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  • Governor Wellbeing

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  • Weekly DfE Publication

  • GDPR (General Data Protection Regulations)

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Finance Services
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Our Finance Services team of qualified accountants and school support officers have over 100 years of combined knowledge and experience of educational finance. We ensure your organisation operates efficiently and effectively whilst remaining financially secure and stable.
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Governor Wellbeing
18 May
Dear Governor, How are you? No, seriously, how are You? When did someone last ask you, in your role as a governor, how you were, whether you needed any help with the ‘workload’ of governance or whether you needed someone to talk to? As governors (and trustees too of course) we spend time ensuring that the wellbeing of staff is forefront in our minds especially these days. As governors we are fully aware of the increased pressures faced by teachers and leaders in our schools and academies – funding, safeguarding, workload, recruitment, performance management, academisation, the list goes on. Are there times when you feel somewhat overwhelmed by the work of being a governor? You are not alone. Many other governors feel the same way. We are dedicated to getting the job ‘right’; we do the job of governing because we want to ‘make a difference’ and, let’s be honest, this role can be challenging at times. Being the chair or vice chair of the board or a committee, or the safeguarding or SEND governor, has additional pressures, some of which may keep you awake at night. We need to acknowledge this pressure; perhaps some of our school leaders could be a little more aware sometimes as well. Governance is a two-way street after all don’t you think? Some simple ways to help support your wellbeing could be to build and grow a support network, to remember to delegate (you don’t have to carry the burden alone), to take the time to reflect and to ask for help when you need it. There is help available for governors in the system[1] and a problem shared can surely improve our collective knowledge in the long run. The building and sustaining of positive relationships[2] on our boards is also important because when this goes wrong it can have a negative impact on our wellbeing. Ask yourself are our meetings respectful, challenging, of a reasonable length, starting at a reasonable time with a quality agenda? Are our meetings chaired by someone who is well prepared and knowledgeable? Is my voice heard? Have you thought if these things are impinging on the effectiveness of your board? Other ways to support well being are school based – planning ahead with a good agenda, a clear policy planner, meeting calendar – setting our expectations for each other, growing our team. Many schools now have a governor with a responsibility for mental health and wellbeing – if you have someone in this role does it cover being supportive and understanding of the needs of the governing board as well, quite rightly, of the staff team? No doubt we’ll talk again about wellbeing but in the meantime please be kind to yourself and remember when governance is effective, it empowers us all. Yours, Another Governor To find out more about how we support governors and clerks, visit www.GovernorSpace.co.uk [1] National Leaders of Governance have a remit to support through both coaching and mentoring. A list of NLG can be found here or through an internet search. Support is available at no cost. [2] What governing boards should expect from school leaders and what school leaders should expect from governing boards’ – NGA, NAHT, ASCL, LGA – June 2017.
Weekly DfE Pubications
14 May
To help you keep updated with the latest publications from the DfE - please find a summary attached for week commencing 07/05/2018
Weekly DfE Publication
08 May
To help you keep updated with the latest publications from the DfE - please find a summary attached for week commencing 30/04/2018
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Training & Events

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21 May
Level 3 Award in Emergency First-Aid at Work (EFAW)
Over a day of training learners will develop the skills and knowledge to deal with a range of first-aid incidents and situations associated with a the work environment. The course will enable the learner to: deal with an unresponsive casualty, perform CPR, recognise and deal with a casualty having a seizure, provide aid for both minor and major injuries etc
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21 May
Data Protection for Senior Leaders - Are you ready for the GDPR?
This is a must course for all key decision makers in school to find out about and discuss key differences between the current Data Protection Act 1998 and the new GDPR that will require schools and academies to make some changes to the way they collect, process and manage personal data. The role of Data Protection Officer, which is compulsory under the GDPR, will be explored and resources provided to help support gathering information on how establishments currently process personal information, including advice for good practice moving forward in line with GDPR compliance. Areas such as technology use and IT infrasructure in relation to processing and storing personal data will be explored along with staff day to day common practice. Raising awareness amongst staff and refining practice will form an essential part of preparing an establishment for the GDPR requirements. Current Data Protection policies and practices will need to be reviewed and updated in order to be compliant with the GDPR from 25th May 2018. Accountability and governance is a big part of the changes and establishments will need to provide evidence on how they are complianying with the GDPR. Ofsted have been involved in the past with the ICO in relation to schools and non-compliance of the Data Protection Act 1998 and therefore assume that this will continue to be so under the GDPR requirements. None compliance of the GDPR could result in heavy financial penalties being paid.
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21 May
Primary English Network
An opportunity to hear all the latest news, receive practical ideas and network with colleagues from a range of settings. These primary meetings focus on sharing up to date news and advice; you will also leave the meeting with ideas for a recommended text that can be used to inspire learning across the primary phase.