This document summarizes a presentation given to school leaders on securing favorable Ofsted leadership and management judgements. It discusses what Ofsted examines in determining leadership effectiveness, including HR practices, governance, and the single central record. Examples of judgements and rationales are provided. School leaders are encouraged to have an accurate and realistic self-evaluation, demonstrate governor understanding of strengths and weaknesses, focus on high expectations, and evidence governor impact through induction, data analysis, and record keeping. Performance management, support for new teachers, and use of pay incentives are discussed. Requirements for the single central record around checks and prohibitions are outlined. Reflective questions prompt consideration of succession planning, professional development impact, and balancing challenge and support.

1. Debbie Stanley - Head of HR Services
Securing a favourable leadership and
management judgement
HR and employment conference for
school leaders 2015
#BJHR15

2. • what Ofsted look at in determining L&M
effectiveness – HR, governance and SCR
• examples of judgements and rationale
• link to HT standards
• reflective questions.
Session overview

3. Realistic and accurate view
• evidence of effective self evaluation
• external validation
• demonstrate that governors understand good and
bad and are not rubber stamping
• open and honest culture – support and challenge.
“Staff are held to account for the progress that
pupils make and are subject to meeting stringent
criteria linked to pupils' achievement to reach the
next salary level” Ofsted 2015

4. Are you fooling yourselves?
“while arrangements to manage the
performance of staff are taken seriously,
including by the governing body, the
inaccurate and overgenerous view of the
effective leadership and teaching at the
school has resulted in these processes
having too little impact” Ofsted 2015

5. Where to focus?
• high expectations for all – career stage
expectations
• focus on core purpose:
“uncompromising in your ambition for
excellent outcomes” Inspection handbook 2015
• support and challenge – you with staff and
governors with you.

6. Evidencing governor impact
• governors need to evidence they know the strengths
and weaknesses of the school
• induction and training
• familiar with, and understand performance data
• start with assessing own skill level and effectiveness –
honestly
• reconstitute or actively seek governors to fill skill gaps
• educate governors in what is expected of them (and
not) and encourage questioning
• record keeping to evidence challenge and impact.

7. More than school meals…
“Governance is ineffective. Although
closely involved in the work of the school,
governors have failed to impact positively
on improving the quality of teaching,
student achievement and behaviour.
Furthermore they have failed to ensure
that students are kept safe”

8. Performance management
• robust HT process – evidencing impact
• are NQT’s supported and mentored well?
• how are you using pay flexibilities to reward
and challenge performance levels?
“inaccurate and overgenerous view of
teaching and leadership that has been
accepted by the governing body has resulted
in performance management being
ineffective overall” Ofsted 2015

9. Single Central Record (SCR)
2014 changes:
• prohibition checks – teachers only (April 2014)
• disqualification checks (October 2014) -
“Inspectors are not expected to make enquiries as to
whether anybody on a school’s staff is disqualified.
However, inspectors should ask what steps the school is
taking to ensure that it knows that no existing or new
staff working in the early or later years, or concerned
with the management of such provision, are
disqualified.”

10. Components of the SCR
Statutory requirements:
• ID checks
• DBS check
• barred list check
• right to work in the UK
• qualifications (if a requirement of the role)
• overseas checks
• prohibition checks.

11. Components of the SCR
Good practice:
• disqualification check
• references
• medical.

12. SCR ‘top tips’
• no blanks
• DBS checks do not need to be re-done every
three years
• a copy of the DBS check should not be kept on
file, unless there is a disclosure (can be kept
for a maximum of six months).

13. The aim
“There are very rigorous procedures to
ensure statutory requirements, including
safeguarding, are met” Ofsted 2015

14. Head teachers’ standards
• clear values and moral purpose, focused on providing a
world class education
• optimistic personal behaviour and positive relationships.
• lead by example and empower staff to excel
• ethos within which all staff are motivated and supported
• hold all staff to account for their professional conduct and
practice
• address any under-performance
• welcome strong governance and actively support the
governing board.

15. Reflection
• how effectively do you develop middle and senior
leaders and plan for succession?
• how does professional development impact on
teaching overall and on specific teachers?
• is there a link between performance management
of teaching staff, and salary progression?
• how do governors challenge this?
• how are Teachers’ Standards used to improve
impact?

16. Reflection continued
• culture of high expectations – staff as well as
students?
• are your teachers all motivated, respected and
effective ? How do you know?
• do governors balance challenge and support?
• are governors realistic about strengths and
weaknesses of the school and themselves?

17. www.education-advisors.com

18. Talk to us…
Debbie Stanley | 07920 583495
debbie.stanley@brownejacobson.com
Please note
The information contained in these notes is based on the position at
October 2015. It does, of course, only represent a summary of the
subject matter covered and is not intended to be a substitute for
detailed advice. If you would like to discuss any of the matters
covered in further detail, our team would be happy to do so.
© Browne Jacobson LLP 2015. Browne Jacobson LLP is a limited
liability partnership.