1. K EYNOTE PRESENTATION Governing bodies in the slipstream Frank Norris Spring 2013

2. W HAT I AM GOING TO COVER The ‘new, new framework’ and why pupil progress and the role of governors have become so important? Governance ‘In out, in out, shake it all about’ There are no ‘silver bullets’ Does Ofsted have enough evidence to judge governance? Governance reviews and what they reveal Possible signs of major problems in the future

3. I N OUT, I N OUT AND SHAKE IT ALL ABOUT ! 2003: ‘In’ fully 2005: ‘Out’ so to speak ‘and, where appropriate, the effectiveness with which governors and other supervisory boards discharge their responsibilities’ 2009: ‘In’ fully The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met Jan 2012: ‘Out’ so to speak ‘When evaluating the quality of leadership and management at all levels, including, where relevant, governors, inspectors consider ……. September 2012: Well and truly in and getting even more so……

4. S O WHAT ’ S DIFFERENT IN THE NEW, NEW FRAMEWORK ? The four main areas have been retained ‘Outstanding’ has to mean ‘outstanding’ An acceptable standard of education is ‘good’ ‘Requires improvement’, serious weaknesses and special measures and importance of leadership and management on these judgements and earlier re- inspection Three strikes or not! Less notice Greater emphasis on governance including evaluating the robustness of performance management arrangements and link to pay Increased focus on pupil progress over time

5. S OME SCENARIOS AchievementTeachingBehaviour & Safety Leadership and management Overall effectiveness 2323RI 3334SM 4333SW 2232RI 2322?? 1232 1212 2223

6. A MEETING IN EARLY J ANUARY WITH THE NEW BOSS

7. T HE KEY MESSAGES WERE Holding headteachers to account for quality of teaching and learning. ‘Many are earning a very good salary!’ It’s all about attainment but…. Expected progress....generally speaking

8. H OW SCHOOLS WILL BE JUDGED Achievement has an increased focus on The proportions of pupils in comparison with national figures who, from each starting point, make expected progress make more than expected progress This provides a focus on English and mathematics and, in primary schools, on reading and writing

9. W HAT IS MEANT BY EXPECTED PROGRESS ? Evidence 1

10. W HAT IS MEANT BY EXPECTED PROGRESS ? Evidence 2a

11. W HAT IS MEANT BY EXPECTED PROGRESS ? Evidence 2b

12. W HAT IS MEANT BY EXPECTED PROGRESS ? Evidence 3

13. W HAT ARE O FSTED INSPECTORS FINDING ? The impact of pupil progress is starting to challenge previously ‘good’ schools Outstanding schools must keep up their guard RI and SW schools are identifying potential problems with governance HT and GB deserve each other if they have been together for a while Being in the slipstream is alright for a while! Unclear vision and educational direction Insufficient robust evaluation in many areas

14. O FSTED TRAINING VIDEO

15. Governance reviews get to places Ofsted inspectors can never reach! Early observations The right skills? General effectiveness? Vision and thinking strategically? Accountability? Engagement? Chair and other senior governors?

16. T HERE ARE SOME KEY FEATURES IN HELPING YOU CONSIDER HOW WELL PUPILS ARE BEING TAUGHT Is homework or ensuring teachers get feedback from pupils most likely to improve pupils’ achievement? What’s the likely impact of reducing class sizes on pupils’ achievement?

17. Prof Marianne Jennings: Seven signs of ethical collapse Pressure to maintain numbers Fear and silence Larger than life CEO Weak board of directors Conflicts of interest Innovation trumping any other priority, such as ethics Belief that goodness in some areas atones for wrongdoing in others

18. So ask yourself some questions as you look into your crystal bowl How are we making sure that sound decisions are being made that improve pupil progress, pupil wellbeing and the quality of teaching? Do we have too many governors that are not willing to ask the tricky question? Do we have a headteacher that doesn’t cope well when challenged? Are we too far back from the action? Are all of the jobs always going to the best people? Do we cut corners just to get things done? Do we ever say ‘Oh well, we don’t really like that but he’s such a good headteacher in other respects’?

19. T HIS IS THE M OST IMPORTANT QUESTION Are we doing things to jump through Ofsted hoops with all the risks of ‘in, out, in, out, shake it all about’? Or Are we doing things our way because we have evaluated rigorously and we know that what we are doing really works? I hope it’s the latter!!!!!!!!!!!!!!