Preparing for Ofsted PaJeS Clare Collins NGA Head of Consultancy 20th March 2017

Welcome and introductions

Purpose of the session At the end of this workshop governors and trustees will have a list of any issues that need to be addressed to ensure they are confident about being inspected. You will reach this point by: Learning what Ofsted expect from the governing body Exploring what ‘knowing your organisation’ means Understanding the criteria against which governance is be judged Being prepared for the Ofsted visit Identifying any issues that need to be addressed prior to the inspection

1. What Ofsted expect

The three core functions In order for governing bodies of maintained schools to direct the conduct of their schools with a view to promoting high standards of education, and for governing boards of academy trusts to fulfil their charitable object of advancing education for the public benefit, the DfE identifies three core functions for governing boards: Ensuring clarity of vision, ethos and strategic direction Holding executive leaders to account for the performance of the organisation and its pupils and for the performance management of staff Overseeing the financial performance of the organisation and making sure its money is well spent

In the best schools inspectors found governors were very well informed ‘Regular meetings with the headteacher and presentations from staff inform governors' understanding of the school and its work.’ ‘The governing body seeks the views of parents, carers and pupils and uses the information obtained to inform the school's self-evaluation and the school development plan.’ ‘Governors have a good awareness of the school and a clear view of the strategic direction of the school through regular visits, including to lessons and focus groups.’ ‘Governors carry out their own monitoring of the school’s plans and use this to evaluate how well all aspects are doing. They clearly understand how well pupils are progressing, making it their business to probe the school about any concerns, should they arise.’ ‘Governors are closely involved in self-evaluation procedures, ask penetrating questions and expect and receive regular reports and presentations from staff to inform their strategic decision making.’

The eight elements of effective governance The right people round the table Understanding the role and responsibilities Good chairing Professional clerking Good relationships based on trust Knowing the organisation – the data, the staff, the parents, the children, the community Committed to asking challenging questions Confident to have courageous conversations in the interests of the children and young people Handout 1 Activity – rate yourself against the 8

2. What ‘knowing your organisation’ means

Brainstorm How do you as governors get to know your school? List (at least) 10 information sources

6. Knowing the organisation – the data, the staff, the parents, the children, the community Visits to school School policies Learning walks Staff training School website and prospectus School tracking data Subject leaders at governors’ meetings Headteacher’s reports Attendance at events Answers to questions at governors’ meetings Pupil, staff and parent surveys School newsletters Reports from advisors and consultants RAISEonline DfE performance tables Fischer Family Trust School’s self evaluation documentation School development plan Governor reports on training, networking, visits School’s vision and strategy document with key priorities Staff pay progression/ performance management Ofsted inspection reports

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A word about visiting the school Is the purpose of school visits clear? Are you getting to know the school? Are you monitoring improvement priorities? Is there a policy and protocols which have been agreed and shared with staff? How do governors report on visits?

2. Understanding the criteria

Read the guidance

Making sense of the criteria See handout

Gov Handbook guides us to 2 sources of statutory guidance, then also gives specific mention to allegations against staff and safer recruitment. They should have read KCSIE prior to the course KCSIE main focus is: Safeguarding general info, defining what it is Management of safeguarding Safer recruitment procedures Dealing with allegations against staff and volunteers Working together to safeguard children focuses on: Importance of inter agency work and legislative requirements and expectations on individual services to safeguard and promote the welfare of children – see handout ‘All schools should have regard for this guidance ‘ It is the schools who are actually ‘doing’ this safeguarding, our role is to ensure that it is happening. This training could be to read these documents to you….you need to do this yourselves!

Key themes Pupils making progress with learning a broad and balanced curriculum but with a focus on English and maths Disadvantaged pupils and their attainment and progress Phonics outcomes and the relationship with good levels of development in early years Pupil progress being above average or improving Safeguarding Safeguarding Safeguarding

Exercise Handout Each group to tackle one of the core functions and be prepared to feedback their judgement

4. Preparing for the visit

Please be prepared to feedback to the group Skills practice In your groups: Split into two groups One group is inspectors One group is governors Each group nominate a note taker Conduct a mock interview using the questions in the handout Please be prepared to feedback to the group

How will the inspectors know about your governance arrangements? Question How will the inspectors know about your governance arrangements?

The inspection If your school was previously graded outstanding: Inspection will not happen unless data indicates a decline in standards or there are complaints or concerns which trigger an inspection If your school was previously graded good: A short S8 inspection lasting one day without new judgements unless during the day the inspectors determine that the school may be either outstanding or requires improvement or inadequate in which case the inspection will be converted to a full S5 two day inspection If your school was previously graded requires improvement or inadequate: A full S5 two day inspection

The judgements What inspectors will consider when making judgements: Overall effectiveness Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for children and other learners A four-point grading scale: Grade 1: outstanding Grade 2: good Grade 3: requires improvement Grade 4: inadequate Short inspections confirm current overall effectiveness judgement All inspections look at safeguarding and any concerns trigger a full inspection

Short inspections Inspectors are likely to be on site 7.30am to 6.30pm They often meet and greet parents as they bring their children into school Much time will be spent with the HT and the SLT looking at data Evidence of children’s learning will be expected Inspectors will look in children’s books and at other work Inspectors will talk to children about their learning Inspectors will constantly be observing children’s behaviour for learning Conversion to full S5 inspection may not be declared until very late in the day The second day will usually be the following day

The Ofsted process The timing The school gets a phone call at around noon the previous day The inspectors work out a schedule with staff including when they wish to see governors (you are volunteers: make clear what time best suits) Two day inspection – often at the end of day one or the beginning of day two Short inspection – earlier in the day Plan who will meet the inspectors, and what documentation to take If possible, organise to note the questions asked Express any concerns straight away and ensure they are recorded Attend the feedback which can be as late as 5pm

The Ofsted report The draft report or letter (short inspections result in a letter) usually arrives within a week The school gets 24 hours to comment: the chair must have sight of the draft and the opportunity to comment (check accuracy of language used) Publication Usually within three weeks Evaluation and appeals Check details If the school is being found to be inadequate or to require improvement, this process is likely to take longer due to additional quality assurance checks

5. Next steps What needs to be done? By whom? By when?

New HMCI My interest is solely in ensuring that every child receives what is their fundamental right: a good education. And not only a good education but the right education for that child. Amanda Spielman to ASCL conference 10 March 2017

Reviewing the Session We have covered: What Ofsted expect from the governing body The criteria against which governance will be judged What to expect from the Ofsted visit The issues that need to be addressed prior to the inspection Any questions?

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