To consider and comment on the proposals outlined in the Partnership Vision for Education report.

To provide information to the Committee on the Partnership Vision for Education which has been developed in consultation with a range of key partners.

The Executive Member for Education and Skills introduced a report that set out the revised Partnership Vision for Education.  There had been significant changes from the original vision from 2010 which was revised is 2012, and it reflected the changed educational context with a large number of schools now academies.  An agreed joint working arrangement to develop successful approaches to learning was emerging.  Seven principles and six strands of work had been developed with partners from the original vision and Members were invited to comment on these and intended outcomes outlined in the paper.

The Committee noted the questions submitted by the Vice-chairman and these would be addressed outside of the Committee meeting.

The Committee commented and discussed the following:-

·         Concern that the Vision emphasis remained on GSCE and ‘A’ level attainment and did not reflect vocational attainment.  Members present felt the Vision would be enhanced by exploring everyone’s ability and attainment.  A Member also proposed that a College for Skills and Learning would be appropriate and put skills and learning on a level playing field with academic success.  In response the Assistant Director School Improvement advised the skills agenda was embedded within the document and that workstream five was intended to develop the skills agenda.  The Youth Parliament had also identified support for the work readiness agenda needing a focus.  Headteachers seek a balance of academic and vocational achievement.  The Executive Member for Education and Skills advised that new assessment arrangements from the Department of Education would address the skills based attainment and details would be submitted to this Committee.  The new assessment arrangements had already been considered by this committee but it was recognised that there were a number of new members.

·         The Co-opted Member (Church of England Diocese) expressed his disappointment that the Diocese had not been involved and wished to be included and referred to in the engagement process.  Concern was raised as to whether there was an issue with leadership and governance within schools and whether the use of Ofsted outcomes was appropriate.  The importance of succession management was considered a vital part of school and governorship planning.  In response the Assistant Director School Improvement explained succession planning was an important area and featured in section 1 (Leadership) and section 2 (improving outcomes).  It was agreed the wording will be reviewed to strengthen this message.  The overarching principle was to raise the quality of leadership, teaching and learning and therefore the improvement in results.

·         Whether the approach taken by some schools to implement a contract with parents to ensure ‘school readiness’ could be extended to a work readiness for leavers? The Assistant Director School Improvement agreed the whole pathway was important and officers would look at the most successful schemes used by schools within that workstream area.

·         What influence the Council would have on struggling schools to incorporate the key principles outlined in the Vision.  The Assistant Director School Improvement advised that the document should be owned by all partners, however, the Council had an overarching strategic lead role to make it happen.  The Executive Member for Education and Skills explained that a launch event was planned and all parties would be invited and asked to sign up to the Vision.  It was noted that the Department for Education’s Regional Schools Commissioner (RSC) had a challenging role to challenge and support underperforming academies.  The Assistant Director School Improvement advised that there were regular discussions between the Local Authority and the RSC.

·         Concern was raised regarding the expectation on school governors to challenge Head Teachers.  There was a perception that governors lacked the skills and self confidence as well as recruiting sufficient governors in schools.  The Assistant Director School Improvement advised that the Governor training Programme was well received, but was aware of this issue in some schools.  One of the actions identified to support this was that Council staff could be invited to stand as school governors.  This has been successful where implemented as additional governors.

·         The need to encourage more people to become school governors (not just council employees or parents) particularly those with transferrable skills from the business world who would bring a professional input to school governance.

·         That central government be encouraged to revise legislation to better reflect new and emerging models of school leadership.

·         That a governors’ role and ability to challenge performance data should be extended to give support and encouragement to improve performance.

·         That reference to mental health and wellbeing and the CAMHS role within the Vision be enhanced and mainstream headteachers with responsibilities for embedded Autism spectrum disorder (ASD) units in their schools are referenced along with special school leaders and SNAP. 

·         A[HR1]  request that Members be provided flow chart of governance arrangements in schools.

·         Whether more should be done to include parents in the Vision, many of whom continued to be confused by the school system.  The Executive Member for Education and Skills advised that in his experience parents were concerned about a child’s experience in school rather than governance and other arrangements.  The Assistant Director School Improvement advised that succession management was very important and there were many examples of schools working together to ensure continuity in school life for a child.

RECOMMENDED

1.    To include comments in the Partnership Vision for Education relating to Special Education Needs and include mainstream headteachers with responsibility for ASD.

2.    That  officers reflect on the duty/role of parents in the different elements of the Partnership Vision for  Education.

3.    That the new assessment arrangements be submitted to a future meeting of the Committee.

4.    The revised document be shared with Members of the Executive.