Common use of Xx Xxxxxx Clause in Contracts

Xx Xxxxxx. As you were saying that, I thought that we may have missed out the important role of the chair, which you have highlighted, but, as you have rightly said, it is ad hoc, is it not? If the chair were to meet the headteacher regularly, to ask those questions and discuss things, problems would be identified, as you said. [31] When it comes to looking at the headteacher’s annual objectives in review meetings, whether things are manageable and realistic and so on needs to be considered. That is another forum and mechanism whereby you can ensure the headteacher’s work-life balance. However, you are right—there needs to be a consistent approach. Again, this perhaps comes back to Xxxx’x question. I do not know what is happening throughout all the LEAs in Wales. I am aware that where I am governor, the LEA adviser comes to school and I know that the mentor approach is used and so on. However, I do not know whether that is happening in schools throughout Wales. We need to consider that carefully. [32] Xxxxx Xxxxxxxxx: I am on a governing body and each year, we appraise the headteacher, but I do not recollect us consciously referring to work-life balance, although it is a theme that comes up frequently in relation to staff in general. Reflecting on that and the proposal for compliance legislation, it is my experience, having been on several governing bodies and having had close contact with a large number of schools in my constituency, that, in some cases, the issue of work-life balance is being neglected. However, do we need compliance legislation and yet more legislation to deal with this, or do we need a proper training mechanism for governors and, as was suggested earlier in this meeting, better ways in which governors can raise and register concerns with the LEA? My experience is probably typical of that of others, and I do not think that the pressures on staff and headteachers are coming from governors. The governors are not stepping beyond the system in order to put additional pressure on staff. I think that the pressure is coming from LEAs and from the Welsh Assembly Government requirements, that is, from the structure in general; the additional pressure is not coming from governors. Therefore, will legislation solve the problem?

Xx Xxxxxx. As you were saying that, I thought that we may have missed out the important role of the chair, which you have highlighted, but, as you have rightly said, it is ad hoc, is it not? If a statutory responsibility of the chair were governing body to meet the headteacher regularly, to ask those questions and discuss things, problems would be identified, as you said. [31] When it comes to looking look at the headteacher’s annual objectives in review meetingswork-life balance of headteachers. The words ‘work-life balance’ are difficult; think, whether things are manageable and realistic and so on needs to be considered. That is another forum and mechanism whereby for example, if I asked you can ensure the headteacher’s about your work-life balance. HoweverIt can come down to personal choice. Some will be good at dealing with it, and some will not. For governors, it is difficult. We noticed that, in the proposed compliance structure that will possibly be put in place, there could be a compliance notice on governing bodies if they do not comply with, for example, looking at the work-life balance of headteachers. [22] I am sure that you are right—aware that, a few years ago, there needs was a resource pack for governing bodies. We assisted with this at the time. It is a good document, but when I looked through it yesterday, I noticed that with all of the other sections to do with the teacher workload agreement, there are case studies, but nothing when it comes to work-life balance. I think that it is about how governors speak to the chair or head about this; they need to monitor and review the work within the school to ensure that it is not unmanageable. [23] I would hope that the national professional qualification for headship and the professional headship induction programme and so on would cover this, because I think that it is incredibly important. I know that the NPQH will be reviewed soon. When scrolling through the internet, I found that one authority in England has produced quite a nice document that looks at how headteachers try to bring work-life balance into their lives. It gives lots of nice examples. I think, and it is certainly the perception that we get from governors, that although they find documents such as this useful, it is the practical examples that the heads and governors will find really useful. I think that it has to be some kind of holistic approach that governors have to take on board. I mentioned in the evidence that it may be all tied in to the self-evaluation that goes on within a consistent approachschool. AgainI think that governors need to be asking not just the headteacher, but the teachers, about this perhaps comes back via a survey or questionnaire, to Xxxx’x questionensure that what is going on is manageable. I do not know what is happening throughout all the LEAs in Wales. I am aware whether my colleagues have anything else that where I am governor, the LEA adviser comes they would like to school and I know that the mentor approach is used and so on. However, I do not know whether that is happening in schools throughout Wales. We need to consider that carefullysay on that. [3224] Xxxxx XxxxxxxxxXx Xxxxxx: I am on a governing body have one thing to add. When I was working more closely with headteachers and each yearlocal authorities, we appraise the headteacherheadteachers always thought that there should be some sort of acknowledgement of headship time. Again, but I do not recollect us consciously referring to work-life balance, although it is a theme that comes up frequently in relation potentially for local authorities to staff in general. Reflecting on identify that and the proposal resources for compliance legislationit. That, it in a way, does give an amount of time in the week when they can concentrate on that task and not necessarily take that work away with them. So, I think that that is my experienceone issue. On a general point, having been we have recently produced documentation on several effective governing bodies and having had close contact with a large number of schools in my constituencywe are doing one now on the critical friend, that, in some cases, the issue of work-life balance is being neglected. However, do we need compliance legislation and yet more legislation to deal with this, or do we need a proper training mechanism for governors and, as was suggested earlier in this meeting, better ways in which governors can raise and register concerns I think will assist with the LEA? My experience is probably typical general approach in terms of that of others, what governors should look for and I do not think that the pressures on staff and headteachers are coming from governors. The governors are not stepping beyond the system in order to put additional pressure on staff. I think that the pressure is coming from LEAs and from the Welsh Assembly Government requirements, that is, from the structure in general; the additional pressure is not coming from governors. Therefore, will legislation solve the problem?how they should assist headteachers.

Xx Xxxxxx. As you were saying thatAlthough I am mindful that there should be dedicated headship time, I thought think that we may evidence and anecdotal evidence will show that it is not always practicable. In small schools, where heads have missed out teaching commitments, and particularly in secondary schools where the important role of the chair, which you have highlighted, but, as you have rightly saidsenior management team has been reduced, it is ad hoc, is it not? If the chair were to meet the headteacher regularly, to ask those questions and discuss things, problems would be identifiedincredibly difficult. Speaking from my experience as a teacher in a school, as you said. [31] When it comes to looking at the headteacher’s annual objectives in review meetings, whether things are manageable and realistic and so on needs to be considered. That is another forum and mechanism whereby you can ensure the headteacher’s work-life balance. Howeverwe all know, you are right—there needs to be a consistent approach. Againdo not stop from the time that you go in in the morning, this perhaps comes back to Xxxx’x question. I and you do not know what is happening throughout all going to happen, because the LEAs in Walesunexpected will occur during the day. I am aware that where I am governor, the LEA adviser comes to school That happens frequently with headteachers and I know that the mentor approach it is used and so on. However, I do not know whether that is happening in schools throughout Wales. We need to consider that carefullyalso a resource issue. [3226] Xxxxx XxxxxxxxxXx Xxxxx: I am wear another hat with Investors in People—I sit on a governing body and each year, we appraise the headteacher, but recognition panel—so I do not recollect us consciously referring to work-life balance, although it is a theme see an awful lot of reports that comes up frequently in relation to staff in general. Reflecting on that come through from assessors and the proposal for compliance legislation, it is my experience, having been on several governing bodies and having had close contact with a large number of schools in my constituency, that, in some cases, the issue issues of work-life balance is being neglectedand headship time are constantly referenced in those. HoweverAs a panel member, do we need compliance legislation I always ask how they know and yet more legislation where the evidence is. Coming back to deal with what Xxxx was talking about in terms of asking the staff about this, whether through informal discussion groups or do we surveys, they need a proper training mechanism for governors and, as was suggested earlier in this meeting, better ways in which governors can raise and register concerns with to ask the LEA? My experience is probably typical of that of othersstaff what they think, and I do not think that the pressures whether their workload is putting extra stress on staff them and headteachers are coming from governorswhether it is growing or where it should be. The governors governing bodies need to be able to react to that. [27] The other hat that I wear is as a Wales quality award assessor and a European quality award assessor. Again, in working with schools, it is about looking at the evidence for what they are not stepping beyond doing and whether it is tangible evidence and something that they can measure. Very often, you can turn these things into tangible measures that you can monitor over time. My advice to governing bodies, through the system association, is to gather the evidence through self- evaluation and try to make it tangible so that you can monitor those measures over time and that will tell you whether you are going in order to put additional pressure on staffthe right direction or not. I think that the pressure Again, it is coming from LEAs and from the Welsh Assembly Government requirements, that is, from the structure in general; the additional pressure is not coming from governors. Therefore, will legislation solve the problem?patchy.

Xx Xxxxxx. As you were saying thatTo take Xxxxxxxxx’x point first, I thought that we may have missed out the important role there is evidence of the chairschools working in clusters and bouncing ideas off each other, which you is invaluable. Where there are federated schools, that will have highlightedto happen, butand it will happen more and more as time goes on. On transition planning, as you have rightly saidthere has been, it and must be, liaison between secondary schools and primary schools. What needs to happen is ad hocgreater collaboration between governing bodies. I am conscious that teachers will work together in clustering meetings, is it not? If and so on, but governing bodies need to be brought together to look at the chair were to meet the headteacher regularlyteacher workload agreement in general, to ask those questions for example, and discuss things, problems would be identified, things such as you said. [31] When it comes to looking at the headteacher’s annual objectives in review meetings, whether things are manageable and realistic and so on needs to be considered. That is another forum and mechanism whereby you can ensure the headteacher’s work-life balance. HoweverI am not sure that that is happening. That is something that we perhaps need to look at as an organisation. [45] You also touched on issues that overlap with Xxxxx’x issues. The impact that the agreement is having on standards is a huge and incredibly important question. We are mindful of the fact that Xxxxx undertook a survey in 2007, you are right—and another report is due in March, which we await avidly. We have the school effectiveness framework, and I am concerned that as its pilot phase rolls out to all schools, there needs to be a consistent approach. Againcorrelation between that, this perhaps comes back to Xxxx’x questionthe teacher workload agreement and other initiatives. I do not know what is happening throughout all said to Xxxx and Xxx at the LEAs beginning that in Wales. looking at previous evidence that has been submitted, I am aware mindful of the fact that where I am governormost of those bodies have undertaken surveys and have hardcore evidence. We have not been in that fortuitous position, the LEA adviser comes to school and I know that the mentor approach is used and so onit would strengthen our role if we could do something like that. However[46] On whose responsibility it is, I do not know whether think that is happening in schools throughout Wales. We need to consider that carefully. [32] Xxxxx Xxxxxxxxx: I am on a governing body and each year, we appraise the headteacher, but I do not recollect us consciously referring to work-life balance, although it is a theme that comes up frequently in relation to staff in generaleveryone’s responsibility. Reflecting on that and the proposal for compliance legislation, it is my experience, having been on several governing bodies and having had close contact with a large number of schools in my constituency, that, in some cases, the issue of work-life balance is being neglected. However, do we need compliance legislation and yet more legislation to deal with this, or do we need a proper training mechanism for governors and, as was suggested earlier in this meeting, better ways in which governors can raise and register concerns with the LEA? My experience is probably typical of that of others, and I do not think that the pressures on staff and headteachers are coming from governors. The governors are not stepping beyond the system in order to put additional pressure on staff. I think that the pressure is coming from LEAs and from we can pinpoint the Welsh Assembly Government requirementsor local education authorities. The school effectiveness framework is about tri-level reform. [47] Xxxxx Xxxxxx: I agree, but who will pull it together, because it is happening in isolation? That is the point that is, from the structure in general; the additional pressure is not coming from governors. Therefore, will legislation solve the problem?I am making.