Governor Partnership Meetings March 2012

1. Governor Partnership MeetingsMarch 2012

2. Agenda

4. Education Support Services Lincolnshire County Council has asked CfBT to extend its work to manage most of the remaining education services Currently CfBT has the School Improvement contract which runs until 2017 when it will have to be re-tendered In addition CfBT manages a range of services on behalf of the County Council, these include: Birth to Five Service, Music Service, governor support,14 to 19 services, careers education, and additional needs including the pupil referral unit The additional areas that will move to CfBT management include: Inclusion and Attendance Service, Education Welfare Service, Food in Schools, Admissions, pupil place planning, education out of school team, careers guidance and child care sufficiency All staff will remain LCC employees and CfBT will work with the staff to build up a traded services business both within Lincolnshire and outside, and with Academies The services will be branded as CfBT Education Services

5. Education Support Services Lincolnshire County Council will continue to have strategic management control of education services through the Children’s Services Departmental Management Team. CfBT will have freedom to manage the traded services including establishing contracts and delivery of those services. Over a period of time CfBT will introduce the same quality assurance over this work as it currently does on its school improvement services No LCC staff will be asked to work outside the Local Authority on traded services work unless they agree, although both the County Council and CfBT hope staff will want to work flexibly to ensure they have a secure future During the summer term CfBT will carry out some reconfiguration of the services to create what it considers to be the most effective means of delivering high quality services for the future, as some of these services will seek to focus on fundamental issues such as improving access for parents, implementing RPA and reducing NEET

6. Education Support Services CfBT is contractually obliged to deliver 5% year on year efficiency savings on the staffing budgets; this will be through staff turnover and we believe this should be possible. If further vacancies occur and replacements are required, these posts may be filled by CfBT employees as this will reduce future liability for the Council Governance of the CfBT work will be through Children’s Services DMT and the Partnership Board which will meet more frequently CfBT will provide an Annual Service Plan for all its work in the county Where trading takes place with LCC staff there will be a return through a payment mechanism for the County Council and CfBT once full staffing and overhead costs are covered

7. Budget - Context The 2010 Comprehensive Spending Review covered 2011/12 – 2014/15 It imposed a 25% reduction to Local Authority non-Dedicated Schools Grant funding over the four years The vast majority of Children’s Services savings were delivered in 2011/12 through the Core Offer Growth in the DSG over the four years was set at c.£4bn: £1.1bn for demographic growth and £2.5bn for the pupil premium. No provision was made for inflation or pay awards Reductions are expected in post-16 funding over the four years

8. Budget - FOR 2012/13 DSG funding per pupil to remain ‘cash flat’ The Minimum Funding Guarantee to continue to apply - the rate set again at minus 1.5% per pupil The Pupil Premium will double in 2012/13 - the rate will increase from £488 to £600, but more children will qualify under the ‘Ever 6’ approach. 2012/13 funding levels should double again by 2014/15 DfC will remain at a similar level to 2011/12

9. Budget - Mainstreaming of Grants £67m of grants mainstreamed in to the DSG in 2011/12. Funding for 2011/12 distributed in a similar way by the LA, pending the review in 2011 Review completed. Proposals unanimously supported by Schools Forum The aim was to deliver a fairer and simpler system of funding that addresses key priorities and is fit for purpose going forward Providing stability in funding is a key objective - no redistribution of funding between sectors will arise and the MFG will offer significant protection Most of the proposals will have limited re-distributional effects - funding is being ring-fenced by sector and re-distributed through block, awpu and the SEN factor to try to mirror the current distribution mechanisms Certain elements of the SDG re-distributed to a wider group of schools with similar characteristics - this is the only aspect that will create significant losses for a minority of schools, MFG regulations will apply and it could take a decade for this new funding methodology to feed through fully A number of separate grants will end (e.g. SSG, SSGp, NQT, Specialist status, LIG, primary and secondary one to one, extended provision, targeted primary and secondary strategy, school lunch grant) A cap or ‘ceiling’ will have to be placed on the gains in some schools to ensure that the protection offered by the MFG is affordable within the DSG

10. Budget - Other changes to School Funding A full scale review of primary and secondary school funding has been undertaken as a part of this mainstreaming of grants process. Other changes to school funding are planned for 2012/13 Free school meals and the main element of Threshold will be based on an annual snapshot, with no in-year, or end of year adjustments Infant class size funding will end, although the commitments to 31 August 2012 will be honoured – the funding will be added to primary awpu The transitional arrangements for SEN statements for Bands 1 to 5 will continue - 2012/13 is the last year of transition Overall, the funding formula for primary and secondary schools will look very different - understanding the changes will be vital, to ensure that no misunderstandings arise, especially in relation to in-year adjustments Modest changes are planned to nursery schools’ funding – these include the addition of the mainstreamed grants to the hourly rate

11. Budget - Other changes to School Funding Modest changes are planned to special schools’ funding – these include the addition of mainstreamed grants to the staffing block and five bands Since 2010/11, the whole funding system for all sectors has been reviewed and updated. In April 2010, a new SEN factor was introduced; in April 2011, the EYSFF and special schools funding formula were introduced; in April 2012, the mainstreaming of grants has been addressed and a comprehensive review of primary and secondary funding has been undertaken No major changes are planned locally to school funding arrangements for 2013/14 or 2014/15

12. Budget - Strategic Priorities It is important that any remaining DSG funds are used to target key strategic priorities £3.6m has been earmarked to help encourage collaborations between small primary schools £1.7m has been assigned to increase the current block allocation by half for secondary schools with less than 700 on roll Other issues The Schools Financial Value Standard has replaced the FMSIS. Schools not achieving FMSIS have to comply with SFVS by 31 March 2012. All other schools have to comply annually from 2012/13 Further details on all of the issues covered in this presentation are set out in the LA’s letter sent by email on 10 February 2012 Please keep up-to-date on developments in school funding by reading reports to Schools Forum meetings in April, June, October and January each year at: http://aspapps.lincolnshire.gov.uk/committeerecords.asp

13. Collaborative Partnerships • Context and Background • What have we tried – adhre • Need for new approach – standards, vulnerability and local ownership • What is a Collaborative Partnership? • Funding and Agreement

14. Education Act 2011 Part 1: Early years provision (the ‘free entitlement’, notionally 15 hours a week for 38 weeks a year) will be offered to 2-year-olds from disadvantaged families Part 2: Discipline School staff receives greater powers to search pupils for, and seize, more items. In addition to knives, offensive weapons, stolen articles, and alcohol, staff will be able to search for and seize any items thought likely to be used to commit an offence or cause personal injury to either the pupil or another pupil. Schools will be able to seize items banned by school rules If school rules prohibit electronic devices (mobile phones etc), these can have files removed before they are returnedCARE In urgent circumstances, a member of staff can dispense with the need for the presence of another member of staff of the same sex as the pupil before carrying out a search of a pupil’s clothing or possessions. Similar powers are given to staff at FE institutions CARE

15. Education Act 2011 Part 2: Discipline The parents of an excluded pupil lose the right to appeal to a local independent panel to ask that their child is reinstated. Instead, parents can ask a review panel to ask the school to think again (although the school does not have to). If the review panel finds that there were procedural irregularities, or that information about the exclusion was not properly considered by the school before confirming the exclusion, the exclusion can be quashed and the school must then consider properly the exclusion. In such circumstances, the school can be fined. Pupils who have a disability will be able to appeal to the first-tier tribunal The requirement to give 24 hours notice before a pupil is detained outside school hours as part of a punishment is repealed. (Think hard if you do for some but not others) The requirement that each secondary school must participate in a behaviour and attendance partnership is repealed Part 3: School workforce The General Teaching Council England (GTCE) is abolished. Teacher discipline functions are given to the Secretary of State who gets the power to investigate allegations of professional misconduct etc against qualified teachers and the power to prohibit qualified teachers from teaching

16. Education Act 2011 Part 3: School workforce Restrictions are placed on reporting by the media etc of alleged criminal offences by teachers in schools prior to a formal charge being made Training and Development Agency for Schools (TDA) is abolished and the Secretary of State becomes directly responsible for funding initial training, including the setting of entry standards for funded training to teaching and other school related professions The School Support Staff Negotiating Body (SSSNB) is also abolished; the Body has not yet issued, and will not now issue, its first report on pay and conditions of support staff A drafting error in earlier legislation to do with the management of staffing where a local authority suspends delegation, is corrected

17. Education Act 2011 Part 4: Qualifications and the Curriculum Maintained schools may be required to take part in international surveys of school and pupil performance Ofqual is directed to consider examination standards in other countries when considering standards in England. Ofqual is given powers to investigate and fine examination boards for errors The QCDA is abolished with functions transferred to the Secretary of State. The development of the National Curriculum is transferred to the Secretary of State The Secretary of State gives up power to direct how the Connexions service works in a particular local authority, but schools can refuse entry to Connexions advisers. Schools become responsible for impartial careers guidance for 14 to 16-year olds which cannot be provided by a member of the school’s staff. (CfBT/LCC will provide a service for you and support if needed) Local authorities will no longer be responsible for securing the additional (non-core) diploma entitlement for 16 to 18 year olds and the full range of diploma courses for 14 to 16 year olds

18. Education Act 2011 Part 5: Education Institutions: other provisions The provisions (which were at the start of Part 5) repealing the duties on schools to co-operate with the local authority and other partners to promote the well-being of children and have regard to the children and young people’s plan were removed from the Bill by a Government amendment Schools will no longer have to publish a school profile and local authorities will no longer need to appoint School Improvement Partners to each school The admission forum is abolished. On an appeal against a school’s admission arrangements, the adjudicator will lose the power to rewrite admission arrangements. Instead, the adjudicator will state what needs to be done in respect of the appeal to bring the admission arrangements into line with the School Admissions Code. This judgement will remain binding on the admission authority. Local authorities will continue to send annual reports to the Schools Adjudicator but the content of the report will be set out in the Admissions Code rather than regulations Local authorities and schools must not charge more for school meals than the cost of providing the meals. However, differential charging will be permitted to encourage take up by specific groups Any ‘body or person’ will be able to refer an objection to a school’s admissions arrangements to the adjudicator for determination

19. Education Act 2011 • Part 5: Education Institutions: other provisions continued • Maintained school governing bodies must consist of parent governors, elected staff governor and the head teacher and a person appointed by the foundation if there is one. A person can be appointed by the LA if that person meets the ‘eligibility criteria’ set by the governing body. The headteacher can resign from the governing body • When a school leaves a federation, the federation can continue if there are at least two remaining schools • Outstanding schools will be exempt from OfSTED inspections !!!!!!!!. Such schools can request an inspection but may have to pay for it. Slight Change since 14/11/11 • The legislation allowing complaints to the Local Government Ombudsman about individual schools by parents and pupils is repealed • The Secretary of State can direct changes to LA schemes for financing schools. Premature retirement and redundancy costs of school staff employed for community purposes must be met from school budgets provided it does affect the schools running. Schools will be able to charge parents for early years educational provision when the school provides educational provision outside the ‘free entitlement’ • Pupil Referral Units will have delegated budgets on the same basis as maintained schools . The decision to rename PRUs as Short Stay Schools is repealed

20. Education Act 2011 Part 6: Academies The Academies Act 2010 is largely rewritten. Secondary academies will no longer need to have a specialism. Two new types of academies are created: 16 to 19 Academies and Alternative Provision Academies. Current Academies become known as Academy schools. The influence of school trustees, associated foundations and “the appropriate religious body” is strengthened prior to the making of an Academy Order. Consultation prior to conversion can be done by the potential Academy Trust where the Secretary of State uses the power to force an Academy Order where the maintained school is eligible for intervention. An individual school in a federation is able to apply to become an academy. The power of a LA to continue to fund a school once it becomes an Academy is put beyond doubt thus enabling LAs to continue to fund PFI deals on schools that become Academies. The law is clarified on the transfer of staff contracts to Academies where an enforced transfer agreement is used. An Academy must consult on a proposal to increase its age range. The law clarifying the rights of staff not to be required to comply with religious requirements in faith academies which were formerly VC schools is clarified . The law on Academies land is revised. The Adjudicator can hear complaints against an Academy’s admission arrangements. Miscellaneous amendments are made to the law on Academies.

21. Education Act 2011 Part 7: Post-16 Education and Training Young Peoples Learning Agency (YPLA) is abolished and functions transferred to the Secretary of State including the funding of 16 to 19 education and Academies. The duty on the Skills Funding Agency (SFA) to find an apprenticeship place for all suitably qualified young people is repealed. The SFA must provide “proper facilities for apprenticeship training” for young people who have found an “apprenticeship opportunity” and who are aged 16 to 18 or are above that age but have previously been in care but are under 25 or are of a prescribed description. The SFA must make reasonable efforts to secure the participation of employers in apprenticeship training . Apprenticeship certificates will be issued by the Sector Skills Councils. The SFA must consult on matters as directed by the Secretary of State. The scope of training that must be funded by the SFA (and free of charge to the student) is reduced for those over 19 years: entry level qualifications in literacy and numeracy will remain but it will not be possible to specify level 2 courses except for adults less than 24 years (previously 25 years). The ability to specify level 3 courses for this age range remains. The power to specify area–wide bodies to formulate skills policy is removed. The Secretary of State gains flexibility on the enforcement of the ‘duty to participate’ in education and training for 16 and 17 year olds including the possibility of a criminal offence for failure to participate .

22. Education Act 2011 Part 8: Direct Payments The local authority gains a power to make direct payments for children with special educational needs instead of specifying (and meeting the costs) of the special educational provision. A similar power is given for young people with a learning difficulty assessment. The power must only be exercised in accordance with a Pilot Scheme made by the Secretary of State. The provision is repealed four years after the Act is passed Part 9: Student Finance The Secretary of State gets greater flexibility to set interest rates for student loans; for students starting in or after September 2010, the rate cannot be higher than those which are commercially available. A cap can be set on undergraduate part-time course fees Part 10: General Sections 78 to 83 contain the standard provision on interpretation and commencement etc .

23. Ofsted Consultation! A good education for all – published February 2012 closing date 3rd May The consultation covers schools, initial teacher training and further education, the same principles are being applied New Chief Inspector Sir Michael Wilshaw states: Ofsted introduced a new school inspection framework in January 2012 which raises expectations and gives a very strong focus on the importance of teaching. I want us to do more for our children. They deserve the best education we can provide. All schools must be at least good so that our country’s children have the best possible chances in life, and an outstanding school must be truly outstanding in every way. It should be a model of excellence

24. Ofsted Consultation! In September 2011 there were 6,082 schools serving just over two million pupils whose most recent inspection judgement was ‘satisfactory’. Just under 3,000 of these schools have been judged ‘satisfactory’ for two consecutive inspections. I am determined to use inspection to drive up standards in schools like these For a number of years my predecessors as HMCI have highlighted in their Annual Reports that a satisfactory education is not good enough to give our young people the skills and qualification they need to do well in life. I am determined not to repeat that message. This is a time for change and reform. I have therefore set out a number of proposals that I believe will challenge all schools to provide a better education for our children Too often, the economic and social circumstances of pupils have been used as an excuse to explain the reasons why so many leave school without good enough qualifications. But there are schools that show that, no matter what the circumstances, all children can succeed. We owe them that chance. Many schools succeed against considerable odds; all schools must follow suit

25. Ofsted Consultation! Schools cannot be judged ‘outstanding’ unless their teaching is ‘outstanding’ Schools will only be deemed to be providing an acceptable standard of education where they are judged to be ‘good’ or ‘outstanding’ A single judgement of ‘requires improvement’ will replace the current ‘satisfactory’ judgement and ‘notice to improve’ category Schools judged as ‘requires improvement’ will be subject to a full re-inspection earlier than is currently the case - 12 to 18 months A school can only be judged as ‘requires improvement’ on two consecutive inspections before it is deemed to require ‘special measures’ Inspections will be undertaken without notice being provided to the school Inspectors should undertake an analysis of anonymised information, provided by the school, of the outcomes of the most recent performance management of all teachers within the school, as part of the evidence for a judgement on Leadership and Management

26. Ofsted Consultation! Currently an acceptable standard of education as one that is satisfactory. Proposed to raise the acceptable standard for the quality of education to good. New Grades: Grade 1: outstanding Grade 2: good Grade 3: requires improvement Grade 4: special measures Any school graded 3 or 4 will be deemed to require significant improvement as defined in section 5 of the Education Act 2005 (as amended). A school judged to be ‘inadequate’ will be deemed to be a school causing concern and will therefore ‘require improvement’ or ‘special measures’. This change will raise expectations of the weaker schools and will support the proposal that the expected grade for all schools should be ‘good’ Removal of monitoring visit for schools requiring improvement (satisfactory)

27. Ofsted Consultation! New Protocol to limit the number of times a school can be satisfactory; satisfactory schools not showing expected improvement, or good schools where the quality of education has declined, move to special measures All inspections ‘No Notice’ – parents’ views will be taken from Parent View and during the inspection parents will be able to post comments as well as complete a questionnaire – comments not available to other parents Good leadership and management mean that senior staff in schools should use performance management to increase the effectiveness of teaching so that it raises standards and increases the engagement of pupils Ofsted will ask schools to provide anonymised information of performance management outcomes to inspectors. Not reported in the inspection report but will be used, together with other evidence, as a line of enquiry when determining whether senior managers and governing bodies are showing strong leadership and management skills and using performance management effectively to assist in the drive for improvement

28. Pre - Ofsted Support In the year before Ofsted is dueA mock No Notice Inspection in any given 3 month period if requested

29. At the beginning of the year in which the inspection will take place: The following things will be checked and improvement supported where necessary: • School Self Evaluation up to date • Clear evidence base of lesson observation • Work in pupils’ books checked (ensure shows clear progress, high standards of presentation and clear marking and feedback) • Evidence base against each of the key areas in place including SMSC • School tracking system updated • Clear analysis of pupil progress by groups of pupils • Chair of Governors/Another Governor supported with Ofsted script • Safeguarding review by Governor checked • Single Central Record checked and up to date • Behaviour log up to date • Racist incident log up to date • School Improvement Plan and milestones up to date

30. During Inspection • Manned helpdesk available – possible skype connection • School visit available • Support for planning at end of day 1 if necessary • Attendance at feedback

31. Establishing systems so that your school is Ofsted ready • Ensure all classes have weekly timetables submitted • System to ensure planning is easily located within each class • Ensure location of evidence in four files against each of the Ofsted strands • Ensure school is manned from 8am • Ensure admin staff and other senior staff know what to do if you are out • Establish a system for getting the message around school that inspectors are in

32. The New School Inspection Framework

33. Overview • The changes are designed to: • Raise expectations especially for teaching and pupil achievement • Give greater priority to early reading and literacy • Focus in more depth on the quality of teaching and pupils’ behaviour and safety • Give greater priority to the impact of school leadership on improving teaching and achievement

34. Graded Judgments made on Inspection • Achievement • The quality of teaching • Behaviour and Safety • Leadership and management • Overall effectiveness, taking account of the four contributory judgements set out above and how well the school promotes pupils’ spiritual, moral, social and cultural development

35. Judging Achievement: narrow the gap • Analysis of performance data: • Value added (VA) reports: overall VA and VA for different groups of pupils compared with VA for all pupils nationally • Proportion of all pupils and groups of pupils making expected progress (national curriculum levels) compared to all pupils nationally given their starting points • Attainment of different groups of pupils compared to that of all pupils nationally • Floor standards taking account of attainment and progress measures But it is not just about the data ...

36. Judging Achievement: narrow the gap Gathering inspection evidence about the quality of learning and progress of different groups and individuals could include: • Work scrutiny: a range of subjects • Tracking particular groups of pupils, including those with special educational needs, through lesson observations • Case studies of progress made by pupils in challenging circumstances • School self-evaluation: the school’s understanding of the performance of different groups, including ‘SEND’

37. Judging Achievement:reading Inspectors will evaluate several aspects of children’s reading, including: • Independence and choice • Knowledge of books and individual authors • Decoding strategies • Understanding: literal and inferential comprehension • Support from school and home • Enjoyment • Higher-order reading skills, such as inference, appreciation of an author’s style, awareness of themes, similarity and differences between texts • Awareness of own progress and development as a reader • Teaching, expectations and the school’s reading culture

38. Judging Achievement: summary This framework focuses on how well the school is: • Narrowing the gaps in achievement between nationally underachieving groups and all pupils nationally • Improving pupils’ achievement in reading • Improving achievement across the curriculum • The need for inspectors to exercise their professional judgment in weighing up the various strands of evidence on learning, progress and attainment, including the learning and progress of pupils with disabilities and those with special educational needs

39. Judging the quality of Teaching: what’s different? • Inspectors should evaluate the impact of teaching on the quality of learning and progress over time, not just that seen on the snapshot of the inspection. A key question is ‘what is teaching typically like?’ • Lesson observations should also be tailored to the nature of the teaching. For example consider the following: • Early Years Foundation Stage activities where several different activities involving independent learning and different levels of supported activities over time are taking place • individual or small group phonics sessions lasting 10 minutes

40. Judging the quality of Teaching:the impact teaching had on learning over time • Other evidence alongside that from lesson observations is required to evaluate the impact teaching has on learning over time • Other sources of evidence include: • The school’s own evaluation of the quality of teaching • Joint lesson observations with senior staff • Work scrutiny: this includes checking a range of books and other work during lesson observations • Scrutiny of the school’s own monitoring records • Short visits to a number of lessons to focus on a particular issue • Discussions with staff observed about their planning and assessment • Data from pupil, parent and staff questionnaires

41. Judging the quality of Teaching:Gathering evidence on teaching and learning • Inspectors must meet individual pupils and groups of pupils to discuss their typical experience of learning • Inspectors, not the school, should select the pupils to take part in discussions • Pupils’ views may be gathered in different ways including discussions with individuals and particular groups, for example: • Higher- and lower-attaining pupils in the same year group • Pupils selected from lessons that inspectors have observed who may bring their work to discuss their learning and the impact of the marking and assessment on their learning

42. Judging the quality of Teaching:summary • Evaluate the quality of teaching by its impact on learning and progress • The most important evidence is from lesson observations • Tailor lesson observations according to circumstances • A wide range of evidence must be gathered to establish the quality of teaching over time, not just as seen on the inspection

43. Judging behaviour and safety:summary • Evaluate behaviour and safety over time; not just that seen on the inspection • Take full account of the views of different groups of pupils, parents and staff • Focus on what the school does to promote good behaviour and safety • Test out thoroughly whether the school is a safe place where all pupils can thrive

44. Judging leadership and management:what’s different? • Greater focus on how leaders and managers improve teaching • Evaluation of the curriculum, including its impact on pupils’ SMSC development • Focus on key aspects of leadership and management which are: • Bringing about, or impeding, improvement • Helping groups and individuals overcome barriers to learning. • Capacity to improve is an integral part of the leadership and management judgement • Changed expectations about inspecting safeguarding

45. Judging leadership and management:The curriculum and pupils’ SMSC developments • Assess how the curriculum in its broadest sense creates opportunities to develop aspects of SMSC, for example through: • Lesson observations where subjects promote aspects of SMSC provision; religious education is an obvious example but discussion with pupils and staff will provide an important insight as to how SMSC is planned as part of the curriculum in other subjects

46. Judging leadership and management:The curriculum and pupils’ SMSC development • Observe other activities which indicate the extent to which there is a coherent approach to promoting SMSC set out by the school and implemented through activities such as tutorials, citizenship programmes and discussions with pupils about their work • Evaluate opportunities created by the school for pupils to take part in a range of artistic, cultural, sporting, dramatic and, where appropriate, international events and activities which promote aspects of SMSC

47. Judging leadership and managementCapacity to improve • Capacity to improve will be reflected across all levels of leadership and management: headteacher and senior leaders; middle leaders and the governing body • In evaluating capacity to improve, inspectors must consider: • The school’s self-evaluation and how it responds to this evaluation through appropriate implementation of improvement plans • Any track record of improvements in important areas (achievement; quality of teaching; behaviour and safety; promotion of pupils’ SMSC development) sustained over time

48. Judging leadership and management: Capacity to improve • Capacity to improve is unlikely to be adequate if the school: • Is in receipt of extensive external support simply to produce satisfactory outcomes • Has not resolved the areas for improvement at its previous inspection • Has outcomes which are no better than satisfactory and which were satisfactory at the last inspection, demonstrating that improvement is too slow • Good intentions, even when set out in well-written plans, backed only by unsupported assertions, passionately stated promises and an aspirational outlook, or a recent change of headteacher following a period of poor leadership, do not in themselves provide sufficient proof of the capacity to achieve improvement

49. Judging leadership and management:Safeguarding • Discuss with the headteacher, governors’ representative and other staff as part of more general interviews to explore management responsibilities regarding child protection and the training and support for safeguarding • Check the single central register to ensure that adults working with pupils are appropriately recruited and vetted • There is no need to spend excessive amounts of time checking policies and detailed procedures and protocols unless a significant concern is identified

50. Judging leadership and management: summary • Focus on how well leaders and managers: • Are improving teaching and achievement • Enable pupils to overcome specific barriers to learning • Ensure that the curriculum meets the needs of the pupils • Test out capacity for improvement thoroughly, particularly in schools previously judged satisfactory • The impact of leadership and management should be seen in the evidence relating to the other judgements and the impact on pupils’ SMSC development • Inspectors will need to weigh the evidence from the various aspects of leadership and management in making a professional judgement