“The Role of the Governing Body in an Ofsted Inspection”
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Haslingden High School and Sixth Form “The Role of the Governing Body in an Ofsted Inspection” LASGB Annual Conference – May 2014
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LASGB Annual Conference – May 2014. “The Role of the Governing Body in an Ofsted Inspection”. Understanding the context of the current inspection regime Familiarising yourself with the rules Clarifying the vision Understanding the key questions raised by outcome data - PowerPoint PPT Presentation
Transcript of “The Role of the Governing Body in an Ofsted Inspection”
Haslingden High School and Sixth Form
“The Role of the Governing Body in an Ofsted
Inspection”
LASGB Annual Conference – May 2014
Haslingden High School and Sixth Form
1. Understanding the context of the current inspection regime
2. Familiarising yourself with the rules3. Clarifying the vision4. Understanding the key questions raised by
outcome data5. Ensuring a consistent, strategic approach to
school improvement6. Preparing as best you can
Haslingden High School and Sixth Form
1. Understanding the context of the current inspection regime
Haslingden High School and Sixth Form
Unacceptability that all children do not attend a good school?
1. Understanding the context of the current inspection regime
“I was speaking to a taxi driver today. He was saying to me that he was having to work all hours because he didn’t want to send his son to the local school, because the standard was so low, so he was going to pay for private education,” Wilshaw says.“I felt incredibly sorry for him that he had to do that. Every child should go to a good school and the parents have the right to send them to one.”
Last night on Newsnight Sir Michael Wilshaw the chief inspector of schools and head of Ofsted, condemned the fact that one in five pupils are leaving primary school without reaching the "national average" in English.
Haslingden High School and Sixth Form
1. Understanding the context of the current inspection regime
Michael Gove: I will try my best.Chair: If "good" requires pupil performance to exceed the national average, and if all schools must be good, how is this mathematically possible?Michael Gove: By getting better all the time.Chair: So it is possible, is it?Michael Gove: It is possible to get better all the time.Chair: At school, were you better at literacy than numeracy, Secretary of State?Michael Gove: I cannot remember.
Unacceptability that all children do not attend a good school?
Haslingden High School and Sixth Form
Unacceptability that all children do not attend a good school?
1. Understanding the context of the current inspection regime
Haslingden High School and Sixth Form
Comparable Outcomes? 1. Understanding the context of the current inspection regime
“Almost two thirds of high-attaining pupils (65%) leaving primary school, securing Level 5 in both English and mathematics, did not achieve an A* or A grade (a key predictor to success at A level and progression to university) in both these GCSE subjects in 2012 in non-selective secondary schools. This represented over 65,000 students.”
Ofsted, June 13
“Since 2009, we have adopted a comparable outcomes approach when setting grade standards in new qualifications. This approach means that if the cohort of students taking the qualification is similar in terms of ability, then we would expect the outcomes – the proportions of students achieving each grade – to be similar.”
Ofqual website
Haslingden High School and Sixth Form
Changing Face of Achievement over the last 10 years:
1. Understanding the context of the current inspection regime TITLE
• 5 +A*-C •5+ A*-C including English and maths•Contextual Value Added•Value Added•Levels of progress in English and maths•Performance of groups....pupil premium, GAT etc.
• Attainment 8 and Progress 8
Haslingden High School and Sixth Form
Consistency Ofsted judgements? 1. Understanding the context of the current inspection regime
The Framework changes from term to term!
Haslingden High School and Sixth Form
Independence of Ofsted? 1. Understanding the context of the current inspection regime
Inspectors of Educational Standards?
Enforcers of Government Policy ?
Haslingden High School and Sixth Form
Inspection Teams 1. Understanding the context of the current inspection regime
• Likely that will never have met until the morning of the inspection
• Varying degrees of experience in terms of inspections undertaken and leadership positions held
• Little preparation time ....none for additional inspectors
• Little time to get under the skin of a school...... Lot of time spent in lesson observations
• Real, serious concerns about the quality and consistency of inspection teams
Haslingden High School and Sixth Form
High Stakes 1. Understanding the context of the current inspection regime
ASCL have supported 142 members who have lost their job following an Ofsted Inspection in the first two terms of this academic year
Haslingden High School and Sixth Form
2. Familiarising yourself with the “rules”
Haslingden High School and Sixth Form
The board of governors should avoid its time being consumed with issues of secondary importance, and focus on its core functions:
• setting the vision and strategic direction of the school
• holding the headteacher to account for its educational performance
• Ensuring the financial resources of the school
School Governance Regulations 2013
Haslingden High School and Sixth Form
2. Familiarising yourself with the “rules”
School Inspection Handbook, September 2014
Subsidiary Guidance, April 2014
Haslingden High School and Sixth Form
2. Familiarising yourself with the “rules”
Subsidiary Guidance, April 2014•Inspectors should meet with as many governors during an inspection as is possible, and should determine how well governing bodies evaluate the performance of the school, particularly in terms of: pupil progress; the leadership of teaching; the management of staff; and the difference made by initiatives such as the pupil premium, the Year 7 catch-up premium, or the new primary school sport funding
Haslingden High School and Sixth Form
2. Familiarising yourself with the “rules”
Subsidiary Guidance, April 2014•Inspectors should consider whether governors:
carry out their statutory duties understand the strengths and weaknesses of the school, including the quality of teachingensure clarity of vision, ethos and strategic directionunderstand and take sufficient account of pupil data, particularly their understanding and use of the school data dashboard[1]
are aware of the impact of teaching on learning and progress in different subjects and year groupsare providing support for an effective headteacher, or whether they are hindering school improvement by failing to tackle key concernsare transparent and accountable, including in terms of governance structures, attendance at meetings, and contact with parents and carersunderstand how the school makes decisions about teachers’ salary progression performance manage the headteacher rigorouslyare failing to perform well and contributing to weaknesses in leadership and management.are challenging and supporting leadership in equal measure
Haslingden High School and Sixth Form
2. Familiarising yourself with the “rules”
ASCL AdviceThis lead inspector usually looks for
Urgency in dealing with weak achievement and teaching
Challenge for weaknesses and any proposed solutions
Requests for timely evidence of impact, including forms of data that governors can readily interpret
Discussion on allocation of pupil premium funding and timely evaluation of its impact
Questions on money spent on intervention and evaluation of its impact
Questions on the impact of the deployment of teachers
Haslingden High School and Sixth Form
2. Familiarising yourself with the “rules”
School Inspection Handbook Outstanding (1)
From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are high compared with national figures. For pupils for whom the pupil premium provides support, the proportions are similar to, or above, those for other pupils in the school or are rapidly approaching them.
Pupils make rapid and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well.
The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or
has risen rapidly, including in English and mathematics. Pupils read widely, and often across all subjects to a high standard.
Pupils develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics. They are exceptionally well prepared for the next stage in their education, training or employment.
Pupils, including those in the sixth form and those in the Early Years Foundation Stage, acquire knowledge quickly and develop their understanding rapidly in a wide range of different subjects across the curriculum.
The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support, and the most able is consistently good or better.
The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators. This may include attainment in reading.
Haslingden High School and Sixth Form
3. Clarifying your vision
Is it just getting the best Ofsted grade?
Haslingden High School and Sixth Form
3. Clarifying your vision
The best possible educational outcomes
The best preparation for further study and the world of work
The best opportunities for students develop as individuals, taking into account their individual
backgrounds, talents and aspirations
Haslingden High School and Sixth Form
4. Understanding the key questions raised by outcome
data
Haslingden High School and Sixth Form
4. Understanding the key questions raised by outcome data
RAISEonline
Data Dashboard
DfE Performance Tables
Haslingden High School and Sixth Form
4. Understanding the key questions raised by outcome data
RAISEonline
Pages 7, 11, 16, 17, 18, 22, 23, 29, 30, (31, 32,) 36, 37,
42, 43, 46, 47, 48, 49, 52, 53, 54,
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Look for the ‘G’ in the top right hand corner
Haslingden High School and Sixth Form
4. Understanding the key questions raised by outcome data
http://dashboard.ofsted.gov.uk/dash.php?urn=119767
Data Dashboard
Haslingden High School and Sixth Form
4. Understanding the key questions raised by outcome data
The following questions for governors are designed to enable discussion between governors and school leaders regarding the school’s performance data. The Data Dashboards should be used as a starting point. You should use RAISEonline to look at more detailed data.
• Is this the picture that you were expecting?
•Are standards rising in English, mathematics and science at Key Stage 4?
What actions are being taken to improve standards and are they making a difference? Is there a link between standards in English, mathematics and science and what you know about the quality of teaching?
Haslingden High School and Sixth Form
DfE Performance Tables
4. Understanding the key questions raised by outcome data
http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=SSC&tab=512&ord=desc&sort=ks4_13.ptac5em&set=20&no=119767&superview=sec&sscla=888
Haslingden High School and Sixth Form
5. Ensuring a consistent, strategic approach to school
improvement……….
Haslingden High School and Sixth Form
5. Ensuring a consistent, strategic approach to school improvement…
All identified issues to appear in the SIP
Write the SEF to directly to the appropriate criteria in the evaluation schedule
‘One page summaries’ for all key issues to be addressed
Build some external validation in to the self evaluation process
Haslingden High School and Sixth Form
6. Preparation….
Haslingden High School and Sixth Form
6. Preparation ………
But................
Evidence for all SEF judgements available to be stored centrally
Haslingden High School and Sixth Form
6. Preparation ……….
1. What is the issue?2. What did you do?3. What was the impact?
‘One Page summaries’ for everything not where you want it to be!
Haslingden High School and Sixth Form
6. Preparation ……….
Model answers worked on, so you are not caught cold
Governors need to be aware of the key questions they should be asking of their
headteacher ........that they are likely to be asked by an inspector
Haslingden High School and Sixth Form
6. Preparation ……….
Be prepared for an absolute grilling!!
Decide in advance which governors will meet the inspector
Have at least one trial run.....there are plenty of trained inspectors who will sharpen the school’s preparations
Haslingden High School and Sixth Form
SUMMARY
Understanding the data
Understanding the school
Understanding the rules
Understanding how to support ……..and challenge
Identifying areas for development ……..understanding what has been done about
it ………evaluating the impact
