1. How well do you know your school
How well do you know your school? Gill Ayre Senior Schools’ Standards and Effectiveness Officer Autumn 2012

2. Quality of Leadership in, and management of, the school
Impact of leaders at all levels
Effectiveness of promoting improvements
Overcoming barriers to learning and progress
Curriculum
Capacity to improve

3. Inspectors will consider:
How well excellence is pursued
Modelling professional standards
Effectiveness of monitoring and evaluation and so what…..
Robustness of performance management and effectiveness of strategies for improving teaching

4. How well governors……. Ensure clarity of vision
Contribute to school’s self-evaluation
Support and strengthen leadership
Provide challenge and hold to account
Use Performance Management

5. Finance
Statutory duties
Key Stakeholders
Pupil Premium
Life in a modern democratic society
Prevent extremist behaviour

6. Safeguarding arrangements
SCR
Attendance
Culture of safety – e-safety
Alternative provision
Partnership work

7. Before inspection What information will Ofsted have about the school?
Previous Reports – Raiseonline Parents View
Website!
What can you do to prepare?
Questionnaires for parents and pupils a voluntary staff questionnaire will also be available.
Headteachers and senior leaders need to have been proactive in seeking parent, pupil, staff and governors’ opinions and have evidence of impact
Check all key policies are up to date and well understood

8. Data
Do you have an accurate picture of how well all the pupils are achieving? How aware are you of the types of data available?
compared with those in other schools, as well as how different groups of pupils within the school are performing

9. Target setting
What do you do to ensure that school targets are both achievable and sufficiently challenging to lead to and sustain improvement?

10. Work of the school
How knowledgeable are you about the work of the school?
How do you monitor and evaluate?
strengths and weaknesses, through their monitoring and evaluation of the school’s performance

11. Safeguarding Safeguarding is everybody’s business
How secure are you in this?
What and where are your gaps?

12. Spiritual, Moral, Social, Cultural (SMSC)
…………threaded throughout
DIVERSITY
inclusive practice relating to special educational needs, race equality, Disability and gender equality?
Equality Act 2010

13. Well-being
What are your procedures to ensure the health, safety and well-being of staff and pupils?

14. Future direction.... and ..... Capacity to Improve?
How engaged are you in setting priorities for improvement and how robustly do you monitor and evaluate the impact ? How rigorous are current monitoring and evaluation procedures? Could they be better?

15. Skills, training and support
How do you ensure your awareness, understanding and expertise match the needs of the school and how effectively are these used to improve outcomes for pupils?
Do you need any other training and support? What will you do if so?

16. Difficulties and issues
What do you know about the barriers to learning and progress in this school?
What is the school doing to overcome them?
Attendance staffing behaviour lack fo support for parents cant do v can do males.....

17. Sufficient Challenge?
How do you develop and use your skills and knowledge to hold leaders to account for improvement by robustly challenging underperformance? Where is the evidence?

18. Views of others?
How do you consult and gather the views of children, parents, staff and stakeholders and how are these views taken into account in future planning?

19. Governor involvement
How are governors being ‘visible in school’ ? How is this demonstrated in practice and what evidence is gathered?

20. So
“Rally the troops!” – can do Your meeting with Ofsted not a test! E+GGI=OJ! DRIVE and “Fight your Corner” Decide how you want to receive feedback.
so bring in evidence to refer to – data, schools strengths and areas for development, evidence of impact etc.
Evidence =good Governor involvement =higher judgements in a number of areas.

21. A Good Governing Body
Has the capacity to meet the schools needs and is influential in determining the strategic direction of the school.
Has rigour in ensuring that pupils and staff are safe and discharge their duties effectively
Are fully informed
Are fully involved in evaluating their school
Have relationships with staff that are constructive and show determination in challenging and supporting the work of the school
Have clear systems for seeking the views of pupils and parents and have mechanisms in place to take clear actions on these views.
What about OUTSTANDING?

22. Finally
‘The Importance of Teaching’ School governors are the unsung heroes of our education system. They are one of the biggest volunteer forces in the country working in their spare time to promote school improvement Thank you for all that you do for the children and young people of Doncaster