Transcript Handbook for Governors

Meadowbank Primary School
The Governors Self Evaluation Handbook.
A practical guide for being a successful governor.
By Liz Greensides.
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HANDBOOK FOR GOVERNORS
About the Author
What Schools Have Said:
Liz Greensides (M.Ed) brings to her work a wide and rich
range of experiences. She was the head of two very
different schools – firstly a small rural church school, and
then a large inner city primary school in an area of high
social deprivation.
Brilliant! Very useful, practical and easy to
understand!
Her work as a head teacher was highly praised by Ofsted,
which cited the “rapid school improvement” as being a
“remarkable achievement.”
She has been involved in many inspections as both a Team
and a Registered Inspector, and now works as a Lead
Inspector through the New Relationship with schools.
She has worked for the National College as a facilitator for
New Visions, and within the pool of NPQH trainers and
assessors. She also worked as an external adviser to
governing bodies for many years, and as an assessor for
accelerated skills teachers.
Liz draws together her experience from her several different
roles to bring an up to date approach to school
improvement and development. She enjoys working with
many different schools in training and consultancy, and puts
development above all other aspects of her work.
Liz gives very practical advice which we
know we will be able to use and apply.
This is both informative and interesting and
covers what we need to do in depth.
Liz’’s work is of the highest order.
Liz is both challenging and supportive –
makes us think.
Liz is highly professional, with up to date
knowledge on current practices in
education.
Very perceptive!
Excellent – very knowledgeable and
appropriate advice given for the school
situation.
Simply – thank you!
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© Liz Greensides 2006
All rights reserved
Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without the prior written
permission of the publisher. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational
institutions solely for educational purposes, without permission, providing full acknowledgement is given.
First Published in the UK in 2006 by Focus Education (UK) Ltd
Focus Education (UK) Ltd
Publishing
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Focus Education (UK) Ltd Reg. No 4507968
ISBN 978 1904469 52 3
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Printed in Great Britain by The Studio (Manchester) Ltd, Swinton, Manchester
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HANDBOOK FOR GOVERNORS
CONTENTS:
Personalised Pages
Information about the school
Page 3
Introduction
Roles and Responsibilities
Page 10
Section One
Support and Challenge
Page 16
Section Two
The Monitoring Role
Page 37
Section Three
The Strategic Role
Page 75
Section Four
Inspection
Page 91
Appendix One
Official Stuff
Page 96
Appendix Two
Glossary
Page 100
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HANDBOOK FOR GOVERNORS
Using the book and CD ROM:
The book and CD ROM are intended to be an interactive training and support
package for your governors. The contents of the CD ROM can be printed out in
full or in part, and used by schools for a variety of purposes:
•As an aid to the Governing Body’s evaluation of its own work
•As a reference handbook for individual members of the Governing Body
•As training material for the whole Governing Body, perhaps following an Ofsted
inspection
•As training material in various aspects of the role of the Governing Body – for
example, performance management, monitoring
•As training material to help governors understand their major role in preparing
for an Ofsted inspection
•For new members of the Governing Body as they come to an understanding of
their role.
The first few pages form a personal introduction to your school.
5
Meadowbank Primary School.
NAME OF GOVERNOR:
COMMITTEE MEMBERSHIP:
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HANDBOOK FOR GOVERNORS
Dear
Thank you for your interest and commitment to our school. As one of our governors, you are
a vitally important part of our work.
We acknowledge and respect that you are an unpaid volunteer.
We want you to be part of our decision-making process, and to help us to be accountable for
spending money and sustaining school improvement.
We thank you for taking up this voluntary role in providing strategic leadership for our
school, and giving us a balance of challenge and support.
This handbook provides you with information about the school and staff and the
developments we are working towards for the future.
We hope that you enjoy your time as a governor and that we can work in partnership to take
our school forward, building on the successes already achieved.
The role of Governing Bodies is
to “Provide strategic leadership
to schools and ensure
accountability and challenge for
parents and communities”
DfES 2005
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HANDBOOK FOR GOVERNORS
Useful documents:
•
•
•
•
The School Improvement Plan
The last Ofsted report
The school Self Evaluation Form
School timetable
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HANDBOOK FOR GOVERNORS
The Staffing Structure of the School:
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HANDBOOK FOR GOVERNORS
Visiting the School
We invite any member of our governing body to visit the school, when
you will be most welcome. This may be at informal times, to attend
concerts, celebration events or assemblies, but we also hope to see you
on more formal occasions, when you may be carrying out some of your
governor duties and responsibilities.
Visits should be arranged by contacting the Head Teacher. It is
important that both staff and governors are clear about the purpose of
any visit so that we will all gain the most out of it.
If you have anything that you would like to ask about the school, you
could talk to the head teacher on the school number (insert here) or
name and number, who is our training link governor, and who would be
very happy to talk to you.
10
INTRODUCTION
Roles and
Responsibilities
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HANDBOOK FOR GOVERNORS
The DfES Regulations describe the roles and responsibilities of
Governing Bodies:
To carry out their functions with the
aim of taking a largely strategic role
in the running of the school.
The Governing Body should act as a
critical friend to the head teacher by
providing advice and support.
STRATEGIC comes from the word strategy, meaning plan.
The Governing Body should have a major role in planning what
the school does.
To do this it needs to know the big picture:
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HANDBOOK FOR GOVERNORS
THE BIG PICTURE
Where is the school now?
Why is it there?
Where should it develop?
How should this development take place?
What will be the role of the Governing Body in
advice and support?
How will the governors keep track of
developments, and know how effective they
are?
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HANDBOOK FOR GOVERNORS
This book helps
governors to
develop their
understanding
of the
BIG PICTURE
by:
Outlining the role of the
Governing Body
Ensuring that Governors
know how to celebrate
success
Describing the important
issues of monitoring
Developing strategies for
governors to ask the RIGHT
questions which give helpful
ways forward
Suggesting ways to help the
Governing Body keep track of
what the school is doing
Outlining terms of office
Outlining the Ofsted
Inspection Procedure
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HANDBOOK FOR GOVERNORS
The Interlinked Roles of the Governor
SUPPORT
SELF
EVALUATION
STRATEGY
MONITOR
PERFORMANCE
MANAGEMENT
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HANDBOOK FOR GOVERNORS
Initial Evaluation
Am I fully aware of my responsibilities?
Do I understand the Big Picture, and how it was “painted”?
How effective is my support for the school?
Do I feel capable of giving well informed advice?
How much am I willing to challenge some of the school’s decisions?
Are decisions altered because of my input and ideas?
Do I feel that I have a real say in the education of local children?
Do I feel that I have a major part in planning for the future?
How useful do I feel as a member of this governing body?
On the basis of this initial evaluation, what might I need more information about, and what
kind of training do I think I might need?
Outstanding - very good - good - satisfactory - not good enough
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SECTION ONE
SUPPORT AND
CHALLENGE
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HANDBOOK FOR GOVERNORS
From “Governing Schools of the Future” (DfES 2004)
High Support
Low
Challenge
Supporters
Club:
“We’re here to
support the head!”
Partners or
Critical Friends:
“We share all –
good or bad!”
Abdicators:
“We leave it to the
professionals!”
Adversaries:
“We keep a very
close eye on the
staff!”
High
Challenge
Low Support
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HANDBOOK FOR GOVERNORS
Which club do I belong to?
Abdicators: Low support, low challenge
I leave it all to the professionals – they know best!
How can I increase my support and challenge, but
still be a positive influence on the school?
Adversaries: Low support, high challenge
I keep a close eye on staff – can they be trusted?
How can I be sure that my influence is positive,
and not something less helpful?
Supporters’ Club: High support, low challenge
I’m here to support the head – fantastic!!
How can I increase my challenge, without seeming
to lack trust in the school?
Critical Friend: High support, high challenge
I like to share my thoughts, and to have thoughts
shared with me.
I’m doing ok! Does this ethos run right through the
Governing Body, and how might we maintain this?
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HANDBOOK FOR GOVERNORS
Good Head Teachers recognise the
importance of challenge and support from
their Governing Bodies, especially at a time
when managing change has become a key
role for Head Teachers. DfES 2004
Critical friends challenge:
As critical friends, the Governing Body should aim to strike an
appropriate balance between supporting the school, and challenging
the decisions which are made. This does not mean challenge in an
aggressive sense, but rather asking for justification of
recommendations made by the school to committees or to the full
Governing Body.
As critical friends the Governing Body is able to approach the school
with questions from a different perspective to other groups such as
the LEA, Ofsted, and parents. With the main intention of keeping
school improvement at the forefront of everything that the school
does, they have the right – and the responsibility – to search deeper
into the work of the school.
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HANDBOOK FOR GOVERNORS
“People ask
for criticism.
But they only
want praise.”
Somerset
Maugham
As a critical friend the Governing Body
recognises and celebrates the achievements
of the school – this is the supportive role.
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HANDBOOK FOR GOVERNORS
What level of support do I offer?
Excellent
1
2
3
4
5
6
7
Oops!
Sounding Board
Stumbling Block
Supporting ambassador
Interference
Active
Passive
Breadth of vision
Blinkered
Critical friend
Inexpert
1 Excellent
2 Very good
3 Good
4 Satisfactory
5 Not very good
6 Poor
7 A disaster!
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HANDBOOK FOR GOVERNORS
Building Blocks for Action
Ensure a focus on
achievement and
learning throughout
Governing Body
meetings.
?
Encourage
discussion in full
meetings and
committee meetings.
?
Fill in empty boxes with
your own thoughts
Always ask for
justification of
decisions, backed up
by clear rationale
and school
evidence.
?
Ask for the Head
Teacher’s to include
an evaluation of
teaching and
learning
?
Ask for more
information if we are
still unclear.
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HANDBOOK FOR GOVERNORS
FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
(Use some of the building blocks on the
previous page for ideas.)
When a decision is being taken do I ask, “What effect will this
have on the pupils’ learning?”
Do I feel able to ask the head teacher to justify any
recommendations?
Do I always get satisfactory explanations?
Do I ensure that I have all the information I need to make a
sound decision. Do I press for it if I do not receive it?
Do I ask enough challenging questions of the chair, the Head
and committees?
Am I sure I’m not just a rubber stamp?
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HANDBOOK FOR GOVERNORS
MY OWN QUESTIONS FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
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HANDBOOK FOR GOVERNORS
Critical friends keep in contact
Participating in school life will help the Governing Body to get to know
the school and feel part of it.
The school should have an agreed policy and protocol for governors’
visits, and, ideally, an agreed annual programme within which every
governor visits at least once a year.
Some visits should be more formal, with a set focus linked to the SDP
/ SIP, or for policy review.
Did you know?
Governors need to be able to visit their schools
during the working day and they are entitled by
law to reasonable time off work. DfES 2004
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HANDBOOK FOR GOVERNORS
Building Blocks for Action
Ask for a school
calendar to be
regularly updated
and sent to all
governors.
?
Check if there is a
suitable protocol for
Governing Body
visits.
?
Fill in empty boxes with
your own thoughts
Ask to be involved in
appropriate training
days.
Set up a diary for
formal visits linked to
the current agenda.
Use the calendar at
Governing Body
meetings to ask for
volunteers to attend
events.
?
At least annually,
meet the whole staff
as a whole
Governing Body.
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HANDBOOK FOR GOVERNORS
FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
(Use some of the building blocks on the
previous page for ideas.)
Do I know when the main school events are – eg sports day,
concerts?
Is there always a member of the Governing Body in
attendance?
Do we ask if we can attend training or staff meetings?
How often do we come into school? Is it only for Governing
Body meetings?
Have we asked for the school newsletter and other regular
letters to be sent to us?
If we come into school as a helper and not a governor do we
make this clear to staff?
Do staff know who we are when we are in school?
Do we set a focus for each visit linked to the School
Improvement Plan (SIP) or policy review?
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HANDBOOK FOR GOVERNORS
MY OWN QUESTIONS FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
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HANDBOOK FOR GOVERNORS
Critical friends are ambassadors:
As a critical friend the Governing Body will act as an advocate
for the school and will promote the school in the wider
community.
Being a representative and advocate for your school will be a
practical benefit to everyone involved.
It will allow you to challenge misconceptions
from outside, and your enthusiasm will give
real proactive support to the school.
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HANDBOOK FOR GOVERNORS
Building Blocks for Action
Ensure Parent
Governors are
available and
recognised in the
playground before
and after school on a
regular basis.
?
Ensure regular
communications
from the school, both
formal (long term
plans) and informal
(school news
letters).
?
Fill in empty boxes with
your own thoughts
Ensure
representation from
the local community
onto the Governing
Body
?
Be involved within
the community, and
invite members of
the community to
Governing Body
meetings.
?
Ensure that we
attend meetings
regularly in order to
keep up to date.
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HANDBOOK FOR GOVERNORS
FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
(Use some of the building blocks on the
previous page for ideas.)
If I hear something incorrect or damaging about the school,
do I correct it at the time?
Do I tell people about the school’s successes?
Do I invite people to see the school in action?
Am I enthusiastic about the school?
If the school is under pressure, am I there to support?
Am I clear about the school’s aims and long term plans?
How well do I show my support for them?
When Ofsted comes, am I willing to be proactive, and do I
offer to speak to them, rather than wait to be asked?
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HANDBOOK FOR GOVERNORS
MY OWN QUESTIONS FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
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HANDBOOK FOR GOVERNORS
Critical friends celebrate!
Being able to recognise and celebrate success is
vital in the relationships between the governors and
the school. The Governing Body should work hard
to ensure that all achievements are cherished and
that people feel valued for their roles.
The Governing Body can provide both support and
encouragement when the school is evaluating its
work and when it is exploring strategies to bring
about improvement.
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HANDBOOK FOR GOVERNORS
Building Blocks for Action
Send thanks to the
school in recognition
of extra effort or
performance.
?
Write to the local
newspaper to let
them know of our
successes.
?
Make sure that I give
bouquets as well as
brick bats!
Fill in empty boxes with
your own thoughts
Thank any staff for
participation in
Governing Body
meetings.
?
?
?
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HANDBOOK FOR GOVERNORS
FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
(Use some of the building blocks on the
previous page for ideas.)
Do I know when there’s been a success?
How do I know?
How do I pass on my thanks and praise to those who have
been involved?
Do I help to make sure that achievements are publicised in
publications such as the school newsletter, the local press
and the Annual Report?
Do I praise staff when progress is good?
Do I help to celebrate achievements of different kinds?
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HANDBOOK FOR GOVERNORS
MY OWN QUESTIONS FOR REFLECTION
Always – sometimes – occasionally – never
Why might this be? What can I do about it?
FOR ACTION
37
SECTION TWO
THE MONITORING ROLE
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HANDBOOK FOR GOVERNORS
According to Ofsted, Governing Bodies which are effective in
monitoring and evaluating share the following characteristics:
They get access to
a wide range of
performance data
and other
documentation.
They carry out
activities within a strong
committee structure.
They have the
necessary skills
amongst them
to interpret
the data.
Governors have the
confidence to
challenge areas
of underperformance.
Governors have an
open and trusting
relationship with
the Head Teacher
- and vice versa.
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HANDBOOK FOR GOVERNORS
How can we know about everything that is going on at the school?
Governors can not hope to,
and should not try to, keep
track of everything the school
does.
DfES
Why then, should we monitor?
Monitoring helps us to develop an informed position that
enables us to:
Have a strategic view
Act as a critical friend
Ensure accountability
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HANDBOOK FOR GOVERNORS
If we don’t know where we are, we can’t begin to decide where we
need to go. If we don’t know where we should be going, we’re never
going to get there!
From “Alice in Wonderland” by Lewis Carroll
Alice:
Could you tell me, please, which way to go?
Cheshire Cat:
That depends a great deal upon where you want to go.
Alice:
I don’t know.
Cheshire cat:
Then it really doesn’t matter which way you go, does it?
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HANDBOOK FOR GOVERNORS
An overview of monitoring:
Monitoring helps you to
know where you are, so that
you can keep a finger
on the pulse and ask the
right questions – at the right
time.
To be an effective critical
friend, the GB needs to
know where the school
is not achieving as well as
it could – this is at the
heart of the monitoring
role.
Members of the governors,
or committees, should ask
for information from the
Head, staff, and others to
help monitor progress,
rather than always waiting
for information to be given.
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HANDBOOK FOR GOVERNORS
How effective is my monitoring?
What do I need to do in order
to improve my practice?
Do I ask for, access, understand, and use all the information I
need to support the school and to make informed decisions?
Do I have a copy of the School Improvement Plan (SIP) and
refer to it regularly to evaluate progress?
Before Governing Body meetings do I read the background to
items on the agenda, and prepare my own questions or
contributions?
Do I use the SIP to know what actions are to be taken, and
what the expected outcome of this will be?
Do I make sure that I take responsibility for my own part in the
monitoring programme?
Do I make – and keep - appointments with the school for
monitoring purposes?
Are my questions mostly related to children’s standards, in
order to ensure the best provision for them?
Do I have enough skills to interpret data which I am given, or
ask for interpretation or analysis if not?
Do I have enough confidence and understanding to use my
information to celebrate progress and challenge
underperformance?
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HANDBOOK FOR GOVERNORS
How effective is the monitoring
of the whole Governing Body?
What do we need to do in
order to improve our
practice?
How strong and effective is our committee structure and how
good is its impact on improvement?
Do we ask for all the information we need to support the
school and make informed decisions about agreed progress?
Do we have an open and trusting relationship with the Head
Teacher?
Do we ensure that all aspects of the School Improvement
Plan (SIP) have clear monitoring procedures?
Do we ask questions about progress and challenges when
necessary to ensure objectives are met?
Do we have an agreed monitoring programme for all aspects
of the school?
Do we have an agreed programme of visits to the school to
monitor the curriculum?
Do we have enough members with the necessary skills to
interpret data?
Do we have enough confidence to challenge
underperformance?
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HANDBOOK FOR GOVERNORS
Key Questions for Monitoring:
•Why do we monitor?
•What should be monitored?
•Who should monitor?
•How can the monitoring take place?
•When should monitoring take place?
•What should we do with the results?
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who
Rudyard Kipling
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HANDBOOK FOR GOVERNORS
What should be monitored?
•Different aspects of the work of the school, with a focus on standards and achievement,
and other main development areas.
•The pulse of the school – what makes it tick?
•Previously set targets or actions – how effective are they? Are they having the planned
impact? Do they need revising, or tweaking? Are they embedded into whole - school
practice?
•Governing bodies are not responsible for collecting monitoring data themselves, but can
request this from the school, and agree arrangements to receive different types of
information.
•The head can identify features to be monitored, and arrangements for monitoring and
evaluating particular requirements and policies.
•Outstanding issues from the last inspection
•Compliance with statutory (legal) instruments of the school
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HANDBOOK FOR GOVERNORS
What do we monitor?
How wide is the information which the
governors are given?
Do we take all the areas for monitoring from
the guidance of the head teacher?
Do we know what is the main drive for school
improvement?
Which aspects of the school do we monitor?
Is this enough to allow us to do our work?
Are these main areas, or prioritised areas on
the School Development Plan?
How well is the school moving on all aspects
of the School Development Plan?
Do I know what progress, difficulties or
successes are being experienced?
What more information could I request?
What is the status of outstanding areas from
the last inspection?
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HANDBOOK FOR GOVERNORS
Who should monitor?
When did the following monitoring visits last take place in school? (Check for
Coverage)
Individual governors on fact finding visits
Committee members on
focused visits
Visits for named governors –
for example SEN governors
Visits for new governors
training to their role
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HANDBOOK FOR GOVERNORS
How can the monitoring take place?
Formally:
•Through an agreed focus
•In line with the Governor Monitoring Policy
•In classrooms
•In Governing Body Meetings through questions and
discussions
•Through a fact finding mission based on agreed criteria
•With an agreed protocol and agreed information
Informally:
•During school events
•Looking at the school environment
•Serendipity!! (Chance conversations or observations.)
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HANDBOOK FOR GOVERNORS
When should monitoring take place?
•Through a calendar of agreed and planned monitoring events
•In events open to all stakeholders – for example, parents and
community, the Local Authority
•In Governing Body meetings through questions and
discussions
•Through agreement on “as need” basis
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HANDBOOK FOR GOVERNORS
What do we do with the results? Checklist for action
Governing Bodies should receive enough information from the school to feel confident
that their responsibilities can be met. Governing bodies should make sure they get
enough information to allow them to check on their school’s achievements and progress,
over time and in comparison with similar schools.
Recent
item for
discussion
Feedback
to full GB
meetings
Feedback to
committees
Ensure
findings
are acted
upon
Check
findings
against
other
information
Work
strategically
to review
and
evaluate
progress
Use the
information
towards self
evaluation
Fed into
action
plan
Cross
checked
against
trends
Next
evaluation?
Feed into
SEF
Typical use of information
EG
Monitoring
of KS2
standards
Fed back
by
committee
Analysed by
committee
Example use of information
Our own use of information
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HANDBOOK FOR GOVERNORS
Using Performance Data
Governing Bodies, along with all those involved
in school improvement, need to show
accountability for the actions of the school,
and share and celebrate with that improvement.
It is essential that
Governing Bodies
are able to
understand
performance data.
David Bell 2002
Accountability for actions, based on secure knowledge and
understanding of what the school is doing, and why.
To exercise challenge and support requires a
grasp of technical issues such as data analysis,
target setting and the monitoring of standards –
Ofsted / Audit commission 2001
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HANDBOOK FOR GOVERNORS
Don’t just value what you measure
but also measure what you value!!
REMEMBER!!!!!
Help!! When I’m presented with lots of data I don’t feel …
omfortable
ompetent
Don’t be
onfident
Data in itself gives few, if
any, answers, and children
do not grow taller by being
measured!!!
oncerned!!
Each school must deal with the vast amount of data available to it, and there
may well be a specialist on the governing body who will take the main burden
of this, and the head teacher will do much of the analysis. With training you
may even begin to enjoy this aspect of your role!!
If the school has training sessions on interpreting data, ask if you can be
involved, to be ready for when volunteers for a data analysis committee may
be asked for.
From the right data we can ask the right questions to enable us
to get the right answers we need to raise attainment.
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
What kind of
performance data
is available to us?
EG: Panda, school
tracking system, end of
Key Stage results
How will this help
us to understand
the school’s
performance?
EG: For a summative
understanding; to inform
our future direction
How confident do
we feel to
interpret the data
available?
Do we ask the right
questions about the right
kinds of data?
Where can we
find extra training
in this?
EG: LEA, external
consultants, Head
Teacher
Do we set targets
and prioritise
strategies from
our analysis?
Are we planning
improvements from the
basis of the real needs of
the school?
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HANDBOOK FOR GOVERNORS
Care should also be taken when using and interpreting data.
As someone once said:
There are lies .....
How well are we doing?
Damn lies .....
How can we do better?
And statistics!
Imagine a single class of two children. One child scores 80% on a test, and
the other scores 20%. The class average would be 50%. However, this
figure would be meaningless, and provide no information at all about the
individual attainment. For example, which child achieved the most?
Impossible to tell from these figures .... and it could be a case of
underachievement for the higher attainer. We will never know.
Overall a school’s level results may similarly mask high or low achievement
of the school as a whole, or a significant group of pupils.
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HANDBOOK FOR GOVERNORS
It is important to understand the differences between:
PROGRESS
ATTAINMENT
Progress
Objective, taken from performance data
Subjective, from teacher assessment
Attainment
Objective, taken from performance data
Subjective, from teacher assessment
Achievement
Evaluative, from the analysis of staff
ACHIEVEMENT
is how far a pupil has travelled in a certain time.
Progress can be at different speeds, and is affected
by the quality of teaching, and the personal
circumstances of the child.
is the level a pupil has reached against national or
local benchmarks. It is measured on a regular basis,
and publicly at the end of each Key Stage of the
National Curriculum.
is the performance against the potential of each
individual child or group. The main question will be: is
the progress and the level of attainment good enough
for this individual child or group of children?
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HANDBOOK FOR GOVERNORS
The key findings of research are that good use of data promotes
effective and inclusive teaching and learning by:
Helping
schools to
make a more
effective
allocation of
staff and
resources
Increasing the
effectiveness
of
performance
management
Acting as a
monitor for the
effectiveness
of initiatives
and
strategies.
Challenging
expectations of
staff, pupils
and parents
Facilitating
easier
transition
between key
stages within
schools
Identifying
pupils’
achievements
and facilitating
setting of
targets.
DfES (Research
report RR671)
“Data only
becomes
effective if it
stimulates
questions about
the actual
learning that is
taking place and
how it can be
developed
further.”
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HANDBOOK FOR GOVERNORS
Target setting:
Detailed knowledge and
understanding of the
school’s performance …
… the potential of the
school for improvement ..
Realistic and challenging
targets, based on sound
predictions.
Prior Attainment targets: based
on where pupils have come from,
with an achievable percentage
improvement – eg up from 63% to
66%.
Trend over time targets are
based on maintaining
continuous positive progress.
Aspirational targets may be
much higher than current
performance, especially for
schools in difficult circumstances
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HANDBOOK FOR GOVERNORS
Which of this information is shared with governors?
Information Available
How is it used?
A summary of targets set by
teachers for pupils within the
cohort
A range of benchmark data to
ensure challenging targets
Trends data to check how realistic
a target is
LEA information, especially a
suggested target range
Details of any barriers to higher
targets
Contextual factors that may affect
comparative or value - added
figures
Recent Ofsted report on
standards, if applicable
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HANDBOOK FOR GOVERNORS
Some data terms you may come across:
Attainment level
The level a pupil has actually reached in the National Curriculum
Attainment target
Expected National Curriculum level
Average Point
Score (APS)
Based on comparison with national average scores
Benchmarks
National, local or school reference points for comparing like with like
Borderlines
Pupils on a lower prediction who, with targeted support, may achieve
the next level.
Cohort
Group of pupils who progress together as a unit, often a year group
Contextual data
Data which includes reference to factors such as size, location, etc.
Includes strengths and barriers to achievement.
Individual pupil
targets
Predictive targets are based on future SATs scores, or may be
descriptive .... Tom will be able to ...
National targets
These are set by the Secretary of State for schools as a whole
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HANDBOOK FOR GOVERNORS
Some data terms you may come across (contd):
PANDA
The annual report of the school’s performance, attainment and
achievement
Pupil prior
attainment
The performance of individual pupils at the key stage before the one at
which they are now working.
QCA tables
National performance tables in both raw and benchmark format
produced by QCA (Qualifications and Curriculum Authority)
Quartiles
The upper quartile is top 25% of a group and the lower quartile is the
bottom 25%.
Raw data
Performance data not modified for the contextual circumstances of the
school and pupils
Reading age:
A pupil’s ability to read compared with the average reading ability of
other children of that age
SATs
Standard Assessment Tasks; the principal means of testing pupils at the
ages of 7, 11 and 14.
Self evaluation:
An essential part of using data to inform improvement priorities.
Summer born:
Statistical evidence of lower average level of attainment by younger
pupils within a cohort
Value added:
Positive difference a school is making to pupil’s prior attainment.
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
How well is our school doing?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
Is this good enough when we take into account the background of
the children?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
Is any one subject doing better than others?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
Are there any year groups or key stages where progress is better or
worse than others?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
Are any groups of children achieving less well than others – for
example boys, more able children?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
Is the school’s provision for vulnerable children – for example those
with Special Educational Needs – proving effective when we look at
progress and achievement?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
How do we compare with other schools nationally?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
Is there an improving or falling trend in results?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
How much value do we add to our children’s education whilst they
are with us at this school?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
What are the three most important areas for development?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
What are the three main strengths of the school?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Questions to ask about Performance Data:
What have I learned about the process?
For Example:
•Has the data analysis process been effective?
•How has it helped the school?
•How has it informed me as a critical friend?
•How has it helped the school to improve in quality and impact?
What evidence tells
this story?
What further
evidence could I
use?
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HANDBOOK FOR GOVERNORS
Performance Management of Staff
Do we understand
the performance
management
process?
How does
Performance
Management help
to ensure school
improvement?
Is there an agreed
procedure and schedule
for performance
management?
Do we receive
an annual
report from the
Head Teacher
on Performance
Management?
How effective are the
Governing Body’s
procedures for the
Head Teacher
Performance
Management?
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HANDBOOK FOR GOVERNORS
An overview of Governing Body procedures for Head Teacher
performance management.
Performance
Management
Committee
Usually three
governors
All targets should
have “success
criteria” and stem
from the
development needs
of the school and
the head.
Meets at least
every term
Meets annually in
the autumn term
At least one
leadership and
management target
At least one pupil
progress target
Must be
measurable
Reviews
progress towards
targets
Reviews targets
set the previous
year
Agrees targets
for the next year
Maximum six
targets and
minimum three
Agrees overall
performance of
head teacher
The annual
review meeting
must be led by
an external
advisor – from
2006 this will
increasingly be a
School
Improvement
Partner (SIP)
appointed by the
LA.
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SECTION THREE
THE STRATEGIC ROLE
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HANDBOOK FOR GOVERNORS
Developments run in cycles:
Have a Vision
Review the
Action
Agree Priorities
The strategic role is vital in
effective planning. Governors
have the responsibility, with the
head, for setting the aims and
direction of the school. Without
a full involvement, the
governing body cannot function
strategically.
Evaluate the
Impact
Take
Action
Monitor the
Action
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HANDBOOK FOR GOVERNORS
The Head Teacher’s Report
The Governing Body needs to have up to date and accurate information about
the life of the school and its performance if it is to be effective in its strategic
role. The head teacher has a responsibility to provide this information, and this
can be done very clearly in the Head Teacher’s Report to the Governing Body.
What is the purpose?
•Accountability of the head
and the school
•To give, share and interpret
information about pupil
development and standards
•Information about the
efficiency of the management
of the school
•To review and evaluate
progress in implementing the
School Improvement plan
What are the key principles, qualities and features?
The report should:
•Be clear and focused, with a common structure from
meeting to meeting
•Inclusive of monitoring information since the last
meeting
•Give information on the performance of the school,
using data where relevant
•Evaluate everything that has taken place, and the
difference that this has made
•Give descriptions of the life of the school – visits,
visitors
•Summarise reports from the DfES and the Local
Authority
•Inclusive of staffing matters
•Inclusive of pupil matters – eg exclusions
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HANDBOOK FOR GOVERNORS
In the strategic role, the governing body’s duties are:
To consider the aims and ethos of the school,
and its wider vision and mission
statement, throughout the planning process.
To be actively involved in discussing and
sketching out plans and policies.
To ensure that the School Improvement Plan
has short, medium and long term parts, and is
proactive as well as reactive
To help to identify targets for the school
To consider several options when helping the
school to make decisions, and to challenge
ideas which may seem inappropriate
To know what is happening in the school and
to use this for development
To keep aware of wider developments
affecting education
In order to be effective in this role,
governors should make sure that time is
taken to discuss issues facing the school,
and priorities which should be set.
Sometimes this is done in a special
meeting, or you may be invited to join a
staff meeting or be part of a training day.
It is important to be involved, ask
questions, make suggestions, and agree
decisions, so that you and the staff feel
that you are all travelling in the same
direction.
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HANDBOOK FOR GOVERNORS
The Strategic Role – where do I fit in?
Do I understand what good schools
look like, and can I use this to discuss
developmental issues?
How well do I know and understand the
School Improvement Plan, and its
priorities for development? What part
did I play in its creation?
How good is my understanding of
strategies which might serve to
eliminate or reduce areas of
underperformance?
In what ways do I help to shape the
vision and direction of the school?
•What is my own vision for the school?
•How close is this to the vision of
others? Are any differences significant?
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HANDBOOK FOR GOVERNORS
The Self Evaluation Form (SEF)
The Self Evaluation Form (SEF) is a summary of the findings of the school. This enables
senior management, governors and other stakeholders to decide on priorities for further
improvements. These must be planned strategically to be effective, and governors should be
a part of this strategic development process.
Section One: The
Context
The background of the pupils and their families, the main aids
and barriers which the school faces, and the vision of the school
Section Two: The
Stakeholders
The views of the parents, children, and other stakeholders, and
how these are gathered and used by the school
Section Three:
Achievement and
Standards
An evaluative summary of the academic outcomes of the
school, in different subjects and areas, and for different groups of
pupils
Section Four: Personal
Development
An evaluative account of how well pupils progress in their own
personal development
Section Five: The
Provision
This section evaluates teaching and learning, the curriculum, and
the care, guidance and support which the school provides
Section Six: Leadership
and Management
An evaluative summary of the impact of leadership and
management
Section Seven:
Summary Pages
Pages which sum up and give an overview of the different
aspects of the school.
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HANDBOOK FOR GOVERNORS
What is our strategic role in the context of the children and their families?
Do we
know the
main
barriers
that face
our pupils
and our
school?
Do we
understand
and use
the main
aids to
learning?
•How often do we consider the background of our families and
their needs when planning development? (Eg standards on entry
mobility etc.)
•Do we understand the impact of other barriers – for example
difficulties in recruiting staff, little space, no school field.
•How well do we keep sight of our vision and our aims? Are they
relevant to the wider context of the school?
•How often do we evaluate the effectiveness of our partners – eg
the LA - and their work?
•How effectively do we ensure that school planning builds on
existing strengths?
•How rigorously do we ensure that school planning has a focus on
eliminating barriers to learning for all children?
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HANDBOOK FOR GOVERNORS
What is our strategic role in improving standards and achievement?
Are
governors
fully
involved in
target
setting?
•How closely do we analyse pupil data?
•How regularly do we ask for and use a range of other evidence?
•How well do we use this information when we visit the school?
•How clearly does the head explain the data as necessary?
•How often do we ask the head to suggest targets and explain how
they are arrived at?
•How openly does the head explain the processes which have
been gone through?
•How well does the head share local authority targets?
•How do we ensure we have plenty of time in meetings to discuss
targets?
•How can we be sure that our targets challenging enough?
•How rigorously do we monitor the targets which have been given
earlier in the year?
•Do we need any more training in target setting?
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HANDBOOK FOR GOVERNORS
What is our strategic role in pupils’ personal development?
Do we
know and
understand
the
principles
of Every
Child
Matters?
•Have we had training in understanding the Every Child Matters
Document?
•How well do we use this understanding when planning to ensure
that each child in the school has a fair deal, and equal access to
learning?
•How much do we place emphasis on personal development?
•How healthy are our children? What is our response?
•How safe is the school? Is this enough?
•How good is the progress and achievement of all groups of
children, in academic and personal development?
•How well do the children develop their key skills?
•How much do we work with the children themselves, and
consider our mutual rights and responsibilities, for ourselves and
the community?
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HANDBOOK FOR GOVERNORS
What is our strategic role in raising the quality of teaching and learning?
How well do
we
understand
the
relationship
of teaching
to the
learning and
progress of
the children?
•How closely do we use our knowledge of pupil achievement to
shape the direction of the school?
•How well do we use our knowledge of the main strengths and
weaknesses of the school?
•Are we an effective part of the school’s recruitment programme
for new teachers?
•How do we ensure that appointments of new teachers fit with
the main priorities of the school, rather than being based on
personalities?
•Do we always aim to attend staff training days on methods in
teaching?
•Do we fully understand how the different needs of children
should be met in teaching?
•How do we recognise good teaching when we see it?
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HANDBOOK FOR GOVERNORS
What is our strategic role in developing a relevant curriculum?
Have we
made sure
that the
curriculum
reflects the
main
priorities of
the school?
•How well is the curriculum relevant to the distinctive nature of
the school?
•How effective is the school in ensuring that the curriculum
enjoyable, broad, rich, and inclusive?
•How will the curriculum help to raise standards for all children
in every subject?
•How closely does the curriculum reflect the cultural and
religious nature of the school, and will it lead to cross cultural
understanding?
•How flexible is the curriculum, and can it respond to changes?
•How closely does the curriculum reflect the main academic
priorities of the school?
•How well does our curriculum help to develop pupils’ personal
qualities?
•How well led and monitored is the curriculum?
•How well does the curriculum equip all pupils for the life ahead?
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HANDBOOK FOR GOVERNORS
What is our strategic role in care, guidance and support?
Do our
strategic plans
include
developments
in the pastoral
support of
pupils?
•What is our evaluation of the impact of the school’s guidance
for pupils’ learning and progress?
•How accurate are our do regular health and safety audits,
and how do we use the results of these when planning?
•How well do we ensure that the health of pupils is a priority?
•How rigorously do we do whatever is necessary to help to
eliminate social and economic barriers to learning?
•How well do we work with parents to support pupils and their
families?
•How do we ensure that teaching staff use their knowledge of
pupils’ personal and academic needs when planning lessons?
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HANDBOOK FOR GOVERNORS
What is our strategic role in leadership and management?
Do our
strategic plans
relate to the
real priorities,
issues and
needs of the
school, and
will they lead
to
improvements
in standards
and
achievement?
•How successfully is the leadership of the school – including
the governors – focused on raising standards
•Do we put enough emphasis on promoting the personal
development of children?
•How well do we work together as a team towards a common
purpose?
•How effective is our self evaluation?
•Do we take enough account of the views of everyone
connected with the school?
•What has been the impact of our improvement plans in recent
years?
•How well have we dealt with issues from the last inspection?
•How rigorously do we include all pupils and groups of pupils
in our plans?
•How do we ensure that resources are well used and that we
get good value for money?
•How much are we part of the school’s capacity to improve?
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HANDBOOK FOR GOVERNORS
What is our strategic role in leading the school? Reflection ……
Extract from a report in the New Ofsted Framework, in which the role of the Governing Body
was a strength of the school:
The Chair of Governors and the Chair of the Curriculum Committee were involved in the
preparation of the SEF. Governors interviewed as part of the inspection were able to
demonstrate that they had a thorough knowledge of the school’s strengths and weaknesses
based on an analysis of a variety of data and that there was a detailed plan in place to
address the weaknesses and conserve the strengths.
How well do I
understand the main
strengths and
weaknesses of the
school, and do I use
this understanding
to help in strategic
planning?
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HANDBOOK FOR GOVERNORS
A strategic role in finance:
CHALLENGE
•Challenge assumptions about income and expenditure
•Challenge the surplus or deficit on which expenditure is based
•Consider options for change
•Challenge after each budget update
•Challenge whether spending will have an impact on standards
COMPARE
•Compare the level of your spending with that of other like
schools
•Compare by using the Audit commission benchmarking data site
CONSULT
•Consult with the whole Governing Body on the rationale for
spending and the principles which support this
•Consult with parents on key financial policies or large spending
decisions
COMPETE
•Compete with bids for extra funding
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HANDBOOK FOR GOVERNORS
How am I doing?
Which parts of the
strategic role do you
feel you are best at?
What is it that you are
doing now that is
successful? Why?
Which areas need
further work?
What is it that you are
doing now that you
feel does not work?
Why?
91
SECTION FOUR
INSPECTION:
The Role of the
Governing Body in the
New Relationship
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HANDBOOK FOR GOVERNORS
Preparing for inspection:
The New Relationship with schools places a high expectation on schools to
evaluate for themselves how well they are doing. To do this, schools should have
rigorous and embedded procedures which monitor and evaluate every aspect of
school life. The views of the Governing Body should be objective: they should
reflect the ongoing monitoring by governors of the work of the school.
WHAT do we know?
The outcomes,
provision and
performance of the
school.
How do we know it?
Evidence from
monitoring, the
indicators which tell us
what is happening
Why is this the
position?
What the school has
put into place – or
needs now to put into
place – to address
issues and to develop
the quality of provision.
??? To what extent and with what effects has the Governing
Body been involved in the self evaluation of the school, and
the completion of the School Evaluation Form???
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HANDBOOK FOR GOVERNORS
What Happens in Inspection?
Before the inspection:
•As little as two days’ notice of
inspection
•School will receive an initial
phone call
•The Lead Inspector will ring
the school for a discussion on
the day before the inspection
•There is no formal Governors’
Meeting
•The Chair of Governors is
likely to be involved in
discussions
Inspection Judgements
The school will be judged on:
•How effective it is overall
•Achievement and standards,
with the emphasis on
achievement
•Every Child Matters Outcomes
Personal development and well
being
•The quality of provision –
including teaching, curriculum
and care and guidance
•Leadership and management
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HANDBOOK FOR GOVERNORS
Every Child Matters:
In a major change to inspection, inspection teams will be evaluating
the outcomes of Every Child Matters:
SAFETY
Are all children
safe, and do
they know how
to stay safe in
all areas of
their lives?
HEALTH
Do all children
understand he
value of a
healthy
lifestyle, and
do they
practise this?
ENJOY
Do children
enjoy school,
and do they
achieve to
their best?
ECONOMIC
Are children
taught the life
skills and
economic
understanding
which will help
them to lead
better lives?
PARTICIPATE
Do children have
opportunities to
share in the life
of the community,
and do they
understand their
roles and
responsibilities?
??? Has the Governing Body discussed the outcomes of
Every Child Matters? Does it know the schools’ plans or
provision for these? What are the main priorities for action?
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HANDBOOK FOR GOVERNORS
After the inspection:
•The inspection team will give a verbal
report to the head teacher and chair of
governors.
•A written report will be issued within a
week, which must be copied for all
parents.
•The children at the school will receive
a letter from the inspection team.
•The school has an obligation to act
on the findings of the inspection.
Ofsted Judgements:
•Outstanding: Will often be where
the school could stand out as an
example for other schools
•Good: Many strengths, which
outweigh the main weaknesses
•Satisfactory: No major
weaknesses, and often with some
strengths
•Inadequate: The new name for
unsatisfactory
96
APPENDIX ONE
OFFICIAL “STUFF”
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HANDBOOK FOR GOVERNORS
How is the Governing Body Set Up?
Changes to the way Governing Bodies are set up are being made, and must be completed
by the 31st August 2006. Until that date, Governing Bodies at different schools may run on
the old or the new lines. Governing Bodies now have more freedom and flexibility as to who
should, could, or can be a member, and how big the membership should be. In this way, it
can more fully reflect the school itself, and its needs.
Staff
Governors
This category includes all staff, including senior leaders, the head, teachers and non
teaching staff. The head, and at least one teacher must have a place, unless no teacher
is willing to stand for election. One place must be reserved for a member of support staff if
any one is willing to stand. If staff governors leave the school before their term of office is
complete, they must resign.
Community
Governors
This replaces the old category of co opted governors. This category cannot include pupils,
members of staff, or an elected member of the Local Authority
Sponsor
Governors
Governing bodies can appoint one or two governors to this new category. This will tend to
be people who will be useful in their assistance, services, or knowledge to the governing
body – in finance, time, experience, or any other resource.
Associate
Governors
The governing body may invite people to meetings who are not elected governors, but
who may have an interest in specific issues, or be able to contribute in certain areas of
expertise. These “Associate Governors” can attend full governing body meetings and can
be appointed to committees. They are not governors, however, and will not be recorded as
such. They may be pupils, school staff or any other interested party.
Parent
Governors
This group remain an integral and important part of the Governing Body. They can
continue to serve on the governors if their child (or children) leave(s) the school during
their term of office. They cannot be staff or LA governors
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HANDBOOK FOR GOVERNORS
Some Internet Resources
•
•
•
•
•
•
www.governornet.co.uk
www.ngc.org.uk
www.nasg.org.uk
www.ofsted.gov.uk
Insert school website
Insert LA website
99
APPENDIX TWO
GLOSSARY
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HANDBOOK FOR GOVERNORS
Glossary of Common Terms
Admission
Limit
The maximum number of pupils which can be admitted into any year of a school
Agenda
Lists all the items that will be brought up at the meeting. If anyone has anything further
to raise, this would have to be at the end under “Any Other Business.” You can ask for
anything to be put onto the agenda by contacting the Clerk to the Governors, as long
as other governors would be notified at least 7 days before the meeting.
Agreed
Syllabus
The way that Religious Education is taught, along with its content. It is agreed
between churches and faith groups, the Local Authority and Teacher Representatives.
Aided
Schools
Schools set up and owned by a voluntary body, usually a church. The governing body
is the employer. A controlled school is also a voluntary school but is controlled by the
Local Authority.. A community school is maintained by the Local Authority.
Appeals
Parents have a right of appeal against decisions relating to admission, exclusion and
special educational needs.
Attainment
Target
Where pupils of different ages and abilities are expected to be by the end of each
National Curriculum Key Stage – the end of the Infants, and the end of the Juniors.
Best Value
The need to be cost effective in all that a governing body does.
Capitation
The part of a school’s budget which can be spent on equipment and resources
CPD
Continuing Professional Development, or professional training for teachers.
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HANDBOOK FOR GOVERNORS
Glossary of Common Terms
Devolved
funding
Funding which is earmarked and must be used for a specific purpose.
Differentiation
A way of teaching which takes into account the different needs of children and
groups within the class.
DfES
Department for Education and Science – has been known as the DES and the DfEE
in the past.
Ex Officio
Someone who can attend governing body meetings but not in any official capacity –
for example a vicar, member of the community.
EAL
English as an additional language.
EBD
Emotional and behavioural difficulties.
EWO
Education welfare officer. Usually involved with the school to assist with matters of
persistent or prolonged absence.
Foundation
subjects
Subjects other than maths, English, religious education, science and information
technology.
GTC
General Teaching Council, a professional body for teachers in England (but not a
trade union.)
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HANDBOOK FOR GOVERNORS
Glossary of Common Terms
HLTA
Higher level teaching assistant.
Notice to
Improve
A term from Ofsted. The school is not performing to its best, and will be revisited,
usually within a year.
NPQH
National Professional Qualification for Head Teachers. This is now mandatory for any
head teacher.
NQT
Newly qualified teacher
Ofsted
Office for standards in education. Will visit a school on average every three years to
check on standards and the provision of the school.
Panda
Performance and assessment report. This gives a wide range of comprehensive data
about the school, all set in the context of the school’s socio economic context.
Performance
Management
An appraisal of the performance of different members of staff.
PPA Time
Time specifically given to teachers (10% of the week) specifically for planning,
preparation and assessment.
Prospectus
Information about an individual school which must be published annually. There are
regulations about what must be included.
Reception
class
the first year of compulsory education. Some schools have nursery classes before
this. Nursery and reception are both in the Foundation Stage of Learning.
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HANDBOOK FOR GOVERNORS
Glossary of Common Terms
SATs
Standard Attainment Tasks, used to find out how well children are attaining at the
end of each Key Stage.
SEF
Self evaluation form, completed by senior management, and, usually, contributed to
by many other people, not least the governors.
SEN
Special educational needs. Most governing bodies will have a specific governor for
SEN
SIP
School improvement plan.
SMT
Senior Management Team. Sometimes called the Senior Leadership Team.
Special
Measures
A judgement made by Ofsted that a school needs to implement special strategies,
which will be subject to close scrutiny and monitoring by Ofsted.
Stakeholders
Any group of people who may have an interest in the school – governors, pupils,
parents, community, church ….
Statement
A legal document for some children with special needs. It outlines what these needs
may be and the special provision which has to be made.
Statutory
functions
The legal minimum duties of a governing body
Subject co
ordinator
A teacher who leads a curriculum area. Sometimes called a subject leader or a
curriculum leader.
104
Other Publications by this Author….
Managing Teaching Assistants: Supporting the Support
Understanding your PANDA: Using Data Day to Day
Liz Greensides
ISBN: 978-1-904469-27-2
£14.50
Liz Greensides
ISBN: 978-1-904469-30-2
£25.00
“Supporting the Support” considers management issues and
strategies to help schools to deploy all staff effectively and to
ensure that they fully use all of their qualities and skills. You can
use audit trails to find out the gaps in support and target these
with appropriate support.
Make the most of your Teaching Assistants:
•Raising achievement across school
•Addressing the needs of the most vulnerable children
•Effective deployment to meet the real needs of the school
•Management strategies
•Audit trails
•Performance management
“Understanding your new PANDA” is an invaluable aid to all school
staff when collecting, collating and analysing data, and gives many
strategies for using that data in all aspects of the school:
•For self evaluation in all aspects of progress, achievement and
standards, and a self evaluation tool when working on the SEF
•To identify pupils’ achievements and facilitate setting of targets
•Challenging expectations of staff, pupils and parents
•Helping schools to make a more effective allocation of staff and
resources
•Increasing the effectiveness of performance management
•Acting as a monitor for the effectiveness of initiatives and strategies
•Facilitating easier transition between key stages within schools
•Tables from the book are reproduced on the accompanying CD
ROM, enabling you to set up records for your class, groups or the
school. You can print these for ease of access, and to pass on
information to other members of staff within the school.
Available from Focus Education Publishing
01457 872427
www.focus-education.co.uk
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