1. Inter-Board Governor Support Programme
Every School a Good School

2. 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

3. 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

4. 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 ( ) OECD data
Elements of low quality leadership and teaching

5. 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%+

6. 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

7. 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%+

8. 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.’

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

10. 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

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

12. 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

13. 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

14. 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

15. 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

16. What is self-evaluation?

17. 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?

18. 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

19. 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

20. 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

21. Individual School

22. Individual School

23. Individual School

24. 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?

25. 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

26. 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)

27. 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)

28. School Development Plan School website
Where is other information available?
Principal
School Development Plan
School website
Department of Education Handbook for Governors-
Education and Library Boards websites-
Education and Training Inspectorate website-