Stronger governance is essential for stronger schools – discuss

Pete ThorpeAssistant Director: EducationNLAGB AGM – 6 November

• How are we doing?• What more is being expected of

governing bodies?• How ready are you?• How ready are WE?

3 word self evaluation

How would you describe your Governing Body?

Formal, focused, forward looking

How are we doing?

What matters?

What proportion of North Lincolnshire pupils now go to good and outstanding schools?

Source- Ofsted Data View

Governors champion the school.

They have an excellent understanding of data and, through frequent formal and informal visits, they have become increasingly

aware of the quality of teaching and how it relates to

pupils’ progress. As a result, governors have a very accurate

view of how well the school is doing and are able to challenge leaders rigorously. Governors keep a close eye on the allocation

and impact of any spending, including the pupil premium funding. Governors ensure that reviews of teachers’

work are linked closely to the progress and attainment of all pupils, to the standards expected of teachers and

to the pay scales that teachers are on. Safeguarding has a high priority and they ensure that statutory requirements are met.

OfstedIf safeguarding arrangements do not meet required standards, inspectors must take this into account when evaluating governance and judging leadership and management.

If pupils’ performance is in decline and the governing body has not pursued this issue effectively with the headteacher, this should be reflected in inspectors’ evaluation of the effectiveness of the governing body and may have an impact on the leadership and management judgement

“An external review of governance should be undertaken in order to assess how this aspect of leadership and governance may be improved”

North LincolnshireEducation Strategy for Schools

All our Children

SAFE – SUPPORTED - TRANSFORMED

And through Education specifically:

• Raising Achievement• Championing Inclusion• Supporting Regeneration

Creating an enabling culture

• Achieving this demands a step change in leadership within the education sector, where leaders and governors act to secure outcomes for children and young people beyond the immediate confines of their own organisation.

Enhancing area wide capacity for School Improvement

• Governing bodies will be expected to review their capacity to act as a critical friend to school leadership and act on their findings. Understanding and application of effective governance will make a significant contribution to improving outcomes for children and young people.

Enhancing area wide capacity for School Improvement

• The Local Authority will establish an Education Standards Board to provide the local framework of accountability and invite partners from the Headteacher Consortia, Ofsted, Department for Education, Schools Forum, Dioceses and academy sponsors, along with governor representation.

Embracing Structural Reform

• Where schools and academies cannot demonstrate the capacity to improve swiftly enough, or the viability of the school prevents a risk to providing a high quality education, the local authority will expect governors to seek a structural solution.

Embracing Structural Reform

• Where schools are already academies, the local authority will liaise with governors, trustees and the Department for Education.

• What matters?• How are we doing?• What more is being expected of

governing bodies?• How ready are you?• How ready are WE?

Many expectations

How ready are we:

- As individual governors?- As a governing body to our school?- As an association of governing bodies?

What is within our own gift to achieve?What support is needed?