Transcript Place your heading here Place any sub heading here General

EFFECTIVE SCHOOL GOVERNANCE
AND
CONSTRUCTIVE CRITICISM
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EFFECTIVE SCHOOL GOVERNANCE
• Governors are most effective when playing a strategic role. They work
best when they are able to support and challenge the school with
constructive criticism.
• Productive relationship with the senior leadership team.
• A good understanding of their role.
• An effective Chair.
• An effective Clerk.
• Good knowledge of the school and its data which should be monitored
and scrutinised alongside the school targets.
• They are able to hold the school to account.
• They demonstrate a good level of commitment to the role and have the
right skills and experience.
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EFFECTIVE GOVERNING BODIES
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are given high quality, accurate information focused on pupil achievement
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systematically monitor schools’ progress toward meeting targets
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consistently ask for more information, explanation or clarification
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take and support hard decisions in interest of pupils
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back proposals for staff changes when they are necessary
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promote honest self-evaluation
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have effective committee structure
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have governors who come to meetings well prepared with pertinent questions,
ready to provide constructive challenge
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clear timeline of activities that provide a clear structure for the work of the
governing body
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reflect on own effectiveness.
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AWARENESS OF
- PUPIL PREMIUM
How much does the school receive?
How is it spent?
What is the impact?
- SCHOOL TO SCHOOL, PEER TO PEER SUPPORT
A school cannot become outstanding unless it supports less able
schools/colleagues
How is your school doing this?
Where is the evidence?
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WHAT’S NEEDED
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Accessing good data which is well understood
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Feeling able to challenge
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Getting beyond just compliance and monitoring role
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Good examples of how it works elsewhere
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Allow clerk to carry out their role
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Need to have a thorough understanding and knowledge of your school
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its context, what size is the school, Boy/Girl ratio
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where do pupils come from, area
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when they start school, where have they been:
home, childminder, independent nursery, school nursery
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what % FSM, EAL, SEN
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what is attendance like
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what are school strengths – and areas for improvement
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ASK THESE QUESTIONS
• How do we secure sustained improvement?
• What are the main barriers to high
performance and how are we overcoming
them?
• How do we secure outstanding learning and
teaching for every pupil?
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SOURCES OF EVIDENCE
• Exam results – SAT’s
• School self-evaluation (SEF) – which is no longer compulsory, but
schools still need to self evaluate to provide information on performance
intervention
• Results of lesson observation, work-scrutiny, and pupil progress
meetings, learning walks
• School Development Plans (SDP). Governors should be included in
developing.
• Last Ofsted Report
• Data. RaiseOnline (DfE data analysis tool) and school-level data.
• Headteacher reports to governing body
• Parent, student and staff surveys
• School visits by governors.
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CHECKLIST
• Is the headteacher’s report to the governing body structured around
priorities of the SDP (School Development Plan)?
• Is your governing body involved in monitoring progress against key
objectives in the SDP?
• Does the governing body have access to independent advice on what
data means?
• Do you receive RaiseOnline reports?
• Progress data reports as well as attainment?
• Do you know which groups of children in the school are not doing as well
as they should and why might that be?
• How do you seek parental views?
• How do you seek student views?
• Protocol for school visits – with a clear purpose.
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CHECKLIST
• Are you focused on priorities in SDP?
• Is self-evaluation process robust – is governing body involved at strategic
level?
• Does the clerk have a job description? Is the clerk accredited?
www.nga.org.uk
• Do you get papers 7 days in advance?
• Do you spend too much meeting time reviewing policies rather than
monitoring impact?
• Do you delegate to headteacher and senior leadership team?
• Are you having an impact?
Governor Mark. www.nga.org.uk
Governor Self-evaluation Tracker
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A. Key Stage Specifics
Early Years (EYFS)
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6 Areas of learning and development
Personal social and emotional development
Communication, language and literacy
Problem solving, reasoning and numeracy
Knowledge and understanding of the world
Physical development
Creative development
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B. Early Learning Goals
• Learning and development expectations
for children by the end of Reception
• Early Years Foundation Stage profile
measure of child’s development and
learning, not of what has been taught
• Not a test – ongoing observational
assessment throughout child’s last year
in EYFS phase
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C. Key questions you can ask:
• What percentage achieved a good level of
development?
• Are there any groups of children that consistently do
less well than their peers?
• Are there any scales where children did less well
than in others?
• What are you planning to do to improve provision and
practice to address the above and is it on the school
development plan?
• Which children are in the lowest quintile in the
borough and what is in place in Y1 to support these
children?
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D. Key Stage 1
• What are the three year trends in KS1?
• What does progress look like at end of
KS1? Is it good or better than National
picture?
• What are the school’s issues in terms of
vulnerable groups?
• How are pupils supported in Year 3?
• What are the key areas for development?
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E. Key Stage 2
• How does the percentage of children working
securely in reading, writing and maths at L4 and L5
compare with National averages?
• Are any results below floor target?
English and Maths 4+ 60%
English – 2 levels of progress 87%
Maths – 2 levels of progress 86%
• What are the school’s issues for vulnerable pupils?
• What transition arrangements are in place?
• What are key areas for development?
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F. Key Stage 3-4
• Vulnerable groups – who are the key groups in the
school?
• Progress – what is the current evidence to show pupil
progress?
• Ofsted - what were the recommendations from the last
report?- how is progress being made with key evidence?
• Exam results – are appropriate trends and targets being
met?
• Teaching and Learning – what evidence is used to show
the quality of teaching and learning?
• SIA role – are there any issues in the SIA reports?
• Core subjects – is pupil progress in Maths, English,
Science and any specialist subjects in line with
expectations?
• Do you know what the expectations are?
• How are you Self Evaluating?
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ARE YOU HAVING AN
IMPACT?
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