This document summarizes a conference for school governors on better governance. The conference provided an opportunity for governors to identify what school inspections tell them, understand their roles and responsibilities, and hear about available training and support. Effective governance is seen as fundamental to school improvement. Inspection reports often identify issues with governance such as a lack of ambition and challenge. The document discusses characteristics of strong governing bodies and how the best governing bodies know their schools well, provide constructive support and challenge to leadership, and use performance data and other information to monitor progress and hold leaders accountable.
Raising the standards of the teaching workforce through effective professiona...Ofsted
Delivering outstanding professional development for teaching
Sean Harford HMI, National Director, Education gave this presentation at the 'Raising the standards of teaching through professional development' conference, Manchester, 21 September 2016.
@HarfordSean
#HelpSean
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
Birmingham Catholic Primary Partnership: October 2016Ofsted
Lorna Fitzjohn, West Midlands Regional Director, spoke to the Birmingham Catholic Primary Partnership on Friday 14 October 2016 about: strategic priorities; inspection; schools in the West Midlands; and academies.
Raising the standards of the teaching workforce through effective professiona...Ofsted
Delivering outstanding professional development for teaching
Sean Harford HMI, National Director, Education gave this presentation at the 'Raising the standards of teaching through professional development' conference, Manchester, 21 September 2016.
@HarfordSean
#HelpSean
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
Birmingham Catholic Primary Partnership: October 2016Ofsted
Lorna Fitzjohn, West Midlands Regional Director, spoke to the Birmingham Catholic Primary Partnership on Friday 14 October 2016 about: strategic priorities; inspection; schools in the West Midlands; and academies.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
The Ofsted Annual Report covers early years, schools, initial teacher education, social care and the further education and skills sectors. This presentation brings together the charts from the report.
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
Matthew Brazier, Ofsted specialist adviser in looked after children, gave this presentation about virtual schools at the NAVSH conference on 22 March 2018. In it he discusses challenges facing the sector, Ofsted's definition of "progress" and ILACS inspections.
Joint Ofsted and CQC local area SEND inspections: progress so far Ofsted
Nigel Thompson, Head of Inspections - Children’s Health and Justice, CQC and Matthew Barnes HMI Specialist Adviser SEND gave this presentation to the Westminster Education Forum 9 November 2017.
Alternative provision: findings and recommendations from Ofsted’s three-year ...Ofsted
This presentation complements ' Alternative provision: the findings from Ofsted’s three-year survey of schools’ use of off-site alternative provision'.
It includes discussion activities for schools, local authorities/partnerships/academy chains and providers.
Read the report: https://www.gov.uk/government/publications/alternative-school-provision-findings-of-a-three-year-survey
Inspection of local authority children's services (ILACS)Ofsted
Lisa Pascoe, Deputy director, social care policy, gave this presentation at the National Children’s and Adults Services conference, Bournemouth 12 October 2017.
Association of Colleges SEND Conference December 2017Ofsted
Nigel Evans HMI, National lead for learners with high needs, gave this presentation in London, 7 December 2017.
Its topics are: education and training provision and SEND; young people poorly served by education; how effective is current provision?
Ofsted inspection: Putting learning first conference January 2017Ofsted
Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. It covers headline messages about Ofsted inspection and debunks Ofsted myths.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
Inspecting subcontracted provision in further education and skillsOfsted
Presentation by Chris Jones HMI at the FE Week conference in York, 7 June 2018, about how Ofsted inspects and reports on further education and skills provided by subcontractors.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Unseen children: under the spotlight - Ofsted South East leadership conferenc...Ofsted
Slides from the Ofsted South East leadership conference held on 7 March 2014. The speakers were:
• Sir Michael Wilshaw, Her Majesty’s Chief Inspector Ofsted
• Matthew Coffey, Regional Director, South East Ofsted
• Dr John Dunford OBE, National pupil premium champion
• Dr Kevan Collins, Chief Executive, Education Endowment Foundation.
Chris Russell, Regional Director for East Midlands and North West, addressed the Association of School and College Leaders’ North West Summer Conference on 22 June 2016.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
The Ofsted Annual Report covers early years, schools, initial teacher education, social care and the further education and skills sectors. This presentation brings together the charts from the report.
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
Matthew Brazier, Ofsted specialist adviser in looked after children, gave this presentation about virtual schools at the NAVSH conference on 22 March 2018. In it he discusses challenges facing the sector, Ofsted's definition of "progress" and ILACS inspections.
Joint Ofsted and CQC local area SEND inspections: progress so far Ofsted
Nigel Thompson, Head of Inspections - Children’s Health and Justice, CQC and Matthew Barnes HMI Specialist Adviser SEND gave this presentation to the Westminster Education Forum 9 November 2017.
Alternative provision: findings and recommendations from Ofsted’s three-year ...Ofsted
This presentation complements ' Alternative provision: the findings from Ofsted’s three-year survey of schools’ use of off-site alternative provision'.
It includes discussion activities for schools, local authorities/partnerships/academy chains and providers.
Read the report: https://www.gov.uk/government/publications/alternative-school-provision-findings-of-a-three-year-survey
Inspection of local authority children's services (ILACS)Ofsted
Lisa Pascoe, Deputy director, social care policy, gave this presentation at the National Children’s and Adults Services conference, Bournemouth 12 October 2017.
Association of Colleges SEND Conference December 2017Ofsted
Nigel Evans HMI, National lead for learners with high needs, gave this presentation in London, 7 December 2017.
Its topics are: education and training provision and SEND; young people poorly served by education; how effective is current provision?
Ofsted inspection: Putting learning first conference January 2017Ofsted
Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. It covers headline messages about Ofsted inspection and debunks Ofsted myths.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
Inspecting subcontracted provision in further education and skillsOfsted
Presentation by Chris Jones HMI at the FE Week conference in York, 7 June 2018, about how Ofsted inspects and reports on further education and skills provided by subcontractors.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Unseen children: under the spotlight - Ofsted South East leadership conferenc...Ofsted
Slides from the Ofsted South East leadership conference held on 7 March 2014. The speakers were:
• Sir Michael Wilshaw, Her Majesty’s Chief Inspector Ofsted
• Matthew Coffey, Regional Director, South East Ofsted
• Dr John Dunford OBE, National pupil premium champion
• Dr Kevan Collins, Chief Executive, Education Endowment Foundation.
Chris Russell, Regional Director for East Midlands and North West, addressed the Association of School and College Leaders’ North West Summer Conference on 22 June 2016.
North Carolina Standards for School ExecutivesAs Approve.docxcurwenmichaela
North Carolina Standards
for School Executives
As Approved by the State Board of Education
December 2006 and July 2011
Revised May 2, 2013
EDUCATOR EFFECTIVENESS DIVISION
www.ncpublicschools.org/educatoreffectiveness
North CaroliNa StaNdardS for SChool ExECutivES
A New Vision of School Leadership
Public education’s changed mission dictates the need for
a new type of school leader – an executive instead of an
administrator. No longer are school leaders just maintaining
the status quo by managing complex operations, but just
like their colleagues in business, they must be able to create
schools as organizations that can learn and change quickly if
they are to improve performance. Schools need executives
who are adept at creating systems for change and at building
relationships with and across staff that not only tap into the
collective knowledge and insight they possess but powerful
relationships that also stir their passions for their work
with children. Out of these relationships the executive must
create among staff a common shared understanding for the
purpose of the work of the school, its values that direct its
action, and commitment and ownership of a set of beliefs
and goals that focus everyone’s decision-making. The staff’s
common understanding of the school’s identity empowers
them to seek and build powerful alliances and partnerships
with students, parents and community stakeholders in
order to enhance their ability to produce increased student
achievement. The successful work of the new executive
will only be realized in the creation of a culture in which
leadership is distributed and encouraged with teachers,
which consists of open, honest communication, which is
focused on the use of data, teamwork, research-based
best practices, and which uses modern tools to drive
ethical and principled, goal-oriented action. This culture
of disciplined thought and action is rooted in the ability of
the relationships among all stakeholders to build a trusting,
transparent environment that reduces all stakeholders’
sense of vulnerability as they address the challenges of
transformational change.
Philosophical Foundations
of the Standards
The standards are predicated on the following beliefs:
• Today schools must have proactive school
executives who possess a great sense of urgency.
• The goal of school leadership is to transform schools so
that large-scale, sustainable, continuous improvement
becomes built in to their mode of operation.
• The moral purpose of school leadership is to create
schools in which all students learn, the gap between
high and low performance is greatly diminished and
what students learn will prepare them for success in
their futures, not ours.
• Leadership is not a position or a person. It is a
practice that must be embedded in all job roles at all
levels of the school district.
• The work of leadership is about working with, for
and throu ...
This presentation addresses 9 common barriers to change in the educational field. It will be beneficial to anyone contemplating making a change as it allows you to view the effects of the change from several different viewpoints.
1Running Head DATA GATHERINGS AND INTERVIEWS11DATA GATHER.docxdrennanmicah
1
Running Head: DATA GATHERINGS AND INTERVIEWS
11
DATA GATHERINGS AND INTERVIEWS
Data Gathering and Interviews
Introduction
School improvement has important on schools, which are low-performing schools where the whole school should be turned toward another path. There are changes of ways and that a school can do with school improvement. Instructors, administrators, and parents are to set objectives to assist the school with improving each year on an institutionalize test and other test to contrast them and others school presentations. With the No Child Left behind Act in 2002 it expects leaders to take a gander at each child as people and as gatherings and not exactly at the aggregate school, making the act of ceaseless improvement for all students. Be that as it may, this Act has change and called Every Student Succeeds Act, it enable schools for more important adaptability to decide best interventions and improvement activities. For school improvement, information should be gathered to distinguish shortcoming and the qualities of a specific school. Instructors, staff, administrators and parents are partners they thought of a school improvement intend to upgrade student accomplishment in the classroom and to prepare instructional procedures for persuasive getting ready for school improvement.
School Reform
For a long time training, leaders have been pushing onto school regions school changes that don't hint at any working while at the same time giving short shrift to those that have a reputation of working. In the classroom there are such a large number of weaknesses and basic leadership that can be considered to improve student accomplishment and to help school improvement. School change or school upgrades results should be changed. Among a meeting with the standard of WASC team, they expressed that school improvement or school change is followed up on the coordinated effort on administrators, teachers, parents and students. Specialist assumes a critical job in the school. There are a few schools with various socioeconomics that can influence different results. Schools that demonstrated achievement grasps fundamental help and these backings are:
•
Leadership-Everyone in the school is a leader. An educator is the leader in the classroom. Parents are leaders at home and administrators are the leaders of an explicit school. Guideline sorted out their staffs and their locale resources in help of student learning. Whatever the guideline needs the school pursues, here and there initiative can be a reason for miscommunication, and they will simply accumulate information from educators and guardians yet they do not want to do with that information.
•
Improved people group ties the standard and school staff examines out and made school additionally inviting for parents and made connects to other network establishments. In an instruction framework the mission of the school isn't just done in the classrooms and the school itself. They need to als.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Conference overview
An opportunity to:
identify what school inspection tells us
understand governors’ roles and responsibilities
hear about available training and support
share experiences, develop solutions and hear the
stories of success
consider how governors can better understand their
school and use what they find to support its
improvement
plan next steps and ensure greater accountability.
3. The importance of strong governance
At the NGA conference in June 2012, HMCI stated:
‘Strong governance is increasingly transforming
schools and building effective partnerships.
‘The role of governors is fundamental and they
should never forget that. Without strong and
effective governance, our schools simply won’t be
as good as they can be.’
4. Since September 2012, Ofsted has
significantly increased the focus on
school governance
What did Ofsted say about your school and
governing body?
ACTIVITY
In your groups, make a list of the key points.
6. What inspection tells us
Huge, unacceptable variations in performance in
schools across different local authority areas.
Inequality of access to a good school.
Effective governance is an intrinsic part
of good leadership.
Good governance is not universal.
Attainment gap unacceptable, particularly for
pupils eligible for free school meals.
7. Common issues with governance
Issues 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.
8. The importance of constructive
challenge
Governors fail to provide enough challenge
Governors fail to provide enough challenge
Improvement planning does not address the
Improvement planning does not address the
real priorities or is not rapid enough
real priorities or is not rapid enough
Governors do not know what is needed to
Governors do not know what is needed to
probe more closely and gather further insight
probe more closely and gather further insight
Governors do not know if their actions are
Governors do not know if their actions are
making a difference or how good the school
making a difference or how good the school
really is
really is
Performance management of the
Performance management of the
headteacher is weak because it cannot be
headteacher is weak because it cannot be
based on any meaningful analysis
based on any meaningful analysis
Governors do not know what training they
Governors do not know what training they
need or what additional governors to appoint
need or what additional governors to appoint
Performance management of teachers is
Performance management of teachers is
ineffective, as it is not linked to achievement
ineffective, as it is not linked to achievement
School unable to improve or stop a decline
School unable to improve or stop a decline
9. Governors fail to engage in effective
activities
‘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.’
ACTIVITY: What are the problems here? Can you identify four?
Governors relied on the headteacher for selecting the
information they should see and were too accepting of what
they were told.
Governors lacked the skills to know what to ask for.
Governors had no means of identifying problems.
Problems were not discussed for years.
10. Governors fail to engage in effective
activities
‘The governing body was too trusting. They accepted what the
headteacher told them without questioning it. So, when the
headteacher told them that results were good, they simply
accepted this, when in fact they were very low. Performance
management of the headteacher by the governing body was also
very poor, with targets such as “appoint a SENCO”, rather than
related to the school's performance. They accepted excuses,
such as high mobility (it wasn't high) without question.’
ACTIVITY: Identify the three main weaknesses of the governing
body.
These governors were unable to provide effective challenge because:
they had a poor grasp of target-setting and performance management
they did not see challenging the headteacher as a key part of their role
they had no independent understanding of data.
11. Getting the relationship right
‘The governing body are very supportive. I wouldn’t change them, but not
sure that they are instrumental in raising standards – that is my job and the
job of my staff. Governors help with setting vision and ethos; clerk is
excellent. They have been very helpful in getting out “all the dreaded
policies”.’
ACTIVITY
Do you think the governing body has played a significant role in school
improvement?
This headteacher had overseen the improvement of her school to be
outstanding – but are there any warning signs in this relationship?
HT denies governors have a role in raising standards.
Sees governors as about setting vision and managing policies, not
education.
There is a risk governors will not be able to provide sufficient challenge in
future.
12. In the most effective schools there is robust
challenge to senior leaders by governors who
know the school well, but who also have a
secure grasp of their role
13. 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.
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.
14. Common features of effective governance
in schools that became good
Focus; sharp focus; raise achievement; improve teaching; robustly focussed;
proactive; raised expectations; determined; active.
Positive impact; drive; strive; ambitious vision ; more strategic; provide
clear direction; rigorously drives improvement; steer through change;
increasingly effective.
Strong team; work together; communicates; corporate; supports; unity of
purpose; partnership with senior leaders; effective critical friends; shared
purpose.
Effective challenge; pursue further improvements; monitoring; evaluating;
better informed; constantly review performance; clear systems; monitor
closely; collect own information on performance; regular visitors.
Skilled; knowledgeable; understanding of strengths and weaknesses;
financial management; planning.
(Analysis of key phrases in references to governance from ‘improved to
good’ school reports, January to July 2012)
16. Learning from the best
Knowing their schools
To shape the strategic direction of the school and hold
leaders to account through the school development
plan:
high-quality information
pupils’ progress data
quality of teaching
visits – focused, purposeful, protocols.
17. Learning from the best
Knowing their school
A range of good-quality, regular information from a variety of
sources to ensure an accurate understanding of the school’s
strengths and areas for development.
Did not shy away from asking questions and sought further
information, explanation or clarification as part of their monitoring
and decision-making processes.
Two key factors underpinned confident and productive
questioning:
a positive relationship with senior leaders
absolutely clear understanding of their different roles and
responsibilities.
18. Learning from the best
Providing support and challenge
Acted as advocates for the pupils.
Understood the quality of teaching.
Used the skills they brought, and the information they had about the
school, to ask challenging questions focused on improvement
and hold leaders to account for pupils’ achievement.
Systematically monitored the school’s progress towards meeting
targets in the school development plan.
Supported the leaders in taking robust action to improve teaching
when necessary.
19. Learning from the best
Providing support and challenge
All of the outstanding governing bodies visited struck the right
balance between supporting leaders and providing constructive
challenge.
Three key elements to getting the balance of support and
constructive challenge right:
1. understanding roles and responsibilities
2. using knowledge, skills and experience
3. asking pertinent questions based on knowledge, information
and understanding of the school.
20. Learning from the best
Working efficiently
Role of the clerk and the chair of governors
Strong team working between the chair, clerk and headteacher
Delegation of work – for example to committees
Systematic monitoring and evaluation of progress towards
meeting targets
Engaging others
Parents
Pupils
Wider community
21. Learning from the best
Making a difference
Strengthened leadership by:
providing an external view
supporting the appointment and retention of staff.
having high aspirations
approving and monitoring priorities
supporting the development of leadership potential
using skills and expertise to complement those of the leadership
team
22. Learning from the best
Governing body self-review
‘Why are we doing this?
What are we trying to achieve?
What difference have we made?
Challenged own performance
Reviewed systems, structures and terms of reference
Considered committee membership
Seeking and sharing best practice
Governor recruitment, induction and training
23. Reflection
Thinking about what you have heard so far this
morning, discuss and note:
ACTIVITY
What are your strengths as a governing body?
What do you do well?
What do you need to do better?
25. Barriers and finding solutions
ACTIVITY
1. In pairs, discuss and note on one side of your paper
any barriers that might hinder your improvement.
2. Give your paper to another pair on your table.
3. Read the barriers noted by the other pair and identify
some possible solutions.
28. Knowing your schools
Knowing your school really well is crucial if you are going to be
able to support, challenge and strengthen leadership so that the
school becomes at least good.
ACTIVITY
On your table discuss how you go about knowing your schools.
What could you do to know your school better?
What information might you consider?
What could be the barriers to getting to know your school
better?
29. Knowing your schools: data
In March 2013 HMCI wrote to all chairs of governors:
‘Good governance makes a profound difference to schools and their
pupils. In a world of school freedom and autonomy, you are more
important now than you have ever been. As Chief Inspector, I want to
support you to use your powers to drive up standards. This is why I
recently launched the new Data Dashboard for schools.’
Take a moment to read the rest of the letter which is on your table.
ACTIVITY
Look at the Data Dashboard on your table and discuss:
What appear to be the strengths in the school?
What appears not to be going so well?
What questions would you ask the school leaders?
30. Knowing your schools: data
Data Dashboard gives you some headline information.
To support governors further, RAISEonline has been changed.
Tables that governors might find particularly useful to look at, in addition
to the Data Dashboard, are now highlighted.
ACTIVITY
Look at the RAISEonline on your table and discuss:
What appear to be the strengths in the school?
What appears not to be going so well?
What questions would you ask the school leaders?
What other data would you want to know about?
31. Knowing your schools: data
Schools have more information than what is published in the Data
Dashboard and RAISEonline.
ACTIVITY
On your table consider:
How well do you know about the attainment of pupils when they join
the school?
What do you know about their learning and progress in different
subjects and year groups as they move through the school?
Do you know how well all groups of pupils achieve – such as the
most able and those eligible for the Pupil Premium funding?
32. Knowing your schools: more than data
Data are only part of the picture, although an important
part.
Other sources of information are important to consider if
you are going to know your school well.
ACTIVITY
Make a list of other sources of information you use.
What is included in the headteacher’s report?
Is there anything missing?
How does your governing body use other information?
33. Knowing your schools: more than data
Governors have a key role in engaging with stakeholders –
but who are your stakeholders?
ACTIVITY
Agree four groups that you see as key stakeholders in
your school.
Consider whether you think you engage with these
groups:
very well
quite well
not well.
If you said ‘Not well’ to any of them – what actions will
you take to improve the situation?
34. Governors have a key role in
‘engaging with stakeholders’
The headteacher has proposed to your governing body that there
should be a new approach to setting homework. Rather than
homework being set on a daily or weekly basis by subject, there
would be a plan of longer ‘learning projects’ for pupils to work on
over the term.
What stakeholder engagement issues does this proposal
pose?
Two letters in your local paper appear to criticise your school – one
from a shopkeeper complaining about children smoking in town ‘in
school uniform’ and another from an employer, complaining about
standards of numeracy.
Does this have anything to do with governors?
35. Using what you know
– support, challenge
and accountability
36. Using what you know: support,
challenge and accountability
Governors must use the wide range of information they have about
their school to ask probing questions, challenge underperformance and
hold leaders to account for improvement if all pupils are going to
achieve as well as they should.
ACTIVITY
Look at the examples of questions asked by governors in School
governance: learning from the best, paragraphs 11, 12, 21 and 22.
What do you ask questions about and who do you ask questions of?
Think of examples when you have asked probing questions that have
challenged leaders to explain more.
Can you think of an occasion when you did not ask questions that on
reflection you now think you should have?
What stopped you asking the questions?
What will you now do differently?
37. Using what you know: support,
challenge and accountability
Performance management procedures should be up to date,
rigorous and well understood by staff and governors.
Leaders must have accurate information about the quality of teaching.
Teachers’ performance objectives need to be closely linked to pupils’
achievement and the school’s priorities
There should be clear links between teachers’ objectives and the
training and development opportunities that they receive.
Governors must understand their responsibility for performance
management.
38. Using what you know: support,
challenge and accountability
The National Governors’ Association says:
‘Governing bodies, with their over-arching responsibility for performance
management, should ensure that they not only receive reports about
whether performance management has been carried out, but also an
assessment of the impact it has made and the correlation between the
performance management statements and pay.’
ACTIVITY
Consider whether your governing body does all the activities
indicated here
Do you know if staff are supported and challenged to improve?
Is staff training improving teaching and achievement?
If not, do you know why?
Is good performance rewarded and underperformance tackled?
39. Using what you know: support,
challenge and accountability
Governors need to be strategic.
A high-quality school improvement plan is a key
strategic tool for governors to:
monitor the progress that the school is making
hold leaders to account.
40. Using what you know: support,
challenge and accountability
Strategic planning
ACTIVITY
How are you involved in the school’s self-evaluation and improvement
planning process?
How do you know which of the priorities is the right one?
Does the plan have measurable, achievable targets and milestones?
Is the plan manageable?
Does it include CPD for staff and governors?
Do you have a systematic approach to monitoring the progress of the
plan?
How do you know that actions in the plan are really making a
difference?
43. Planning next steps
Consider what you have heard and discussed today.
ACTIVITY
Now look at your own school improvement plan.
1.Make any suggestions or amendments to make it a really useful,
strategic accountability tool for your governing body to help drive
improvements.
2.Identify what further training and support your governing body needs.
3.Plan what you are going to do to strengthen governance and by
when.
4.Who will be accountable for making sure things actually happen?
45. Further reading – keep up to date
Unseen children: access and achievement 20 years on , Ofsted
(130155), 2013; www.ofsted.gov.uk/resources/130155 .
The most able students: are they doing as well as they should in our
non-selective secondary schools?, Ofsted (130118), 2013;
www.ofsted.gov.uk/resources/130118.
The Pupil Premium: how schools are spending the funding successfully
to maximise achievement, Ofsted (130016), 2013;
www.ofsted.gov.uk/resources/130016.
Getting to good: how headteachers achieve success, Ofsted (120167),
2012; www.ofsted.gov.uk/resources/120167.
Schools that stay satisfactory, Ofsted (110151), 2011;
www.ofsted.gov.uk/resources/110151.
School governance: learning from the best, Ofsted (100238), 2011;
www.ofsted.gov.uk/resources/100238.
Editor's Notes
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