Developing the governors’ role in school improvement A Lancashire perspective

Governors’ role in school improvement Context “Raising the bar” - OfSTED Focus on pupil progress Focus on underachieving groups Increasing focus on governance in OfSTED inspections Changes to the national curriculum Changes to assessment Changes to SEND Increasing focus on school to school support

Governors’ role in school improvement The Lancashire picture Achievement is above average There is a trend of improvement over time The proportion of good schools is better than average Support for school improvement is effective in helping schools to improve Relationships with schools are good

Governors’ role in school improvement BUT Key Stage 1 performance is below average There is too much variation between Districts Some groups of pupils do not achieve as well as others, particularly: -FSM pupils (KS4) -Bangladeshi heritage pupils -Pakistani heritage pupils The proportion of secondary schools in a category of concern is above average Recruitment to challenging schools is difficult

Governors’ role in school improvement The role of governors Providing strategic leadership Monitoring pupil achievement Monitoring teaching Monitoring behaviour and learning Monitoring leadership and management

Governors’ role in school improvement Strategic leadership Setting the vision Agreeing the priorities Resourcing the priorities Checking on the action Evaluating the impact of the action

Governors’ role in school improvement Monitoring the performance of the school Reviewing the data -Is it clearly understood? -Is it compared with national/ local / similar school figures? -Is it considered over time? -Does it identify high / underachieving groups? -Is it forward/backward looking? -Do we know what it tells us? -Does it lead to action?

Governors’ role in school improvement Listening to pupils Is there a clear focus / purpose? Are views gathered from different groups of pupils? Is the information used to inform decision making? Is the process systematic?

Governors’ role in school improvement Listening to staff Do we gather staff views? Is there a protocol for working with staff? Is the work with staff planned and systematic? Does the information gained shape decision making?

Governors’ role in school improvement Monitoring leadership How do we check the information we are given? How do we know what good is? Do we share / learn from good practice? Do we evaluate our own performance as governors? Do we ask the “So what” question?

Governors’ role in school improvement Supported self-evaluation We recognise that it is schools which are at the centre of raising achievement and aim to support their improvement. Supported self-evaluation is key to the development of effective self managing schools : rigorous, honest and involving all stakeholders in the school community. Partnership working We will work in partnership with schools and other stakeholders including Diocesan and Church Authorities, Academy Sponsors and Professional Associations to assist schools in accessing the most appropriate support and in shaping the services we offer.

Governors’ role in school improvement Leadership and management development We appreciate the central importance of leadership in developing effective schools and we will support the development of leadership at all levels. High quality support and advice School advisers are central to our strategy; supporting and moderating school self-evaluation, identifying potential vulnerabilities, providing and helping to broker support from other schools and agencies. School to school support Support from effective schools is central to improvement. Monitoring and intervention The LA retains a responsibility to monitor, challenge and support Lancashire schools. In Lancashire there is a tradition of this taking place in a spirit of partnership, collaboration and trust.

Governors’ role in school improvement The school improvement strategy: Emphasises supporting the school to improve Ensures no surprises for any stakeholder Provides challenge proportionate to the concern Anticipates that stakeholders should own the solution Assumes the full range of support will be considered including structural solutions Is measured by the impact on the quality of provision and pupil achievement

Governors’ role in school improvement What support is available? Bespoke adviser support and reports Governor training / briefings Governors’ information profile Brokered support from good/outstanding schools LASGB Governance reviews Governor questionnaire