• Ofsted and governance – lessons from the first three months• National College programme for governing body leadership

development• Reconstitution options• Parent Governor Representative update and ballot scrutineers• Conference

Chairs’ and Governors’ Forum - 28 Jan 2013

Governance Update

• greater school autonomy / reduced central prescription• greater school accountability (school = governing body + headteacher /

leadership team) • encouragement for collaboration, chains of schools and academies• focus on school to school improvement – teaching schools, National Leaders of

Education (NLEs), National Leaders of Governance (NLGs)• increased focus on effectiveness of governance

National context

• New Ofsted criteria and guidance on governance. External reviews recommended for gbs in RI (Grade 3) schools

• New constitution regulations: appointments on basis of skills rather than representation

• APPG review – leading to 20 questions• Education Select Committee currently taking evidence• National College remit to develop governing bodies, especially chairs• NGA (National Governors’ Association ) expanding and providing advice and guidance

Focus on governing body effectiveness

Ofsted Sept 2012 The key judgements:

Inspectors must judge the quality of education provided in the school – its overall effectiveness – taking account of four other key judgements:- achievement of pupils at the school- quality of teaching in the school- behaviour and safety of pupils at the school- quality of the leadership in and management of the school

The Ofsted Handbook and Subsidiary Guidance advise that inspectors should evaluate the effectiveness of governance including how well governors:

• ensure clarity of vision, ethos and strategic direction • contribute to the school’s self-evaluation and understand its strengths and weaknesses,

including the quality of teaching• understand and take sufficient account of pupil data, or whether they are misled by

‘headlines’• are aware of the impact of teaching on learning and progress in different subjects and year

groups• support and strengthen school leadership

Ofsted Sept 2012

• 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

• use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management

• ensure solvency and probity and that the financial resources made available to the school are managed effectively

• use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics.

• operate in such a way that statutory duties are met and priorities are approved

Ofsted Sept 2012 contd

Ofsted and ineffective governance

• Governance can often be been weak because governing bodies do not hold school leaders to account or effectively monitor the work of the school.

• Governors can be content to take the word of the headteacher at face value, or not be sufficiently well trained to know the questions they should be asking

Source: GETTING TO GOOD: Governance: The problems Ofsted 2012

HMCI Report 2011- 2012

35. A strong governing body is characterised by a collective ambition for the school to excel. The governors provide a good balance between supporting the school and ensuring that ambitious targets for improvement are set and achieved. They are fully informed and are able to ask challenging questions about the work of the school; thereby holding leaders and managers to account.

• No surprises - questions and comments are consistent with criteria. • Particular attention paid to

– how well the gb challenges the school. Minutes need to record examples of questions and answers

– how the pupil premium is used and its impact– quality of teaching– achievement and progress of disadvantaged and minority groups– how appraisal and associated staff development are used to improve achievementAction: consider the list of likely questions and develop a prompt sheet. Even if you are

not vulnerable to inspection they are useful reminders

Ofsted the first three months: lessons for governors

National College leadership development programme for chairs.• National recognition of the important of governance in leadership and management• Training and development in line with other national programmes for school leaders• Licenses to deliver regionally: Babcock NW London, including for Tri-borough LAs Blended and reflective learning • diagnostic tool to identify development needs • at least one face to face sessions• school based activities• online learning group• a learning log• Up to 50 hours• Small cost (up to £350)

National College Chairs’ Development Programme

1. The role of the chair: Being a leader; Being a lead governor; Being a boundary worker - leadership in general and in schools and academies

- the role of chair of governors, and the boundaries and responsibilities of that role - governance both within the school context and beyond - the changing national, regional and local educational context

2. Effective governance- Getting the best from the governing body- Succession planning for governors- Leading the business

3. School improvement- Driving school improvement- Leading change for improvement- Developing the governing body

Chairs’ Development Programme: 3 units

See briefing note

So far 3 Westminster community school gbs have reconstituted:

Edward Wilson

George Eliot

Essendine

Reconstitution options

Effective governing bodies

The National Governors’ Association (NGA) have identified eight key characteristics

1. The right people round the table2. Understanding of role and responsibilities3. Good chairing4. Professional clerking5. Good relationships based on trust6. Knowing the school – the data, the staff, the parents, the children, the

community7. Committed to asking challenging questions8. Confident to have courageous conversations in the interests of the

children and young people