements and pay scales without variation for all current staff and will mirror national pay scales for future staff too. Each school can also maintain its current practice of co-ordinating term dates with other local schools.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

1.9 What would the school’s relationship be with the Local Authority (LA)?

Our schools enjoy excellent relationships with their LAs and we would like this to continue. Schools would be free to continue to buy some services from the LA: those that they believe to be of high quality and pertinent to their school. As an Academy, the school in conjunction with the CAT would be free to purchase services from other sources in addition to the LA and would buy from wherever the quality is highest and ensure schools achieve the best value for money.

1.10 Does the school need agreement from the Local Authority to become an Academy?

No, although the school would be free to discuss its plans with local partners, including the LA. Following the consultation, a final resolution would be passed by the Governing Board following agreement by the Diocese of Westminster to convert into its Family of Schools CAT and once the Secretary of State has granted Academy status to the school.

1.11 For what areas would the Local Authority (LA) still be responsible?

Certain LA statutory responsibilities remain, such as Special Educational Needs (SEN) Education Health and Care Plans (EHCPs), admissions coordination and provision of home-to- school transport. LAs are also still expected to play a key strategic role locally, for example planning 14-19 provision and sharing good practice.

1.12 How long does it take to become an Academy?

The process could take about six months.

1.13 The consultation process The table below details the consultation:

• • • • •

Consultation process begins. Information letters sent to all stakeholders Staff information meeting Parents’ and other stakeholders’ information meeting Consultation process ends F ull Governing Board meeting to consider responses to consultation

Section 2 Student Admissions, Special educational needs (SEN), the school day and termtimes 2.1 Would there be changes to the admissions criteria?

Schools would continue to be bound by the national admissions code and intend to retain our current admission arrangements and standard intake number for the foreseeable future. Any changes to the admissions criteria would be subject to a separate consultation.

2.2 Will becoming an academy affect our admissions arrangements?

In the same way as maintained schools, all Academies are required to adopt clear and fair admission arrangements in line with the admissions law and the School Admissions Code.

When a school converts to Academy status, it will be the admission authority and is responsible for its own admission arrangements. For a voluntary aided school there will be no noticeable difference. The school will continue to be required to be involved in periodic consultation and regularly publish the Academy’s admission arrangements.

2.3 Would Academies be part of coordinated admissions with the LA? Yes, all Academies continue to be within LA coordination, i.e., the process for allocating school places to children.

This means that parents/carers only need to complete one application form (but they can name several schools on it). The LA then coordinates admissions across its schools and with neighbouring authorities and offers parents their highest available reference.

2.4 Will academies have to be a part of the in-year coordinated admissions scheme, e.g., when the LA needs to find places for families relocating to the area?

Yes. Academy funding agreements require them to be within local coordination. That means that although the school will apply its admission arrangements, the LA will send out offers. Since 2010/2011, local authorities have coordinated admissions for in-year applications and from 2011/2012 for applications for year groups other than the normal point(s) of entry. This will not affect the Academy’s right to determine which applicants have priority for admission. Academies are also required through their funding agreements to participate in in-year fair access protocols.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

2.5 Would the school continue to admit students with Special Educational Needs (SEN)?

Yes. The school would retain its current inclusive ethos; it would not change its approach towards young people with SEN in any way. The Local Authority will retain responsibility for EHCP’s. Further, the school would continue to have regard to the SEN Code of Practice.

2.6 Does becoming an Academy change the way in which exclusions are dealt with?

Academies are required by their funding agreement to follow the law and guidance on exclusions as if they were maintained schools. This includes reporting exclusions to the LA. However, Academies do not have to consult the LA before deciding to exclude a pupil and they can arrange their own independent appeals panel.

Section 3 – Staffing 3.1 How will the pay and conditions of the current staff be affected?

Staff would transfer to the Academy on their present pay and conditions: (Transfer of Undertakings (Protection of Employment) Regulations, better known as TUPE). They would also continue to use the relevant CES contracts and School Teachers’ Pay and Conditions Document (for teachers) and the Local Government Pay and Conditions (for support staff ). Staff would therefore retain their current pay and conditions and continuous service; new staff would join on the same terms and conditions.

3.2 Can the school alter teachers’ pay and conditions?

When a school converts from a Local Authority maintained school to a new Academy, staff are legally protected and entitled to transfer under the same employment terms and conditions.

3.3 Does the school have to hold a consultation with staff?

Under employment legislation, the current employer of school staff (which in our case is the Governing Body) will need to carry out a TUPE (Transfer of Undertaking – Protection of Employment) informative process with all staff (both teaching and non-teaching) and the relevant unions as part of the staff transfer process. This is not a consultation but an opportunity for staff and trade unions to ask any questions they may have before the transfer.

Protections conferred by the TUPE regulations continue for as long as the contractual entitlement would have continued to apply under the former employer.

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3.4 If the school becomes an Academy, who takes responsibility for the pension arrangements of teachers?

Teachers working in an Academy fall within the scope of the Teachers’ Pension Scheme (TPS), just as if they were employed in a Local Authority maintained school.

As the employer, the Academy would be responsible for remitting contributions to the TPS and for all other administrative responsibilities that fall to employers who employ teachers who are subject to the teachers’ pensions regulations.

3.5 If the school becomes an Academy, who takes responsibility for the pension arrangements of support staff?

Non-teaching staff at schools fall within the Local Government Pension Scheme (LGPS). As the employer, the Academy would be responsible for meeting the employer contribution. Academies are obliged to offer LGPS membership to staff. Unlike the TPS, there are a number of component schemes within LGPS, with the LA acting as the pension administrator. The employer contribution rate may differ from that payable by the LA. Academies mandatorily fall within the TPS and LGPS, but it is open to an individual member of staff to opt out of the TPS or LGPS, as the case may be, if they would prefer to make other pension provisions for themselves.

3.6 What about Human Resources (HR) and Payroll Services?

As an Academy, a school would take on responsibility for a range of activities that may currently be provided by the LA. However, as a Voluntary Aided school the Governors have already assumed these responsibilities so this will not change the current position of the school.

3.7 Would staff have to reapply for their jobs? Would there be redundancies?

Staff would transfer automatically to the Academy and would not have to reapply for their jobs. Conversion to Academy status would not lead to redundancies. Potential increased savings as an Academy may even protect the school, at least in the short term, from some cuts that might otherwise have to be made due to public spending cuts. Clearly, no school can ever rule out the possibility of redundancies, as this depends on a range of factors including student numbers, staffing requirements and budget. Any redundancy process would be subject to legal requirements just as it would be at the moment.

3.8 Would staff be still allowed to be members of professional associations?

Yes. Academy status does not affect this.

Q

Q FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Section 4 Funding, finance and assets

4.4 What funding is available for extra costs incurred in running an Academy above that normally incurred in running a school?

4.1 Will they get more money as an Academy?

Academies are supported with additional grants to offset rates and receive currently an allocation in their budget towards the cost of insurance.

Academies receive the same level of per-pupil funding as they would receive from the LA as a maintained school and they reclaim VAT through a VAT126 reclaim scheme unless they register for VAT. The whole of the school budget would come directly to the Catholic Academy Trust and then to the school from central Government, allowing us to control the whole of our spending.

Academies do have greater freedom on how they use their budgets alongside the other freedoms that they enjoy.

4.5 Would the school have to raise its own capital funding for major building works?

No. All schools, including Academies, are able to apply for Government capital funding and there will no longer be the requirement for the Governing Body to raise the 10% contribution for all capital works. If the Trust exceeds the minimum number it will have access to SCA Capital Funding which is allocated to each group of schools on a three-year basis currently.

4.2 Will Academies be forced to buy in expensive services?

4.6 What happens if there is an emergency at the Academy affecting buildings, such as a fire?

No. Academies are not forced to buy in any type of service by any particular provider. The experience of Academies to date is that they can buy in services more effectively for themselves which leads either to better quality or lower prices meaning they can make savings and re-invest money elsewhere. They are free to buy back the services from the LA or find them elsewhere.

Academies are eligible to seek an earmarked annual grant from the EFA for emergencies, in the same way that the LA can pay a maintained school a contingency payment. Academies are also required to take out insurance at specified minimum levels of cover to protect against potential capital emergencies. The Department for Education would expect schools to use their existing budgets to cover the cost of this insurance. The Academy is also required to have an emergency plan in place for operating the school if the building is unavailable.

4.3 What funding will be available to help schools convert to Academy status?

All schools converting to Academy status receive a flat rate grant of ÂŁ25,000 to help cover any costs incurred.

If costs are less than this amount, schools retain the difference.

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

4.7 What support is available to Academies if they get into financial difficulty?

Academies, like all schools, are expected to maintain strict budgetary controls and are required by their funding agreement to balance their budgets. The academy receives an ongoing Grant (‘General Annual Grant‘) which covers the running costs of the school. The Education and Skills Funding Agency (ESFA) monitors Academies’ financial position on behalf of the Secretary of State, and if a deficit occurs or appears likely, it will intervene. It will provide advice and support to the Academy to find an appropriate solution to bring costs and income back into balance, usually in the form of a restructuring plan, and will give additional contingency funding if absolutely necessary.

The Government has not currently taken any decisions on future capital programmes. Converting to Academy status does not, therefore, result in automatic capital investment such as a re-build.

4.9 How would an Academy go about getting capital funding for recurrent capital costs or major refurbishment such as a new roof or sports hall?

If the Academy is in a CAT grouping, the CAT will receive SCA for allocation across schools in the CAT. Each school continues to receive DSG allocation.

5.1 How will the school be run and who will hold it to account if it is no longer under Local Authority control?

The diocese would set up a Catholic Academy Trust Board and each school under the Trust would have a local governing board which would include foundation governors, parent governors, staff governors and coopted governors. Staff and parents will be able to address concerns through the school complaints procedure as they are currently. There will also be an Annual General Meeting of the Catholic Academy Trust Board.

Part of the funding agreement with the Secretary of State will be that they continue to serve the needs and interests of the local community. The Academy would still be subject to OfSTED and HMI inspections as it is currently.

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The Catholic academy trust is a charitable company responsible for the running of the Academy and has control over the land and other assets. It has a strategic role in running the Academy, but delegates strategic management of the school to the Governors and day-today management to the Headteacher.

A

4.8 Will the school get a new building if it converts to an Academy?

Section 5 – Governance

5.2 What is the role of the Catholic Academy Trust?

5.3 What will the responsibilities of the Governing Body be?

The diocese will be responsible for establishing the Catholic Academy Trust who will have a scheme of delegation to the Local Academy Council. The Catholic Academy Trust (made up of members and Directors) has a strategic role in running the Academy and is responsible for delegating powers to the Local Academy Council of the Academy. It is the Local Academy Council that manages the Academy on behalf of the members of the Catholic Academy Trust. The key responsibilities are to: ensure the quality of educational provision; challenge and monitor the performance of the Academy; manage the Catholic Academy Trust’s finances and property, and employ the staff.

5.4 What are the rules around membership of a Catholic Academy Trust, including numbers, makeup, and selection process?

The diocese will form the Catholic Academy Trust, which then delegated power to the Local Academy Council which is usually the current Governing Board of the school.

5.5 How much additional responsibility and liability is involved for the Governing Body and how is it protected/insured?

The Catholic Academy Trust is the legal entity that will be responsible for the running of the school and entering into contracts. The Catholic Academy Trust (as the school does now) is able to take out employer’s liability insurance.

Liabilities to external parties would ordinarily be those of the Academy Trust (a company with a separate legal entity and not the governors themselves). Under the articles of association, the Catholic academy trust is required to provide indemnity insurance to cover the liability of its directors and governors. The members of the Catholic Academy Trust are liable to contribute up to £10 if the Catholic Academy Trust is wound up; the directors have unlimited personal liability which is ameliorated by the insurance. As the Catholic Academy Trust is a charitable company, any governors who sit on the diocese’s Catholic Academy Trust are also directors and charitable trustees, and will therefore need to comply with obligations under the company and charity law.

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Interactive Family of Schools Map: An Illustration

Every school in the diocese has been allocated to a family of schools, regardless of status or charism. All schools are welcome to be involved in any way posssible to make the Catholic community work in collaboration and solidarity. Each school and college is plotted according to its location within the family of schools based on the set criterion of its geographic location within its local authority and deanery.

The maps are interactive and, when the icon of the school is clicked, a set list of school details and statistics will appear. These include financial expenditure and inspection outcomes. Additionally, the area around the school will be highlighted in a set colour to indicate the parish and deanery area of the school.

This is the first time that all schools have been plotted on an interactive digital map.

The financial figures of Religious Order schools and independent schools are not factored into any potential CAT. These maps will be published on the diocesan website.

School John F Kennedy Catholic School Total School Income £6,204,954.00 Pupil Premium Receipt £115,005 Last Ofsted Inspection Good (Oct 12) Last Section 48 Inspection 1*, 1* (2013)

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 1: St Albans

St Albans Family of Schools

holic

ool Catholic

imary den City

Catholic

Catholic

Primary

atholic

St Albans Deanery

All items

Stevenage Deanery

All items

Schools John F Kennedy Catholic School

St Dominic’s Catholic Primary School, Harpenden

Loreto Girls School

St John Fisher Catholic Primary School, St. Albans

Nicholas Breakspear Catholic School

St Philip Howard Catholic Primary School

Our Lady Catholic Primary School, Welwyn Garden City

St Rose’s Catholic Infant School

Ss Alban & Stephen Catholic Infant School

St Teresa’s Catholic Primary School, Borehamwood

Ss Alban & Stephen Catholic Junior School

St Thomas More Catholic Primary School. Berkhamsted

St Adrian’s Catholic Primary School

St Bernadette Catholic Primary School, London Colney

St Albert the Great Catholic Primary School St Columba’s College and Prep School St Cuthbert Mayne Catholic Junior School

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 2: Lea Valley & Stevenage

Lea Valley & Stevenage Family of Schools

Primary den City

n Catholic

imary

Primary

c Primary

olic desdon

Enfield Deanery

All items

Lea Valley Deanery

All items

Stevenage Deanery

All items

Schools Holy Family Catholic Primary School, Welwyn Garden City John Henry Newman Catholic School Our Lady Catholic Primary School, Hitchin Pope Paul Catholic Primary School

St Joseph’s Catholic Primary School, Bishop’s Stortford St Joseph’s Catholic Primary School, Hertford St Joseph’s Catholic Primary School, Waltham Cross S t Margaret Clitherow Roman Catholic Primary School, Stevenage

Sacred Heart Catholic Primary School, Ware

St Mary’s Catholic Primary School, Royston

St Augustine’s Catholic Primary School, Hoddesdon

St Mary’s Catholic School, Bishop’s Stortford

St Cross Catholic Primary School

St Paul’s Catholic Primary School, Cheshunt

St Edmund’s College

St Thomas More Catholic Primary School, Letchworth

St Elizabeth Centre

St Thomas of Canterbury Catholic Primary School, Ware

St John’s Catholic Primary School, Baldock

St Vincent de Paul Catholic Primary School Page 71

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 3: Watford and Harrow

Watford and Harrow Family of Schools

olic

c Primary

ege Primary

c Primary

a Catholic

Watford Deanery

orm

Schools

All items

Harrow Deanery

All items

Brent Deanery

All items

Divine Saviour Catholic Primary School

St John’s Catholic Primary School, Rickmansworth

Sacred Heart Catholic Primary School, Bushey

St Joseph’s Catholic Primary School, South Oxhey

Salvatorian College

St Joseph’s Catholic Primary School, Harrow

St Anselm’s Catholic Primary School, Harrow

St Michael’s Catholic High School

St Anthony’s Catholic Primary School

St Teresa’s Catholic Primary School, Harrow

St Catherine of Siena Catholic Primary School

The Holy Rood Catholic Primary School

St Dominic’s Sixth Form College

The Sacred Heart Language College

St George’s Catholic Primary School, Harrow St Joan of Arc Catholic School St John Fisher Catholic Primary School

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 4: Richmond, Hounslow and Surrey

Hounslow Deanery

All items

Upper Thames Deanery

All items

Schools Gumley House Convent School

St Mary’s Catholic Primary School, Isleworth

Our Lady & St John’s Catholic Primary School

St Michael & St Martin’s Catholic Primary School

Our Lady of the Rosary Catholic Primary School

St Michael’s Catholic Primary School

St Catherine’s School

St Paul’s Catholic College

St Edmund’s Catholic Primary School, Whitton

St Richard Reynolds Catholic College

St Ignatius Catholic Primary School, Sunbury

St Richard Reynolds Catholic Primary School

St James’s Catholic Primary School, Twickenham

The Rosary Catholic Primary School

St Lawrence’s Catholic Primary School

The Sacred Heart Catholic Primary School, Teddington

St Mark’s Catholic School St Mary’s Catholic Primary School, Chiswick

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 5: Ealing and Hillingdon

Ealing Deanery

All items

Hillingdon Deanery

All items

Schools Gunnersbury Catholic School Botwell House Catholic Primary School Holy Family Catholic Primary School Mount Carmel Catholic Primary School Our Lady of the Visitation Catholic Primary School Pield Heath House School Sacred Heart Catholic Primary School, Ruislip St Anselm’s Catholic Primary School, Southall St Augustine’s Priory School St Benedict’s Junior and Senior School St Bernadette Catholic Primary School, Hillingdon Page 74

St Catherine Catholic Primary School, West Drayton St Gregory’s Catholic Primary School, Ealing St John Fisher Catholic Primary School, Perivale St Joseph’s Catholic Primary School, Hanwell St Mary’s Catholic Primary School, Hillingdon St Raphael’s Catholic Primary School St Swithun Wells’ Catholic Primary School St Vincent’s Catholic Primary School, Ealing The Cardinal Wiseman Catholic School The Douay Martyrs Catholic School

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Brent Family Family of Schools 6: Brent

c College

atholic Hill

atholic Hill

Catholic

olic ow

c Science

Primary

Brent Deanery

All items

Camden Deanery

All items

Infant

Schools Newman Catholic College

St Mary Magdalen’s Catholic Primary School

Our Lady of Grace Catholic Infant School, Dollis Hill

St Mary’s Catholic Primary School, Kilburn

Our Lady of Grace Catholic Junior School, Dollis Hill

St Robert Southwell Catholic Primary School

Our Lady of Lourdes Catholic Primary School

The Convent of Jesus & Mary Catholic Infants School

St Bernadette’s Catholic Primary School, Harrow

The Convent of Jesus & Mary Language College

St Gregory’s Catholic Science College St Joseph’s Catholic Primary School, Willesden St Joseph’s Catholic Infant School, Wembley St Joseph’s Catholic Junior School, Wembley St Margaret Clitherow Catholic Primary School, Neasden

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 7: Camden and Islington

Camden Deanery

All items

Islington Deanery

All items

Westminster Deanery

All items

Schools St Eugene de Mazenod Catholic Primary School

Blessed Sacrament Catholic Primary School, Islington

Our Lady’s Catholic Primary School, Camden

Christ the King Catholic Primary School

Rosary Primary Catholic School, Camden

Sacred Heart Catholic Primary School, Islington

St Aloysius’ Catholic Infant & Junior School

St Joan of Arc Catholic Primary School, Highbury

St Dominic’s Catholic Primary School, Camden

St John Evangelist Catholic Primary School

St Patrick’s Catholic Primary School, Kentish Town

St Joseph’s Catholic Primary School

St Joseph’s Catholic Primary School, Macklin Street

St Peter & St Paul Catholic Primary School, Islington

La Sainte Union Catholic School

St Aloysius Catholic College

Maria Fidelis Convent School, FCJ St Mary’s Preparatory School St Anthony’s Preparatory Boys School Page 76

Kensington & Chelsea, Hammersmith & Fulham and ter

a Deanery

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 8: Kensington and Chelsea, and Hammersmith & Fulham Family and Westminster

ham

nery

chools

atholic

Catholic

Primary

Kensington and Chelsea Deanery Westminster Deanery

All items Hammersmith & Fulham Deanery

All items Marylebone Deanery

All items

All items North Kensington Deanery

All items

Schools St Vincent de Paul Catholic Primary School

St Mary’s Catholic Primary School, East Row

Our Lady of Dolours Catholic Primary School

The Cardinal Vaughan Memorial School

St Edward’s Catholic Primary School

Sion-Manning Roman Catholic Girls School

St Joseph’s Catholic Primary School, Maida Vale

St Thomas More Language College, Chelsea

St George’s Catholic School

St Charles Catholic Sixth Form College

St Mary of the Angels Catholic Primary School

St Philip’s Preparatory Boys School

St Vincent’s Catholic Primary School, Marylebone

More House Girls School

Westminster Cathedral Catholic Primary School

Holy Cross Catholic Primary School, Fulham

Westminster Cathedral Choir School

Larmenier & Sacred Heart Catholic Primary School

St Christina’s School

St Augustine’s Catholic Primary School

Oratory Roman Catholic Primary School

St John XXIII Catholic Primary School

Our Lady of Victories Catholic Primary School

St Mary’s Catholic Primary School, Masbro Road

The Servite Roman Catholic Primary School

The Good Shepherd Catholic Primary School

St Charles’ Catholic Primary School

St Thomas of Canterbury Catholic Primary School

St Francis of Assisi Catholic Primary School

The London Oratory School

St Joseph’s Catholic Primary School, Chelsea

Sacred Heart High School Page 77

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Hackney and Tower Hamlets Family of Schools Family 9: Tower Hamlets and Hackney

y

mlets

holic Challoner f

holic Challoner f

c School

olic

Hackney Deanery

All items

Haringey Deanery

All items

Tower Hamlets Deanery

All items

holic

Schools Bishop Challoner Catholic Boys School (Bishop Challoner Catholic Federation of Schools) Bishop Challoner Catholic Girls School (Bishop Challoner Catholic Federation of Schools)

St Agnes Catholic Primary School, Bow St Anne’s Catholic Primary School, Whitechapel St Dominic’s Catholic Primary School, Hackney St Edmund’s Catholic Primary School, Millwall

Cardinal Pole Catholic School English Martyrs Catholic Primary School Guardian Angels Catholic Primary School

St Elizabeth’s Catholic Primary School St Mary & St. Michael Catholic Primary School St Monica’s Catholic Primary School, Hackney

Our Lady & St Joseph Catholic Primary School Our Lady Convent High School Our Lady and St Joseph’s Catholic Primary School

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St Scholastica’s Catholic Primary School

FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Family 10: Barnet

: Barnet Family of Schools

enior

tholic

holic

gh School

Catholic hley

c Primary

rimary

c Primary

igh

Barnet Deanery

All items

Schools St Martha Convent Senior School

St Michael’s Catholic Grammar School

Bishop Douglass Catholic High School

St Theresa’s Catholic Primary School

Blessed Dominic Catholic Primary School

St Vincent’s Catholic Primary School, Mill Hill

Finchley Catholic High School

The Annunciation Catholic Infant School

Our Lady of Lourdes Catholic Primary School, Finchley

The Annunciation Catholic Junior School

Sacred Heart Catholic Primary School, Whetstone St Agnes’ Catholic Primary School, Cricklewood St Catherine Catholic Primary School, Barnet St James’ Catholic High School St Joseph’s Catholic Primary School, Hendon

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

: Haringey Enfieldand Family of Schools Familyand 11: Haringey Enfield

Catholic

Catholic

gh

Primary

atholic

atholic

Primary

Haringey Deanery

All items

Enfield Deanery

All items

Schools Our Lady of Lourdes Catholic Primary School

St John Vianney Catholic Primary School

Our Lady of Muswell Catholic Primary School

St Martin de Porres Catholic Primary School

St Anne’s Catholic High School for Girls

St Mary Priory Catholic Infant School

St Edmund’s Catholic Primary School, Enfield

St Mary Priory Catholic Junior School

St Francis de Sales Catholic Infant School

St Mary’s Catholic Primary School, Enfield

St Francis de Sales Catholic Junior School

St Monica’s Catholic Primary School, Enfield

St George’s Catholic Primary School, Enfield

St Paul’s Catholic Primary School

St Gildas’ Roman Catholic Junior School

St Peter-in-Chains Roman Catholic Infant School

St Ignatius Catholic Primary School

St Thomas More Catholic School

St Ignatius College

Vita et Pax Preparatory School

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FAMILIES OF SCHOOLS: The implementation of CATs – September 2017

Page 81

Mini Vinnies* at work at St Paul’s, Wood Green

Schools

The school has an elected council of ‘Mini Vinnies’ to encourage young people to tackle poverty and support those in need.

Mini Vinnies have raised £500 for ‘Save the Children’ foundation to help with refugee crisis. The children also help at the local homeless shelter to set up beds and prepare the parish hall for the arrival of guests. *A programme for primary school children who, with the encouragement of their parents and schools, are encouraged to undertake good works and contribute to the future of Society

91,774 Mission Children in our schools Other Ethnic group

5.2%

Chinese

0.4%

Not Known

1.1%

Black/ Black British

White British

33%

19.2% Asian/ Asian British

8.2%

St Dominic’s Harrow walk for local hospice

Students from St Dominic’s Sixth Form College joined the Walk for St Luke’s hospice during the year of mercy, raising £3087.16 to support the families of those who are dying from a terminal illness

St Michael’s raise fund for neo-natal unit Former students at St Michael’s High School raised over £1000 for the neonatal unit at the Luton and Dunstable Hospital on the occasion of the school’s 60th anniversary.

White Irish

4.5%

Mixed Dual

9.9%

White Other

Irish/Gypsy/Roma/ Heritage

0.3%

Ethnic groups

Page 82

18.2%

Common identity

St Charles teacher mentors young teachers in Cambodia Jade Cahill, a teacher at St Charles Primary School, spent a month in Cambodia mentoring young teachers in the port town of Siem Reap.

Team work

Cooperation

4

96.9%

Partnership

All schools

(Primary & Secondary)

Good or Outstanding

Ofsted Judgements

Primary outstanding %

good %

requires improvement %

2015

2016

2015

2016

2015

25.2

32.5

62.2

63.6

11.8

2016

3.9

Secondary

38.2

41.5

53.0

58.5

8.9

0

All schools (Primary & Secondary)

28.0

34.4

60.3

62.5

11.1

3.1

In 2015, one primary school was in Special Measures. In 2016, after a new leadership team implemented changes, it was rated Good by Ofsted.

There are currently no schools in Special Measures /Inadequate.

Examinations: Overall

4

75% achieved 5+ A*-C (national average 62%)

St Thomas More, Wood Green students cycle for Teach First St Thomas More students and teachers took part in the Prudential Ride London 2016, to raise money for ‘Teach First’, a charity that tackles educational inequality by placing Page 83 inspiring teachers in challenging classrooms across England and Wales.

Keep in touch with the Diocese of Westminster

www.

2018

Westminster Record

On our website Our website has the latest news about the work and mission of the Catholic Church in the diocese. It also includes full listings of all Catholic parishes and schools and hospital chaplaincies. You can visit our website at www.rcdow.org.uk On Facebook www.facebook.com/diocese.westminster On Twitter twitter.com/RCWestminster On Instagram @rcwestminster Westminster Record The Westminster Record is the newspaper for the Diocese of Westminster. Published every month, it includes news, features and photographs reflecting the mission and life of Catholic parishes, schools and people in the diocese. The Westminster Record costs just 20p, and can be bought in most parishes in the diocese.

Westminster Year Book The 2018 Westminster Year Book contains full listings of Catholic parishes, priests, schools and societies. To be published in November 2017, it also includes the 2018 Liturgical Calendar.

To order a copy please contact wyb@rcdow.org.uk GADS1070/SEPT17

Produced by Communications Office of the Diocese of Westminster Printed by Gemini Print (Wigan) Ltd Designed by GADS Limited Diocese of Westminster 2017

Š