Scheme of Delegation...3 The VINES Academy Trust – Scheme of Delegation (updated March 2020) There will also be a need to streamline procedures across each layer of governance so

1 The VINES Academy Trust – Scheme of Delegation (updated March 2020)

Scheme of Delegation

The Vines Academy Trust is a local group of church schools who have come together through shared values and ethos and a shared ambition to maintain and improve our record of good provision and outcomes. The founder schools in our Trust will be Houghton on the Hill CE Primary, All Saints CE Primary Wigston, Richard Hill CE Primary and Hope Hamilton CE Primary School. The Vines aims to ensure an outstanding education for all its children, and to promote the Christian ethos and distinctiveness of its schools. We believe in the importance of the church school at the heart of the local community, with strong links to the parish church. The Vines will continue to work closely with its existing partnerships, including Oadby Learning Partnership, STEP Teaching School Alliance and the Leicester Diocesan Board of Education, sharing resources and common values. We anticipate over time that our trust will grow to include other likeminded schools.

Our Trust has identified four main objectives:

Date April 2018

Version Number 1.1 Amendments July 2018 Staffing updates

2.0 June 2019 Policy Framework (pg 10)

Staffing Updates (pg 11)

March 2020 Delegated authority (pg 17)

Review Date October 2020

Approved by Trust Board 6th March 2020

Objective 1: A commitment to continual improvement of pupil outcomes.

Objective 2: To sustain strong, skilled and effective leadership at all levels.

Objective 3: To safeguard the distinctive character of each school in its unique context.

Objective 4: To ensure a financially sustainable structure which aims for growth of the

Trust.


Core Principles

The Vines Academy Trust is committed to the following guiding principles for its

work:

• The learning outcomes and wellbeing of pupils are at the heart of all

decisions and actions;

• The workings of the Trust – related to finance, performance and strategy –

are transparent, efficient and effective;

• Members, Trustees, governors and employees act with integrity and moral

purpose;

• The Trust works as a collaborative partnership, with all its members being

givers and receivers of support and professional development;

• The Trust is committed to uncompromising challenge of all aspects of its

work in all schools;

• All members of the Trust will be committed to respecting and preserving the

unique and distinctive character of each school.

It is expected that each school joining the Trust will have agreed to support these

core principles, and to uphold the values and ethos of the Trust as set out in the

Ethos Vision.

Where these core principles are upheld by local governors and senior leaders, it is

expected that there will be a full delegation of responsibility to the local governing

body of all good and outstanding schools, including the founder schools in the Trust,

as set out in the delegation matrix (Appendix 2). The Trust will tailor delegation

according to the needs of schools which are not good or outstanding.

Delegation of functions in accordance with those principles A multi academy Trust’s (MAT) board of Trustees is accountable in law for all decisions about its academies. However, this does not mean that the board is required to make all the decisions. While the board cannot ever delegate its accountability, it can delegate some of the detailed scrutiny, oversight and decision making. Many decisions will be delegated to local governing bodies, to the CEO and to board committees, where they exist. The Vines Academy Trust’s guiding principles focus on collaboration and shared values, within which we celebrate the distinctiveness of each academy. This scheme sets out how delegation is put into place, so that within the legal structure within which we operate, it is clear that the local governing bodies and the CEO and other senior executive officers have the power that they need to act on the Trustees’ behalf. This document will be complemented by a written scheme of delegation of financial powers meeting the requirements of the Academies Financial Handbook.


There will also be a need to streamline procedures across each layer of governance so that there is no duplication of effort, for example by rewriting reports in different formats. This may result in some changes in practice, but not in the level at which decisions are taken. Governance structure and lines of accountability Key: At the outset the founder schools' existing LGBs and their governors will transition to the new structure as they are. Any governors who are appointed as Trustees will resign from the LGB on conversion. Where LGBs need to appoint new governors, the Trustees, in consultation with LGBs (and in the case of Foundation Governors for Church schools, the Diocese), will ratify all new governor appointments as well as all new Chair of Governor appointments. The Trustees have the right to appoint additional governors where appropriate and to remove governors. Trustees have the right to attend LGB meetings. When schools join the Trust an assessment will be made of the strength of the transferring governing body, with the option of replacing some or all of the appointed governors on conversion. Over time each LGB may wish to streamline to a structure of:

• 5 governors appointed by the Trustees – as set out above

• 2 elected parent governors

• 1 elected staff governor

Members x 5

Trustees x 7

Including: Chair of Trustees/School Improvement lead/ HR lead/Finance Director/Non-voting CEO

Local Governing

Body

All Saints

Local Governing

Body

Hope Hamilton

Local Governing

Body

Houghton on the Hill

Headteacher Board Executive Board

(Includes: Finance, H&S, HR)

Governance Employees/Advisory

Local Governing

Body

Richard Hill


• The academy headteacher ex officio The Vines Academy Trust begins with the principle that all academies will have a local governing body – as the Diocese of Leicester expects. The Trustees will delegate to the local governing body of all good and outstanding schools (and those schools which require improvement where it is deemed there is capacity to retain delegated responsibilities in any or all areas) a wide range of responsibility. This will included scrutiny and monitoring of the performance of the academy and its headteacher, its pupils’ outcomes and the quality of teaching and learning; ensuring compliance with Trust policies; decisions about how the academy’s budget is to be spent within any parameters set by the Trustees and determining, sustaining and celebrating the ethos and character of their academy. Local governing board (LGB) responsibilities may include deciding certain policies, monitoring whether the school is working within the agreed Trust and statutory policies, whether standards are being met and if money is being well spent. The LGB will use its detailed knowledge and engagement with stakeholders to ensure that its school is being well served by the executive leadership and, as a board committee, has direct access to the board if there are concerns. They will contribute fresh ideas and ways of thinking in contributing to new policies and sharing of best practice. LGBs will work to an agreed matrix of statutory business to ensure all statutory responsibilities are completed. Where the Trustees have any concerns about the performance of any of the academies within the Trust, regardless of the academy’s Ofsted status, their initial response would be to offer support from within the Trust – with a view to maintaining current levels of delegation. In some circumstances the Trustees may appoint additional governors or attend LGB meetings as a means of supporting decision making within schools. However, the Trustees will also have the right to determine in certain circumstances that a Local Governing Body should have reduced decision-making powers. This will be unusual; and a decision to remove delegated authority completely from a local governing body will be exceptional. Factors which may influence the Trustees decision about the level of delegation to each local governing body include:

• School performance

• A recent Ofsted report or SIAMS inspection

• Financial and administrative performance

• Leadership and governance capacity and capability

• Safeguarding and wellbeing concerns

• Health and safety issues

• Concerns that school leaders do not work within the core principles of the Trust


Additional Support and Reduced Delegation Schools in the Trust are expected to establish a culture of continuous improvement, underpinned by ongoing school to school support and partnership work. Headteachers will be encouraged and expected to be reflective and evaluative in response to outcomes and issues related to their own academy. This will be validated by a programme of regular quality assurance reporting (see appendix). Early support and challenge will be deployed where a headteacher raises an issue, before moving onto a more formal concern. Where concerns arise about a school, related to any aspect listed above, the Trust’s initial response will be to support the LGB to address issues.

There will be transparency in reporting about a school – any advice from external consultants or internal monitoring reports will be shared openly with Trustees and the school. Appropriate support will be provided, initially informally but becoming a formal process as required. However where problems persist and progress is limited, Trustees will seek to establish a reduced delegation. The Trustees delegate responsibility for scrutiny and monitoring of each academy to the LGB. The LGB will therefore take a lead, on the Trustees’ behalf and with the support of the Trust’s executive officers, in identifying areas of concern. If Trustees are concerned about an academy, at least one Trustee and the CEO would meet with representatives of the LGB to discuss the issue. The LGB would have an opportunity to consider and respond to any formal proposals for change to the scheme of delegation made by the Trustees, which would then be considered in an open meeting of the Trustees and LGB. Proposals for change might include additional support, additional governors, replacement governors, partial or full withdrawal of delegation.

INITIAL DISCUSSION: Concern raised from monitoring/ quality assurance processes

by LGB, HT, Trustees and HT Board

INFORMAL SUPPORT: CEO meets with HT/SLT/Governors informally Informal support plan agreed – action plan and monitoring

FORMAL SUPPORT: Task group formed Formal support plan and action plan with timeline agreed

Consideration of reduced delegation

FORMAL ACTION: Review actions Formal action planning – continued support

De-delegation of key areas for LGB


The schedule attached to this scheme (Appendix 2) demonstrates The Vines Academy Trust’s approach to delegation, being the expected arrangement for all Vines academies and for the founder schools in the first instance. In any individual situation where – following an initial period of support, the Trustees determined to vary delegation, a specific schedule would be set for the circumstances of the school concerned. A decision to deviate from this Scheme of Delegation would be made by the Board of Trustees following a period of time limited support, action planning and review. In situations where serious issues arise suddenly, such as gross financial mismanagement, a serious breach of safeguarding obligations or failure of an Ofsted inspection, Trustees will act more quickly to remove delegated powers. The CEO and academy headteachers In this scheme of delegation the Trustees delegate responsibility for the performance of the Trust, including of all academies within the Trust, to the chief executive officer (CEO). This means that the CEO will report to the board on the performance of the Trust and of the Trust’s schools, although this may be supplemented by monitoring reports from the LGBs. The CEO is performance-managed by the Trust board with support from an independent external adviser, appointed by the board. In this scheme of delegation, the Trust board delegates responsibility for the performance management of academy headteachers to the LGB, in accordance with Trust policy and with the full involvement of the CEO and/or an independent external adviser, appointed by the Trust board. In the case of Requires Improvement or Inadequate schools, the performance management of the headteacher will be delegated to the CEO. Roles and responsibilities The role of the Members The Members of the Trust have a different status to Trustees. Originally they will have been the signatories to the memorandum of association and will have agreed the Trust’s first articles of association (a document which outlines the governance structure and how the Trust will operate). The articles of association will also describe how Members are recruited and replaced, and how many of the Trustees the Members can appoint to the Trust board. The Members appoint Trustees to ensure that the Trust’s charitable object is carried out and so must be able to remove Trustees if they fail to fulfil this responsibility. Accordingly, the Trust board submits an annual report on the performance of the Trust to the Members. Members are also responsible for approving any amendments made to the Trust’s articles of association. While Members are permitted to be appointed as Trustees, in order to retain a degree of separation of powers between the Members and the Trust board, and in line with DfE


current expectations, no Members should be Trustees. Employees of The Vines Academy Trust are not permitted to be Members. The role of the Trustees The Trustees are the charity Trustees (within the terms of section 177(1) of the Charities Act 2011) and are responsible for the general control and management of the administration of the Trust in accordance with the provisions set out in the memorandum and articles of association. The board of Trustees is the accountable body for the performance of all schools within the Trust and as such must: 1. Ensure clarity of vision, ethos and strategic direction; 2. Hold the executive to account for the educational performance of the schools and their pupils, and the performance management of staff; 3. Oversee the financial performance of the Trust and make sure its money is well spent. Because Trustees are bound by both charity and company law, the terms ‘Trustees’ and ‘directors’ are often used interchangeably. We use the term Trustee as it avoids the possible confusion caused when executive leaders are called directors but are not company directors and Trustees. Where academy sites are held in trust we will refer to those who do so as “Site Trustees.” The Trust board is permitted to exercise all the powers of the Academy Trust. The Trust board will delegate to the chief executive responsibility for the day to day operations of the Trust. The Trustees can determine whether to delegate any governance functions. The Trust has the right to review and adapt its governance structure at any time which includes removing delegation. The role of Committees The Trustees may establish committees either with delegated authority to make decisions or for the purpose of providing advice and support, informing the overall work of the Trust Board. However these committees are not legally accountable for statutory functions – the Trust Board retains overall accountability. The responsibilities of board committees are set out in their terms of reference; the responsibilities of local governing bodies are set out in this scheme of delegation. The role of the Chief Executive Officer (CEO) The CEO has the delegated responsibility for the operation of the Trust including the performance of the Trust’s academies and so the CEO holds academy headteachers to account and can performance manage the executive headteachers and academy headteachers. Where the performance management of an academy headteacher is delegated to a local governing committee (LGB) this will be with the full involvement of the CEO and /or an external adviser appointed by the trust board and in accordance with Trust policy. The CEO is the accounting officer so has overall responsibility for the operation of the Academy Trust’s financial responsibilities and must ensure that the organisation is run with financial effectiveness and stability; avoiding waste and securing value for money. In this


role the CEO will have the power to challenge decisions made by local governing bodies and may seek reconsideration of those decisions. The CEO leads the executive management team of the Academy Trust. The CEO will delegate executive management functions to the executive management team and is accountable to the Trust Board for the performance of the executive management team. The role of the Academy Headteachers The academy headteacher is responsible for the day to day management of the academy and may have responsibilities delegated to them by the LGB. The academy headteacher remains the lead professional in the academy and reports to their LGB on matters which have been delegated. This scheme delegates responsibility for the annual performance management of the academy headteacher to the LGB, to be undertaken in accordance with Trust policy and with the full involvement of the CEO and/or an external adviser appointed by the Trust board.

Headteachers of individual schools will be line managed professionally by the CEO who will support the headteacher’s annual performance review, as well as interim monitoring, and determine salary progression in the light of it. The CEO, or a person acting on his behalf, will ensure professional support and challenge on issues associated with standards and pupil performance. Headteachers should see LGBs as important ‘scrutiny and challenge’ boards. LGBs’ role is not to direct headteachers what specific course of action to follow on any particular issue, but to question challenge and as far as possible assure themselves that appropriate action is being taken to identify and address areas for improvement, and to flag a concern to the Trust Board if it is unsure. It is then for the CEO, acting on behalf of the Trust Board, to work with the headteacher to ensure the issue is appropriately resolved. If necessary and in extreme circumstances the CEO, as line manager, may use powers of direction to ensure a serious issue is acted upon.

Financial accountability Annual budget share is allocated to each school by the Trust Board along with the notification of the annual Trust charge and any specific benchmarks to be observed (such as use or accumulation of any carry forward, or a percentage of income to be used for staff or teacher costs). It is then the responsibility of the headteacher in each school, working with the school’s business manager/finance officer, to agree a detailed budget for the year in question, using the Trust’s budget planning format. That budget is then submitted to the Trust CFO for approval (in this the CFO is acting with delegated powers from the Trust Board). Once approved, the termly reporting on income and spend is the responsibility of the school headteacher, with the support of the school’s business manager/finance officer and is communicated to the Trust CFO at regular Trust CFO-SBM/ finance officer meetings. If any


variances are proposed to the budget, these must be agreed between the headteacher (via the SBM) and the Trust CFO. The Trust CFO is accountable then to the Trust Board for the overall financial outturns at the end of the year. Where an individual school believes that its allocated budget share is unreasonable or unfair, and the disagreement cannot be resolved at local level within the Trust, the Academies’ Financial Handbook provides a line of appeal from the headteacher of that school to the EFA directly, which may, if it cannot be resolved by the EFA, be referred to the Secretary of State for adjudication, which is then binding on the Trust.


Trust and school policies All statutory policies in the Trust are ultimately the responsibility of the Trust Board. To enable it to discharge this responsibility appropriately and in collaboration with the constituent schools, the Trust Board will do one on the following:

1. set a full Trust wide policy, 2. set a ‘policy principles’ document (a framework within which LGBs develop a full

and appropriately customised policy), 3. delegate to LGBs the power to develop their own policy which the Trust Board

will then ratify 4. ensure that schools keep live documents up to date.

Policies and the levels of delegation for them are as follows:

1. Policies set by the Trust Board for all schools

a. Acceptance of gifts, hospitality, awards, prizes or benefits

b. Accounting c. Anti fraud and corruption* d. Attendance management e. Capability* f. Child protection (safeguarding) g. Competitive tendering h. Complaints i. Confidentiality* j. Data protection k. Debt recovery plan* l. Discretionary* m. Expenses* n. Family leave* o. Finance* p. First Aid q. Flexible working*

r. Freedom of information publication scheme

s. Governors’ code of conduct t. Information security* u. Investments and reserves v. Leave of absence for staff* w. Performance and appraisal* x. Register of business interests of

headteachers and governors y. Risk Management z. Shared services contribution* aa. Staff discipline, conduct and

grievance bb. Staff wellbeing* cc. Statement – allegations of abuse

against staff dd. Teachers’ pay and support staff ee. Therapeutic return* ff. Whistleblowing

2. Policy principles set by the Trust Board (a framework within which LGBs develop a full and appropriately customised policy)

a. Admissions arrangements b. Accessibility plan c. Behaviour d. Business continuity (critical

incident)*

e. Charging and remissions f. Health and safety g. Minutes of, and papers considered

at, meetings of governing body and committees


3. LGB can develop own policy which the Trust Board will then ratify

a. EYFS policies and procedures b. Ethos* c. Equality information and objectives d. Lettings* e. Premises management documents f. Relationships and sex education

g. Religious Education* h. Risk assessments i. Special education needs information

report and policy j. Supporting pupils with medical

conditions

4. Other (live documents which school has responsibility for)

a. Central record of recruitment and vetting checks

b. Register of pupils’ admissions to school

c. Register of pupils’ attendance

d. School information published on website


Appendix 1 Executive Leadership Structure Support Team Headteachers Senior Leaders Key Personnel: Capacity for Support

CEO: Jan Knox

EXECUTIVE

APPOINTMENTS:

Finance: Keri Chapman

HR:

H&S:

Clerk: Liz Reid

All Saints

HT: Julie Wright

Hope Hamilton

HT: Jacky Farnell

Houghton on the Hill

HT: Jan Knox

Fiona Brooks – EYFS/Literacy

Ali Woollerson: T&L/Math Mastery Specialist

Amy Vickerman: EYFS Kaila Handley – Literacy Kerrie White – T&L/SEN

Sophie Barker – Literacy Nikola Jackson – Maths

Veena Sampal – KS1

Rachel Lowe – RE/EYFS Mastery

Melanie Pickford – Reading/Literacy

Richard Hill

HT: Terena Moreton

Rachel Hames (RE)


Appendix 2

Schedule of delegation

Key Blue box Function cannot be legally carried out at this level.

✓ Action to be undertaken at this level

A Provide advice and support to those accountable for decision making

<> Direction of advice and support Grid 1 – delegation to LGB Level 1: Members

Level 2: Board of Trustees

Level 3: Chief executive officer

Level 4: Local governance committee (LGB)

Level 5: Academy Headteacher

This grid illustrates full delegation to the LGB which is the default assumption in

The Vines Academy Trust. In practice, if there were to be concerns sufficient for the

Trustees to consider changing the level of delegation, they may propose a more

targeted and variation of Grid 1.

Delegated decision making – Local Governing Board

Area Decision

Delegation

Members

Trust Board/Chair

(to be specified)

CEO LGB Academy

HT

Governance framework

People

Members: Appoint/Remove ✓

Trustees: Appoint/Remove ✓

Role descriptions for Members ✓

Role descriptions for Trustees/chair/ specific roles/committee Members: agree

✓ <A

Parent governor/committee member: elected ✓

Committee chairs: appoint and remove ✓ <A

LGB chairs: appoint and remove ✓ <A

Clerk to board: appoint and remove ✓

Clerk to LGB: appoint and remove ✓

Systems and structures

Articles of association: agree and review ✓ <A <A

Governance structure (committees) for the Trust: establish and review annually

✓ <A

Scheme of Delegation and terms of reference for Trust committees (including audit if required, and scheme for school committees): agree annually

✓ <A

Terms of reference for LGB/local committees: agree and review annually or as need arises

✓ <A

Skills audit: complete and recruit to fill gaps ✓ <A> ✓ A

15

Area Decision

Delegation

Members

Trust Board/Chair

(to be specified)

CEO LGB Academy

HT

Annual self-review of Trust board and committee performance: complete annually

✓

Annual self-review of LGB performance: complete annually

✓

Chair’s performance: carry out 360 review periodically ✓ ✓

Trustee / committee member contribution: review annually

✓ ✓

Succession: plan ✓ <A> ✓ A

Annual schedule of business for Trust board: agree ✓ <A

Annual schedule of business for LGB: agree A> ✓ A

Reporting

Reporting

Trust governance details on Trust and academies' websites: ensure

✓ <A

Academy governance details on academy website: ensure

✓ <A

Register of all interests, business, pecuniary, loyalty for Members/Trustees/committee Members: establish and publish

✓ <A

Annual report on performance of the Trust: submit to Members and publish

✓ <A

Annual report and accounts including accounting policies, signed statement on regularity, propriety and

✓ <A

16

Area Decision

Delegation

Members

Trust Board/Chair

(to be specified)

CEO LGB Academy

HT

compliance, incorporating governance statement demonstrating value for money: submit

All LGB minutes submitted to Trust ✓ <A

Send LGB minutes to Trust

Being Strategic

Being Strategic

Determine Trust wide policies which reflect the Trust's ethos and values (facilitating discussions with unions where appropriate) including: charging and remissions; complaints; expenses; health and safety, pay and performance management; premises management; data protection and FOI; staffing policies including capability, discipline, conduct and grievance: approve

✓ <A

Determine school level policies which reflect the school's ethos and values to include e.g. admissions; SEND; safeguarding and child protection; curriculum; behaviour: approve

✓ A

Central spend / top slice: agree ✓ <A

Management of risk: establish register, review and monitor

✓ <A> ✓ A

Engagement with stakeholders ✓ ✓ ✓ ✓ ✓

Trust's vision and strategy, agreeing key priorities and ✓ <A

17

Area Decision

Delegation

Members

Trust Board/Chair

(to be specified)

CEO LGB Academy

HT

Being Strategic

key performance indicators (KPIs) against which progress towards achieving the vision can be measured: determine

Schools vision and strategy, agreeing key priorities and key performance indicators (KPIs) against which progress towards achieving the vision can be measured: determine

A> ✓ A

Chief executive officer: Appoint and dismiss ✓

Deputy chief executive officer: Appoint and dismiss ✓ <A

Academy headteacher: appoint ✓ <A <A

Academy headteacher: dismiss ✓

(Chair) <A

Budget plan to support delivery of Trust key priorities:

agree ✓ <A

Budget plan to support delivery of school key

priorities: agree ✓ ✓ A

Trust's staffing structure: agree ✓ <A

School staffing structure: agree A> ✓

A

18

Area Decision

Delegation

Members

Trust Board/Chair

(to be specified)

CEO LGB Academy

HT

Holding to account

Holding to account

Auditing and reporting arrangements for matters of

compliance (eg safeguarding, H&S, employment):

agree ✓ <A> ✓ A

Reporting arrangements for progress on key priorities:

agree ✓ <A> ✓ A

Performance management of the Chief Executive

Officer: undertake ✓

Performance management of the Deputy Chief

Executive Officer: undertake ✓ <A

Performance management of academy headteacher :

undertake A> ✓

Trustee monitoring: agree arrangements

✓ <A

LGB member monitoring: agree arrangements ✓ A

Ensuring financial probity

Chief financial officer for delivery of Trusts detailed

accounting processes: appoint ✓ <A

19

Area Decision

Delegation

Members

Trust Board/Chair

(to be specified)

CEO LGB Academy

HT

Ensuring financial probity

Trust's scheme of financial delegation: establish and

review ✓ <A

School's scheme of financial delegation: establish and

review ✓ <A

External auditors' report: receive and respond ✓ <A ✓ A

CEO and DCEO pay award: agree ✓

Academy headteacher pay award: agree ✓ <A

Staff appraisal procedure and pay progression:

monitor and agree ✓ A

Benchmarking and Trust wide value for money: ensure

robustness ✓ <A

Benchmarking and academy value for money: ensure

robustness ✓ A

Develop Trust wide procurement strategies and

efficiency savings programme ✓ <A

20

Appendix 3

21

Date: S O N D J F M A M J J Notes

Task/ReportPersonnel

(reporting to Trustees/CEO)

School Budgets HT/CoG ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Balances against budgets

Trust Budget CEO/HTs ✓ ✓ ✓ ✓

Fire Risk Assessment ✓

Fire Drills ✓ ✓ ✓

First Aid Review ✓

H&S Statutory Paperwork ✓ ✓

Building Condition Survey

Security Survey ✓

Identity risk areas

School Effectiveness

Challenge/School Review HT Board ✓ Learning Walk/Professional Conversation in each school.

Chairs of Governor Meetings CEO ✓ ✓ ✓ Discuss current issues/data/strategic plans/ impact of Trust

HT/SLT Meetings All HT/DHs ✓ ✓ ✓ ✓ ✓ SIP/Data/Monitoring/Books - focus area each half term

Website Governor ✓ ✓ Compliance

IT Infrastructure Technicians ✓ ✓ ✓ Termly questionnaire - identify concerns

Standards & Achievement

Termly Assessments/Data HTs/CEO ✓ ✓ ✓ Data drop - common format - trends and concerns

Moderation of Assessments All Leaders ✓

National Benchmarking CEO/HTs ✓

Challenge/Support

Improvement Visits Improvement Partners ✓ ✓ ✓ Links to agreed school priorities

Focused Review CEO/Imp Ptnrs ✓ ✓ ✓

Moderating Teaching & Learning External

PP Review ✓ ✓ ✓

Sports Premium Review ✓ ✓ ✓

Safeguarding Review ✓ SCR, CP Reporting/Recording/Training

Governance Review CEO ✓ Annual Meeting of CEO/LGB/Trustees

Readiness for Ofsted CEO

Contextual

Behaviour & Attendance ✓ ✓ ✓ Trends, exclusions, race hate/bullying logs

Contextual Changes ✓ ✓ ✓ Mobility, FSM, LAC, CP Plans

Personnel Changes ✓ ✓ ✓ HR Issues, vacancies, resignations, absences

Staff Wellbeing Audit ✓ ✓ ✓ Questionnaire

Complaints HTs/CEO ✓ ✓ ✓

SEND SENCos ✓ ✓ ✓ Statistics, agencies, issues arising

Compliance with statutory guidance

Checking on impact and spending

As required

HTs

Annual Review by External Va l idation

Appropriate staff,

reporting to CEO

Health, Safety &

Wellbeing Executive

OfficerOn joining the trust, thereafter every three years

Documents

Scheme of Delegation...3 The VINES Academy Trust – Scheme of Delegation (updated March 2020) There will also be a need to streamline procedures across each layer of governance so