Inter-Board Governor Support Programme 2012/ 2013 SCHOOL IMPROVEMENT

1. Inter-Board Governor Support Programme2012/ 2013SCHOOL IMPROVEMENT DE Policy ‘Every School a Good School’ (ESaGS)

2. Objectives • To increase Governors’ awareness of data analysis in the context of ‘Every School a Good School’, A Policy for School Improvement; • To consider the role of Governors in raising standards in schools.

3. DE Policy & Guidance in relation to: - Raising Standards for all - Closing the Gap

4. What is the context for ESaGS? • The need to improve leadership and management in • 39% Post Primary schools, Chief Inspector’s Report, 2010 - 2012 • 22% Primary schools, Chief Inspector’s report, • 2010 - 2012 • Social disadvantage and gender effect • Underachievement • - Too many (47%) not gaining 5 A* to Cs including Maths and English • - 20% at Key Stage 2 below Level 4

5. LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES

6. LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES

7. Targets for 2020 • Key Stage 2 – 90% level 4+ • Key Stage 3 – 85% level 5 • 5+ GCSE A* - C inc. English and Maths: • - 70%+ overall • - 65% for FMSE • 5+ GCSE A* -C inc. Gaeilge, English and Maths (pupils in IM) – 70%+

8. WELB Schools (Primary and Post-Primary)

9. WELB Schools PRIMARY SCHOOLS WELB is an improving Board - Communication: WELB above NI average in all 3 years; - Using Maths: WELB almost at the NI average. POST PRIMARY SCHOOLS • The achievement gap is closing – % achieving 5+ GCSE A*-C and 5+ GCSE A*-C including English and Maths; • The percentage of boys achieving no GCSEs is greater although this trend has got smaller in the last number of years.

10. What is at the heart of ESaGS? ‘Our vision is of schools as vibrant, self-improving, well-governed and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils.’

11. ‘Every School a Good School’ What do you think makes a ‘Good’ school?

12. What are the characteristics of a ‘Good’ School? Child-centred provision High quality teaching and learning Effective leadership A school connected to its local community The indicators of effective performance associated with each characteristic are clearly set out

13. ETI Descriptors • Outstanding • Very Good • Good • Satisfactory • Inadequate • Unsatisfactory

14. What is your role as a Governor? 2 minutes to agree 4 or 5 key aspects of your role as a Governor.

15. What is your role as a Governor? • Support and work in partnership with the Principal and staff • Ask pertinent questions • Make informed decisions • Monitor progress • Be accountable

16. What does ESaGS say about the role of governors? • “The Board of Governors of a school has the responsibility for ensuring that the Principal, and the staff, put in place all the necessary arrangements and mechanisms to help each pupil to succeed and to achieve to her or his full potential”. • “The Principal and the Board of Governors will be accountable…for the quality of provision and the standards attained by their pupils…” • Every School A Good School p.35

17. What does ESaGS say about the role of governors? • “The Board of Governors should work with the school Principal in monitoring and evaluating the school’s performance and to promote self-evaluation as a means to achieve school improvement”. • Every School A Good School The Governors’ Role: A Guide for School Governors, Executive Summary, p3

18. What is self-evaluation?

19. How are we doing? How do we know our strengths and areas for improvement? What improvements have we made and what do we need to do now? What do we need to do about the areas identified for improvement? How will we know we have made the improvements?

20. What is your role as a Governor in monitoring and evaluating? Workshop 1 Discuss in your group the questions that you might consider asking your Principal in order to determine how ‘good’ your school is in relation to pupil performance and standards. Report back from each table

21. What do others say about the role of governors in relation to education standards? ‘Effective school governors support and challenge the work of the organisation. It is imperative that all boards of governors are tenacious in their focus on important school improvement issues, such as setting higher standards and expectations, and understanding better the quality of the learning taking place’ Chief Inspector’s Report 2010-2012

22. What do others say about the role of governors in relation to education standards? ‘…the Board of Governors should work with the school Principal in monitoring and evaluation the school’s performance and to promote self evaluation as a means to achieve school improvement’, Department of Education’s Governors’ Handbook, Chapter 6 ‘monitor the school’s performance and address under performance at the earliest opportunity’, Department of Education’s Governors’ Handbook, Chapter 6

23. Individual School

24. Individual School

27. What is your role as a Governor in monitoring and evaluating? • Workshop 2 • A Case Study – PART 1 (10 mins) • As a governing body • Consider the information • What are the key messages? • What conclusions can you draw from this information?

28. What is your role as a Governor in monitoring and evaluating? Workshop 2 A Case Study – PART 2 (10 mins) As a governing body - What questions would you ask the Principal regarding this information? - In what way would you expect this to influence the SDP and associated action plans?

29. Where is additional information available? • Department of Education Handbook for Governors- www.deni.gov.uk • Education and Library Boards websites- www.welbni.org • Education and Training Inspectorate website- www.etini.gov.uk

30. Objectives • To increase Governors’ awareness of data analysis in the context of ‘Every School a Good School’, A Policy for School Improvement; • To consider the role of Governors in raising standards in schools.