An Evolving Landscape, New Challenges and Future Horizons

Position Statement on the roles and responsibilities of the Diocese of Bath and Wells inrelation to School Improvement.

August 2014

An evolving landscape, new challenges and future horizons

“That they may have life, life in all its fullness”: John 10.10

Context: The Diocese’s increasing responsibility for school effectiveness within a rapidly shifting educational landscape.

Foreword

The following paper seeks to set out where the Diocese stands in terms of the current shifting educational landscape, reflecting a new and emerging role for the Education department in school effectiveness terms. We hope to set this within the current local and national context and to emphasize that the role of the department as a provider and facilitator of services is expanding, why this is so, and how we continue to work with existing partners as well as establishing new relationships to benefit our schools.

OUR POSITION : What we believe and where we stand

“In light of the changing education environment, there is an increasing expectation that those who provide schools will be held accountable for the education provision within them. If a school has “Church of England” over the door, then the Church of England, through the Diocesan board of Education, will be increasingly responsible for the quality of provision within the school. This being the case we must ensure that our schools are effective as well as distinctive and inclusive.”

DBE for the future July 2013

“Many church schools are already high performing but your role in working with schools to raise attainment and tackle underperformance remains crucial”.

David Laws, MP

The approach of the Diocesan Board of Education in terms of school effectiveness, sits within its wider Vision and Mission Statement, the key aim of which is to ensure that all children in our care will enjoy an utterly inclusive educational experience which brings love, hope, aspiration and fulfilment to every child drawn from the love of God through Jesus Christ.

For further detail on our Vision, Mission and Aims, please refer to our Vision documentation.

Our approach to school effectiveness is a one which is firmly rooted in principles and values, which stem from our shared story and faith. This seeks to be a holistic view of what makes schools effective and what makes for a rounded educational experience. We need to be mindful of who we are improving schools for; and we know that at heart we share a belief that everything we do, and how we do it,is for our children rather than pursuing an algebraic approach or a one size fits all model. So we believe that school improvement must have its central energy located in what is best for children; though that is not to say that we do not seek out and purse and share the best methodologies for achieving this end. School improvement, we would argue, is not just about the “summative”; it is very much an ongoing journey rather than simply a destination. We know that our schools are currently living with and working through certain tensions and see our role as ameliorating these tensions. We know that our schools must be “Ofsted Ready” and that we would be failing them if we ignored this imperative, but we also know that our schools are so much more than this.

We echo the words of John Pritchard, Bishop of Oxford in stating the danger of simply reinforcing “a narrow educational vision, instrumentalist in character and functional in nature” where the only desired outcome is for young people who are fit to “contribute to the country’s wealth.”

The current educational landscape is shifting and fragmenting and to a certain extent, unknown; What we do know, however, is that within this rapid culture of change some things can and do stand; in this case, our core values, principles and rootedness as a Diocese and as a family of church schools in our Christian faith. These core principles and values unite all church schools. These are the gospel values of loving God and one’s neighbour and the practical outworking of this in a school context.

Within the fragmentation of the system comes the risk of isolation and individualism. A key role for diocesan education departments is to work with our schools and local partners to ensure that the strength of the church school family is not only maintained but is also developed.

Challenges for schools

In addition to the changing educational landscape, schools face a huge number of additional challenges including the raising of floor standards, performance related pay, the new SEND regulations, changes to the national curriculum and assessment, the sustainability of smaller and rural schools, diminishing resources, a changing services landscape and a variety of new clusters and collaborations to navigate.

It is essential that as a Diocese we support our schools in meeting these challenges. We make a strong commitment to doing so.

The Role of Diocese

Why is the Diocese involved in school improvement and how will this be achieved ?

The Church of England has a unique position as a provider of universal education rooted within the establishment and within every community. It is committed to ensuring that our schools are effective, distinctive and inclusive. We are determined that every child should access a full and rounded education, and as such we expect all our schools to be rated as at least “Good” in Ofsted terms. The Church of England works constructively (but where appropriate critically) with government and local authorities, to bring about continued improvement. Local Diocesan Boards of Education are called upon to take the necessary action through locally based strategies to bring this about.

Schools will be aware of the increasing responsibility of all Dioceses for standards across the board in Church of England schools. Where previously Dioceses were focused on the areas specific to church school distinctiveness, such as collective worship and RE, new legislation now makes it clear that Diocese share the responsibility for standards with local authorities and with other bodies emerging in the new school-led system. As a Diocese we also recognise the moral imperative that we support all our church schools in all aspects of school effectiveness, ensuring that no school is vulnerable, that all are supported, and that we all take a shared responsibility for sharing our good practice and for sharing expertise. As such, we have developed what is intended to be an open, shared and flexible approach to enabling us to know our schools, their strengths and vulnerabilities, and how we can work with other partners to ensure a full package of support.

Unless a school falls into Special Measures and requires a sponsor, the role of the Diocese is to keep a watching brief, to be aware of schools’ strengths and areas for development, and to ensure that our schools are well supported. At the same time we have a wealth of good practice and excellence within our church schools which we need to make available for the good of all.

This will be achieved in a variety of ways; details of which may be found in our Strategy for School Effectiveness. Central to this strategy is a partnership approach with our school, with the voice of the school at the centre.

The Role of Local Authorities

Local authorities continue to have a general duty to promote high standards of education, under section 13A of the Education Act 1996, as well as various other statutes. Working with headteachers, school governors, and academy sponsors and principals, local authorities should promote educational excellence for all children and young people and be ambitious in tackling underperformance. Specifically LAs are called to:

• Take rapid and decisive action in relation to poorly performing schools including using powers of intervention where appropriate
• Develop robust school improvement strategies
• Supporting effective school to school collaboration
• Support schools in delivering an appropriate National Curriculum and early years providers in meeting the requirements of the EYFS statutory framework
• Undertake specific responsibilities in relation to staffing and governance of maintained schools

In short, the LA has full responsibility for overseeing the performance and financial arrangements of its maintained schools and to address schools that are causing concern. It does not have any such direct responsibilities for the performance of academies.

The recent Academies Act, Education Act and revised Ofsted Framework for School Inspection set out key strategic and legislative transformations which impact on the role of the LA. The importance of schools supporting each other, the need for consistently highly performing schools, and the development of new partnerships and collaborations are key. The role of the Secretary of State has been enhanced in terms of financial decisions such as in regard to Academy Status. Inspection via Ofsted remains the sole independent external evaluation of schools and Academies. More recently, the appointment of Regional School Commissioners will also inform the local landscape and responses.

In terms of the relationship between the Diocese and all three of our local authorities, there already exists a strong partnership. This continues to develop, and to involve other partners such as teaching schools, as the landscape changes, but there is no doubt that there is a shift to a school-led system.

Academies

The consistent message and direction of travel within the current administration is that the academy agenda is here to stay ( and this is not likely to change with a change of administration). The Government believes that academies deliver a school led, self managing system, which promote diversity, raise standards and give power and freedom back to Headteachers.

With the appointment of new Regional Schools Commissioners, decisions will be taken at local level about academies on behalf of the Secretary of State. The new RSC for the South West is Sir David Carter. Our department is committed to working constructively with the School’s commissioner to support schools wishing to become academies, including, of course, those wishing to explore the possibility of joining our own Diocesan Multi-Academy Trust.

We recognise and seek to overcome the danger that independence and autonomy can also lead to isolation and fragmentation. We will work constructively with our schools to provide them with the necessary information and support to enable them to make choices that are right for them and for their communities.

Schools

We recognise the need to support schools to continue to work together to continue to build a self-improving, self-supporting school system, led by schools for children. This will be achieved in a variety of ways, starting with schools themselves and not a top down model. This is not a new concept but the way in which it is developing is becoming more formalised with much choice for schools alongside much accountability.

Other drivers and partnerships

• Development of Teaching Schools
• A school led system
• The role of the Regional Schools Commissioner
• The National Society
• The Diocesan Multi Academy Trust
• Local Academies and Multi Academy Trusts
• Ofsted / HMI
• Local churches and community groups