Governing Body Self Evaluation using the Ofsted Inspection Framework

1. Governing Body Self Evaluation using the Ofsted Inspection Framework

2. Learning outcomes Participants will be updated in their knowledge and understanding of: • The current Ofsted framework as it applies to school governance • Current arrangements for the inspection of schools as they affect governance • Key Ofsted criteria underpinning judgements of effectiveness • Best practice in ‘self-evaluation’ and action planning • Sources of support for governing body self-improvement

3. Current context Governing bodies should have a strong focus on three core functions: • Ensuring clarity of vision, ethos and strategic direction • Holding the headteacher/principal to account for the educational performance of the school and its pupils; and • Overseeing the financial performance of the school and making sure its money is well spent

4. Ofsted Expectations (1) Inspectors will consider the effectiveness of governance including how well governors: • ensure clarity of vision, ethos and strategic direction • contribute to the school’s self-evaluation and understand its strengths and weaknesses, including the impact of their work • support and strengthen school leadership, including by developing their own skills • provide challenge and hold the headteacher and other senior leaders to account for improving the quality of teaching, pupils’ achievement and pupils’ behaviour and safety, including by using the data dashboard, other progress data, examination outcomes and test results

5. Ofsted Expectations (2) Inspectors will consider the effectiveness of governance including how well governors: • use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management • ensure solvency and probity and that the financial resources made available to the school are managed effectively • operate in such a way that statutory duties are met and priorities are approved • engage with key stakeholders • use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics.

6. Since September 2012, Ofsted has significantly increased the focus on school governance

7. Lessons Learned from Recent Ofsted Inspections

8. Inspection is providing significant challenge to governing bodies about monitoring and performance management

9. A model of what goes wrong in declining schools: problems start when processes to ensure accountability or drive change start to falter • Factors influencing accountability: • lack data skills and training • excessive trust or too friendly • lack of external evidence • headteacher provides unbalanced information • lack of own monitoring and information • misplaced loyalty • Factors restricting capacity, eg: • Chair of Governors in post a long time and ‘world has moved on’ • governors not strategic or evaluative in thinking • diverted by building plans, falling rolls, academisation, etc. • internal ‘turbulence’. Over-reliant on headteacher for knowledge of the school Lack of urgency due to complacency or distractions Governors fail to provide enough challenge to headteacher

10. The consequences of a failure to challenge undermine the running of the school Governors fail to provide enough challenge to the headteacher Improvement planning does not address the real priorities or is not rapid enough Governors do not know what is needed to probe more closely and gather further insight Performance management of the headteacher is weak because it cannot be based on any meaningful analysis Governors do not know if their actions are having any impact or how good the school really is Governors do not know what training they need or what additional governors to appoint Performance management of teachers is ineffective, as it is not linked to achievement The school is incapable of stopping its own decline

11. Analysis of the most effective schools shows there is robust challenge to senior leaders by governors who know the school well, but who also have a secure grasp of their basic duties This analysis is based on what inspectors chose to comment on as particular strengths.

12. In the best schools inspectors found governors were very well informed

13. Governors in these schools know how to challenge and have the right skills

14. The characteristics of strong governing bodies demonstrated in recent reports • They understand their role and how it complements that of the headteacher. • They 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. • They want to see and hear from middle and senior leaders about their work - and challenge them on it. • They have the skills and time to be a visible presence in the school. • They set challenging targets for performance at all levels, including in achievement, teaching and senior management work. • They can form their own analysis of the school’s performance without relying on the headteacher. • Because of all these they are ‘exceptionally well informed’ about their school.

15. Where are we now? Strong Weak Sound Governance Individual task Place a post-it note (with your initials on please) at the point on the judgement line which best represents your own governing body.

16. Table exercise Where are we now? Following on from the post-it note exercise, write three post-it notes individually identifying what you think are the priorities for your governing body to move forward. Then share your ideas with a partner or with others on your tables. Are there similarities?

17. An improvement cycle for school governance Plan 2. What do we need to change? Review 3. How will we do it? 1. Where are we now? Deliver 4. How will we know when we have done it? Monitor

18. National context • Education Select Committee inquiry into school governance - final report published June 2013 • Report contains a range of recommendations on improving the quality of school governance • Legislation informed by the report is expected to be in force from 1st September 2014

19. Key recommendations Inspection, self-assessment and peer challenge 9. Poor performance by governing bodies should be challenged at the earliest opportunity. We support the obligation placed on schools that “require improvement” to undertake an external review of governance. 10. We recommend that governing bodies be strongly encouraged in guidance from DfE, Ofsted and the National College to participate in peer-to-peer governance reviews and to undertake self-assessment and skills audits, using tools such as the All-Party Parliamentary Group on Education Governance and Leadership’s 20 questions and other resources identified in the new Governors’ Handbook. Education Select Committee, July 2014

21. An improvement cycle for school governance Plan 2. What do we need to change? Review 3. How will we do it? 1. Where are we now? Deliver 4. How will we know when we have done it? Monitor

22. External reviews of governance • May be a requirement specified within an Ofsted report • Or, can be initiated by a governing body as a development tool • Should be undertaken by an NLG, or by a suitably experienced governor, adviser, etc. • Evidence collection may involve face to face interviews, attendance at full governing body or committees, review of documentation • Outcome is a written report with key recommendations leading to an action plan – benchmarked against the current Ofsted criteria

23. Self assessment • Undertaken by full Governing Body, or by a smaller group of governors • Forming part of a development cycle, which is repeated annually • Objective, and clearly benchmarked against current Ofsted criteria • Informing an action plan which has clear and measurable outcomes • Potentially part of the evidence base for an Ofsted inspection

24. Tools for self-assessment Overall governing body effectiveness • All-Party Parliamentary Group – 20 questions • NCTL review framework based on Ofsted’s nine criteria for effective governance Governor knowledge, skills and training needs • Skills audits

25. All-Party Parliamentary Group – 20 questions

26. NCTL Review Framework developed for use in External Reviews of Governance – organised around nine Ofsted criteria for effectiveness of governance

27. Table exercise • Overall effectiveness audit task • Take a few minutes to familiarise yourself with the document as a whole. • We will then allocate you one or more criteria to focus on as a group. • Discuss where your governing body or bodies would rank against your criteria (strong, sound, weak) • What would be your evidence to support this judgement? Think about how and when you might do this exercise as a governing body

28. Comfort Break

29. Tools for self-assessment Overall governing body effectiveness • All-Party Parliamentary Group – 20 questions • NCTL review framework based on Ofsted’s nine criteria for effective governance Governor knowledge, skills and training needs • Skills audits

30. Skills v Stakeholders? As evidence from the DfE explained, “current rules and regulations on the membership of academy and maintained school governing bodies are based on a stakeholder model of governance that focuses on securing representation from a wide range of interest groups”. Whilst the DfE acknowledged that “representation need not be at odds with a focus on skills”, it also argued that “representative structures do not in themselves necessarily lead to high quality governance”. Evidence to our inquiry showed mixed opinions on the appropriate balance in a school governing body between individuals with specific skills, and representatives of stakeholder groups. Education Select Committee, October 2013

31. Skills Audits HIGH Readiness to learn P D B Z LOW HIGH Existing skills and knowledge

32. Skills Audits

33. Table exercise • Skills audit task • Familiarise yourself with the examples of skills audits • Do you, or would you, use these with your governing body? When, how? • From the skills audits, identify those areas where your governing body may have a ‘skills shortage’.

34. An improvement cycle for school governance Plan 2. What do we need to change? Review 3. How will we do it? Training & Development 1. Where are we now? Deliver 4. How will we know when we have done it? Monitor

35. Developing an action plan

36. Characteristics of effective action plans • Fewer objectives targeted on key priorities which are realistic and achievable given the resources and timescales (SMART) • Clear actions with timescales and allocated responsibilities • Success criteria which are measurable • Clear monitoring process located at intervals during the life of the plan • Clear review process located at the end of the life of the plan

37. Table exercise • Action planning task • Select from the ‘audit of overall effectiveness’ exercise and the ‘skills audit’ exercise one or two priority development areas. • Use one of the action planning formats to work on an action plan to address these priorities. • Be prepared to share your ideas with the other groups.

38. Next steps?

39. Next steps? Please complete our evaluation sheet, and use it to let us know how we can support you going forward. Use the tear off slip and the action plan provided to identify your next steps in applying the learning from today.