Ofsted lessons Clerks’ Update Jan 2013

Ofsted Sept 2012 The key judgements: Inspectors must judge the quality of education provided in the school – its overall effectiveness – taking account of four other key judgements: -achievement of pupils at the school -quality of teaching in the school -behaviour and safety of pupils at the school -quality of the leadership in and management of the school In reporting, inspectors must also consider: -the spiritual, moral, social and cultural development of the pupils at the school -the extent to which the education provided meets the needs of the range of pupils, and in particular the needs of disabled pupils and those with special educational needs.

No separate governance judgement. Included as part of Leadership and Management Focus on impact; how effectively leaders and managers – lead on and improve teaching – promote improvement for all pupils and groups of pupils – enable pupils to overcome barriers to learning Ofsted Sept 2012

Your accountability for school improvement Inspectors must evaluate the extent to which governors both challenge and support the school and hold senior staff, including the headteacher, to account for the achievement of the pupils. Governors are not expected to be routinely involved in the day-to-day activity of the school or, for example, to undertake lesson observations. However, they hold important strategic responsibilities for the development and improvement of the school. Source: 2012 Ofsted subsidiary guidance for inspectors

The Ofsted Handbook and Subsidiary Guidance advise that inspectors should evaluate the effectiveness of governance including how well governors: ensure clarity of vision, ethos and strategic direction contribute to the school’s self-evaluation and understand its strengths and weaknesses, including the quality of teaching understand and take sufficient account of pupil data, or whether they are misled by ‘headlines’ are aware of the impact of teaching on learning and progress in different subjects and year groups support and strengthen school leadership Ofsted Sept 2012

provide challenge and hold the headteacher and other senior leaders to account for improving the quality of teaching, pupils’ achievement and pupils’ behaviour and safety use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management ensure solvency and probity and that the financial resources made available to the school are managed effectively use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics. operate in such a way that statutory duties are met and priorities are approved Ofsted Sept 2012 contd

Sources of evidence about the effectiveness of the governing body include: a discussion with one or more members of the governing body minutes of governing body meetings references to the work of the governing body as part of more general discussions with key staff, for example, the headteacher; the special educational needs coordinator; the child-protection officer; staff with links to particular governing body committees; or governors with designated responsibilities discussions with other members of staff and, where relevant, pupils about the impact of the governing body on the work of the school. Inspecting Governance: Subsidiary guidance

Ofsted and ineffective governance During autumn term 2012, for HMI-led inspections only, where governance is ineffective in a school judged to ‘require improvement’ and is graded three for leadership and management, inspectors should include governance in their recommendations for improvement. The form of words to be used in the report under What the school should do to improve further is “An external review of governance should be undertaken in order to assess how this aspect of leadership and governance may be improved”. Source: Subsidiary guidance to inspectors

Ofsted and ineffective governance Governance can often be been weak because governing bodies do not hold school leaders to account or effectively monitor the work of the school. Governors can be content to take the word of the headteacher at face value, or not be sufficiently well trained to know the questions they should be asking Source: GETTING TO GOOD: Governance: The problems Ofsted 2012

HMCI Report A strong governing body is characterised by a collective ambition for the school to excel. The governors provide a good balance between supporting the school and ensuring that ambitious targets for improvement are set and achieved. They are fully informed and are able to ask challenging questions about the work of the school; thereby holding leaders and managers to account.

Ofsted “Outstanding Governing Bodies” Effective governing bodies systematically monitor their school’s progress towards meeting agreed development targets. Information about what is going well and why, and what is not going well and why, is shared. Governors are well informed and knowledgeable because they are given high- quality, accurate information that is concise and focused on pupil achievement. Outstanding governors are able to take and support hard decisions in the interests of pupils: to back the head teacher when they need to change staff, or to change the head teacher when absolutely necessary. Outstanding governance supports honest, insightful self-evaluation by the school, recognising problems and supporting the steps needed to address them. Governors use the skills they bring and the information they have about the school, to ask challenging questions, which are focused on improvement, and hold leaders to account for pupils’ outcomes.

Ofsted “Outstanding Governing Bodies” Absolute clarity about the different roles and responsibilities of the headteacher and governors. Protocols, specific duties and terms of reference made explicit in written documents a core of key governors such as the chair and chairs of c’ees build strong relationships with senior leaders and other governors Governors visit their schools regularly and talk with staff, pupils and parents. Clear protocols for visits School leaders and governors behave with integrity and are mutually supportive. Source: School Governance: learning from the best: Ofsted 2011 Time is used efficiently because there are clear procedures for delegating tasks, for example to well organised committees The role of the clerk is pivotal A detailed timeline of activities linked to the school development plan Governors use their external networks and professional contacts to fill any identified gaps in skills. There are clear induction procedures for new governors The governing bodies constantly reflect on their own effectiveness and make changes to improve. They consider their own training needs and how they organise their work.

Focus on “fitness for purpose” of governing bodies APPG report on governance and 20 questions for governors National College initiatives to support effective governance and new chairs in particular chairs Education Select Committee new inquiry into the role of school governing bodies to look at the existing role of governing bodies, and the implications of recent Government policy in particular – the purpose, roles and responsibilities of school governing bodies, within the wider context of school governance and leadership – the implications of recent policy developments for gbs and their roles – recruiting and developing governors, including the quality of current training provision, and any challenges facing recruitment – the structure and membership of governing bodies, including the balance between representation and skills – the effectiveness and accountability of governing bodies – whether new arrangements are required for the remuneration of governors – the relationships between gbs and other partners, including Las, Academy sponsors and trusts, school leaders, and unions – whether changes should be made to current models of governance.

Effective governing bodies The National Governors’ Association (NGA) have identified eight key characteristics 1.The right people round the table 2.Understanding of role and responsibilities 3.Good chairing 4.Professional clerking 5.Good relationships based on trust 6.Knowing the school – the data, the staff, the parents, the children, the community 7.Committed to asking challenging questions 8.Confident to have courageous conversations in the interests of the children and young people