Presentation by Rob Hackfath, Senior HMI West Midlands, at the Coventry Governors conference on 12 February 2018.

1. Effective leadership through challenge
Rob Hackfath
Senior HMI, West Midlands
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@Rob_Hackfath

2. Today’s session
 Ofsted and the current context
 Recent outcomes: Coventry and the West Midlands
 Recent developments: short inspections
 Judging governance
 Questions for governors to consider
 Q&A
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3. Effective leadership through challenge Slide 3

4. Reaching the expected standard in phonics
(%), 2017
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5. Reaching the expected standard in reading,
at key stage 1 (%), 2017
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6. Average progress score in reading at key
stage 2, 2017
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7. Reaching the expected standard in reading,
writing and maths (%) at key stage 2, 2017
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8. Progress 8, 2017
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9. Attainment 8, 2017
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10. Recent developments:
short inspections
We want to catch schools ‘before they fall’. We
want to reduce workload, to use our evidence
to help schools improve and to provide
constructive support.
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11. Short inspections
Short inspections for good schools – approximately every
three years, for one day.
Two judgements only:
 Is the school still good?
 Is safeguarding effective?
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12. Summary of changes from January 2018
Is the school continuing to be good?
Is safeguarding effective?
Yes, school
remains good
Returns to cycle
of inspection (up
to five years but
usually three)
No, serious concerns
regarding either
safeguarding, behaviour
or quality of education
Section 5 inspection
normally within 48
hours
Decision to convert.
Lead inspector explains
that a s5 will follow
Inspectors are not
satisfied that the
school would retain its
current grade if it
received a section 5 at
this point in time
Section 5 inspection
within up to two years
Yes, the school remains
good and there is
sufficient evidence of
improved performance
that suggests that the
school may be judged
outstanding if it
received a section 5
inspection now.
Section 5 within up to
two years
Letter setting out
that school
remains good
Letter setting out
strengths and priorities
for improvement Letter setting out
strengths and priorities
for improvement
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13. Judging governance
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14. Inspectors will consider whether governors:
 work effectively with leaders to communicate the vision,
ethos and strategic direction of the school and develop a
culture of ambition
 provide a balance of challenge and support… understanding
the strengths and areas needing improvement at the
school
 provide support for an effective headteacher or are hindering
school improvement because of a lack of understanding
of the issues facing the school
 understand the impact of teaching, learning and
assessment on the progress of pupils currently in the school.
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15. Inspectors will consider whether governors:
 ensure that assessment information from leaders provides
governors with sufficient and accurate information to ask
probing questions about outcomes for pupils
 ensure that the school’s finances are properly managed
and can evaluate how the school is using the pupil premium,
Year 7 literacy and numeracy catch-up premium, primary PE
and sport premium and special educational needs funding.
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16. What inspection tells us: poor practice
Common issues with governance identified in inspection reports
included:
 not ambitious about expectations
 lack of a ‘critical friend’ approach and challenge
 over-reliance on information solely from the headteacher
 do not visit the school
 lack of engagement with school development planning
 limited role in monitoring the impact of actions
 limited understanding of data and school quality.
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17. What inspection tells us: poor practice
‘The governors were too reliant on reports from the headteacher
about better outcomes in key stage 2 and were unable to
challenge the school sufficiently about the lack of improvement
over a number of years at key stage 1 as they were not aware of
the situation.’
If governance is weak inspectors will recommend external
review:
www.gov.uk/reviews-of-school-governance
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18. What inspection tells us: strong practice
Characteristics of strong governing bodies:
 Understand their role and how it complements that of the
headteacher
 Have a range of skills that brings something extra to the school
and to develop a strategic vision
 Technical knowledge – of education, data, statutory
responsibilities and performance management in particular
 See and hear from middle and senior leaders about their work –
and challenge them on it
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19. What inspection tells us: strong practice
Characteristics of strong governing bodies:
 Are a visible presence in the school
 Set challenging targets for performance at all levels, including in
achievement, teaching and senior management work
 Form their own analysis of the school’s performance without
relying solely on the headteacher
 Are ‘exceptionally well informed ’ about their school
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20. Questions for governors to consider
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21. Questions to consider:
 What is your evaluation of the school’s overall effectiveness at
this stage of its development? How do you know?
 Consider areas for improvement and vulnerabilities: leadership,
governance, staffing, finance, roll, premises
 How have governors supported and challenged the performance
of the school in relation to teaching, learning and assessment?
 Can you provide a practical example?
 What is the impact on learners and staff in the school? How do
you know this?
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22. Questions to consider:
 What is your involvement in the performance management of
the headteacher and the staff?
 What proportion of the teaching staff made progress up the
school’s pay scale last year? How do you know this?
 How well are the pupils in Year 1/3/8 doing?
 Is the assessment information that you are given accurate?
 Which groups of pupils in which year groups are you particularly
concerned about at the present time? How do you know?
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23. Questions to consider:
 Can we discuss the use of funding for disadvantaged pupils?
 Where has the funding had its biggest impact?
 In which year group has the funding not enabled disadvantaged
pupils to catch up with their peers? What is the school doing
about this?
 Last year, pupils did not reach the national average in
mathematics at the end of key stage 4. What changes has the
school made to address this issue?
 Has the curriculum been changed to address this
underachievement? How do you know?
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24. Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
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