1. April 2014 Improving governance A training resource for schools

2. Raising standards, improving lives Under the new inspection framework The Ofsted Evaluation:  the achievement of pupils  the quality of teaching  the behaviour and safety of pupils at school  the quality of the leadership and management  EYFS  Sixth Form. Safeguarding

3. Raising standards, improving lives Under the new inspection framework Time:  spend as much time as possible - in classes - talking to pupils about their work - assessing their understanding and engagement - exploring their perceptions of the school  hear primary children and some KS3 pupils read  involve the headteacher and senior managers fully.

4. Raising standards, improving lives Under the new inspection framework They will put a greater emphasis on whether governors are:  playing a strategic role  supporting and challenging leaders  holding schools to account. If a school is judged to require improvement and is graded 3 for leadership and management  HMI will recommend an external review of governance.

5. Raising standards, improving lives Under the new inspection framework We will evaluate performance management by:  reviewing anonymised information on the most recent performance management of all teachers  considering the quality of teaching and the salary progression of teachers. Ofsted will ensure that no individual teacher is identified.

6. Preparing for inspection

7. Raising standards, improving lives Under the new inspection framework Inspectors prepare for inspections by:  reading the previous inspection report and any recent Ofsted surveys and/or monitoring letters  analysing the latest data from - RAISEonline - LOCAL DATA

8. Raising standards, improving lives Under the new inspection framework To gauge the views of parents and carers we will:  use Parent View  take account of correspondence and meetings  review past surveys carried out by the school. Many schools include links to Parent View on their website. Safeguards are built in to minimise the risk of Parent View being misused. More details are available at: www.parentview.ofsted.gov.uk

9. Raising standards, improving lives Under the new inspection framework Inspectors will also look at the school’s website. Does yours include:  a calendar of major events including closures?  the times of the school day?  basic information about your school’s organisation, including alternative or specialist provision?  information provided for parents?  a current staff list?  list of governors?

10. Raising standards, improving lives Under the new inspection framework Notice of inspection  Inspectors will normally contact schools during the afternoon of the working day before the inspection...  …giving time for schools to make practical arrangements and inform parents.  Ofsted reserves the right to inspect without notice where there are concerns.

11. Raising standards, improving lives Under the new inspection framework We can ask for a summary of the school’s recent self evaluation. This would will include:  a brief outline of key changes  an overview of most recent achievement data  a brief evaluation of teaching  three or four school improvement priorities.

12. Governance

13. Raising standards, improving lives Under the new inspection framework Inspectors will consider whether governors:  ensure clarity of vision, ethos & strategic direction  understand the strengths and weaknesses of the school - including the impact of teaching on achievement  challenge as well as support the school’s leadership  carry out their statutory duties.

14. Raising standards, improving lives Under the new inspection framework  What contribution do you make to school improvement planning?  How well informed and evaluative are you about the role and impact of each SLT member?  How well informed and evaluative are you about the role and impact of middle leaders?  How closely do you monitor the scope, cost and impact of staff CPD?

15. Raising standards, improving lives Under the new inspection framework Inspectors will consider whether governors:  rigorously monitor the impact of teaching on achievement  evaluate the schools’ performance management  understand and rigorously interrogate school data  have an accurate view of the performance of different groups of pupils - and the effectiveness of the school’s response.

16. Raising standards, improving lives Under the new inspection framework  What information do you expect school leaders to provide about pupils’ progress and attainment?  Are you sure that the picture you are given is accurate?  How well informed are you about the quality and impact of teaching in each subject and/or key stage?  Do you have a clear understanding of your school’s curriculum priorities and know whether the curriculum - meets all needs - ensures literacy & numeracy are supported across subjects - successfully prepares pupils for the future? 

17. Raising standards, improving lives Under the new inspection framework Inspectors will also:  check whether the governing body is ensuring the school’s finances are properly managed  investigate governors’ role in deciding how the school uses the Pupil Premium.  Sports grant/Funding

18. Raising standards, improving lives Under the new inspection framework  How involved are you in decisions about the teaching, curriculum and resourcing elements of the annual budget?  What questions do you ask about staffing needs?  What criteria do you apply when evaluating budget proposals?  What questions do you ask about the school’s decisions as to how and for whom the Pupil Premium is used?  How do you determine whether it has been well used?

19. Inspection is providing significant challenge to governing bodies about monitoring and performance management

20. A model of what goes wrong in declining schools: problems start when processes to ensure accountability or drive change start to falter Governors fail to provide enough challenge to headteacher Over-reliant on headteacher for knowledge of the school Lack of urgency due to complacency or distractions Factors influencing accountability:  lack data skills and training  excessive trust or too friendly  lack of external evidence, eg SIP  headteacher provides unbalanced information  lack of own monitoring and information  misplaced loyalty Factors influencing accountability:  lack data skills and training  excessive trust or too friendly  lack of external evidence, eg SIP  headteacher provides unbalanced information  lack of own monitoring and information  misplaced loyalty Factors restricting capacity, eg:  Chair of Governors in post a long time and ‘world has moved on’  governors not strategic or evaluative in thinking  diverted by building plans, falling rolls, academisation, etc.  internal ‘turbulence’. Factors restricting capacity, eg:  Chair of Governors in post a long time and ‘world has moved on’  governors not strategic or evaluative in thinking  diverted by building plans, falling rolls, academisation, etc.  internal ‘turbulence’.

21. The consequences of a failure to challenge undermine the running of the school Governors fail to provide enough challenge to the headteacher Improvement planning does not address the real priorities or is not rapid enough Performance management of the headteacher is weak because it cannot be based on any meaningful analysis Governors do not know what training they need or what additional governors to appoint Performance management of teachers is ineffective, as it is not linked to achievement The school is incapable of stopping its own decline Governors do not know what is needed to probe more closely and gather further insight Governors do not know if their actions are having any impact or how good the school really is

22. ‘The governors were too reliant on the SIP reports and those from the headteacher about better outcomes in KS2 and were unable to challenge the school sufficiently about the lack of improvement over a number of years at Key Stage 1 as they were not aware of the situation.’  Governors relied on the headteacher for selecting the information they should see and were too accepting of what they were told.  The SIP was unable to provide genuine challenge.  Governors lacked the skills to know what to ask for.  Governors had no means of identifying problems.  Problems were not discussed for years. Governors fail to engage in effective activities This HMI comment illustrates some ‘classic’ problems with governors: What are the problems here? Can you identify four?

23. Governors fail to engage in effective activities ‘The governing body was too trusting. They accepted what the headteacher told them without questioning it. So, when the headteacher told them that results were good, they simply accepted this, when in fact they were very low. Performance management of the headteacher by the governing body was also very poor, with targets such as “appoint a SENCO” rather than related to the school's performance. They accepted excuses, such as high mobility (it wasn't high) without question.’ These governors were unable to provide effective challenge because:  they had a poor grasp of target setting and performance management  they did not see challenging the headteacher as a key part of their role  they had no independent understanding of data. This HMI comment illustrates some ‘classic’ problems with governors: Identify the three main weaknesses of the governing body.

24. The characteristics of strong governing bodies demonstrated in recent reports  They understand their role and how it complements that of the headteacher.  They have a range of skills that brings something extra to the school and to develop a strategic vision.  Technical knowledge – of education, data, statutory responsibilities and performance management in particular.  They want to see and hear from middle and senior leaders about their work - and challenge them on it.  They have the skills and time to be a visible presence in the school.  They set challenging targets for performance at all levels, including in achievement, teaching and senior management work.  They can form their own analysis of the school’s performance without relying on the headteacher. Because of all these they are ‘exceptionally well informed’ about their school.

25. Self Evaluation

26. We have simplified the twenty ‘self-evaluation’ questions from the Parliamentary group: All Party Parliamentary Group on Education Governance and Leadership 1.Have we completed a skills audit? 2. Do we find and appoint people on the basis of their skills? 3. Do we understand roles and responsibilities? 4. Do we have professional clerking? 5. Is their budgeted training for governor needs? 6. Do we know national concepts of good practice? 7. Is our committee structure effective? 8. Does everyone contribute and do we review effectiveness? 9. Do we have clear planning with monitoring? 10. Does strategic planning drive our activities? 11. Do we understand performance data? 12. How effectively do we performance manage the headteacher? 13. Do we ensure value for money? 14. Do we listen to pupils, parents and staff? 15. Do we report to parents and community? 16. Do we gain from collaborations? 17. Do we review the chair’s performance? 18. Do we plan for succession? 19. Are chairs re-elected annually? 20. How much have we contributed to school improvement in last three years?

27. Add presentation title to master slide | 27 Self Evaluation School Development Plan AppraisalCPD Quality Teaching