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Governors bringing challenge to the S.E.F.

Governors bringing challenge to the S.E.F. 5 th October 2006. Steve Barker. Governor Governance Consultant/Trainer Ofsted Inspector Children's taxi driver and banker. Objectives of the workshop:.

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Governors bringing challenge to the S.E.F.

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  1. Governors bringing challenge to the S.E.F. 5th October 2006

  2. Steve Barker • Governor • Governance Consultant/Trainer • Ofsted Inspector • Children's taxi driver and banker

  3. Objectives of the workshop: • To equip delegates with strategies to provide guidance and support to governors in making judgements of SEF evidence • To ensure delegates can support governing bodies in ensuring ECM outcomes and all aspects of the SEF are adequately reflected in their working practices

  4. The Statutory Role Conduct the school with a view to promoting high standards of educational achievement • Take a mainly Strategic view • Act as Critical Friend • Ensure Accountability

  5. Why Challenge & Support? • Statutory aspect of governors’ role • Governors as friends and supporters of their school • Balancing support with challenge to drive standards forward

  6. Self-evaluation…dogovernors know: • What is self evaluation? • What is the role of self-evaluation in inspection? • What part do they (i.e. governors) play in self evaluation and creating the SEF?

  7. Self-evaluation Activity for governors • Governors must share in the judgement making process on all aspects of the SEF

  8. Feedback

  9. 5-7 Infant School • Our Child protection policy, procedures and training are all up to date and HT and CofG have both completed NCSL “Safer Recruitment” training; • The pupil survey shows children feel safe from bullying and harassment and buy into the school’s “ok to tell” culture; • Health & safety features prominently in PE, Science and Art/D & T lessons; • Lesson observations and feedback from MDS, Gov’s etc judge behaviour to be outstanding • Healthy school status initiatives such as friendship bench, buddies etc make strong contribution

  10. 5-11 Primary • Our School Council (Years 4-6) meets v regularly and has made a difference, which most pupils can recall; • School has recently achieved Eco-School status; • Eco projects are actively used to support learning in Science and Maths; • Year 6 pupils are confident in expressing their views; • Raising awareness of pupil’s rights and responsibilities is a priority in the next School Dev Plan. • Our annual “Charity Week” gives pupils a voice in deciding what they do and which charities they support

  11. 11-16 Secondary • Our GCSE five A* - C % is above average; • English and Maths are weak at KS4 representing underachievement; • School has good range of business/industry links and all Y10 pupils have two weeks work experience; • Careers Education is very well planned; • Destinations to FE and training at post 16 is average • Students are compliant but dependant in class. Lessons are teacher led/dominated allowing few opportunities for initiative or responsibility

  12. Focusing governor monitoring on school improvement & SEF How well are we doing? Taking action and reviewing progress How do we compare with others schools? Where do we need to improve

  13. Reflecting the SEF in structures and working practices • Are we encouraging review of committee structures? • Do agendas and minutes reflect SEF review and demonstrate critical friend activity? • Does L & M section of SEF evidence gov. involvement?

  14. In summary…. • Governors must be involved in and take ownership of the SEF • They must create evidence that we fulfil our role • Do structures facilitate effective debate on all aspects of the SEF? ……..Any questions?

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