KEYNOTE PRESENTATION

Governing bodies in the slipstream

Frank Norris

Spring 2013

WHAT I AM GOING TO COVER

The ‘new, new framework’ and why pupil progress and the role of governors have become so important?

Governance ‘In out, in out, shake it all about’ There are no ‘silver bullets’ Does Ofsted have enough evidence to judge

governance? Governance reviews and what they reveal Possible signs of major problems in the future

IN OUT, IN OUT AND SHAKE IT ALL ABOUT!

2003: ‘In’ fully 2005: ‘Out’ so to speak‘and, where appropriate, the effectiveness with which governors and other supervisory boards discharge their responsibilities’

2009: ‘In’ fullyThe effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met Jan 2012: ‘Out’ so to speak‘When evaluating the quality of leadership and management at all levels, including, where relevant, governors, inspectors consider …….

September 2012: Well and truly in and getting even more so……

SO WHAT’S DIFFERENT IN THE NEW, NEW FRAMEWORK?

The four main areas have been retained ‘Outstanding’ has to mean ‘outstanding’ An acceptable standard of education is ‘good’ ‘Requires improvement’, serious weaknesses and

special measures and importance of leadership and management on these judgements and earlier re-inspection

Three strikes or not! Less notice Greater emphasis on governance including

evaluating the robustness of performance management arrangements and link to pay

Increased focus on pupil progress over time

SOME SCENARIOS

Achievement Teaching Behaviour & Safety

Leadership and management

Overall effectiveness

2 3 2 3 RI

3 3 3 4 SM

4 3 3 3 SW

2 2 3 2 RI

2 3 2 2 ??

1 2 3 2 ??

1 2 1 2 ??

2 2 2 3

A MEETING IN EARLY JANUARY WITH THE NEW BOSS

THE KEY MESSAGES WERE

Holding headteachers to account for quality of teaching and learning. ‘Many are earning a very good salary!’

It’s all about attainment but…. Expected progress....generally speaking

HOW SCHOOLS WILL BE JUDGED

Achievement has an increased focus onThe proportions of pupils in comparison

with national figures who, from each starting point,make expected progressmake more than expected progress

This provides a focus on English and mathematics and, in primary schools, on reading and writing

WHAT IS MEANT BY EXPECTED PROGRESS?

Evidence 1

WHAT IS MEANT BY EXPECTED PROGRESS?

Evidence 2a

WHAT IS MEANT BY EXPECTED PROGRESS?

Evidence 2b

WHAT IS MEANT BY EXPECTED PROGRESS?

Evidence 3

WHAT ARE OFSTED INSPECTORS FINDING?

The impact of pupil progress is starting to challenge previously ‘good’ schools

Outstanding schools must keep up their guard RI and SW schools are identifying potential

problems with governance HT and GB deserve each other if they have

been together for a while Being in the slipstream is alright for a while! Unclear vision and educational direction Insufficient robust evaluation in many areas

OFSTED TRAINING VIDEO

Governance reviews get to places Ofsted inspectors can never reach!

Early observations

The right skills? General effectiveness? Vision and thinking strategically? Accountability? Engagement? Chair and other senior governors?

THERE ARE SOME KEY FEATURES IN HELPING YOU CONSIDER HOW WELL PUPILS ARE BEING TAUGHT

Is homework or ensuring teachers get feedback from pupils most likely to improve pupils’ achievement?

What’s the likely impact of reducing class sizes on pupils’ achievement?

Prof Marianne Jennings: Seven signs of ethical collapse

Pressure to maintain numbers Fear and silence Larger than life CEO Weak board of directors Conflicts of interest Innovation trumping any other priority, such

as ethics Belief that goodness in some areas atones

for wrongdoing in others

So ask yourself some questions as you look

into your crystal bowl How are we making sure that sound decisions are

being made that improve pupil progress, pupil wellbeing and the quality of teaching?

Do we have too many governors that are not willing to ask the tricky question?

Do we have a headteacher that doesn’t cope well when challenged?

Are we too far back from the action? Are all of the jobs always going to the best people? Do we cut corners just to get things done? Do we ever say ‘Oh well, we don’t really like that

but he’s such a good headteacher in other respects’?

THIS IS THE MOST IMPORTANT QUESTION

Are we doing things to jump through Ofsted hoops with all the risks of ‘in, out, in, out, shake it all about’?

Or Are we doing things our way because we

have evaluated rigorously and we know that what we are doing really works?

I hope it’s the latter!!!!!!!!!!!!!!