1. Future of Education Paul Jacobs Assistant Director, Learning & Achievement

2. Session 1 - Aims To update governors on national education policy. To outline the North Somerset context. To identify priorities for further improvement.

3. National Context Schools have become more independent of Councils in recent years. Councils retain a duty to promote academic excellence, protecting vulnerable children and ensuring sufficient high quality provision (2- 19) for all children and young people. Ofsted have introduced an inspection framework for Local Authority School Improvement.

4. School Improvement Strategy Support for all schools School Categorisation: 1,2,High 3, Low 3, 4 Intervention Process Regular updates for Director, Executive Member and Chair of Scrutiny, DfE agent Performance Reports for Scrutiny

5. Learning Exchange Trusted partners for school improvement and professional development. The Learning Exchange is a not-for-profit organisation dedicated to helping schools achieve their school improvement priorities and to providing valued professional development opportunities for teachers and school leaders. Our team is made up of experienced education professionals, committed to creating positive outcomes for children through outstanding leadership and teaching practice. We work with a broad range of primary, secondary and special schools in North Somerset and beyond. www.http://thelearningexchange.org.uk/

6. Early Years Early Learning Goals – Mean Score: 34.2 above national of 32.8. Lowest 20% of learners – 26.2 is highest in country (apart from IoS*). Achievement Gap – 23.0 is narrowest in country*. Ofsted Currently 76% of settings are Good or Outstanding, with 18% Outstanding.

7. Primary Attainment: Reading: Level 4+ 95% (94%), L5+ 47% (44%) Writing: Level 4+ 96%(96%), L5+ 26% (30%) Maths: Level 4+ 86% (85%), L5+% 39% (41%) Progress: Reading: 89% (88%) Writing: 92% (91%) Maths: 88% (88%) Ofsted: Currently 73% of Primary schools and 100% of Special Schools are Good or Outstanding

8. Secondary Attainment: 5+A*-C (Including Eng & Ma): 58% (60%) English A*-C: 67.4% (67.8%) Mathematics A*-C: 68.4% (71.0%) Progress: English: 70% (70%) Mathematics: 68% (71%) Ofsted: Currently 80% of schools are Good or Outstanding

9. Pupil Premium Primary: (National figures in brackets) Level 4+: Reading 79%(78%), Writing 69% (74%), Mathematics 76% (77%) Progress: Reading 88% (84%), Writing 90% (89%), Mathematics 84% (84%) Secondary: 5+A*-C(EM):34% (41%) Progress: English 53% (56%), Maths 44% (54%)

10. Priorities Improve outcomes further, especially for Pupil Premium (including Looked After Children) and more able in Primary and Secondary. Increase the percentage of Good and Outstanding Settings and Schools.

11. National Horizon Curriculum, Qualifications Performance Tables Teachers’ Pay & Conditions SEN Reform Careers’ Guidance Funding reform School Organisation http://www.education.gov.uk/schools/toolsandinitiatives/cuttin gburdens/b00216133/need-to-know-schools

12. Changing Landscapes; The Context

13. Discussion How do these North Somerset priorities compare to the priorities for your school?

14. Session 2 Ofsted – Top Tips

15. Aims Overview of the latest Ofsted expectations Consider the role of Governors in inspection

16. Ofsted Framework Four key judgements:  Achievement;  the quality of teaching;  behaviour and safety;  leadership and management.

17. Ofsted Even greater focus on: Narrowing gaps in performance for groups of pupils, especially Pupil Premium/Year 7 catch up and more able; Quality of teaching and its impact on learning and progress over time; Reading and literacy; Numeracy; Behaviour and safety; The impact of governance.

18. Achievement A single judgement on achievement in which inspectors will consider: Current pupils’ progress; Current pupils’ attainment; Trends in attainment and progress in recent years (3 years); Focus on Pupil Premium and more able.

19. The most important role of teaching is to raise pupils’ achievement. It is also important in promoting their spiritual, moral, social and cultural development. Teaching includes teachers’ planning and implementing of learning activities across the whole curriculum, as well as marking, assessment and feedback. It comprises activities within and outside the classroom, such as support and intervention. There is no expected method of teaching by Ofsted. Teaching

20. Behaviour & Safety This judgement will include separate judgements on behaviour and safety. For behaviour, a range of evidence will be considered including:  behaviour in the classroom and attitudes to learning;  behaviour around school;  attendance and punctuality;  a focus on freedom from bullying, including cyber bullying

21. Leadership & Management A focus on how effectively leaders and managers at all levels, in the context of the individual school: Lead on and improve teaching. Promote improvements for all pupils and groups of pupils. Enable pupils to overcome specific barriers to learning. Use performance management to drive up standards. Meet statutory guidelines on safeguarding.

22. Ofsted – other key points Parent Views Data Dashboard School Improvement Planning Ofsted surveys and reports

23. “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 2011 23 DfE Perspective

24. “Governing bodies should be the key strategic body in schools, responsible for the overall direction that a school takes. In that respect, governors are also, therefore, the key body for school improvement.” Lord Hill, 2011 “The headteacher is accountable to the governing body – both for the functions performed as part of the headteacher’s normal role, and for powers delegated by the governing body” A Guide to the Law for School Governors, 2010

25. Ofsted Guidance Inspectors should consider whether governors: carry out their statutory duties; understand the strengths and weaknesses of the school, including the quality of teaching; ensure clarity of vision, ethos and strategic direction; understand and take sufficient account of pupil data, are aware of the impact of teaching on learning and progress in different subjects and year groups; are challenging and supporting leadership in equal measure.

26. Ofsted Guidance Inspectors should consider whether governors: are providing support for an effective headteacher; understand how the school makes decisions about teachers’ salary progression; performance manage the headteacher rigorously.

27. The Role of Governors Governors’ roles 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 headteacher to run school effectively. Accountable to parents and the local authority for how school is run. Appoint headteacher and deputy headteacher. Headteacher’s role Organises, manages and controls the school day-to-day. Expects governing body to challenge and support school to do better. Discusses main aspects of school life with governing body. Reports to governing body on how school is managed. 27

28.  Being ACCOUNTable  Taking ACCOUNT of  Giving an ACCOUNT 28 Accountability

29. Being accountable for Effectiveness: school performance Efficiency: value for money Taking account of Performance data Feedback from stakeholders Self-evaluation Policies, plans, improvement strategies School environment Governing Body’s actions Giving an account To parents and the community To Ofsted 29 Accountability

30. Effectiveness: school performance Taking account of: Self evaluation (including Governing Body) RAISEonline/Data Dashboard/School tracking data Learning Exchange Adviser Reports Headteacher and teacher performance management Stakeholder feedback e.g. Parent View, complaints and compliments Policies, plans, improvement strategies School environment Efficiency: value for money Taking account of Schools Financial Value Standard (SFVS) Financial reports to Governing Body, including use of Pupil Premium, Catch up Funding Finance committee minutes Financial benchmarking Value for Money tools 30 Accountable for

31. Parents and the community Regular communication:  Newsletter  Website  Presence at school Ofsted Ensuring the governing body provides effective challenge and support, so that weaknesses are tackled decisively. Fulfil statutory responsibilities. Shape the direction. 31 Giving an account to

32. 1. Consider examples of holding the school leadership to account from your own experience:  What worked well?  What could have been done better?  How was this recorded? 2. Consider the questions on the cards provided. How would you respond to these questions? 32 Discussion