Transcript Training for Governors

Inter-Board
Governor
Support
Programme
Every School
a Good
School
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
DE Policy & Guidance in relation to:
-Raising Standards for all
- Closing the Gap
‘Every
‘Count Read
Succeed’
Literacy and
Numeracy
Strategy
School a Good School’: A Policy for School
Improvement (ESaGS)
School
Development
Planning
Regulations
2010
ESaGS
‘The
Governors
Role’
A Guide for
Governors
ESaGS
Special Needs
and Inclusion
Early Years 06 Strategy
What is the context for
ESaGS?
• Underachievement…
• Too many (47%) not gaining 5 A* to Cs
including Maths and English
• Social disadvantage and gender effect
• 20% at Key Stage 2 below Level 4
• NI slipping internationally (2003-06) OECD
data
• Elements of low quality leadership and
teaching
LONGER TERM TARGETS FOR IMPROVING
EDUCATIONAL OUTCOMES
Milestones11
Actual Performance
Longer
Term
Targets
2005/6
2006/7
2007/8
2008/9
2011/
2012
2014/
2015
2019/
2020
KS2 Communication, in English (% of pupils at
expected level)
78.0%
78.0%
78.8%
80.1%
83%12
86%
90%+13
KS2 Communication, in Irish (% of pupils at expected
level) – pupils educated through the medium of Irish
77.7%
83.1%
80.7%
82.0%
84%14
86%
90%+15
KS2 Maths (% of pupils at expected level)
80.0%
79.5%
80.6%
81.3%
84%16
86%
90%+17
KS3 Communication, in English (% of pupils at
expected level)
76.6%
78.2%
79.2%
78.9%
81%
83%
85%+
KS3 Communication, in Irish (% of pupils at expected
level) – pupils educated through the medium of Irish
86.1%
93.3%
88.1%
92.1%
85%18+
85%+
85%+
KS3 Maths (% of pupils at expected level)
72.9%
74.4%
74.1%
77.3%
80%19
82%
85%+
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in English & Maths
52.6%
54.2%
56.3%
58.4%
61%20
66%
70%+
LONGER TERM TARGETS FOR IMPROVING
EDUCATIONAL OUTCOMES
Actual Performance
Milestones
Longer
Term
Targets
2005/6
2006/7
2007/8
2008/9
2011/
2012
2014/
2015
2019/
2020
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in English & Maths - Girls
58.4%
59.6%
62.6%
63.7%
65%
70+%
70%+
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in English & Maths - Boys
47.0%
49.0%
50.2%
53.1%
56%
62%
70%+
School leavers with at least 5 GCSEs A*-C (inc
GCSEs in English & Maths) – FSME21 pupils only
26.3%
27.1%
27.7%
29.7%
39%22
49%
65%+
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in Gaeilge, English & Maths –
pupils educated through the medium of Irish
Validated Gaeilge data have not been
collected as part of the School Leavers
Survey. A process for collecting and
validating these data will be established for
results in the 2009/10 academic year.
TBC
TBC
70%+
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 Gaelige, English and
Maths (pupils in IM) – 70%+
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.’
‘Every School a Good School’
What do you think makes a ‘Good’
school?
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
What would ‘good’ look like?
•Outstanding
•Very Good
•Good
•Satisfactory
•Inadequate
•Unsatisfactory
What is your role as a
Governor?
2 mins to agree 4 or 5 key aspects of your
role as a Governor
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
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
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
What is self-evaluation?
How are we
doing?
What
improvements
have we made
and what do we
need to do now?
How will we
know we have
made the
improvements?
How do we
know our
strengths and
areas for
improvement?
What do we
need to do about
the areas
identified for
improvement?
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
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
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
Post-primary (Non-Grammar) Schools
% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
% of year 12 pupils achieving 5+GCSEs
(incl equivalent) Grades A*-C including
GCSE English & GCSE Maths 2010/11
100
90
80
70
60
50
36.4% 2010/11
Non-Grammar Average
40
30
20
R2 = 0.2148
10
0
0
10
20
30
40
50
60
70
80
90
% FSM Entitled 2010/11
Non-Grammar Schools
321-0124
IndividualBallycastle
School High School
Linear (Non-Grammar Schools)
100
Post-primary (Non-Grammar) Schools
% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
% of year 12 pupils achieving 5+GCSEs
(incl equivalent) Grades A*-C including
GCSE English & GCSE Maths 2010/11
100
90
80
70
60
50
36.4% 2010/11
Non-Grammar Average
40
30
20
R2 = 0.2148
10
0
0
10
20
30
40
50
60
70
80
90
% FSM Entitled 2010/11
Non-Grammar Schools
323-0308
Benedict's College
IndividualStSchool
Linear (Non-Grammar Schools)
100
Post-primary (Grammar) Schools
% FSM Entitled and % of year 12 pupils achieving 7+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
% of year 12 pupils achieving 7+GCSEs
(incl equivalent) Grades A*-C including
GCSE English & GCSE Maths 2010/11
100
95
90
90.4% 2010/11
Grammar Average
85
2
R = 0.0297
80
75
70
65
60
55
50
0
5
10
15
20
% FSM Entitled 2010/11
Grammar Schools
342-0068
Dominican
Individual
School College
Linear (Grammar Schools)
25
What is your role as a
Governor in monitoring and
evaluating?
Workshop 2- A Case Study
As a governing body what further information
would you require in order to inform discussions
with the Principal regarding actions for
improvement?
What other information/data
is available in school?
•
•
•
•
•
•
•
Key Stage Results
Computer-based Assessments
Standardised Tests
Special Educational Needs Register
Attendance data
Free School Meals
New-comer pupils/ English as an Additional
Language
• Enrolment
What do inspection reports indicate in
relation to monitoring
‘the school’s process of self-evaluation leading to improvement, is
not making a significant impact on improving the overall quality of
education in the school; it is not underpinned by rigorous analysis
and interpretation of relevant qualitative and quantitative data, and
insufficient cognisance is taken of all of the data available…’ Postprimary, 2012)
‘Based on the evidence available at the time of the inspection the
governors are informed about some important aspects of the work
and life of the school; they have a good knowledge of whole-school
performance in public examinations, and maintain an overview of the
outworking of the SDP. The governors could usefully strengthen their
role in overseeing the strategic work of the school by encouraging the
senior leaders to improve the quality of learning and teaching and
develop further the curriculum to meet effectively the needs of all of
the pupils.’ (Post-primary, 2012)
What do inspection reports indicate in
relation to monitoring
‘It will be important that they (Governors) develop further their
challenge function, including their role in reviewing the SDP, in order
to influence improvements in learning and teaching and to support
the Principal and teachers in raising the educational standards for all
of the pupils.’ (Post-primary, 2012)
‘The governors support the Principal and staff well in the
implementation of the school development plan… The staff provides
the governors with appropriate information regarding the
achievements and standards of the children.’ (Primary, 2012)
‘(There is) the need to :
• Embed monitoring and self-evaluation of provision at all levels in
the school to increase the level of challenge for the children and
raise further the standards achieved.’ (Primary, 2012)
Where is other information
available?
•
•
•
•
Principal
School Development Plan
School website
Department of Education Handbook for
Governors- www.deni.gov.uk
• Education and Library Boards websiteswww.neelb.org.uk
• Education and Training Inspectorate websitewww.etini.gov.uk