Guidance for governors - VC

Although church schools actually began to develop in the 16th Century, a significant increase in their provision in the 19th Century by individuals or groups within the Church.

The present day purpose is to continue to try to reflect the vision of the Christian foundation of the schools as consistent with the Trust Deed, giving due consideration to the following overall aims and objectives:

- giving some emphasis to the religious and spiritual aspects of life, encouraging pupils to delight in God's world and take responsibility for it;

- providing the best possible education for all the pupils by being an effective and improving school which values individuals equally and supports their spiritual and moral development.

Categories of Church Schools

Under the 1944 Education act church schools could receive financial help from the state for building maintenance as long as they became part of the Local Education Authority's maintained system. Church schools then had to choose to become either Aided or Controlled.   In 1988, some church schools opted for Grant-maintained status and received funding direct from central government. This system was abolished in 1998 and the church schools then had the option of reverting back to their original status or becoming a new category of Foundation school.

The main differences between these various types of school cover such matters as the provision of Religious Education and Collective Worship, finance, the composition of governing bodies, the appointment of staff and the lettings of premises and grounds.  

(Ref:   Appendix 1)

In the Lichfield Diocese there are 205 church schools:-

47 Voluntary Aided

155 Voluntary Controlled

3 Foundation

Whatever the category, it is important to note that all church schools are valued equally as part of the Diocesan family.

Changing Category

Under the School Standards and Framework Act, schools have the opportunity to change category.   If governing bodies are interested in considering this option, the Director at the Diocesan Education Office should be contacted for further information and advice.

Membership of the Governing Body

Foundation governors in Voluntary Controlled schools form approximately one quarter of the governing body. Their inclusion on the governing bodies is one of the distinguishing characteristics of a church school. They are appointed by the Diocesan Board of Education usually after nomination from the local church community through the incumbent in order to continue the tradition of links between school, church and the wider community. As they are in the minority there is great responsibility on these governors to try to ensure the continuation of the character and ethos of the school.

Roles and Responsibilities

While foundation governors have full involvement with all the activities of the governing body (i.e. the monitoring of the curriculum, finance, personnel and premises), they have special responsibilities:

a) as a crucial link between the school and the church community which supports it;

b) to encourage the distinctive Christian character of the school and its foundation;

c) to arrange a denominational inspection of the school under the requirement of the Schools Inspection Act 1996, Section 23.

A.        A Strategic Role

This role is obviously shared by the whole governing body working together as a team with a similar vision for the school.   Foundation governors can make a significant contribution towards the mission statement, setting out the school's values and aims (in accordance with the Trust Deed).

This, in turn, contributes towards the quality of education provided - raising standards of achievement in teaching and learning through high expectations and through recognising and valuing individual success (staff and pupils).

If governors were asked what is their most important task, most of them would probably say “the appointment of staff, especially headteachers and deputies".   The right leadership makes a great deal of difference to maintaining the distinctive ethos of a church school.   The School Standards and Framework Act 1998, Section 60(4) states that, in appointing a headteacher to a church Controlled or Foundation school, the governing body may have regard "to that person's ability and fitness to preserve and develop the religious character of the school".

In order that the Diocesan Board of Education can assist or be involved in making these appointments it is very important that the Director is notified of any headteacher vacancies.

As an important link between the Church and the wider community, foundation governors have an important part to play in the production of the school's prospectus.   This clearly indicates to the local community the ethos and vision for the school.

The Home/School agreement gives an ideal opportunity to make the Christian character of the school and its values clear to parents.

Foundation governors can make a positive contribution to the overall plans for school development and improvement ensuring that any policies are consistent with its Christian character, particularly in the following areas:

Performance Management

School Development

Asset Management of School Buildings

The School Development Plan is an important aspect of the school as it identifies strategies which will help to achieve the agreed vision, aims and objectives.   It is in this planning that priority areas for development are identified and resources are allocated appropriately.

The governing body, in partnership with the headteacher, establishes and reviews key policies.

Foundation governors can make a significant contribution to the following in particular:

Curriculum - ensuring that it is balanced and broadly based;

RE is taught in accordance with the LEA Agreed Syllabus;

Collective Worship is provided daily in accordance with the custom and practice of the Church of England.

Behaviour - encouraging positive attitudes and developing good relationships within the school and a sense of mutual respect between all

individuals , thus reflecting the highest aspirations of humanity.

Equal Opportunities  ensuring that the educational opportunities are available for all pupils.

Personal, Social and Health Education

ensuring that pupils are given the opportunity to develop spiritually and morally in a school which has a Christian basis for its values and moral standards.

B.        A Critical Friend

All governors need to examine evidence showing how well the school is progressing, but it is important to carry out this role in a positive manner.   This is done by forming a good working relationship with the headteacher and staff, celebrating success and achievement and giving support and encouragement.   To do this, governors need to know a good deal about the school and its working environment.   Foundation governors can play a very important part here by taking advantage of the opportunities to involve themselves with the school in a variety of ways, particularly the following:

attending, assisting and monitoring collective worship;

assisting, where possible, in the RE and other class activities;

supporting and developing activities that link school and church;

keeping abreast of the changes and developments in education in order to have a deeper understanding of the issues affecting the school;   (Governor training is available from a variety of agencies)

attending or supporting school events.

Other sources of evidence are the OFSTED inspection report and the Section 23 denominational report.   Foundation governors are required under the Schools' Inspection Act 1996, Section 23, to report on areas not covered by OFSTED i.e.

The Christian ethos of the school in relation to the Trust Deed;

Collective Worship;

This inspection and the subsequent action plan give foundation governors the opportunity to ensure that the school is working towards its agreed aims and objectives particularly with regard to its church school ethos.

C.        Being Accountable

As the foundation governors are nominated by the local church community, it is important to create opportunities whereby they can communicate and report particularly on how the school is maintaining its Christian character.   This can be achieved in a variety of ways. For example:

Involvement in the production of the school's prospectus;

Contributing to the Annual Report to Parents;

Contributing to the Annual Parents' Meeting;

Strengthening links with the church community by keeping it informed of school issues and activities at parish meetings, through the magazine and other forms of parish news.

Conclusion

The Church's interest in education stems from a philosophy that education is not just about acquiring knowledge and earning a living.     It is based on the belief that this is God's world and everything in it has value.   This is why the contribution of foundation governors is particularly important in establishing a school that is an inclusive community where everyone is valued and is reflecting God's love for the whole world.

USEFUL RESOURCES OF REFERENCE AND GUIDANCE

Resource Handbook for Church Schools - available from the Headteacher or purchased from the Diocesan Office at St Mary's House, Lichfield.

A Guide to the Law for School Governors (Voluntary Controlled) - DfES

The National Training Materials for New Governors - DfES

National Society Literature
Appendix 1

Differences between Categories of Church Schools