1. GOVERNING BODY SELF-EVALUATION TOOLKIT
© Leading Edge Associates Ltd

2. The Toolkit This toolkit:
has been commissioned by Doncaster’s Governors Initiative Group (GIG), with the support of Doncaster Local Authority;
is designed to help Governing Bodies to carry out self-evaluation of their own work;
seeks to provide a structure for a process – it is not a checklist but is intended to facilitate reflection and discussion.
Emphasise that this is not a checklist – it is to support a process of reflecting on the work of the GB and the evidence that shows the GB’s work and drawing conclusions that recognise strengths and provide pointers for further improvement.
We see this as a working document that you will come back to and update from time to time.

3. Benefits of Self-evaluation
An effective process of Governing Body self- evaluation will help Governing Bodies to:
identify their strengths and areas for improvement;
plan to improve their own effectiveness, including additional training;
become more effective Governing Bodies and so contribute to pupil achievement and school improvement.
Emphasise links to school improvement and benefits for pupils.
We came into governance to try to do our best to help our schools and the pupils in them.

4. The Ofsted Dimension
Inspectors will request “Documented evidence of the work of governors and their impact” (School Inspection Handbook).
An assessment of governance is included in all reports under Leadership and Management.
Ofsted is piloting external reviews of governance at schools deemed as “requires improvement” (Subsidiary Guidance).
Although self-evaluation is a good thing in itself, Ofsted is also relevant.
The new Ofsted framework puts increased emphasis on the importance of effective governance, as these points illustrate.
Carrying out self-evaluation will help your GB to improve and make it more likely to meet Ofsted criteria well. It will also demonstrate that the GB is reflective, self-critical and committed to self-improvement.

5. The Toolkit and Ofsted Expectations
The first drafts of this toolkit reflected the Ofsted framework published in January 2012.
The final version has been revised to take into account the current (September 2012) Ofsted framework.
The revised version draws on comments from GIG and from Local Authority advisers, including the Authority’s Lead Inspector, and has the Local Authority’s endorsement.
The toolkit replaces the previous document produced by GIG.
This version had been drafted by Leading Edge Associates Ltd. - all of whom are current or former Chairs of Governors and who specialise in governor development and support.

6. Structure of the Document
4 sections, reflecting the Ofsted framework:
4 questions in each section, reflecting key aspects of Governing Body effectiveness.
4 additional questions under “Behaviour and Safety” to reflect the range of issues under this heading.
20 questions in all – to stimulate discussion!
The toolkit also suggests possible evidence that is relevant to each section and leaves space to signpost your own evidence.
Emphasise that there are only 20 questions. The document looks much bigger because it provides examples of possible evidence and leaves space to signpost your own.

7. The Four Sections Achievement of Pupils Quality of Teaching
Behaviour and Safety of Pupils
Leadership and Management
The same four basic questions are repeated in each section.
There are 4 basic questions in each of these sections, with additional questions under “Behaviour and Safety” to enable separate discussion of Behaviour, Attendance and Safety.

8. The Four Questions - 1 Vision and strategic direction.
Does the Governing Body have a shared understanding of/vision for [this aspect of] the school?
E.g. “Governors have a good understanding of the levels of attainment of pupils on entry into the school”

9. The Four Questions - 2 Policies and processes.
Does the Governing Body have systems in place to ensure that standards [in this aspect] are as high as possible?
In the Behaviour and Safety section of the toolkit, this question is repeated to provide separate questions on Behaviour, Attendance and Safety.

10. Question 2: Example of Evidence
E.g. “Governors have agreed realistic but ambitious targets for the achievement of pupils in core subjects at each key stage”.

11. The Four Questions - 3 Monitoring, review and evaluation.
Does the Governing Body ensure that it has an accurate understanding of standards [in this aspect] at the school?
In the Behaviour and Safety section of the toolkit, this question is repeated to provide separate questions on Behaviour, Attendance and Safety.

12. Question 3: Example of Evidence
E.g. “Governors receive regular reports on pupil progress in core subjects which differentiate between different groups of pupils”.

13. The Four Questions - 4 Governing Body impact.
Can the Governing Body provide evidence of the (positive) impact of its work on standards [in this aspect]?
E.g. “Governors are confident in describing the work that has been done in the school that has helped raise standards and improve the progress made by pupils in school”.

14. Completing the Document
For each question:
- There is suggested evidence that could support your judgement (this is not a checklist!);
- There is space for you to signpost your own evidence;
- You may wish to “RAG rate” your Governing Body.
The document also includes space for summarising strengths and areas for development and for action-planning for improvement.
RAG rating:
R = Red = significant improvement needed;
A – Amber = acceptable, but further improvement needed;
G = Green = little if any further improvement needed.

15. Possible Processes (1)
Focussing on one part of the document at a time, e.g.:
the four “Vision” questions;
the four “Impact” questions;
one section of the document, i.e. one from Achievement, Quality of Teaching, Behaviour and Safety or Leadership and Management.

16. Possible Processes (2)
Consideration by a small group whose conclusions are then tested with the full GB, e.g. :
a working group;
a committee;
the Chair and the Head.
Consideration by the full GB, e.g.:
the full Governing Body, meeting and discussing together;
individual Governors, working at home and bringing back their responses to the full Governing Body or a working group.
There is not one right way to do this. Factors to consider include:
Levels of experience/knowledge amongst the Governors;
The time that people have available;
Whether Governors have carried out a self-evaluation before;
The quality of relationships and levels of trust on the Governing Body.
An outcome should be that the whole GB feels ownership of the self-evaluation (an Ofsted will want to talk to the whole GB if possible, not just the Chair!)