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roles and responsibilities

roles and responsibilities. David Marriott. After this session. Find this presentation and associated documents and links at www.thegovernor.org.uk Search under Events. The purpose of the governing body. To make sure the school provides the best possible education for all its pupils.

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roles and responsibilities

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  1. roles and responsibilities David Marriott

  2. After this session • Find this presentation and associated documents and links at www.thegovernor.org.uk • Search under Events www.thegovernor.org.uk

  3. The purpose of the governing body • To make sure the school provides the best possible education for all its pupils www.thegovernor.org.uk

  4. A corporate body • Individual governors have no power or right to act on behalf of the GB, except where the whole governing body has delegated a specific function to that individual • Governors should act at all times with honesty and integrity and be ready to explain their actions and decisions to staff, pupils, parents and anyone with a legitimate interest in the school • Decisions demand collective responsibility: the majority view must be supported publicly – otherwise, resign www.thegovernor.org.uk

  5. Governors ensure school runs effectively, providing best possible education challenge and support school to do better take strategic view, set up policies, plans and targets monitor and evaluate results delegate enough power to head to run school effectively accountable to parents and LA for how school is run appoint head and deputy Head organises, manages and controls the school day-to-day, inc all staff expects GB to challenge and support school to do better discusses main aspects of school life with GB accountable to GB for how school is led and managed and its performance Who does what? www.thegovernor.org.uk

  6. Managing the workload • Guide to the Law • Scheme of Delegation • skills audit and deployment • committees and task groups – Terms of Reference • specialist governors • associate members • Code of Conduct, including use of social media www.thegovernor.org.uk

  7. 3 key roles • Provide a strategic view • Act as a critical friend • Provide accountability www.thegovernor.org.uk

  8. Strategic view • Decide what you want the school to be like in the future – vision • Set suitable aims and objectives • Agree priorities, policies and targets • Strategic and development plans • Evaluate progress towards the vision www.thegovernor.org.uk

  9. Food for thought… • Top layer: looking into the future: long term • Middle layer: strategic plan: medium term • Bottom layer: the school improvement plan: short term www.thegovernor.org.uk

  10. AUTONOMY AND CHOICE • “The new theology of the Coalition government is autonomy and choice…Governors are more important in a more autonomous system. Their ability to challenge and lead is the key.” • Sue Hackman • Chief Adviser for School Standards, DfE • 13.10.2011 www.thegovernor.org.uk

  11. SOME EDUCATION TRENDS • more schools with significant autonomy - Academies and Free Schools; schools run for profit; accountability issues • new forms of school leadership and organisation (including federations, chains of schools, all-through schools) • lighter touch Ofsted inspections – but raised expectations – more schools will “fail” • recruitment and retention issues, alternative staffing patterns, shortage of school leaders, alternative leadership models • impact of technology – social networking; mobile phones; cloud computing • less money • revision of the National Curriculum • the muddle in the middle

  12. Strengths Weaknesses Opportunities Threats Internal External SWOT www.thegovernor.org.uk

  13. Critical friend Support • Constructive advice • Sounding board • Second opinion • Help where needed Challenge • Monitor and evaluate • Ask the right questions, of the right person, for the right reasons, at the right time, in the right way • Seek best solution for all www.thegovernor.org.uk

  14. Where does your governing body sit? High support Partners or critical friends Supporters Club ‘We’re here to support the head’. ‘We share everything –good or bad’. Low challenge High challenge Abdicators Adversaries ‘We keep a very close eye on the staff!’. ‘We leave it to the professionals’. Low support www.thegovernor.org.uk

  15. HOW DO YOU KNOW HOW WELL YOUR SCHOOL IS DOING? • What questions should we ask? • Who can we ask? • How do we know if the answers are reliable and honest? • What do we do if we find they’re not? • Doing…in what areas? • How well should it be doing? • How do we know? • What should we be looking for? • Where might we find it?

  16. GATHERING EVIDENCE Inspectors Governors Which techniques are appropriate for us? • Data analysis • Validation of self-evaluation • Triangulation • Asking questions - teachers, parents, youngsters, governors, head… • Observation • Work sampling • Discussion between inspectors

  17. Sources of information • Raw data and league tables • RAISEonline • Ofsted report • School Self-Evaluation information • Headteacher’s report • Pupil tracking data (anonymised) • Subject leader report • Link governor report • School Improvement or Development Plan (and related progress reports) • School Profile • School Awards (eg Investors In People, Healthy Schools, Artsmark; Basic Skills) • Curriculum Committee minutes www.thegovernor.org.uk

  18. RAISEonline • Key questions you should ask • How does attainment and progress at my school compare to national averages and the Government’s floor target? • Are we relatively stronger or weaker in English compared to mathematics? • Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? • How might the context of our school affect our performance? • How does pupil attendance compare to national averages? KNOWING YOUR SCHOOL: RAISEONLINE FOR PRIMARY SCHOOL GOVERNORS www.nga.org.uk

  19. FLOOR TARGET • At least 60% of pupils at the end of Key Stage 2 should have achieved level 4 or above in both English and mathematics. • A school will only be considered to be below the floor target if rates of expected progress are below the national average as well.

  20. WHAT ABOUT US? • “The (outstanding) governing bodies constantly reflect on their own effectiveness and readily make changes to improve. They consider their own training needs, as well as how they organise their work.” • Ofsted 2011 • How well are we doing – as a governing body? • What IMPACT do we have? • When did we last evaluate ourselves as a GB? • What process did we use? • What did we do about what we found out? www.thegovernor.org.uk

  21. Accountability • Being accountable for • School performance • GB’s actions • Taking account of • Performance data • Feedback from stakeholders • Self-evaluation • Giving an account • To parents and the community • To Ofsted • To Diocese www.thegovernor.org.uk

  22. ACCOUNTABLE FOR... • School performance • TAKING ACCOUNT OF: • Self-evaluation • RAISEonline • PM – headteacher performance management • Stakeholder feedback eg complaints and compliments • GB’s actions • TAKING ACCOUNT OF: • Minutes • GB self-evaluation eg Governor Mark • Training record

  23. GIVING AN ACCOUNT • To parents and the community • Reports? • Regular communication: • Newsletter • Website • Presence at school • To Ofsted • achievement of pupils at the school • „quality of teaching in the school • „quality of leadership in and management of the school • „behaviour and safety of pupils at the school. • the extent to which the education provided meets the needs of the range of pupils at the school • how well the school promotes all pupils’ spiritual, moral, social and cultural development

  24. NEXT… • What will you do differently as a result of this meeting? • What support do you need?

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