Lewisham Governors Association Annual Governors Conference 16 May Ready for the phone call? Matt Miller NLG Advocate

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1 Lewisham Governors Association Annual Governors Conference 16 May Upside down world 2. It s about children 3. Anything s possible Ready for the phone call? Matt Miller NLG Advocate

2 Governance 600 year history and counting Reverend John Allen Hugh Seymour Tremenheere

3 Governance - more than critical friends Ofsted HMCI - Sir Michael Wilshaw Education Secretary - Nicky Morgan

4 University of Bath School Governance Report 2008 Main message from the Study - School governing is: 1. Overloaded 2. Overcomplicated 3. Overlooked

5 5 The Changing Face of Governance

6 Pupil Premium Grant introduced April 2011 flagship coalition government initiative Government will spend billion on pupil premium funding in the financial year This means that an average sized secondary school with average numbers of pupils eligible for free school meals will receive an additional amount of funding in the region of 200,000. This is the equivalent of five full-time teachers.

7 Early Years Pupil Premium coming soon! The extension of the pupil premium to early years will give toddlers from the poorest families the support they need to develop and learn at this important early stage Schools Minister David Laws The government will introduce the premium in April In the financial year 2015 to 2016, this will amount to an additional spend of 50 million on the EYPP. The early years pupil premium (EYPP) gives providers of early years education extra funding to support disadvantaged 3- and 4-year-olds.

8 Departmental advice for maintained schools November 2014 Promoting fundamental British values as part of SMSC in schools

9 Trojan Horse concerns the effective take-over of the governing body by likeminded people; nepotism in staff appointments and appointments to the governing body; rapid advancement of new or inexperienced governors to the role of chair; bullying and intimidation of senior teaching staff, and in particular headteachers;

10 Life after Levels The national curriculum in England Framework document July 2013

11 Open letter from Lord Nash to all Governors September 2014 There s never been a more important time to serve as a governor (in Lewisham) to help improve children s lives and give them the best education

12 Ofsted case study, December 2013 Summary of key findings for parents and pupils The school has the following strengths Students achieve well. Attainment has risen in recent years as has the proportion of students making good progress in English and mathematics. Teaching is usually good with some that is outstanding. However, some teaching does not get the level of challenge right in lessons and the quality of marking is too variable. Pupils behave well and feel very safe in school. The Head of School, ably supported by a strong team of senior and middle leaders, has driven the school strongly forward in recent years. The recently appointed executive headteacher provides the school with a clear view of how successful the school and Federation can be.

13 Case study: Ofsted judgements Inspection dates 3 4 December 2013 Overall effectiveness This inspection: Requires improvement 3 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3

14 This is a school that requires improvement. It is not good because The governing body does not have an accurate enough view of students achievement because it does not have a firm enough understanding of data, especially data relating to how well different groups of students achieve. The governing body does not have enough knowledge of the school s strengths and weaknesses to provide sufficient challenge and support to senior leaders successful drive to make the school better. The governing body is not sufficiently involved in checking how effectively the school deploys its resources.

15 Ofsted s inspection criteria reflect the three core functions of all governing bodies Setting strategic direction clarity of vision and ethos engaging stakeholders meeting statutory duties Creating robust accountability accountability for teaching, achievement, behaviour and safety performance management of the headteacher contributing to school self-evaluation Ensuring financial probity solvency and effective financial management use of Pupil Premium and other resources to overcome barriers to learning

16 School inspection handbook Published: September 2014 Reference no: Para 165: Inspectors should consider whether governors: 1. carry out their statutory duties, such as safeguarding, and understand the boundaries of their role as governors 2. ensure that they and the school promote tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain 3. ensure clarity of vision, ethos and strategic direction, including long-term planning (for example, succession) 4. contribute to the school s self-evaluation and understand its strengths and weaknesses, including the quality of teaching, and reviewing the impact of their own work 5. understand and take sufficient account of pupil data, particularly their understanding and use of the school data dashboard

17 Para 165: Inspectors should consider whether governors: 6. assure themselves of the rigour of the assessment process 7. are aware of the impact of teaching on learning and progress in different subjects and year groups 8. 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; or whether they hinder school improvement by failing to tackle key concerns or developing their own skills 9. use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics

18 Para 165: Inspectors should consider whether governors: 10. ensure solvency and probity and that the financial resources made available to the school are managed effectively 11. are providing support for an effective headteacher 12. monitor performance management systems and understand how the school makes decisions about teachers salary progression, including the performance management of the headteacher, to improve teaching, leadership and management 13. engage with key stakeholders 14. are transparent and accountable, including in terms of recruitment of staff, governance structures, attendance at meetings, and contact with parents and carers.

19 Key questions Consider the 14 key aspects. 1. What difference are we making? 2. How do we know? 3. IMPACT? Preparing for Ofsted is not your raison d'etre Jackie Crafft HMI National Lead for Governance, Ofsted

20 The big picture Effective governance is an intrinsic part of good leadership Good governance is not universal Unacceptable variations in performance in schools across different local authority areas Attainment gap unacceptable, particularly for pupils eligible for free school meals White children from low income families are falling behind The most able are not doing well enough

21 Learning from the best Governing body self-review 1. Why are we doing this? 2. What are we trying to achieve? 3. What difference have we made? Challenged own performance Reviewed systems, structures and terms of reference Seeking and sharing best practice

22 What all Governors should be able to answer The Big Question How good is your school? The even Bigger Question? How do you know?

23 Governor training The importance of developing Knowledge Skills Understanding

24 Ofsted the next 53 hours Ofsted usually call at noon: The lead inspector will brief headteacher This will set off a chain of events the next 53 hours The eve of Ofsted How prepared are we? What needs to be done and by whom? Set out the plan Brief staff and CoG Inform parents Calm and assured leadership Key governors briefing rehearse the story Research the Ofsted team Good night s sleep!

25 Ofsted meeting with governors: What s the point of you? By now will already have formed some impressions about the effectiveness of the governing body Will have met with School Improvement Advisor Asked questions of the headteacher about role of governors in school Will want to gather evidence from you Usually minute session

26 Ofsted planning for the meeting Who will meet? suggest Chair and 2-3 key and informed governors Cohesion who answers which questions? What evidence do you take in with you? Governors chance to make a positive first impression: appearance confidence skills and experience commitment to school vision and value pride and passion advocates for the school professional conduct present as a balanced and knowledgeable team

27 Ofsted judgement time School leadership team, meaning governors as well, are invited to feedback session The judgement, and report are subject to tight quality assurance and ratification so outcome must remain confidential at this stage

28 Questions governors may be asked Inspectors will expect governors to know about the strengths and weaknesses of the school. So, what questions might inspectors ask governors?

29 Why is achievement as it is? The answers may lie in the quality of teaching but attendance could also be an issue. Governors should be: Aware of the school's level of attendance and how this relates to the national average. Able to link the attendance of specific groups with their achievement, explaining cause and effect where there is a clear link.

30 What do you know about the quality of teaching and how do you know this? Governors will be expected to talk with conviction about where teaching is strongest and weakest in the school. Governors may know this from the headteacher's reports. However, inspectors will also be looking to see if governors visit lessons, talk to teachers and pupils, or seek the views of parents, or if the school has a link governor arrangement focusing on specific subjects or aspects of the school.

31 What are you doing to address underachievement and the quality of teaching, especially in terms of holding the headteacher to account? Governors need to demonstrate that they have some way of checking the accuracy of what they are told by the headteacher. It is very important that governors' questions regarding holding the headteacher to account are accurately recorded in the minutes of governing body meetings.

32 How is good teaching rewarded and underperformance tackled? Governors should be able to show that they understand how teaching is monitored and how teachers performance is managed. They should be clear about: The types of targets that are used, especially in relation to pupils achievement How challenging the targets are How well the targets are being met Governors should know how the performance management process feeds into decisions about which teachers receive pay increases.

33 Promoting British values Inspectors would be seeking to ensure that governors were asking the right questions of leadership and management. They might ask, for example: How do governors ensure that pupils are receiving appropriate opportunities for understanding the issues and developing balanced views about living in a British multicultural society? Inspectors would be expecting that governors had securely tested out what they were told by leadership and management.

34 Case Study 16 April What training the safeguarding governor had undertaken? (Seemed pleased that two additional governor had also had done safer recruitment training as well). 2. Strength and weaknesses of the school. From that we discussed leadership and middle management, quality of teaching, marking, behaviour, progress and attainment. He looked at the crib sheet with details of the above. 3. How were the governors working differently from the last inspection? (Answered that we had undertaken GAP training and were better equipped to provide challenge understood data).

35 Case Study 16 April Had a copy of a learning walk report and asked questions on the monitoring process. 5. Looked through GB minutes highlighting governors questions and challenge. 6. Looked at GRASP, asked how we were using it and looked at the reports stored on it. 7. Asked Chair of Governors and one other governor for examples of what impact we had made.

36 Impact Challenge - Evidence 1. Vision; how ambitious is the governing body? How do governors drive a culture of high expectation for everyone? 2. Impact; what difference have we made as a governing body to the performance of the school? School Development Plan; how do governors contribute - are they architects or blue chip clients? 3. Accountability; how well do governors hold the HT and senior leaders to account? Provide evidence of challenge. 4. Stakeholders; how can we show that we listen and respond to the views of our parents, staff, pupils and community? 5. Behaviour and safety; How do we know pupils feel safe at school? How do we monitor behaviour in classrooms and around the school?

37 Impact Challenge - Evidence 6. Quality of Teaching; how do governors monitor the quality of teaching what do you do to ensure that all teaching is of the highest quality possible? 7. Pupil Progress; are the majority of our pupils on track to at least make good progress? If not, what interventions are in place and how do we know they are working? 8. Value for money; how do we ensure every pound is spent wisely? 9. Pupil Premium; how do we know that the grant is being directed to disadvantaged pupils? What difference has the additional funding made? Can you provide two anonymised examples? 10. Ofsted Ready; are we fully prepared for our next Ofsted inspection? How have we triangulated our evidence? Are we confident there will be no surprises?

38 Key message - to fail to plan is to plan to fail annual self review: away day preferably with SLT honest and insightful difference governors have made school priorities: know strengths and areas for improvement strategies in place to raise standards evidence of impact support and challenge throughout the year make sure you can demonstrate rigor e.g. around monitoring pupil progress, groups, pupil premium rehearse and tell the same story - show how well you know your school have case studies to support how you engage with stakeholders, monitor quality of teaching briefing with headteacher pre inspection, make sure you are on same page it s not a test, have documents at hand pick the team coach the team allow for key governor unavailability lucky charm

39 GAP Top Tip Ofsted Governors Vowels Remember your vows vowels! a e i o u accountability governors hold senior leaders to account evidence governors support and challenge impact governors make a difference organisation the GB is structured strategically understanding governors really do know their school

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