Board Members
Handbook and
Welcome Pack
2015
Weymouth College
Cranford Avenue
Weymouth College Dorset
DT4 7LQ
Sue Ratcliffe, Clerk to the Corporation
Tel 01305 764742
Mobile 07801 461125
[email protected]
www.weymouth.ac.uk
2
Contents
Welcome Letter………………………………………………………………………………
3
Introduction to Weymouth College ………………………………………………………
5
- Weymouth and Portland Local Context ……………………………………………
5
- Welcome to Weymouth College …………………………………………………….
6
- Mission, Values and Strategic Objectives ………………………………………….
8
Introduction to Governance ………………………………………………………………
10
- Roles and Responsibilities ………………………………………………………….
11
- The Powers of the governing body ……………………………………………….
12
- The Composition of the board and its committees ……………………………..
12
- Policy Governance ………………………………………………………………….
14
Useful Source Documents ……………………………………………………………….
16
Nolan Principles ……………………………………………………………………………
18
Advice and information ……………………………………………………………………
19
Induction and Development Activities ………………………………………………….
20
Glossary ……………………………………………………………………………………
21
Meetings and Members……………………………………………………………………
23
Governor Involvement Scheme ………………………………………………………
25
Governors Code of Practice …………………………………………………………....
29
Structure Chart……………………………………………………………………………
32
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4
Welcome
Welcome to the Board of the Corporation of Weymouth College. This pack is designed to
give you a brief introduction to the College and the Board, our governance arrangements
and the wider Further Education Sector.
Despite very difficult times during 2014 and 2015, with many challenges and interventions,
Board Members and the Leadership Team are committed to the College and its future
success. The College has had to face interventions from our Funding Agencies due to
severe financial pressures, a Structure and Prospects Appraisal led by the FE
Commissioner and at the same time continue to maintain high academic standards and
student recruitment with a published “inadequate” Ofsted grade.
Good progress has been made and in October 2015, the College has a “break-even budget;
renewed vision; a re-vitalised board; new senior leaders and is awaiting action on the
recommendation of the FE Commissioner for “administrative status” to be removed by the
Minister for Skills so that the College can move forward again as an independent institution.
This progress has been endorsed by Ofsted during their monitoring visits held in 2015.
In January 2015, inspectors judged outcomes for learners as “Good” and the quality of
teaching, learning and assessment as “Good”; whereas the overall effectiveness of the
college was judged inadequate due to the poor financial position. Ofsted re-visited the
college in March 2015 and again in June 2015 as part of a follow-up plan and in their
reports, Ofsted indicated that the College was making good progress and had identified
strategies that would help to contribute to improvements in its financial position whilst
maintaining its high academic standards.
During the latest monitoring visit, Ofsted focused on aspects of leadership, management and
governance and the inspector met with a number of people across the College including the
Acting Principal, the College Nominee, Governors, Leadership Team Members and the Clerk
to the Corporation. Ofsted were so impressed with the continued improvements made by
the College that they awarded three “Significant Improvement” judgements which is unusual
at that particular stage of the monitoring process. “Significant Improvement” corresponds to
a grade one judgement for improvement in each area inspected. We now anticipate that the
College will have a full inspection during the current academic year.
The report said: “leaders, managers and governors have made very good progress, particularly to
address areas for improvement around leadership, governance and financial management. They have
put in place a suitably detailed quality improvement action plan and financial recovery plan.”
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The report goes onto say: “representatives from the Further Education Commissioner’s office and
funding agencies have reviewed these plans and expressed a high level of confidence in the direction of
travel of the College.”
We now anticipate that the College will have a full inspection during the current academic
year.
As you can see we still have a big task going forward, we are “not out of the woods”, but we
are well on our way and we are pleased you have agreed to join us.
Our Board total 16 in number bringing a wide range of skills and experience, meeting a
minimum of six times a year at the College, usually on a Tuesday evening. Attendance at
Board and Committee meetings is good.
We continue to introduce the Policy Governance© model which started in 2012, with more
rigorous monitoring of policies being the priority for the coming year . Policy Governance
emphasises values, vision and the empowerment of the board and staff and is built on ten
principles.
There are opportunities for you to find out more about the College and you be invited to
attend development and training activities and conferences to develop your knowledge and
skills as a Governor. Please feel free to contact Sue Ratcliffe, the Clerk to the Corporation,
at The College, email [email protected] or telephone number 01305 764742
should you need any further information.
David Fallows
CHAIR OF THE BOARD
Nigel Evans
INTERIM PRINCIPAL
July 2015
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Introduction to Weymouth College
As a Board member, you will be supporting and serving a wide community located within
one of the most beautiful parts of the country. Thank you for your support.
Weymouth and Portland Local Context
Weymouth and Portland are special places, and both are very different. Whilst Weymouth is
considered to be the main urban area in Dorset outside Bournemouth and Poole, Portland is
viewed as being essentially rural. Although they have different characteristics, a common
thread running through the fabric of Borough life is a sense of community and value of
respective identities.
The local economy
The value of the economy is estimated to be around £708 million in Weymouth & Portland
with tourism contributing about £106 million to the local economy. There are approximately
2,200 firms excluding the self-employed, most firms are small, but 43% of the workforce
works in firms with fifty or more employees. There are strengths in sever other business
areas such as marine engineering, boat building and engineering as well as hotel and
catering and retail. The business survival rates are above the national average and
Weymouth and Portland is recognised by its partners as an important economic hub for
Dorset outside the major conurbation of Poole and Bournemouth. The 2012 Olympic and
Paralympic Games Sailing events are expected to impact positively on local businesses and
raise the profile of the area.
The local population
The population of Weymouth & Portland currently stands at around 65,000. Over the last
ten years, the Borough has experienced a slow population growth compared to Dorset as a
whole. Despite this, the Borough remains the most densely populated location in Dorset
outside of Poole and Bournemouth. The number of young people aged 14-19 is expected
to fall by 8% over the period 2011-2016 and begin to rise thereafter. Whilst generally more
prosperous than the national average, there is generally more social deprivation in
Weymouth and Portland than any other area within Dorset. There are particularly high levels
of deprivation in some parts of Portland.
Around 11,000 people travel out of the Borough for work each day and only 3,200 commute
into Weymouth and Portland. Around 7000 of these people are employed in Dorchester and
wider West Dorset. Whilst unemployment figures are in line with the national trend, much
employment is seasonal. Levels of household income are below national averages, but
house prices are significantly higher.
The local area
Weymouth and Portland occupies a unique setting as part of the World Heritage Coast and
Dorset Area of Outstanding Natural Beauty. Weymouth is characterised by a high number of
listed buildings, including its Georgian Esplanade and Victorian terraces. The area has
several good quality beaches and clean bathing water.
The historic harbourside area has undergone regeneration in recent years and now supports
a ‘café culture’ environment with outdoor events. Portland is characterised by the rugged
landscape, impressive coast and geology. Stone quarrying and masonry have formed a
large part of the island’s industrial heritage. The departure of the once very significant
defence industry presence on Portland has enabled the development of private commercial
activity, much with a maritime theme, and enabled the hosting of the Olympic and
Paralympic sailing events during the Summer of 2012.
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Welcome to Weymouth College
Weymouth College is a medium-sized general further education college, serving a population of
69,000. The college attracts students from the town and surrounding areas. According to the 2011
census, the proportion of residents from a minority ethnic heritage is below the national average.
Students from minority ethnic heritages account for just over 3% of the college’s student population.
The proportion of pupils in Weymouth attaining five GCSEs at A* to C including English and
mathematics in 2012, was below the South West and England averages. About 8% of Weymouth
residents under the age of 18 are not in employment, education and training. Ten of the most
deprived wards in England are located in Weymouth and Portland.The College provides a wide range
of full and part-time further education and training programmes covering most of the sector subject
areas (SSA’s) and extend from basic kills and foundation level through to Levels 2 and 3 and some
level 4 higher education programmes.
A little bit of History……….
Weymouth College occupies a site in Cranford Avenue which was first used as a prestigious
Victorian public school for boys. In 1939 the School moved to Wellingborough,
Northamptonshire, because of the threat of invasion. The buildings were considerably
extended in the 1960’s and used as a teacher training college. This in turn moved to become
part of Dorset Institute of Higher Education (now Bournemouth University) and in 1985 –
which was when South Dorset Technical College and Weymouth Grammar School were
closed and Weymouth College was created.
The College initially operated on two sites, Cranford Avenue and the old South Dorset Tech
buildings at Newstead Road, with an hourly bus service provided between the two.
Current facilities
In 2001, the Newstead Road site was sold for housing development, and all students based
there were transferred to new facilities at the Cranford Avenue campus, creating the college
as it exists today. In 2013 the College has invested in a refurbishment programme in a
number of areas, most notably, the development of the Business Enterprise Centre and new
front of house reception area and a new provision for learners with disabilities, and in 2015 a
partnership with Westfield Arts College whose students are now learning on site at Cranford
Avenue.
Over recent years, Weymouth College has expanded provision beyond its traditional
curriculum offering. A sports Centre and gym facility for public use was opened at the
Cranford Avenue site, with the college additionally taking over the operation of the former
Weymouth Sports Club site on Dorchester Road, now renamed as Redlands Community
Sports Hub. Further provision is now provided at the Dorset Centre for the Creative Arts on
Poundbury, Dorchester and in 2014, in collaboration with celebrity Chef Mark Hix, the
College opened the first Hix Academy in a College.
Ofsted Inspection
As outlined in the introduction to this booklet, Weymouth College was last inspected by
Ofsted in January 2015 and judged “Inadequate”. Whilst Teaching, Learning and
Assessment and Outcomes for Students were graded “Good”, the College’s severe financial
position influenced the overall judgment.
Monitoring visits by inspectors in March and June 2015 have judged the College as making
“significant improvement”.
Weymouth College has been on a difficult journey in 2014 and 2015 and is now moving out
of recovery and looking to the future. We are expecting Ofsted to return within the current
academic year.
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Mission, Vision, Values and Strategic Objectives
These statements are currently being reviewed – October 2015
1. Mission
“Weymouth College will transform lives and contribute to economic and social regeneration – bringing skills and knowledge to life”. 2. Strategic objectives
In order to achieve this mission, the College has established four key strategic
objectives:




To drive up performance and the standard of provision through a “high
expectation, high achievement” culture,
To achieve year-on-year growth, through the development and delivery of
relevant, responsive and innovative education and training.
To drive skills development and be a vital educational, social cultural and
economic asset for the region.
To develop a sustainable business model serving diverse markets and
sectors.
3. Vision
By 2018:






The College is recognised as a provider of high quality education and training.
Standards of teaching and learning will be “outstanding”
The College is regarded as a “great place to study and work”.
Buildings and other physical amenities will be fit for purpose.
Employers will recognise Weymouth College as an essential strategic partner
in driving forward their business performance and in developing the skills of
their employees.
The Community will recognise the College as being essential in helping to
improve the educational, social and economic wellbeing of students.
4. Values
In achieving its mission, vision and strategic objectives, the college will:







Always place the interests and the needs of students at the heart of what it
does
Promote equality of opportunity and celebrate cultural diversity
Act with integrity and mutual respect
Support innovation and entrepreneurship at all levels within and beyond the
organisation.
Recognise and reward the effort and the success of students and staff.
Foster high expectations, irrespective of starting points, for staff and students.
Support long-term quality relationships with employers.
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In 2012 “Question Time” came to Weymouth College.
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Introduction to Governance
What is governance?
There are many definitions of governance but it is generally accepted that the governance of
an organisation is an activity distinct from, but complementary to, the management of that
organisation.
Two common definitions of governance that bring out this important distinction are
“ensuring that the organisation does the right things, for the right people, in the right
way” (governance ensures, management does), and “steering not rowing”.
The 2013 Pember review “Creating Excellence in College Governance” (click here) defines
governance as ‘the act of governing – not managing. Governance provides strategic
leadership and direction to an organisation. It sets and approves policies and the budget,
defines expectations, delegates powers and verifies performance towards meeting its
strategic aims and objectives.’ The review also refers to The Good Governance Standard for
Public Services developed in 2004 by the Chartered Institute of Public Finance and
Accountancy (CIPFA) and the independent research organisation and consultancy firm,
OPM.
John Carver's definition is also often quoted (See Policy Governance section of this
handbook): ‘Ownership one step down, not management one step up’. Carver sees the
governors of an organisation as the representatives of the owners. In private enterprise
these are the shareholders or proprietors of a business; but in the not-for-profit sector, which
includes colleges and other charities, they are the people and communities for whose benefit
the organisation exists.
From this perspective, the main role of the governing body is to define on the owners’ behalf
the benefits that the organisation needs to deliver. The governing body may also set limits
on the means which the management can employ to deliver those benefits. It must then put
processes in place to satisfy itself that the benefits are being delivered without the use of
inappropriate means.
The further education sector
At the end of 2013, there were nearly two million young people aged 16-18 in England (DfE
estimate), over 80% of whom participate in some form of education or training.
That
equates to over 1.5 million young people, plus an additional 3 million adults and over
400,000 apprenticeship starts, giving an indication of those participating in some form of
further education in England.
The Further Education sector comprises approximately 245 providers, sixth form and further
education colleges, commercial and charitable providers and employers. In addition there
are about 2500 schools with sixth forms. Funding is channeled through the Department
for Business Innovation and Skills and the Department for Education (for 16-19 year olds),
managed by the Skills Funding Agency and the Education Funding Agency.
Each year, AoC publishes key facts, a succinct annual overview of the sector in terms of
facts and figures (available on the AoC website). . AoC regions also produce their own
summaries of college activity at regional level.
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The role and responsibilities of governors
The main business of the governing body is to determine the educational character of the
college and ensure its overall well-being and financial solvency. The responsibilities of the
governing body are set out in the Instrument and Articles of Government which were first set
down in 1992 under the Further and Higher Education Act. They have since been amended,
the latest version of which came into force on 1 January 2008 and the Instrument and
Articles of Sixth-Form Colleges differ in some respects from those of General Further
Education Colleges.
The Education Act 2011 has further relaxed some of the requirements and colleges may
now amend or modify their instrument and articles subject to a number of qualifications. In
brief, the responsibilities of the governing body, which appear in the articles, are to:
• determine and periodically review the educational character and mission of the
institution and oversee its activities;
• approve the quality strategy of the institution;
• ensure the solvency of the institution, the effective and efficient use of resources and
the safeguarding of assets;
• approve annual estimates of income and expenditure;
• appoint, grade, suspend, dismiss and determine the conditions of service of the
 holders of senior posts and the clerk; and
• set a framework for the pay and conditions of service for all other staff.
Generally, the governing body is responsible for the overall functioning of the college. It is
responsible for the quality of service to its students, their welfare, the financial health of the
college, the proper use of public funds, and for ensuring effective leadership and
management. It also has responsibility for setting and monitoring targets for the retention,
achievement and success rates of students – ensuring that students continue their studies
and achieve their learning goals. In carrying out these responsibilities the governing body
will need to take account of national and local strategic priorities.
The governing body is also responsible for monitoring its own performance to ensure it
operates to a high standard. The English Colleges’ Foundation Code of Governance
developed and owned by the sector is voluntary but all colleges are encouraged to adopt it.
It includes the following statement: “The governing body should undertake a formal selfevaluation of its effectiveness as frequently as it determines is appropriate, but at least every
three years.” Following the national banking crises of recent years, the Financial Reporting
Council (FRC) which is responsible for overseeing the application and implementation of the
UK Corporate Governance Code, issued Guidance on Board Effectiveness in 2011 which
provides specific advice on governance to the private corporate sector. Many of the issues
raised are relevant to the public sector and to independent college governing bodies,
including the importance of making sure that governing bodies rigorously assess their own
performance. Sometimes questionnaires can be circulated to members from which the clerk
may draw up a summary. However, increasingly, best practice requires that self-assessment
involves an appraisal of individual contributions as well as collective board processes, the
use of peer review and external facilitation.
The legal responsibilities of governing bodies are set out in the Instrument and Articles of
Government. The Instrument covers membership of the governing body, appointment of the
Chair, Vice Chair and Clerk, the eligibility of members and proceeding of meetings. The
Articles cover the responsibilities of the governing body, the role of committees, the
employment of senior post-holders and staff, student matters and audit arrangements. Other
responsibilities are agreed with the relevant funding agency as a condition for receiving
public funds. A successful college is one that provides a high quality and inclusive
educational experience to its students and customers and which is financially secure.
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The powers of the governing body
The governing body, or board – the legal term is corporation – ‘conducts’ the college. The
governing body has the power, amongst others, to:
• provide further education and higher education;
• provide secondary education to 14-16 year olds in school;
• supply goods or services in support of the provision of education;
• conduct an educational institution;
• subscribe for or acquire shares in or securities of a company;
• acquire and dispose of assets;
• borrow money;
• invest money;
• apply for degree awarding powers; and innovate.
It also has powers to enter into contracts and make other arrangements to support its main
powers. The legal power of the governing body resides with the governing body as a whole,
not with individual governors. This places constraints on what you can do as a governor:
• As a corporate body, governors should support decisions taken collectively at formal
meetings.
• No governor should speak on behalf of the governing body unless specifically
authorised by the governing body.
• All governors share responsibility for decisions.
• All governors must respect confidentiality
The composition of the governing body and its committees
There are variations in categories of members for different types of college. The Board is
given significant flexibility in who it can appoint, subject to the broad responsibilities set out
in the Articles.
*Note that the principal is normally a member of the governing body but
may choose not to be. The minimum total number of members is 12 and the maximum 20.
Weymouth College has currently determined its membership as follows:
Category of Member
Number of Members
*Members with appropriate knowledge, skills and
12
experience as determined by the Board.
Staff
1
Students
2
The Principal
1
Total
16
*The Board follows accepted good practice in ensuring an appropriate mix of members on
the Board, to make the necessary skills, knowledge and understanding available to it.
Committees
The Board is required to have an audit committee, a search and governance committee and,
when the occasion arises, a special committee, and to appoint the members of these
committees.
They are also entitled to set up any other committee and to appoint its members. With the
exception of the special committee, members can be drawn from within and outside the
governing body and college.
At Weymouth the Corporation has established the two statutory committees and has also
formed a Finance Committee with specific terms of reference in relation to financial
recovery.
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The Audit committee advises on matters relating to the audit arrangements and systems of
internal control. The committee must consist of at least three people, including one person
with relevant financial / audit expertise and may include college employees other than senior
post-holders.
The Search and governance committee advises the governing body on the appointment of
members other than, staff or student members. It also advises on any other matters relating
to membership and appointments that the board may ask it to. The governing body is not
allowed to appoint members (other than staff and student members) without first consulting
and considering the advice of the search committee and it may make rules setting out how
the search committee is to be conducted. In this case the rules, together with the
committee’s terms of reference and the advice given to the board must be published on the
college website and be made available to the public.
A Special committee is required when consideration is being given of the case for dismissal
and the power to determine an appeal in connection with the dismissal of the principal, the
clerk or other senior post-holder.
The Board is able to delegate a wide range of matters to these committees but must not
however, delegate the following:
•
the determination of the educational character and mission of the college;
•
the approval of the annual estimates of income and expenditure;
•
the responsibility for ensuring the solvency of the college and safeguarding of its
•
assets; and
•
The appointment or dismissal of the principal or the clerk to the governing body
(including the clerk who may also a member of staff).
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Policy Governance
In 2011 alongside a Strategic Options Review of College provision, the Board identified the
need to modernise a very traditional model which was becoming unwieldy and duplicative.
In October 2011, after some research, the Board decided to introduce the Policy
Governance model and has developed a set of Governance Policies which reflect the
Board’s values.
The Policy Governance model is an operating system for boards, developed by John Carver
in the 1970’s based on a theory of owner accountability which drives certain understandings
about the role of the Board and the reasons why and for whom it operates.

The Board Governs on behalf of its ownership which it defines as:
Those people of Weymouth and Portland and the wider South and West
Dorset area who share an interest in the long-term availability and
quality of post 14 education and training.

The organisation – The College - is a vehicle for delivering the benefits that the
owners seek.

As owner representative the Board’s main purpose is to ensure that what the owners
are looking for the College to produce, gets produced – not in terms of what the
organisation is going to do but in terms of the impact it is going to have on people’s
lives - see Strategic Outcomes below.

The Board’s power is through its interpretation of the owners’ best interests.
2. Overview
The model is built on ten principles and has several component parts that work together to
provide a complete approach. A system which focuses on values, vision and the
empowerment of the board and staff alike and fundamentality provides clarity of purpose and
clarity of roles and responsibilities.
2.1 Strategic Outcomes
“Weymouth College exists so that students, employers and communities are
equipped for the futures to which they aspire at a cost that represents excellent value
for money”.
*the overall primary beneficiaries of the work of Weymouth College are intended to be those who live and work in
Weymouth and Portland and the wider South and West Dorset areas. However, the College welcomes and seeks to
provide excellent education for all students who choose to access its services”
1.
This service mark is used only to protect the integrity of the precepts of the model which is available to all free of charge. The
international service mark belongs to John Carver.
…. For our Students
Students have the skills, confidence and knowledge to make a successful transition into
work or the next stage of their career or education.
….. For Employers
Employers have the skilled people they need to create and develop a prosperous and
sustainable economy.
…. For Communities
The College contributes to the economic and social regeneration of the communities it
serves.
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3. Board Governance Policies
The Board Governance policies provide a clear system of delegation and clarity of
responsibility. They replace traditional tools like standing orders but reflect the legislative
and statutory requirements of the Instrument and Articles and the Financial Memorandum.
Policies are created in four categories. An overarching policy in each category gives the
Board’s broadest statement of values before going into more detail if the Board consider this
necessary and depending on the Board’s values. Therefore the Board regulates the range
of possible interpretation giving The Principal and her team wider scope in some policy
areas than others. Each policy is translated into measurable compliance standards and
regular evidenced assurance is provided on the level of accomplishment.
The four board policy categories are as follows:

Strategic Outcomes/Ends policies:
These policies cover the Board’s interpretation of owner outcomes for the College and
define what the College should produce, for whom and at what level of cost-efficiency.
(Towards a Public Value Statement).

Executive Limitations:
These policies are designed to prevent the Principal/Chief Executive from choosing
orallowing methods, practices, situations or conduct that the board believes must be
prohibited in order to safeguard the College’s operational and ethical health.
The interpretation and preparation of monitoring data for policies in both the above categories is
the responsibility of the Principal with his Executive team.

Governance processes:
These policies cover decisions about the Board’s own job and processes and how it will
operate (and replaces the need for separate standing orders).

Board-Executive Delegation
These policies describe the manner in which the board delegates authority to the
Principal/Chief Executive and monitors its use.
The interpretation and preparation of monitoring data for policies in both the above categories is
the responsibility of the Chair with the support of the Clerk.
In this way, the Board’s policy design ensures that:

There is no area of the operation of the organisation that the Board has left ungoverned.

The Board’s role and the Principal/Chief Executive’s role are clearly delineated.
Page 15
Useful Source Documents
Instrument and Articles of Government
The Instrument and Articles of Government (IAG) are statutory instruments and derive,
initially, from the Further and Higher Education Act 1992. They cover governance
responsibilities and the management of college business. The Instrument sets out the
constitution and procedures of the governing body and the Articles set out the internal
powers, duties and responsibilities of the corporation.
The Education Act 2011 has given Corporations new freedoms and flexibilities and has
transferred the process of making changes to the instrument and articles from the Secretary
of State to become a matter for the Corporation.
Weymouth College Corporation have not made any substantial changes to its Instrument
and Articles but updated its Instrument and Articles of Government to reflect the Modification
Orders 2012 in October 2012.
Weymouth College Board Governance Policies
Weymouth College operates the Policy Governance© model. The Board Governance
policies provide a clear system of delegation and clarity of responsibility. They replace
traditional tools like standing orders but reflect the legislative and statutory requirements of
the Instrument and Articles and the Financial Memorandum. Policies are created in four
categories and are explained with the Policy Governance section below.
English Colleges’ Foundation Code of Governance
A copy of “The Code” will be provided for all Board Members. It was developed by the
sector, for the sector, headed by the Association of Colleges and endorsed by John Hayes,
the then Minister of State for Further Education, Skills and Lifelong Learning.
The Foundation Code of Governance is a voluntary code which establishes a common set of
recommended threshold standards of good governance practice expected of all governing
bodies in College in the English FE Colleges sector establishing a basis for a flexible
governance framework that allows individual governing bodies scope, within the limits of
their Instrument and Articles, to decide for themselves how best to discharge their duties.
Weymouth College has recently adopted the Audit and Accountability Annex to the
Foundation Code of Governance.
Financial Regulations for Further Education
Much progress has been made in reducing unnecessary external regulation of Colleges and
we now have a revised:
Financial Memorandum
The Skills Funding Agency have recently updated their Financial Memorandum the
Colleges. The Financial Memorandum with the funding body is a “contract” related
to the use of public funds and accountability arrangements for Colleges.
Audit Code of Practice
The Joint Audit Code of Practice part 2 was issued jointly by the Skills Funding
Agency (funding for post 16 education and training) and the Education Funding
Agency (funding for 16-18 year olds) in July 2013. This identifies the mandatory
audit arrangements for FE colleges. The Code is the basis on which the Audit
Committee is formed and identifies the operational agenda for the Audit Committee
throughout the year.
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OFSTED Inspection Report
The OFSTED Common Inspection Framework changed in September 2015 to provide a
standard format for all education providers. The framework sets out the principles that apply
to inspection and the main judgements that inspectors make when conducting inspections of
maintained schools, academies, non-association independent schools, further education and
skills providers and registered early years settings. There will be a different handbook for
each of the providers addressing differeing needs and expectations.
The common inspection framework (‘the framework’) is designed to bring together the
inspection of different education, skills and early years settings to provide greater coherence
across different providers that cater for similar age ranges. It ensures more comparability
through inspection when children and learners move from one setting to another and it
supports greater consistency across the inspection of different remits. The framework also
introduces a common set of judgements across a range of types of provision, underpinned
by consistent criteria for reaching those judgements.
Four judgement areas:
 Effectiveness of leadership and management,
 Quality of teaching, learning and assessment,
 Personal development, behaviour and welfare and
 Outcomes for children and learners.
https://www.gov.uk/government/publications/further-education-and-skills-inspectionhandbook-from-september-2015
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The Nolan Principles of Public Life
Set up in 1994 following public concern about financial probity of members of parliament and
other holders of public office, the Committee on Standards in Public Life, (Chaired by Lord
Nolan), made important recommendations for the governance of further education colleges.
The Committee drew up seven principles of public life as a yardstick against which public
service may be measured.
The Committee's work has had a significant impact on the further education sector and
many of its recommendations have been adopted. These core principles and values
underpin various provisions in the instrument and articles of government. They form the
Code of Conduct for Board Members as part of the College’s Governance Process Policies.
"Selflessness"
holders of public office should take decisions solely in terms of the
interest of the public. They should not do so in order to gain financial or other material
benefits for themselves, their families or their friends.
"Integrity"
holders of public office should not place themselves under any
financial or other obligation to outside individuals or organisations that might influence them
in the performance of their official duties.
"Objectivity"
In carrying out public business, including making public appointments,
awarding contracts, and recommending individuals for rewards and benefits, holders of
public office should make choices on merit alone.
"Accountability"
holders of public office are accountable for their decisions and actions
to the public and must submit themselves to whatever scrutiny is appropriate for their office.
"Openness"
holders of public office should be as open as possible about all the
decisions and actions that they take. They should give reasons for their decisions and
restrict information only when the wider public interest clearly demands this.
"Honesty"
holders of public office have a duty to declare any private interest
relating to their public office duties and to take steps to resolve any conflicts arising in a way
that protects the public interest.
"Leadership"
holders of public office should promote and support these principles
by leadership and example.
Page 18
Advice and Information
There are a number of sources of advice and information for Board Members and The Clerk
will be happy to provide further information
The Clerk to the Corporation
The Clerk is appointed by the Corporation and is responsible for ensuring that all the
activities of the Board are conducted in a professional manner, following the procedures
agreed by the Corporation.
The clerk’s responsibilities are laid down in the instrument and articles of government for
colleges which identifies them as advising the governing body:
• with regard to the operation of its powers;
• with regard to procedural matters;
• with regard to the conduct of its business; and
• with regard to matters of governance practice.
Our Clerk is Sue Ratcliffe who works on two days a week, usually a Monday and Tuesday as
far as possible. Sue can be contacted on the College telephone number, 01305 764742
and correspondence can be addressed to her at the College address.
E-Mail contact: [email protected]
Newly appointed Governors will meet with the Clerk who will explain the procedures
regarding attendance at meetings and the requirements for Board Members to provide the
College with certain details including the register of interests.
Other Sources of Useful Information
The Association of Colleges (AoC)
AoC's governance helpline supports governors and clerks to the corporations of member
colleges. Governors and clerks can consult the helpline on any aspect of governance,
including policy, funding, law or best practice. Enquiries regarding employment and
employment law are handled by AoC’s Employment Team.
Email the governance helpline including 'helpline enquiry' in the subject line, or call on 020
7034 9900. [email protected]
All enquiries will be treated in the strictest confidence. AoC's Governance Delivery Unit
endeavours to reply to all enquiries within three working days. If the matter is particularly
urgent, we will reply on same day if possible.
David Walker, Director of Governance (wef 1 August 2014) [email protected]
Useful Website Links
https://www.gov.uk/government/topics/further-education-and-skills
Association of Colleges
https://www.aoc.co.uk/term/governance
FE and Skills Newsletter
https://www.gov.uk/government/publications/bis-further-education-and-skills-newsletter
Page 19
Induction and Development Activities
Induction
All new Governors will meet with the Clerk for an initial induction into the role. The Clerk will
explain the procedures regarding attendance at meetings and the requirements for Board
Members to provide the College with certain details including a register of interests and you
will be provided with copies of relevant documentation.
Development and information sessions
Board Members are appointed because of the wide range of experience you can bring to the
Corporation . However the role is now more important than ever before and to enable you to
meet your responsibilities, various developmental, training and information sessions are
provided to help you keep up-to-date with these responsibilities and to keep you informed.
We recognise that Board Members are volunteers and may have demanding professional
and domestic commitments. Therefore we schedule sessions prior to each Board meeting
as well as offering specific individual or bespoke sessions as required.
Board Members are also kept informed of all training and development sessions offered by
the Association of Colleges and encouraged to attend where possible, those arranged by
the South West Regional Office, including Induction and sessions for Student Governors.
Strategic Planning
A Strategic Planning event is held annually which gives the opportunity for the College
Senior managers and the Board to meet together to review and consider the Strategic
outcomes and future development of the College.
Governance Training Materials
Before its closure in July 2013, The Learning and Skills Improvement Service have
published an updated set of materials for Governors and Clerks. These are an extremely
good resource. The long-term future of the LSIS resources is unknown; therefore the
College had downloaded copies of the resources for your use. Please let the Clerk know if
you would like an electronic or hard copy of these resources or further information and the
opportunity to work through them together.
There are 12 modules which can currently be obtained from the following web link:
https://www.aoc.co.uk/funding-and-corporate-services/governance/governancelibrary/training-materials-governors
Module 1
Module 3
Module 5
Module 7
Module 9
Module 11
Introduction
Main Statutory Framework
The Process of Effective
Governance
Collaboration and
Partnerships
Quality and Standards
The Audit Committee
Module 2
Module 4
Module 6
Module 8
Values and Ethical Framework
Working Relationships
Strategy and Educational
Character
Curriculum
Module 10
Module 12
Finance and Resources
The Search Committee
Please feel free to discuss your individual training needs at any time with the Clerk.
Glossary
This is a brief glossary of titles used in the Further Education Sector
A level Advanced level
AS
Advanced Subsidiary level (Year One of Advanced Level)
A2
Second Year of Advanced Level
ACAS
Advisory, Conciliation and Arbitration Service
ACM
Association of College Managers
AoC
Association of Colleges
ALI
Adult Learning Inspectorate
APL
Accredited Prior Learning
ATL
Association of Teachers and Lecturers
BIS
(Department) for Business Innovation and Skills (Government department)
BME
Black and Minority Ethnic communities
CAD
Computer Aided Design
CAM
Computer Aided Manufacture
CEO
Chief Executive Officer
CIF
Common Inspection Framework (issued by OfSTED for inspections in FE)
DfE
Department for Education (Government department)
EFA
Education Funding Agency (funding body for 16-18 provision)
ESF
European Social Fund
ESOL
English for Speakers of Other Languages
ETF
Education and Training Foundation
EU
European Union
EV
External Verifier
FC
Full Cost (income)
FE
Further Education
GCSE
General Certificate of Secondary Education
GFE
General Further Education
HE
Higher Education
HEFCE
Higher Education Funding Council for England
I&A
Instrument and Articles (of Government)
IAG
Information Advice and Guidance
ICA
Institute of Chartered Accountants
ICT
Information and Communication Technology
IIP
Investors in People
ILP
Individual Learning Plan
ILR
Individualised Learner Record or ISR – Individual student record (used by
funding bodies)
ILT
Information Learning Technologies
ISO
International Standards Office
IV
Internal Verification
JC+
Job Centre Plus
JISC
Joint Information Systems Committee
KPI
Key Performance Indicator
KS4
Key Stage Four - is the legal term for the two years of school education
which incorporate GCSEs, and other exams (Years 10 and 11)
LA
Local Authority (Local Government, e.g. Weymouth & Portland Borough
Council, Dorset County Council)
LGA
Local Government Association
LDD
Learners with Learning Difficulties and Disabilities
LS
Learning Support
LSA
Learning Support Assistant
LSC
Learning and Skills Council (further education funding body from 2001-2010)
LSIS
Learning and Skills Improvement Service (until July 2013)
MLP
Minimum levels of performance
Page 21
NEET’s
Not in Education, Employment or Training (Government term for describing
young people who are NEET)
NIACE
National Institute for Adult and Continuing Education
NAO
National Audit Office
NAS
National Apprenticeship Service
NTO
National Training Organisation
NVQ
National Vocational Qualification
OfSTED
Office for Standards in Education
QAA
Quality Assurance Agency
QCA
Qualifications and Curriculum Authority
RAG
Red, Amber, Green (risk descriptors)
SAR/SER
Self Assessment Report/Self Evaluation Report
SEN
Special Educational Needs
SFA
Skills Funding Agency (funding body for post-16 learning and skills provision)
SFC
Sixth form College
SLT
Senior Leadership Team
SSC
Sector Skills Council
SMART
Specific, Measurable, Achievable, Realistic, Timed
SME
Small / Medium Employer (Enterprise)
SORP
Statement of recommended practice
T&L
Teaching and Learning
UCAS
University and College Admissions Service
UCU
University and College Union
Ufi
University for Industry (Learn Direct)
UNISON
Support Staff Union
Value Added
The ratio of learning outcome (final qualification) to qualification at
entry, to measure distances travelled by the student whilst at college.
VLE
Virtual Learning Environment
VP
Vice Principal
WBL
Work Based Learning
WP
Widening Participation
Page 22
MEETING DATES 2015/16
Meeting
Date
BOARD MEETINGS
Tuesdays at 5.00 p.m.
(meetings usually start at 4.15 p.m.
with an information/development
session)
2015
13 October
10 November
15 December
2016
9 February
12 April
24 May
12 July
AUDIT COMMITTEE MEETINGS
Tuesdays at 5.00 p.m.
23 November 2015
8 March 2016
14 June 2016
FINANCE COMMITTEE MEETINGS
Tuesdays at 5.00 p.m.
22 September 2015
23 November 2015*
12 January 2016
8 March 2016*
10 May 2016
14 June 2016*
*starting at 6.30 p.m.,
following Audit Committee
meeting
SEARCH AND GOVERNANCE
COMMITTEE MEETINGS
3.00 p.m.
before the Board Meeting on:
13 October 2015
9 February 2016
24 May 2016
There will be a Strategic Planning Event, date to be confirmed.
Page 23
Members of the Board (as at October 2015)
Membership determination 16 (Quorum 8)
11 members with the necessary skills and knowledge as agreed by the Board
1
2
David Fallows
Jenny Stiling
Ian Hollows
3
Steve Webb
4
Richard Noah
5
Stephen Prewett
6
Jane Nicklen
7
Richard Dimbleby
8
Michaela Seimen-Howat
9
Rosie Darkin-Miller
10
Andy Matthews
11
Mike Byatt
12
The Principal
Nigel Evans
13
One Member of Staff at The College
Peter Vowles
14
Chair of the Board
Vice-Chair of the Board
Chair of Audit Committee
Chair of Finance Committee
Interim Principal
Schools Officer (Weymouth College)
Two Students nominated by the Student Council
Student
Stephan Gomm
15
16
John Ford-Langdon
Student
Co-opted Members (persons who are not members of the Corporation but coopted to a Committee or the Board for their skills, knowledge or experience)
Page 24
WEYMOUTH COLLEGE
Governor Involvement Scheme
Introduction
In January 2015, the Corporation agreed that members should engage more closely with
different aspects of the organisation in order to improve governance through a better
understanding of the College and the context in which it operates. We recognise that this will
build trust, enable stronger leadership and management and that this is essential to our aim of
being a successful college delivering excellent outcomes for our learners.
Whilst the Corporation recognises that the core mission of FE governance – is about
improving the quality of teaching and learning, it is also clear that much good governance
practice takes place beyond designated board meetings enabling managers and governors to
develop a more flexible and informal learning relationship. Governors need to be more
proactive rather than reactive and move away from being remote figures who act as
“guardians” of the College to becoming partners in a wider learning and skills environment.
The Corporation also recognises that its Governors come from many walks of life and bring a
wide range of business/personal expertise, networks and that this adds value to the work of
both curriculum and support areas and their wider governance role.
“Governor Links”
One element of the Governor Involvement Scheme will be the introduction of “Governor
Links”. This will be the first strand of the Scheme and will be introduced immediately.
A governor will link with one or two specific curriculum or support areas through an initial
introduction with a named college manager and maintain an ongoing relationship with this
area..
Governor links will last for a two year period and allow governors to:
 Come to know the College, supporting and strengthening the college’s leadership and
contributing to shaping its strategic direction.
 Shadow the work of teachers, managers and support staff
 Be invited to participate in joint lesson observations to gain further understanding of
good and outstanding teaching and the support provided for students.
 Visit and meet with college staff and students more informally outside the normal
meeting schedule
Anticipated Benefits In carrying out the role of link governor, individual governors will be better able to advise the
Board on how key strategic issues are related to particular areas of college activity. This will
inform discussions regarding strategic/operational plans and self-assessment findings and will
help the Board in its scrutiny of college business, management reports and the validation of
the college’s self-assessment report. In turn, college managers and their teams will have a
greater understanding of, and contact with, the work of the Board and will be able to draw
upon the input of an independent “critical friend”. Staff and students will feel that governors
are more accessible and have a more in-depth understanding of the work of the College.
In summary and in general, the benefits of Governor Links create an ethos of a learning
community in which all parties can contribute to the success of the college, and for governors
will include:
March 2015 Page 25



Extending governor’s knowledge of staff, students and the breadth of curriculum
delivery and commercial activity, and providing a more-in depth knowledge of college
activity including quality issues and targets.
Providing an opportunity for staff and students to meet informally with governors
Supporting governors to use their skills, experience and networks to the benefit the
college.
The Role of Link Governors
Governors will be linked to one or two curriculum or support areas and will:
 Meet and liaise with the manager responsible for the area to discuss the range of
activity and provision, its strengths, weaknesses and areas for improvement.
 Meet with staff from the area to discuss their work.
 Visit classes with the manager and participate in joint observations of college activity.
 Talk to students about their studies and experiences at the College.
 Attend staff and student meetings, including mid-term reviews and self-assessment
validation meetings
 Visit teaching rooms, workshops, salons, support services, etc. and consider the
quality and range of resources and services.
 Where applicable, meet with employers and other key stakeholders directly involved
with the college’s work.
 Identify and note issues, questions and consider implications for strategic planning and
self-assessment for consideration by the Corporation Board
 Complete a report on each visit and return to the Clerk to the Corporation.
It is important that members of the Board continue to maintain a profile at College Events,
such as attending end of year shows and presentation evenings. These events are open to all
members of the Board and provide an opportunity for governors to see the outcome of
students’ work and recognise achievement – they are not part of Link activities. Neither is the
Link activity an opportunity for staff and students to lobby governors; or for governors to
become involved in operational activity and decision making; or undertake informal inspection
or criticism of an area of activity.
Ensuring the Effectiveness of Governor Links and the wider Governor
Involvement Scheme
Governor links should:
 Have clear boundaries which are understood by all parties involved.
 Enable governors to feel they are making a useful contribution
 Encourage relationships with staff other than the Senior Leadership Team and
managers who are already well known to governors
 Not be onerous for either governors or staff, i.e. minimise additional meetings or
paperwork.
 Be monitored, reported and reviewed
 Be guided by a working relationship which will be developed with the relevant
manager(s).
Reporting and Reviewing Link visits
Governors are asked to record each visit or meeting on the form provided (copy attached). It
is important that this is not an onerous task, so please record key thoughts and outcomes and
any agreed actions, rather than preparing a detailed report. The report will be shared with
the linked manager and the Principal and circulated to Governors and any items
shared/highlighted at meetings of the governing body and actions followed-up at future link
meetings.
Page 26
Governor Links 2015-16
Governors have now agreed their link areas and these are detailed below. This link will be for
approximately three visits a year and cover a two year period and then governors will move
to a different area to gain experience across a range of college departments and areas. Staff
and Student Governors have not been included in this activity.
Sector Area
Manager
/Director of
Curriculum
Laura Summer
SSA Area /Support Area
Email and phone contacts
SSA 1 (1.3 and 1.5)
Health & Social Care and
Child Care and Wellbeing
SSA 8 Sports / Travel and
Tourism
SSA 1 (1.4) Public Services
SSA 4 Engineering and
Transport/Operations
[email protected]
01305 208860
[email protected]
01305 208890
Steve Webb
h) 01305 889097
w) 01202 627211
[email protected]
Sarah Drew,
Director of
Curriculum
SSA 5 Construction and Built
Environment
[email protected]
01305 208888
Tbc – SAM Interviews taking place
Richard Noah
(h) 01425274053
(m) 07788926174
[email protected]
Justin Legg
SSA 6 ICT
SSA 9 (9.3) Creative Art &
Design / Media and
Communication
[email protected]
01305 208741
David Fallows
(h) 01404 850922
(m) 07733 055908
[email protected]
Julia Cohen
SSA7 Service Enterprises –
Hair and Beauty / Hospitality
and Catering
[email protected]
01305 208742
Jenny Stiling
h) 01305 785578
(m) 07970103829
[email protected]
Sarah TurnerHiggins
SSA 9 (9.1; 9.2)
Performing Arts /Music
SSA 15 Accountancy /
Business and Administration
SSA 13 Initial Teacher
Training
[email protected]
01305 208845
Ian Hollows
(h) 01305 778262
(m) 07710 344068
[email protected]
David Fallows
(h) 01404 850922
(m) 07733 055908
[email protected]
Kelly Bush,
Director of
Curriculum
SSA 14 Functional Skills
[email protected]
01305 764706
Richard Dimbleby
(h) 01202 757223
(m) 07778 404764
[email protected]
Sheena Duncan
SSA 14 (14.1/2) Foundations
for Learning & Life
SSA 14 (14.1) Preparation for
Work – [email protected]
01305 208853
Jane Nicklen
[email protected]
Home 01305 246125
Work 01305 252358
[email protected]
Paul McArthur
A Levels / GCSE / Access to
HE
[email protected]
01305 208785
Stephen Prewett
(h) 01202 692517
(m) 07812 149977
[email protected]
Martin Oliver
Brian Oman
James Foster
Link Governor
[email protected]
01305 764729
[email protected]
01305 764782
Page 27
Phil Templeton
Support Department Operations
Phil Templeton, Director of
Operations
01305 764830
[email protected]
Ben Lane
Support Department – Finance
and HR
Ben Lane, Director of Finance
01305 208908
[email protected]
Ian Hollows (as above)
Julia Rogerson
Support Department – Student
Services
Julia Rogerson, Director of
Curriculum Improvement and
Students
01305 208884
[email protected]
Richard Noah (as above)
Julia Rogerson
Employer
Engagement/Enterprise
Julia Rogerson, Director of
Curriculum Improvement and
Students
01305 208884
[email protected]
Jenny Stiling (as above)
SLT Lead: Kelly Bush
SLT Lead: Julia Rogerson
SLT Lead: Kelly Bush
SLT Lead: Julia Rogerson
SLT Lead: Julia Rogerson
Post Inspection Action Plan / Quality Improvement Plan
AFI 1 – improving outcomes for
students
AFI 2 – use of data to support student
differentiation / develop ILP
AFI 3 – embedding maths
AFI 4 – Appraisals linked to lesson
observations
AFI 5 – development and use of VLE
Steven
Prewett/Richard Noah
Richard Dimbleby
David Fallows
Jane Nicklen
Steve Webb
Page 28
Governance Process Policy
Policy Title:
Policy
Reference:
Board Members Code of Conduct
GP8
1.
The Board commits itself and its members to adhere to the Ten General Principles of Public Life, as well as ethical, businesslike and lawful conduct, including proper use of authority and appropriate decorum when acting as Board Members. The Ten General Principles of Public Life Selflessness: Should take decisions solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves, their family, or their friends. Honesty and Integrity: Should not place themselves in situations where their honesty and integrity may be questioned or allow any financial or other obligation to outside individuals or organisations that might influence them in the performance of their duties. They should not behave improperly and should on all occasions avoid the appearance of such behaviour. Objectivity: Should make decisions on merit, including where making appointments, awarding contracts or recommending individuals for rewards or benefits. Accountability: Are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office. Openness: Should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands. Personal Judgement: May take account of the views of others but should reach their own conclusions on the issues before them and act in accordance with those conclusions. Respect for others: Should promote equality by not discriminating against any person and by treating people with respect, regardless of their race, age, gender, sexual orientation, disability, religion/belief , human rights and social/economic status. They should respect the impartiality and integrity of The College’s employees. Duty to uphold the law: Should uphold the law and act in accordance with the trust that the owners are entitled to place in them. Stewardship: Should do their utmost to ensure resources are used prudently and in accordance with the law. Leadership: Should promote and support these principles by leadership and example. 2.
The code of conduct applies to every Committee, working group or other subsidiary body of the Board to which Members may be appointed. Page 29
3.
Acceptance of appointment as a Member of the Board means acceptance of this Code. Conflicts of Interest 4.
Members must avoid conflict of interest with respect to their fiduciary duty to The College and show it the highest loyalty and act in good faith in its interests. 5.
Members will annually disclose their business, financial and other interests and those of their family members and close associates which might be seen as a conflict. These declarations will be entered on a register which is maintained by The Clerk and available for public inspection. Members shall inform the Clerk whenever their circumstances change. 6.
When the Board is to discuss an issue about which a member has a conflict of interest, that member shall absent himself/herself during the deliberation and vote. 7.
In accordance with clause 11.1 of the Instrument of Government, Members shall not take or hold any interest in any property held or used for the purpose of The College. 8.
Board members will not use their Board position to obtain employment in the organisation for themselves, family members or close associates. Should a member be appointed as an employee, he or she must resign from the Board. 9.
When the Principal sits on the Board he/she is responsible for governing rather than managing. 10.
The Principal as a member of the Board will declare any conflicts of interest in relation to any issue on the Board agenda and absent himself/herself without deliberation other than as required as a member of the Executive. Gifts and Gratuities 11.
Gifts or gratuities should not be accepted by Board Members which may put the member, or The College, under any obligation or perceived obligation to the person or the firm offering the gift. This does not apply to minor or insignificant promotional items. All offers and acceptance of gifts or gratuities must be promptly reported to the Clerk. Members’ Conduct inside and outside The College 12.
Members may not exercise individual authority over The College. 13.
Members’ interaction with the Principal or with staff must recognise the lack of authority vested in Board Members except when explicitly authorised by the Board. 14.
Members’ interaction with the public, press or other parties must recognise the same Limitations and the inability of any Board member to speak for the Board except to repeat explicitly stated Board decisions and policies. 15.
Except for participation in Board deliberation about whether reasonable interpretation of Board policy has been achieved by the Principal, members will not express individual judgement of performance of College staff. Decision making 16.
Members will be properly prepared for Board deliberation. 17.
Members will support the legitimacy and authority of the final determination of the Board on any matter, irrespective of the member’s personal position on the issue. The Board operates by Members taking majority decisions at quorate meetings. Therefore a decision of the Board, even when it is not unanimous, is a decision taken by the Members collectively and each individual Member has a duty to stand by it whether or not he was present at the meeting of the Board when the decision was taken. Page 30
If a Member strongly disagrees with a legitimate decision taken by the Board, he/she should consult the chair and if necessary raise the matter with the Board when it next meets. If no meeting is scheduled, the Member should refer to clause 12.4 of the Instrument of Government as to the power to call a special meeting and, if appropriate, exercise it, requesting the Clerk to circulate the Member’s views in advance to the other Members. Alternatively, the Member may decide to offer his resignation from office, after consulting with the Chair. 18.
Attendance 19.
The Board expects a high level of attendance at meetings and planning events and has set a target 75% attendance* for each member at such events. 20.
The Board expects new board members to participate in the induction programme and attend training and development activities and has set a target of 75% attendance for each member at such events. Confidentiality and Data Protection 21.
Members will respect confidentiality as identified in Board papers and the Board Governance policies. 22.
In accordance with the provisions of the Data Protection Act 1998, no Board member may disclose to any person who is not a member of the Board or the Clerk, details of any item related to a named employee, student or candidate of The College, unless specifically authorised to do so by the Board or such disclosure is required by law. Monitoring Report Policy Review Type of Report Frequency and Dates Created: July 2012 Reviewed February 2014/2015 Approved by: the Board Minute Number: 11/14 : Feb 2014 *(7 Meetings and one strategic planning event each year 6/8 attendances expected) Page 31
Management Structure (September 2015)
Principal
Vice Principal
Finance and Business
Planning
Director of
Operations
Finance
Team
MIS Team
SAM:
Student Support
Performance
and Delivery
Team
Employability
and Enterprise
Manager
Academic
Development
Manager
SSA 13
Director of DCCA
and HE
Director of
Curriculum
Director of Curriculum
Improvement &
Students
SAM SSA 8 +
SSA 1 (28%)
SAM SSA
9.1 + 9.2
(12%)
Higher
Education
HR Team
ICS Team /
Library
Weyco
Manager
Redlands
Manager
International
Estates
Manager
Nursery
Manager
Health and Safety
Manager
Transport
Manager
Quality
Coordinator
SAM SSA 7 +
15 (12%)
SAM SSA 9.3
+6
(13%)
SAM A-level,
GCSE, Access
12%
SAM SSA 14
(6%)
SAM SSA 4
(15%)
Outreach
Manager
SAM SSA 5
(11%)
Functional
Skills
Dorset Centre
for the Creative
Arts
Community &
Leisure
Outdoor
School
Page 32