Inter-Board Governor Support Programme

Slides:



Advertisements
Similar presentations
Managing the Statutory Requirements for Assessment April 2011.
Advertisements

Head of Learning: Job description
Inter-Board Governor Support Programme Every School a Good School.
Belfast Education and Library Board
“Every young person achieving to his or her full potential at each stage of his or her development.”
Count, Read: Succeed A Strategy to Improve Outcomes in Literacy and Numeracy.
Recently Appointed Heads of English & Mathematics Literacy and Numeracy Coordinators February/March 2012.
School Improvement in East Sussex New ways of working…
Use of Data At start of each academic year, HODs are provided with the following data GCE and GCSE Broadsheets and summaries Residual data for courses,
Every School a Good School: A Policy for school Improvement
Equality and Inspection – an Ofsted perspective of Impact NATSPEC/LSIS June 2011.
1 National Training Programme for New Governors 2005 Module 1 The Strategic Role.
Education Policies and Structures Their impact on the delivery of Gaelic Games.
Leading from the front – the role of English in developing literacy across the school 20 March 2015 Lesley Daniel Associate inspector.
1 YOUR GOVERNOR CONFERENCE 2014 Workshop Option 2 WHAT DOES OUTSTANDING GOVERNANCE LOOK LIKE?
Together Towards Improvement
Ofsted lessons Clerks’ Update Jan Ofsted Sept 2012 The key judgements: Inspectors must judge the quality of education provided in the school – its.
Theory & Practice – the new Common Inspection Framework and what it means to governors UCU-LSIS-UNISON FE Staff Governors’ Conference 3 December 2012 Lorna.
1 School Inspection Update Key Changes since January 2014 Updates continued 17 June 2014 Name Farzana Aldridge – Strategic Director & Caroline Lansdown.
Raising Academic Standards for all School Development Planning Initiative.
Primary Principals Conference September Aims of the day To raise awareness of current developments in education in Northern Ireland To consider.
Being Rated as Outstanding for Governance: A workshop for the Cornwall Governor Network Conference Bob Damerell
Principals’ Meeting September Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS: Count, Read, Succeed.
Another New Framework Major Changes: No more satisfactory 2 strikes and you are out All criteria changed Very short notice No pre-inspection brief.
DCSF/DFE Guidance for Children in Care - Nov ’09 School-based Training to Headteacher, Governor & DT. Ceri May – Teacher, Haringey Virtual School of Children.
Bradfield CE (VA) Primary School School Development Priorities
WELB Leadership Conference. By the end of the day participants will have a greater understanding of: –the coherence of the current educational policy.
1 Leading Learning Through School Development Planning and Target Setting September 2008.
Principals’ Meeting September Objectives Provide an update on current school improvement priorities and : –Effective governance; –Managing pupil.
Post-primary model of inspection 14 September 2015.
Count, Read: Succeed A Strategy to Improve Outcomes in Literacy and Numeracy.
Nursery Teachers Day 1 Every school A Good School Implications for Nursery Practice October 2009.
Principals’ Meetings September Agenda Programme for Government and PSA targets; Key DE Policies; –Every School a Good School –Count, Read: Succeed.
Primary Inspection Models 14 September Overview of today’s briefing Revisions to the overall effectiveness conclusion Revisions to the performance.
Awareness Raising for Principals/ Senior Managers November 2010 New Statutory Assessment Arrangements from 2012/13.
Principals’ Meetings September Objectives Update Principals on: Current school improvement issues Update on CASS support for 13/14 Update on Finance.
Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.
Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure EDUCATION IN NORTHERN.
Development Team Day 4c Disseminating Practice April/May 2009.
Recently Appointed Heads of English & Mathematics Literacy and Numeracy Coordinators February 2013.
Gavin Boyd Chief Executive Designate Education & Skills Authority (ESA) Conference for School Governors 21 May 2008.
CLOSING THE GAPS – REDUCING INEQUALITIES IN OUTCOMES FOR CHILDREN AND YOUNG PEOPLE BIRMINGHAM ACHIEVEMENT GROUP SEMINAR DECEMBER 2008 JOHN HILL RESEARCH.
Every School a Good School Raising standards – improving schools Katrina Godfrey Head of Raising Standards Division.
Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Conference Thursday.
Noelle Buick Chief Inspector Education and Training Inspectorate Chief Inspector’s Report
Before we begin : Short inspections of good schools The frequency of inspection is proportionate to the performance and circumstances of schools. From.
Primary.  There was a greater level of improvement in Literacy than Numeracy for both FSME and Non-FSME pupils.  Boys showed a greater level of.
The New Ofsted Framework Pupil Achievement Quality of Leadership and Management Quality of Teaching Behaviour and Safety.
Mindset 2000 LtdSlide 1 Train to Gain Provider Support Programme October 2007 Self assessment - introduction.
2 nd Year Principals Programme Day 1 TEC Omagh Tuesday 2 nd December 2008 Leading in time of changes.
Reepham Primary School School Improvement and Development At Reepham Primary School we aspire to be confident and ambitious learners who care for.
Pupil Premium Effective use of the pupil premium is at the core of the moral purpose of school leadership Sir John Dunford.
REGIONAL TRAINING UNIT Leading and Managing Achievements and Standards in the Special School and the Learning Community.
Principals’ Meeting September Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS Count, Read, Succeed Target-setting.
Leading Effective Intervention Objectives To give subject leaders an overview of the Strategy’s plans to refresh and develop intervention and targeted.
Empowering Informed Decisions Using RAISEonline data to improve governor effectiveness Dave Thomson Head of Data Analysis, RM Education.
Regional Implementation of the Proposed Specific Learning Difficulties (SpLD) Support Model For Primary and Post Primary Schools 07/06/20161.
‘Every School a Good School’ ‘Count, Read: Succeed’ School Development Planning WELB-CASS Governor support programme SCHOOL IMPROVEMENT.
Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.
Educational Attainment in Hastings Presentation to the Hastings LSP Fiona Wright October 2014.
THE REPORT ON THE REINSPECTION OF SOUTH TYNESIDE LEA BY OFSTED January 2003.
Raising standards improving lives The revised Learning and Skills Common Inspection Framework: AELP 2011.
Future of Education Paul Jacobs Assistant Director, Learning & Achievement.
Standards report Standards Report CT Board 18 th March 2016.
Clerks’ Annual Conference 2010 Clerking towards an “Outstanding” Governing Body Steve Telfer Leadership & Governance.
Raising standards, improving lives
Governing Body: School Development Plan
Welcome - Pupil Premium
Recently Appointed Literacy and Numeracy Coordinators Primary
School Development Planning
Presentation transcript:

Inter-Board Governor Support Programme Every School a Good School

Objectives To increase Governors’ awareness of data analysis in the context of ‘Every School a Good School’ A Policy for School Improvement To consider the role of Governors in raising standards in schools

DE Policy & Guidance in relation to: -Raising Standards for all - Closing the Gap ‘Every School a Good School’: A Policy for School Improvement (ESaGS) ‘Count Read Succeed’ Literacy and Numeracy Strategy School Development Planning Regulations 2010 ESaGS Special Needs and Inclusion ESaGS ‘The Governors Role’ A Guide for Governors Early Years 0-6 Strategy

Too many (47%) not gaining 5 A* to Cs including Maths and English What is the context for ESaGS? Underachievement… Too many (47%) not gaining 5 A* to Cs including Maths and English Social disadvantage and gender effect 20% at Key Stage 2 below Level 4 NI slipping internationally (2003-06) OECD data Elements of low quality leadership and teaching

LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES Actual Performance Milestones11 Longer Term Targets 2005/6 2006/7 2007/8 2008/9 2011/ 2012 2014/ 2015 2019/ 2020 KS2 Communication, in English (% of pupils at expected level) 78.0% 78.8% 80.1% 83%12 86% 90%+13 KS2 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish 77.7% 83.1% 80.7% 82.0% 84%14 90%+15 KS2 Maths (% of pupils at expected level) 80.0% 79.5% 80.6% 81.3% 84%16 90%+17 KS3 Communication, in English (% of pupils at expected level) 76.6% 78.2% 79.2% 78.9% 81% 83% 85%+ KS3 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish 86.1% 93.3% 88.1% 92.1% 85%18+ KS3 Maths (% of pupils at expected level) 72.9% 74.4% 74.1% 77.3% 80%19 82% School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths 52.6% 54.2% 56.3% 58.4% 61%20 66% 70%+

LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES Actual Performance Milestones Longer Term Targets 2005/6 2006/7 2007/8 2008/9 2011/ 2012 2014/ 2015 2019/ 2020 School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Girls 58.4% 59.6% 62.6% 63.7% 65% 70+% 70%+ School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Boys 47.0% 49.0% 50.2% 53.1% 56% 62% School leavers with at least 5 GCSEs A*-C (inc GCSEs in English & Maths) – FSME21 pupils only 26.3% 27.1% 27.7% 29.7% 39%22 49% 65%+ School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in Gaeilge, English & Maths – pupils educated through the medium of Irish Validated Gaeilge data have not been collected as part of the School Leavers Survey. A process for collecting and validating these data will be established for results in the 2009/10 academic year. TBC

5+ GCSE A* - C inc. English and Maths: - 70%+ overall - 65% for FMSE Targets for 2020 Key Stage 2 – 90% level 4+ Key Stage 3 – 85% level 5 5+ GCSE A* - C inc. English and Maths: - 70%+ overall - 65% for FMSE 5+ GCSE A* -C inc Gaelige, English and Maths (pupils in IM) – 70%+

What is at the heart of ESaGS? ‘Our vision is of schools as vibrant, self-improving, well-governed and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils.’

What do you think makes a ‘Good’ school? ‘Every School a Good School’ What do you think makes a ‘Good’ school?

Child-centred provision High quality teaching and learning What are the characteristics of a ‘Good’ School? Child-centred provision High quality teaching and learning Effective leadership A school connected to its local community The indicators of effective performance associated with each characteristic are clearly set out

Outstanding Very Good Good Satisfactory Inadequate Unsatisfactory What would ‘good’ look like? Outstanding Very Good Good Satisfactory Inadequate Unsatisfactory

2 mins to agree 4 or 5 key aspects of your role as a Governor What is your role as a Governor? 2 mins to agree 4 or 5 key aspects of your role as a Governor

Support and work in partnership with the Principal and staff What is your role as a Governor? Support and work in partnership with the Principal and staff Ask pertinent questions Make informed decisions Monitor progress Be accountable

What does ESaGS say about the role of governors? “The Board of Governors of a school has the responsibility for ensuring that the Principal, and the staff, put in place all the necessary arrangements and mechanisms to help each pupil to succeed and to achieve to her or his full potential”. “The Principal and the Board of Governors will be accountable…for the quality of provision and the standards attained by their pupils…” Every School A Good School p.35

What does ESaGS say about the role of governors? “The Board of Governors should work with the school Principal in monitoring and evaluating the school’s performance and to promote self-evaluation as a means to achieve school improvement”. Every School A Good School The Governors’ Role: A Guide for School Governors, Executive Summary, p3

What is self-evaluation?

What improvements have we made and what do we need to do now? How are we doing? What improvements have we made and what do we need to do now? How do we know our strengths and areas for improvement? How will we know we have made the improvements? What do we need to do about the areas identified for improvement?

Report back from each table What is your role as a Governor in monitoring and evaluating? Workshop 1 Discuss in your group the questions that you might consider asking your Principal in order to determine how ‘good’ your school is in relation to pupil performance and standards. Report back from each table

What do others say about the role of governors in relation to education standards? ‘Effective school governors support and challenge the work of the organisation. It is imperative that all boards of governors are tenacious in their focus on important school improvement issues, such as setting higher standards and expectations, and understanding better the quality of the learning taking place’ Chief Inspector’s Report 2010-2012

What do others say about the role of governors in relation to education standards? ‘…the Board of Governors should work with the school Principal in monitoring and evaluation the school’s performance and to promote self evaluation as a means to achieve school improvement’ Department of Education’s Governors’ Handbook, Chapter 6 ‘monitor the school’s performance and address under performance at the earliest opportunity’ Department of Education’s Governors’ Handbook, Chapter 6

Individual School

Individual School

Individual School

What is your role as a Governor in monitoring and evaluating? Workshop 2- A Case Study As a governing body what further information would you require in order to inform discussions with the Principal regarding actions for improvement?

Computer-based Assessments Standardised Tests What other information/data is available in school? Key Stage Results Computer-based Assessments Standardised Tests Special Educational Needs Register Attendance data Free School Meals New-comer pupils/ English as an Additional Language Enrolment

What do inspection reports indicate in relation to monitoring ‘the school’s process of self-evaluation leading to improvement, is not making a significant impact on improving the overall quality of education in the school; it is not underpinned by rigorous analysis and interpretation of relevant qualitative and quantitative data, and insufficient cognisance is taken of all of the data available…’ Post-primary, 2012) ‘Based on the evidence available at the time of the inspection the governors are informed about some important aspects of the work and life of the school; they have a good knowledge of whole-school performance in public examinations, and maintain an overview of the outworking of the SDP. The governors could usefully strengthen their role in overseeing the strategic work of the school by encouraging the senior leaders to improve the quality of learning and teaching and develop further the curriculum to meet effectively the needs of all of the pupils.’ (Post-primary, 2012)

What do inspection reports indicate in relation to monitoring ‘It will be important that they (Governors) develop further their challenge function, including their role in reviewing the SDP, in order to influence improvements in learning and teaching and to support the Principal and teachers in raising the educational standards for all of the pupils.’ (Post-primary, 2012) ‘The governors support the Principal and staff well in the implementation of the school development plan… The staff provides the governors with appropriate information regarding the achievements and standards of the children.’ (Primary, 2012) ‘(There is) the need to : Embed monitoring and self-evaluation of provision at all levels in the school to increase the level of challenge for the children and raise further the standards achieved.’ (Primary, 2012)

School Development Plan School website Where is other information available? Principal School Development Plan School website Department of Education Handbook for Governors- www.deni.gov.uk Education and Library Boards websites- www.neelb.org.uk Education and Training Inspectorate website- www.etini.gov.uk