LEA–School Relations - thegrid.org.uk · LEA – SCHOOL RELATIONS: CODE OF PRACTICE IN...

Code of Practice in Hertfordshire

LEA–SchoolRelations

Issued July 2001 Hertfordshire County Council Education Department CSF 3560

ContentsIntroduction 1

1 Context, Roles and Responsibilities 1

2 Supporting School Self-Improvement 3

3 The Hertfordshire School

Self-Improvement Matrices 4

4 Entitlement Visits to Schools 6

5 Protocols for School Visits 7

6 Protocols for School Target Setting 7

7 Supporting Schools Causing Concern,

Underachieiving with Serious Weaknesses or

Requiring Special Measures 8

8 Intervention in Schools Causing Concern,

Underachieiving with Serious Weaknesses or

Requiring Special Measures 8

9 Complaints 9

LEA – SCHOOL RELATIONS: CODE OF PRACTICE IN HERTFORDSHIRE JULY 2001

Introduction“The world class education service to whichschools, LEAs and the Government aspire is onein which all partners work together to develop andsupport self-improving schools and secure highstandards for all pupils.”

DfES 2001.

The Hertfordshire Code of Practice, LEA–SchoolRelations is a guidance document for all schoolsmaintained by Hertfordshire LEA, and is intended for arange of audiences including headteachers, othersenior managers, teachers, governors and LEA staff.It provides useful guidance about the way the LEAworks in partnership with schools in a commonendeavour to raise standards and support school self-improvement. It reflects the statutory duties of the LEAas set out in the DfES Code of Practice andrecognises the responsibilities which schools hold fortheir own development.

The LEA Code of Practice should not be viewed inisolation and is intended to sit alongside the LEA’spriorities for raising achievement as set out in theEducation Development Plan (EDP). Separate codesexist for admissions, specific legal requirements andthe identification and assessment of SpecialEducational Needs (SEN).

This guidance is based on strategies developed incollaboration with schools, and the final document wasdrawn up and revised in close consultation withheadteachers and members of the School Standardsand Curriculum Management Partnership Group, whichfully supports its implementation.

1 Context, Roles andResponsibilities

1.1 Background

1.1.1 The School Standards and Framework Act(SSFA) required the Secretary of State to issuea Code of Practice to provide guidance oneffective relationships between the LEA and itsschools. The LEA, governing bodies andheadteachers must have regard to the Code.This document explains how Hertfordshire LEAwill work in partnership with schools, in order toensure that schools receive effective supportand challenge without being subject tounnecessary intervention.

1.2 Hertfordshire Code

1.2.1 In Hertfordshire the Code is used as:■ background information for LEA members,

officers, advisers, school governors,headteachers and other school staff;

■ reference to prevent disputes arising betweenthe LEA and schools;

■ a point of reference for a formal complaint tothe Secretary of State by schools or the LEA inextreme cases;

■ the focus for securing the right balance ofpowers and responsibilities for establishing theLEA’s function of leadership, support andintervention.

1.2.2 The partnership between Hertfordshire LEA andschools is based on the following principles asset out in the DfES Code:■ the primary aim of all schools is raising

standards;

■ schools are responsible for their ownperformance and the achievement of theirpupils;

■ LEA intervention is in inverse proportion tosuccess;

■ the relationship between the LEA, governingbodies and headteachers is based onpartnership and co-operation;

■ the LEA and schools should aim to get bestvalue (the main features of best value areidentified in Annex 5 of the DfES Code ofPractice);

■ the LEA and schools work towards avoidingbureaucracy and imposing unnecessaryburdens on one another;

■ schools work in collaboration to providesupport for all pupils in an inclusive way.


1/19

1.3 Governing Body

1.3.1 The governing body is responsible for thedirection of the school, including the promotionof high standards. It sets the strategicframework for the school’s development throughthe cycle of performance management, targetsetting, action planning and review. In general,the governing body will look to the headteacherto provide professional advice and to lead andmanage the school so as to achieve improvedperformance for all groups of pupils. It willusually be the headteacher and senior staff wholiaise with the LEA. (The DfES publication“Roles of Governing Bodies and Headteachers”provides additional information.)

1.3.2 The DfES Code of Practice makes reference tothe following responsibilities of the governingbody:■ appointment of headteachers;

■ school targets;

■ schools causing concern;

■ concern about headteachers' performance;

■ formal warning notices;

■ intervention – appointment of additionalgovernors or suspension of delegated powers.

1.3.3 The Governors will receive from the LEA, free ofcharge, appropriate information and inductiontraining.

1.3.4 The Director of Children, Schools and Families(CSF) may give direction to the governing bodyof a community, community special or VoluntaryControlled school on the control of the schoolpremises.

1.4 The Headteacher

1.4.1 The headteacher, with other senior staff, isresponsible for the leadership, direction andmanagement of the school within the strategicframework set by the governing body. His/herfunctions are determined partly by statute, partlyby the provisions of the School Teachers’ Payand Conditions Document, and partly by anypowers delegated by the governing body.

1.5 The LEA

The LEA has an explicit duty to promote highstandards of education. This is underpinned bya set of specific powers when a school is givingcause for concern. The LEA’s leadership roledoes not rely solely on legal powers; it is also

about developing a culture whereby schoolswork in partnership with the LEA because theytrust its judgement, even when their ownperformance is being challenged. In the case ofschools with a religious character the LEA willwork closely with the diocesan authorities andother voluntary bodies.

1.5.2 The Hertfordshire School Improvement andAdvisory Service (SIAS) has a particular part toplay in relation to school performance, thequality of teaching and learning, and theeffectiveness of leadership and management.The service is organised to meet this agenda.

1.5.3 The following principles apply in relation to thework of LEA advisers with schools:■ the focus of the work is on supporting and

challenging schools to raise standards;

■ there is a planned cycle of visits to schools bya School Development Adviser (SDA) basedon the school’s own self-evaluation. Agovernor chosen by the governing body as arepresentative is encouraged to attend duringthese visits;

■ this cycle equates to two days across the yearand includes a visit to focus on teaching andlearning, a visit to discuss attainment andtarget setting, and a visit to focus on leadershipand management;

■ there are more frequent visits to schools givingcause for concern;

■ advisers have a role, in partnership with theschool, in identifying, disseminating andcelebrating successful schools and bestpractice;

■ a School Governance Officer (SGO) is linkedto each school and, in partnership with theSDA, provides support and guidance for theGoverning Body;

■ the LEA has a central role in managing andsupporting the implementation of national andlocal strategies. It ensures good support forschools and monitors the impact of thestrategies;

■ the work of the service is regularly evaluated,and feedback will be provided to schools onthe outcomes of evaluation.

1.6 Information Exchange

1.6.1 The LEA anticipates that it will need to gather avariety of information, including performancedata, budget and expenditure information, andinformation about the needs of individualchildren from schools. The LEA acknowledgesthat one of its central roles is monitoring,


2/19

particularly of school performance and thepropriety of school expenditure. It will supportschools by analysing, researching andcirculating good quality data as well as providingadvice on using the data, particularly for targetsetting and development planning.Hertfordshire’s EDP, ‘Achievement for All’,displays the information considered by the LEAto be most useful for this purpose. This hasbeen agreed with schools through consultationon the EDP.

1.6.2 The LEA is aware of the particular difficulties ofnursery and special schools in identifying andusing valid and reliable data for target setting.There is a commitment to work in partnershipwith these schools in order to develop moresecure processes.

1.6.3 In promoting the circulation and exchange ofgood-quality information, the LEA is aware of therisk of creating or adding to bureaucraticburdens. It will:■ always explain why it wants a piece of

information, and how it will be used;

■ consider whether the data is already availablethrough returns from schools;

■ avoid requiring schools to change collectingand recording systems devised to meet theirown needs;

■ agree with schools an annual cycle forinformation to be provided;

■ reach agreement with diocesan authorities andwith schools of other trusteeships on howinformation will be shared.

(The LEA regards as important the principle that

diocesan authorities should have access to the same

information as the LEA.)

1.6.4 The LEA will provide regular opportunities forschools to evaluate the quality of the servicesthat it provides.

2 Supporting SchoolSelf-Improvement

2.1 The LEA is committed to ensuring thatstandards in all its schools are improving.Central to the LEA strategy is the belief thatschools will improve best through their ownefforts. The EDP clearly commits the LEA to:■ monitor schools’ standards of attainment,

quality of teaching and effectiveness ofleadership and management;

■ analyse Ofsted reports;

■ carry out visits to each school, includingreviews of targets for pupil performance.

2.2 The LEA must have a sound basis fordistinguishing between those schools that aremaking good progress and those that wouldbenefit from additional support.

2.3 The LEA’s aim is to provide, for schools that areself-improving, a framework of support thatbacks up but does not interfere with theirendeavours. The LEA must also be able toprovide intensive support and intervention inthose schools that, from the evidence available,are unlikely to achieve the necessaryimprovement through their own efforts.

2.4 Through its systems the LEA must ensure that ithas:■ good knowledge of schools, so that problems

can be identified early;

■ early preventative and intervention strategies;

■ agreement with schools from the outset aboutimprovement through self-review, drawing onthe LEA’s support but without the need forintervention.

2.5 The LEA focus will be on three main areas:■ pupils’ standards of attainment (in relation both

to national and county averages, and to theattainments of schools with similar intakes andprior attainment nationally), and pupils’progress over time;

■ quality of teaching and learning;

■ effectiveness of leadership, management andefficiency of the school and its governing body,including issues of best value and the quality ofpartnership with parents.


3/19

3 Hertfordshire SchoolSelf-ImprovementMatrices

3.1 To assist in the process of identifying whereeach school stands and whether the trend ofchange in standards is upward or downward, theLEA has developed a set of three nine-cellmatrices (Standards, Teaching and Learning,and Leadership and Management – seeappendix 1). These are brought together indiscussion with the school into a single matrixsummarising the school’s situation. In the firstinstance, the matrices are a tool of self-assessment but they will also provide the LEAwith the means to focus support and interventionmost efficiently.

3.2 Assessing a school’s overall performance

3.2.1 The first step in the Hertfordshire approach is foreach school to analyse its strengths, using thesematrices and the most recent school and pupilperformance data, alongside evidence fromschool self-evaluation.

3.2.2 This initial school analysis will be followed by adiscussion with the school’s SDA, to considerthe appropriate category in the HertfordshireSchool Self-Improvement Matrix. This is anoverall summary of all the judgements containedin the three matrices, alongside any relevantevidence from other divisions of the LEA (e.g.Financial Services, Pupil and Student Services).

3.2.3 In most cases, when the judgements on all threematrices point in the same direction, theappropriate cell will be readily agreed. In others,although the performance data may suggest thata school be in one category, further discussionwith the school may well reveal particularreasons or features which would suggest adifferent judgement (for example, the arrival of anew headteacher). In the case of a difference ofopinion between the school and the SDA aboutthe appropriate position, both positions will berecorded and the difference of opinion notedalong with supporting evidence from the schooland the SDA.

3.2.4 The LEA recognises that schools are complexorganisations, and the cell in which the school iseventually placed within the matrix is only the

starting point for further discussion. What isimportant is the school’s effectiveness over time.It is not a matter of one-off judgements on asingle year’s data.

3.2.5 The LEA will use the analysis to plan aprogramme of systematic, timely andpreventative support for the schools which havemost need of it.

3.2.6 The prime function of the nine-cell matrix is toprovide a focus for professional discussion, firstwithin the school and then between it and theLEA on issues to do with standards andimprovement. There is no intention to publishwidely the composite matrix, and in this sensethe circulation of information will be restricted tothose advisers and officers at strategic planninglevel or already working with the school.

3.3 The categories and the LEA response

3.3.1 The composite matrix enables the LEA to definebroadly three categories of schools:


4/19

Self-improving schools

(Cells 1, 2 and 3 Monitoring and supportarrangements: two days per year)

Most judgements are good, some very good orexcellent, nothing less than satisfactory;improving from one annual review visit to thenext; previously improving features are beingconsolidated.

Schools that may require additional support tobecome self-improving

(Cells 4, 5 and 6 Monitoring and supportarrangements: two to five days per yearaccording to need)■ Schools which are either improving but not yet

achieving agreed progress targets in significantareas; or

■ Require short-term support at a difficult time(e.g. new or acting headteacher in post,significant level of parental complaints,reorganisation).

Schools causing concern and those designated asunderachieving, having serious weaknesses orrequiring special measures

(Cells 7, 8 and 9 Monitoring and supportarrangements: 5 to 30 days per year dependingon the nature of the concerns)■ Key judgements unsatisfactory or poor;

significant aspects declining. At risk of beingidentified by Ofsted as underachieving, havingserious weaknesses or requiring specialmeasures. Such schools will show one or acombination of the following weaknesses:

High weightings■ unsatisfactory standards in English,

mathematics and science, or any four subjects,whether across the whole school or inparticular key stages;

■ quality of teaching and/or learningunsatisfactory in more than 10% of lessons;

■ poor standards of pupils’ behaviour, conduct orrelationships;

■ ineffective leadership and management.

Lower weightings■ does not give value for money;

■ budget is not set within the required timescale;

■ attendance is below 90%;

■ more than 5 permanent exclusions in primaryor 25 permanent exclusions in secondaryschools in any one year;

■ in secondary schools, less than 25% of pupils


5/19

achieving 5 or more GCSE grades A*-C;

■ in secondary schools, previously improvingfeatures are being consolidated;

■ in secondary schools, less than 90% of pupilsachieving at least one A*-G grade at GCSE;

■ Key Stage 3 – 20% or more below the LEAaverage in one or more core subjects;

■ Key Stage 2 – school in the lower quartile bothfor English and mathematics;

■ Key Stage 1 – school in the lower quartile bothfor English and mathematics.

3.4 Determining the appropriate cell

3.4.1 The LEA or the school may decide to change aschool’s category at any time, but only after fulldiscussion. Where a school is identified ashaving serious weaknesses, the SDA will meetwith the senior management, usually theheadteacher and chair of governors, to explainwhy the judgement has been made. Theoutcomes of these discussions will be confirmedin writing to the headteacher and chair ofgovernors by the SDA.

3.4.2 The LEA’s strategy to work with schools causingconcern is set out in Section 7.

3.4.3 More detailed criteria to support schools and theLEA in establishing the appropriate cell areprovided in Appendix 2.

4 Entitlement Visits to Schools

4.1 The great majority of LEA-school contacts willbe by mutual agreement. The LEA’s longer-term aim is to bolster the school’s internalcapacity to generate its own improvementthrough self-review, drawing on the LEA’ssupport without the need for intervention. TheLEA advisory staff will seek to assist schools inimproving standards of attainment, the quality ofteaching and learning, and the effectiveness ofleadership and management.

4.2 The LEA/SDA’s role will include:■ light-touch monitoring of all maintained

schools, helping them to analyse their currentstandards and the factors which influencethem;

■ identifying effective ways of improving;

■ keeping in touch with good and developingpractice;

■ working with schools on planning forimprovement.

4.3 All schools will receive at least three visits ayear to support the school’s processes of self-improvement. These visits will comprise a one-day Annual Review Visit (ARV) and two half-dayvisits. Underperforming schools will be visitedmore regularly to provide guidance and intensivesupport to help them improve. Additional visitswill take place in line with the levels of supportdetailed in section 3. Support is also provided tohelp schools in their implementation of theNational Literacy and Numeracy Strategies andthe Key Stage 3 Strategy.

5 Protocols for School Visits

5.1 The purpose of the visits is to support schooldevelopment through:■ informing and supporting the school’s self-

evaluation and review procedures;

■ providing an evaluation of the impact of theschool’s priorities and subsequent actions;

■ contributing to the school’s future planning andtarget setting;

■ collecting monitoring information for the LEA toinform its overall programme for schoolimprovement.

5.2 The following broad rules will apply to all officersand advisers visiting schools:■ the LEA will agree with the headteacher the

timing and purpose of a visit;

■ visits will avoid unnecessary disruption topupils and staff.

5.3 The following principles will be reflected inroutine visits made by advisers:■ the principles of the right of access apply to all

visits by advisers;

■ visits will not duplicate the Ofsted programmeof inspections;

■ school visits will contribute to the overallpicture of school performance, supplementinginformation gathered mainly through theanalysis of data about standards and otherareas of the school’s work;

■ the focus will be on supporting and challengingschools to raise standards;

■ the planned cycle of visits to successfulschools will focus mainly on targets andstandards;

■ advisers will use the visits to carry out their rolein identifying, disseminating and celebratinggood practice.

5.4 The practice in relation to the visits should be asconsistent as possible between advisers, so thatall schools receive the same entitlement. TheSDA will arrange the date of the visit at leastfour weeks in advance and agree the agendaand subsequent actions with the headteacher.

5.5 Prior to the visits the adviser will work on:■ the school data profile held by the LEA;

■ the school development plan;

■ the post-Ofsted action plan;

■ additional information supplied by the schooland relevant to the focus of the visit.


6/19

5.6 Prior to the visits the headteacher should:■ forward to the SDA any information which is

not already held by the LEA and which willinform the visit;

■ plan the programme of classroom visits (ARV);

■ decide on the involvement of other staff, forexample the deputy head;

■ agree with the chair of governors whichgovernor will be involved in the discussionsand at which stage.

5.7 During the visits the adviser will:■ be briefed by the headteacher and others

identified by the headteacher;

■ agree with the headteacher the major findingsfrom data analysis and other evidence;

■ observe classroom practice (ARV);

■ meet with staff individually or in groups asarranged by the headteacher (whereappropriate);

■ agree with the headteacher progress on thepost-Ofsted action plan (management andleadership visit);

■ spend time with the headteacher, the chair ofgovernors and others to discuss:

- the outcomes of the visit

- the progress and improvement made by theschool since the last visit

- the impact of school self-evaluation

- how the LEA’s EDP could contribute to theschool achieving its objectives;

■ confirm and identify areas and aspects of goodpractice;

■ identify and agree the actions which the schooland the LEA need to take next;

■ comment on the extent to which the school’sapproach to improvement planning is effective.

5.8 Following the visit:■ the headteacher and chair of governors will

receive a written report from the SDA;

■ the headteacher may wish to discuss thecontents further with the SDA if he/she doesnot consider it to be accurate;

■ the report will set out the judgements made bythe SDA after discussion with the headteacher,praising what the school does well andidentifying areas for improvement;

■ the report will identify any actions set within anagreed timescale.

5.9 The report will not refer to the individualperformance of named teachers. It is intendedthat it will provide the school with clear,developmental feedback. The report remainsconfidential to the school and the LEA, althoughOfsted may ask to see any LEA reports.

6 Protocols for SchoolTarget Setting

6.1 All maintained schools are required to set andpublish targets as set out in DfES Circular11/98. These school targets will be included inthe EDP, alongside the LEA’s own targets andprogramme of activities designed to supportschools.

6.2 It is the responsibility of the governing body toagree and publish its targets. These shouldarise from an analysis within the school. Thegoverning body should be aware of the LEA’sviews on the appropriateness of the targets forthe school and consider any differences beforereaching a firm conclusion.

6.3 During the autumn term the SDA will discusswith the headteacher and a representative of thegoverning body the targets set, the processused by the school to set the targets and theactions to be taken by the school to achievethem.

6.4 This will form part of the LEA’s strategy formonitoring performance and establishing thatschools are acting to raise standards.

6.5 Decisions should take into account thebackground information, advice from theheadteacher, the ability profile of the schoolintake, trend data and other factors such asgender balance. Having set the targets andidentified the actions that are needed to achievethem, the governing body should notify the LEA.

6.6 All governing bodies should be aware of, andhave access to, relevant performance andbenchmark data, which should include theschool and pupils’ performance data provided bythe LEA for all schools. The LEA will continueto provide guidance and support forheadteachers and governors to assist theanalysis of data and the setting of targets. Theaim will be to ensure that the discussion resultsin agreement between the LEA and thegoverning body that targets are realistic andchallenging. The LEA will seek to work withschools before the targets are finalised by thegoverning body because, once published, theycannot be changed.

6.7 Where the LEA considers that the school hasnot set sufficiently challenging targets, further


7/19

discussion will be held. If there is stilldisagreement, the LEA will record this in writingfor its own record and for the school. Where theLEA considers that the targets are notappropriate, it could pursue this through astatutory warning notice under Section 15 of theSSFA, but the LEA believes that this would notgenerally be appropriate. Where agreementcannot be reached, the school and LEA willinitially acknowledge this disagreement and thenreview the issue when targets are comparedagainst performance in the following year.

6.8 Attendance target

Governing bodies are required to set targets fora reduction in absence including unauthorisedabsence. The actual target will reflect localcircumstances and is set following discussionwith the education welfare service. Theeducation welfare officer attached to the schoolwill identify the degree of appropriateness of theschool’s targets. The targets will need tocontribute to the LEA targets.

6.9 Special and Nursery Schools

The LEA will support special schools andnursery schools in setting targets to meet thisstatutory requirement, and where appropriatewill work with those schools to set additionaltargets using the DfES/QCA guidance as a basisfor agreement between the school and the LEA.


8/19

7 Supporting SchoolsCausing Concern,Underachieving, withSerious Weaknesses or requiring Special Measures

7.1 Section 3 of this document explains the LEA’sstrategy for identifying and supporting schoolsincluding those causing concern. It identifiesindicators for schools to locate themselves onthe Hertfordshire matrices.

7.2 Schools in the lower three cells of the overallself-improvement matrix (cells 7, 8 and 9) areregarded by the LEA as schools causingconcern (SCC). This classification will trigger aseries of LEA actions to offer advice and supportfor the governing body and headteacher of theschool to address the concern and enable themto implement strategies for the school’s ownself-improvement. Where this approach is notsuccessful, the LEA may intervene so that theissues causing concern are remedied in theshortest possible time. No school will beincluded in the SCC list without this first havingbeen discussed with the headteacher and, ifpossible, the chair of governors and will befollowed by a written communication to both.

7.3 The SSFA gives the LEA new powers in respectof schools requiring special measures, thosethat are underachieving or have seriousweaknesses, and those subject to formalwarning by the LEA. The LEA’s policy in thisrespect has been approved by the DfES and ismonitored as part of the EDP.

7.4 Appendix 4 sets out the detailed procedures forschools causing concern.

8 Intervention in SchoolsCausing Concern,Underachieving, withSerious Weaknesses orrequiring SpecialMeasures

8.1 The LEA would not normally have directinvolvement in making decisions about theschool’s operation. Usually the programme ofsupport will be sufficient to secure rapidimprovements, but the LEA reserves its right touse its additional powers where necessary tosecure rapid improvement or where children areat risk.

8.2 The LEA has four key intervention powers:■ to appoint additional governors;

■ to suspend the delegated budget;

■ to issue a direction requiring specified actionswhere discipline has broken down;

■ to issue a formal warning notice.

8.3 Ofsted will make the first monitoring visit to aspecial measures school by the end of the firstterm after the one in which the school failed itsinspection. Significant concerns at this stagemight lead the Secretary of State to use hispowers to intervene directly in the school.


9/19

9 Complaints

9.1 As with the DfES Code of Practice there is nospecific mechanism for complaining aboutbreaches of the code. However, if a school orgoverning body considers that the LEA hasdisregarded the code, complaints should beaddressed to the Assistant Director, SchoolStandards and Curriculum Division, in order forthe matter to be resolved.

9.2 The LEA is fully committed to working inpartnership with schools and anticipates thatdifficulties will normally be resolved throughcollaboration and co-operation rather thancomplaint.

Appendix 1The criteria for making judgements about schools’ positions in the matrices for Standards, Teaching and Learning,and Leadership and Management are set out below. There are four matrices for Standards, one for each keystage. Matrices for the Foundation Stage, post 16, special schools, nursery schools and ESCs will be developed.Schools will need to calculate their position for each key stage in order to come to a judgement regarding anoverall location. The threshold for each band will be published to schools annually.


10/19

Pupil standards

Quality ofTeaching

Leadership andManagement

Primary schools:Attainment at KS1 (testlevels for Reading,Writing andMathematics)

Primary schools:Attainment at KS2 (testlevels for 3 coresubjects)

Secondary Schools:Achievement at KS3 (test levels for 3 coresubjects)

Secondary Schools:Achievement at KS4 (5+ A*-C at GCSE/GNVQ))

All Schools: Guided byOfsted thresholds andjudged againstHertfordshire Frameworkfor School Self-Evaluation criteria (seeAppendix 2)

All Schools: Judgementmade against all levels ofleadership according toHertfordshire Frameworkfor School Self-Evaluationcriteria (see Appendix 2)

Above Average: In the upper third of LEA resultsAverage: In the middle third of LEA resultsBelow Average: In the lower third of LEA resultsImproving: Significant improvement in Value Added in 2 or more

subjects over 3 yearsStatic: Neither significant improvement nor decline in Value Added

in 2 or more subjects over 3 yearsDeclining: Significant decline in Value Added in 2 or more subjects

over 3 years




over 3 years




over 3 years

Above Average: In the upper third of LEA resultsAverage: In the middle third of LEA resultsBelow Average: In the lower third of LEA resultsImproving: Significant improvement in Value Added for 5+ A*-C over 2/3

yearsStatic: No significant improvement or decline in Value Added for 5+

A*-C over 2/3 yearsDeclining: Significant decline in Value Added for 5+ A*-C over 2/3

years

Good: more than 95% of teaching satisfactory or better Satisfactory: 90-95% of teaching satisfactory or betterUnsatisfactory: less than 90% of teaching satisfactory or betterImproving: overall quality improvingMaintaining: quality maintainedDeclining: overall quality declining

Very effective: overall judgement good or betterEffective: overall judgement satisfactory or betterNot fully effective: overall judgement unsatisfactoryImproving: overall score increasedMaintaining: overall score remains the sameDeclining: overall score decreased

All ValueAdded criteriawill be revisedto incorporatetrend data as

soon as this isavailable.


11/19

Key Stage 1 Improving Static Declining

Upper Third: Cell 1 Cell 2 Cell 4

Middle Third: Cell 3 Cell 5 Cell 7

Lower Third: Cell 6 Cell 8 Cell 9













Matrix 2: Teaching and Learning

The quality of teaching should be judged from theschool’s own collected evidence through its annual self-evaluation procedures moderated by Ofsted judgementsand those of SDAs and other advisers. The criteriaused are those in the Hertfordshire Framework forSchool Self-Evaluation or the school’s own framework.(Judgement should be consistent with Ofsted criteria -see Appendix 1.)

Improving Maintaining Declining

Good Cell 1 Cell 2 Cell 4

Satisfactory Cell 3 Cell 5 Cell 7

Unsatisfactory Cell 6 Cell 8 Cell 9

Matrix 3: Leadership and Management

The strength of leadership and management should bejudged in terms of the leadership and management ofthe headteacher, senior management team and othermanagers, and of the governing body. The criteriaused are those in the Hertfordshire Framework forSchool Self-Evaluation, or the school’s own framework.(Judgements should be consistent with Ofsted criteria -see Appendix 2.)

Improving Maintaining Declining

Strong Cell 1 Cell 2 Cell 4

Effective Cell 3 Cell 5 Cell 7

Not fully effective Cell 6 Cell 8 Cell 9

Matrix 1: StandardsStandards are judged against the overall attainment levels in Hertfordshire and the school Value Added againstprior attainment over time.

Vertical Axis

The overall County results calculated as average point scores are divided into thirds. The dividing line will varyfrom year to year according to the range of scores but the boundary scores will be available annually from the LEA(calculated as in Autumn Package).

Horizontal Axis

Value Added scores are measured in relation to prior attainment in the previous key stage and indicate the schooltrend over the last 3 years.

Code of Practice – LEA School Relations

Appendix 2Teaching and Learning – Summary of Judgements

Scoring 1 to 7, where 1 is the highest scale, 4 denotes a satisfactory judgement and below this indicates someweaknesses

The school evaluates how well pupils learn and make progress in lessons

An evaluation of the extent to which pupils: 1 2 3 4 5 6 7

■ Acquire new knowledge or skills, develop ideas and increase their understanding

■ Apply intellectual, physical or creative effort in their work

■ Are productive and work at a good pace

■ Show interest in their work, are able to sustain concentration and think and learn for themselves

■ Understand what they are doing, how well they have done and how they can improve

The school evaluates the quality of teaching, and what makes it effective or not, judged in terms of its impact onpupils' learning (including the teaching of the skills of literacy, numeracy and ICT)

The quality of teaching is satisfactory or better in all lessons based on the extent to which teachers: 1 2 3 4 5 6 7

■ Plan lessons and sequences of lessons to meet individual pupils’needs, setting clear objectives that pupils understand

■ Show good subject knowledge and understanding in the way they present and discuss their subject

■ Are technically competent in teaching basic skills

■ Use a range of appropriate strategies and methods which enable all pupils to learn effectively

■ Challenge and inspire pupils, expecting the most of them, so as to deepen their knowledge and understanding

■ Manage pupils well and insist on high standards of behaviour

■ Use time, support staff and other resources, including information and communications technology, effectively

■ Use information about prior attainment to set well-grounded expectations for pupils and monitor progress to give clear and constructive feedback

■ Assess pupils’ work thoroughly and use assessments to help and encourage pupils to overcome difficulties

■ Meets the needs of pupils with special educational needs,minority-ethnic pupils, including pupils with English as an additional language, and gifted and talented pupils

■ Set homework which effectively reinforces and/or extends what is learned in school, and is completed by the pupils


12/19

Code of Practice – LEA-School RelationsAppendix 4

Detailed Procedures for Schools Causing Concern

1 Schools Causing Concern Officer Group

1.1 The Children, Schools and Families Service hasset up a Schools Causing Concern OfficerGroup, involving the following senior officers:

Assistant Director (SSCD) who also chairs themeeting;

Assistant Director’s delegate (DevelopmentPrincipal);

Principal Adviser (School Development);

Assistant Director’s delegate (Operations)

Head of Human Resources’ delegate;

Assistant Director’s delegate (Planning);

Head of School Finance Unit

County Adviser for Assessment;

Head of Conciliation and Appeals Unit (CAU);

Assistant Director’s delegate (Local Services).

1.2 These officers meet termly to examine the dataand information held by the LEA on schools, toidentify those schools that might be in need ofadditional support, and to review the progress ofa school already causing concern. For schoolsidentified as causing concern, the group will:

■ assess progress against defined timescales;

■ consider supplementary action which may berequired, including the use of the LEA’sadditional powers;

■ receive reports from SDAs and, in turn, reportback to the advisers with recommendations forspecific action.

2 Schools requiring special measures ordeemed by Ofsted to be underachieving orhave serious weaknesses

2.1 The LEA sets up a Core Project Group (CPG)involving officers and advisers for schools inspecial measures or those that areunderachieving or have serious weaknesses.The CPG will have responsibility forimplementing the national and local procedures,including:

■ and liaison with the headteacher and school’sgoverning body;

■ advising on the action required to address thekey issues through the school action plan;

■ defining the LEA contribution to the action plan,identifying the resources required and settingthese out in the statement of LEA action;

■ agreeing with the school the target date for removal from special measures and the keydates on which progress towards this target willbe evaluated;

■ ensuring the delivery of the LEA’s contributionto the action plan;

■ regularly reporting on the progress and on thepace at which it is taking place to the Directorof Children, Schools and Families.


13/19

2.2 The adviser leading the CPG will report progressregularly to the Schools Causing ConcernOfficer Group, which will be asked:■ to consider whether there is a continuing need

for the school within the broader pattern ofdemand for school places and provision in thelocality;

■ to approve the date set when the action to betaken by the school with the support of the LEAwill improve the school to the point where it willbe ready to come out of special measures;

■ to approve and ensure the availability of theidentified support;

■ to receive monitoring reports about theeffectiveness of the support;

■ to review the school’s progress termly, makingsure that all the obstacles to progress areidentified and that something is being doneabout them;

■ to identify any necessary supplementaryaction;

■ to ensure that the school receives appropriateand recorded feedback from these progressreviews;

■ to consider whether the LEA should use thepowers of intervention prescribed in section 14(2) of the SSFA, or seek a further Ofstedinspection, where progress has beeninsufficient.

3 Schools Causing Concern (not OfstedCategories)

3.1 Schools in this category will receive significantsupport to implement action agreed by the SDA,the headteacher and chair of governors. Thissupport where appropriate is directed through aCPG led by the SDA assigned to the school, or,where necessary, as principal adviser. Thisgroup involves the officers who lead LEAservices areas aligned to the key issues, forexample Human Resources or finance. TheCPG will:■ assist the school with action planning;

■ prepare the LEA statement of focused support,identifying the resources required;

■ ensure that the school’s action plan containsan appropriate and realistic timetable forremoval of the identified causes of weaknesseswithin one year;

■ ensure and monitor the delivery of the LEA’ssupport;

■ report termly on progress to the Officer Group.

3.2 The SDA will work with the headteacher andchair of governors to draw up a school and LEA

action plan. The school action plan will containspecific and measurable targets forimprovement, which will be reviewed termly andwill identify members of the school’smanagement team and governors who will beresponsible for ensuring that the targets are met.

3.3 The LEA’s action plan will identify specificadditional support and resources and namethose officers and advisers who will provide thesupport. It will indicate the strategy formonitoring and evaluating the implementationand impact of the school’s action plan and theLEA support.

3.4 All visits to the school by advisers will befollowed by a letter to the headteacher. A copywill also be sent to the SDA if another adviser orofficer has made the visit so that the support iscoherent and comprehensive.

3.5 The overall LEA responsibility for monitoringprogress in the implementation of the plan lieswith the Principal Adviser, School Development.At the end of each term an interim report will besent to the school on its progress, and, at theend of 12 months, progress towards all targetswill be reviewed by the SDA and PrincipalAdviser, School Development.

3.6 The objective is to ensure that schools can bemoved from this category within 12 monthsthrough an active programme of support.


14/19

Intervention in Schools Causing Concern

4 Appointment of Additional Governors

4.1 The LEA may appoint additional governors (asmany as it considers necessary) to any schooljudged by Ofsted to require special measuresor where the LEA has serious concerns asmeasured by the Hertfordshire matrices.

4.2 Potential governors will be identified in advanceand a list kept by SGOs. All additionalgovernors are interviewed by the AssistantDirector (SSCD) to establish their areas ofexpertise and interests.

4.3 The procedure for appointing additionalgovernors will be as follows:■ school is identified by Ofsted or the LEA as

causing concern;

■ the Assistant Director (SSCD) establishes acore officer/adviser team;

■ core team starts working with the schoolmanagement and governing body;

■ the need for additional governors is identifiedand the governing body is informed;

■ recommendation for additional governors fromcore team to an SGO with any specificrequirements (e.g. financial background);

■ SGO suggests potential governors from list andagrees candidates with the Assistant Directorin liaison with the core team leader;

■ potential additional governors contacted bySGO and asked if they are willing to beappointed;

■ core team leader meets with additionalgovernors to brief them and clarify anyparticular role (e.g. financial or personnel);

■ LEA through School Governance appointsadditional governors and sends out 'WelcomePack' as for an ordinary new governor;

■ LEA through School Governance provides anytraining necessary for the additional governors;

■ additional governors invited to the firstgoverning body meeting following theagreement of the school's action plan.

4.4 The LEA sees the role of the additionalgovernors as follows:■ to be exemplar governors;

■ to participate fully in all governing bodyactivities;

■ to receive training if necessary;

■ to ensure that the governing body takes thenecessary actions to make the schoolsuccessful;

■ to monitor work of the governing body andreport back as agreed to Assistant Director andthe core team leader;

■ to participate in committees set up by thegoverning body where specialised skills areneeded;

■ to agree all monitoring and reporting with thechair of governors and headteacher;

■ to assist the governing body to work effectively,identify any areas of weakness and encourageit to receive any training needed;

■ to alert the core team leader of any difficultiesas soon as possible;

■ to be positive and encouraging but not afraid toask the 'critical friend' questions.

5 Suspension of Delegated Powers

5.1 The LEA has the power to suspend thegoverning body's right to spend the schoolbudget. If the LEA decides to take this course ofaction the related staffing powers are alsorestricted. The LEA will consider using thesepowers of intervention in any circumstanceswhere:■ the school has received a formal warning

notice, but the matter has not been remediedto the LEA's satisfaction;

■ the school has been found by Ofsted to requirespecial measures, to have serious weaknessesor to be underachieving;

■ the governors have failed to comply with anyrequirements under the LEA’s scheme for thefinancing of its schools, or are not managingthe delegated budget satisfactorily.

5.2 Suspension of delegation is a temporary andtransitional measure and not a permanent state.The LEA will work with the school during theperiod of suspension to ensure that the school'scapacity to take its own decisions isstrengthened. The LEA will set out for thegoverning body how it intends to do this at theoutset.


15/19

5.3 Before suspending a school's budget, normallyon the advice of the Schools Causing ConcernOfficer Group, the Director of Children, Schoolsand Families will consult with the ExecutiveMember, Children Schools and Families(Schools). The Director will give the governingbody at least one month's notice in writing ofany suspension, except in the cases of grossincompetence or mismanagement or otheremergency.

5.4 The notice will specify the grounds on which theLEA proposes to suspend delegation. The LEAwill be selective and consider devolving back tothe governing body such decision-makingpowers as it considers appropriate. In the caseof a special measures school, a period of 10calendar days will have elapsed after theSecretary of State has acknowledged the receiptof the LEA's post-inspection statement of actionand before the LEA suspends delegation.

5.5 If the budget is to be suspended because theschool has not taken the required actionsfollowing a formal notice, there will be a two-month period before the budget is suspended.

5.6 The school has no right of appeal unless theLEA is in contravention of the LEA-SchoolRelations Code.

6 Direction in the event of breakdown ofdiscipline

6.1 If the behaviour of pupils is such that theireducation is, or is likely in the immediate futureto be, severely prejudiced, the LEA may givedirections to the governing body or headteacherto prevent or put right a breakdown of discipline.

6.2 The LEA will observe the following principles insuch a case:■ the power will be viewed as a reserve power of

last resort and will only be used in exceptionalcircumstances;

■ the LEA will inform the governing body inwriting before it acts, unless pupils or staff maybe at risk, when it must act urgently;

■ the power will be used to create the opportunityfor constructive action to be taken to resolvethe immediate problem and ensure that itcannot recur.

7 Formal warnings

7.1 Section 15 (2) of the SSFA gives LEAs a newpower to issue a formal warning notice to agoverning body where this appears necessary.The LEA intends to exercise this power only inexceptional circumstances, and in accordancewith the procedures set out below. Section 8 ofthis document describes the process whichHertfordshire will use should the need arise.

7.2 Principles

7.2.1 The LEA will issue a formal warning notice if,and only if:

■ it has a well-founded belief that standards ofattainment, management or conduct of theschool are at significant risk; and

■ previous interventions have failed to remedythe specified concerns.

7.2.2 The LEA may issue a formal warning noticeeither before, after, or in combination with otherinterventions, such as the appointment ofadditional governors, or suspension of theschool’s delegated budget - see section 5.

7.3 Criteria

7.3.1 The LEA will normally issue a formal warningnotice only where:■ the evidence convinces it that the school lies in

the lowest cell (serious weaknesses/requiringspecial measures) of the nine-cell matrix;

■ its concerns are grounded in evidence whichhas been investigated and shared with theschool;


16/19

■ its concerns can be addressed by specificactions which the governing body is asked totake within a specified time period (notnormally less than 25 working days, unlesschildren are at immediate risk).

7.3.2 Each notice will include:■ a statement of the actions the governing body

is asked to take and the deadlines forcompliance;

■ a statement of the improved outcomes sought(measurable targets within defined periods).

7.3.3 If the governing body feels that the LEA isacting unreasonably in issuing a formal warningnotice, or in the terms of that notice, it canmake a complaint to the Secretary of State.

8 Procedure for issuing a formal warningnotice

8.1 The decision to issue a formal warning noticewill follow three stages:

8.2 Stage 1

8.2.1 At Stage 1 the LEA will have a well-foundedconcern that standards of attainment,management or conduct of the school are atsignificant risk. The concern may have arisenfrom:

■ monitoring of key performance indicatorsincluding the school’s capacity to set and meetappropriate targets;

■ monitoring of progress in resolving key issuesfor action from an Ofsted report;

■ letters of complaint or concern received aboutissues which are substantiated but remainunresolved;

■ the Annual Review Visit.

8.2.2 The SDA will meet with the headteacher andgoverning body to:■ detail areas of concern;

■ agree action to be taken by theschool/governors and any support to beprovided by the LEA;

■ agree the period within which immediateprogress must be made;

■ indicate formally that the LEA regards theschool as causing concern.

8.2.3 The SDA/Assistant Director (SSCD) will reviewthe progress of the school on a monthly basisand inform the school/governors of progressagainst agreed criteria. After the agreed periodeither the Assistant Director (SSCD) will confirmthat the school is making satisfactory progressand will cease to be at Stage 1, or theprocedure moves to Stage 2.


17/19

8.3 Stage 2

8.3.1 At Stage 2, the concerns will be such as toplace the school in the ninth cell of the nine-cellmatrix.

8.3.2 The Principal Adviser, School Development/Assistant Director (SSCD) will visit the school,and will agree immediate action to be taken bythe school to remedy the areas of concern,together with the support of the LEA. If there issignificant progress within the specified time inaddressing the issues concerned, the AssistantDirector (SSCD) will so confirm, and the schoolwill revert to monitoring and support at Stage 1.

8.4 Stage 3

8.4.1 If the Director of Children, Schools and Familiesconcludes that there has been insufficientprogress on the issues specified in previousnotifications to the school, he will:■ notify the Executive Member, Children, Schools

and Families (Schools) that a formal warningnotice will be issued;

■ inform the headteacher and chair of governors;

■ issue the formal warning notice in writing.

8.4.2 The school will remain at Stage 3 until theissues of concern specified in the notice havebeen adequately addressed.

8.4.3 The fact that a formal warning notice has beenissued will not stand in the way of the LEAtaking any other action it may determinenecessary, in respect of the school and its pupilsor of pupils at other schools, to fulfil its statutoryobligations.

8.5 Next steps if the governing body fails to comply

8.5.1 If the governing body does not comply with thenotice, the LEA is likely to have good grounds:■ to appoint additional governors and/or to

suspend the school’s delegated budget (ifthese steps have not already been taken);and/or

■ to seek a direction from the Secretary of Stateon the grounds that the governing body isacting unreasonably.

8.5.2 The LEA will not normally take these furthersteps if:

■ the agreed actions have largely beenundertaken within the specified time;

■ any failure to complete the actions is beyondthe control of the governing body and thereasons have arisen since the formal noticewas issued.

8.5.3 The SDA/Assistant Director (SSCD) will reviewthe progress of the schools on a monthly basisand inform the school/governors of progressagainst criteria. After an agreed period theAssistant Director (SSCD) will confirm that theschool is making satisfactory progress, theschool will revert to Stage 1.


18/19

Date post:	15-Sep-2018
Category:	Documents
Upload:	doannga
View:	215 times
Download:	0 times

LEA–School Relations - thegrid.org.uk · LEA – SCHOOL RELATIONS: CODE OF PRACTICE IN...

Documents