1. The role of governance in self-assessment NATSPEC conference Sue Preece HMI March 24 2010

2. To better inform participants about:  the Common Inspection Framework  use of the Ofsted inspection handbook  features of good self-assessment  role of governors in self-assessment Objectives of the session

3. New Common Inspection Framework 2009  a strengthened approach to judging capacity to improve, in recognition of the drive for self-regulation  a greater focus on how colleges and providers meet users' needs  a greater focus on learning through teaching, training & assessment  grades for equality and diversity, safeguarding and value for money that will contribute to the judgement on leadership and management  more emphasis on Every Child Matters as outcomes  an increased focus on the progress made by different groups  the introduction of limiting judgements that will affect the maximum grade which can be achieved for some aspects – safeguarding, equality and diversity and capacity to improve

4. Structure of grades Overall effectiveness Quality of provision Outcomes for learners Leadership and management Partnerships Care, guidance and support Enjoy and achieve Achieve economic and social well-being Stay safe Make a positive contribution Ambition and prioritisation User engagement Self-assessment Equality and diversity* Safeguarding* Value for money Main grades Contributory grades denoted by a grade descriptor in the report and a grade on the RMF Meeting needs and interests of users Capacity to improve* * These grades may limit the overall effectiveness grade Be healthy Teaching, learning and assessment

5. Ofsted inspection handbook  C2. How effectively do governors and supervisory bodies provide leadership, direction and challenge? Inspectors will take into account:  how well governors & supervisory bodies monitor the quality learner experiences and their outcomes  how effectively governors & supervisory bodies monitor financial management and health, including value for money  procedures to ensure the accountability of the chief executive and senior post holders, or equivalent

6. Ofsted inspection handbook  C2. How effectively do governors and supervisory bodies provide leadership, direction and challenge? Inspectors will take into account:  procedures for governors and supervisory bodies to assess and monitor risk  how well governors and supervisory bodies ensure that legislative requirements are fulfilled, such as those for disability, safeguarding, and health and safety.

7. Self-assessment  SARs provide Ofsted inspectors with crucial evidence to support judgements about the  CIF’s main aspects  contributory grades for equality and diversity and safeguarding  capacity to improve.  Inspectors will use the report to assess risk, monitor standards and plan for inspection.  During the inspection, findings will be compared with those in the provider’s self-assessment report, and a conclusion reached on the accuracy of those judgements.

8. The best providers:  involve all staff, and where possible learners, in the production of an honest and objective report  relate the report to their vision  demonstrate how they can meet learners’ needs  use the process as a way of finding out about their provision in order to make significant improvements  address all aspects in the CIF and make clear judgements  provide accurate evidence as the basis for making their judgements  have a realistic, well monitored quality improvement action plan which includes SMART targets

9. Is your SAR fit for purpose? Is it:  a descriptive account of the provision so that an external observer can quickly understand what you do or  a document which evaluates the quality and effectiveness of every part of your provision against all aspects of the CIF, and is clearly at the centre of all of your quality improvement activities

10. Governance Governance deals with  approving, reviewing and monitoring the educational character and mission of the college, its services and academic activities  formulating the medium and long term strategies of the college including quality and monitoring the performance of the Principal as CEO against that strategy  assuring the overall ethos of the college and how it conducts its business ensuring the college's financial solvency

11. Governance College management, led by the Principal, is responsible for  developing and proposing the educational character and mission of the college to the governing board  developing and managing services and academic activities  implementing the medium and long term strategies formulated by the governing board  the day to day running of the business of the college.

12. Excellence begins in the boardroom  The college self-assessment and improvement process must be led and managed effectively – and should be an integral part of leadership, management and governance.  Systematic and robust self-assessment and improvement of performance by the governing board, governors and managers is indicative of leadership by example, and such senior post holders have a key role to play in the process throughout the college.

13. Excellence begins in the boardroom While college governors and managers have a shared role in leading college self-assessment and improvement, governors have two distinct roles:  reviewing the college's self-assessment and monitoring the resulting Quality Improvement Plan (QIP)  being involved in self-assessment of the board  the governing board, therefore, needs to take ownership of its own self-assessment and of the quality of the board's performance, as well as monitoring the performance of the college.

14. Excellence begins in the boardroom Governors can achieve this by:  ensuring there is a framework for systematically collecting and analysing issues and views from all areas of the college and that material is brought together with college data in the SAR & QIP  reviewing the self-assessment process and draft self-assessment report as a board through a committee  using a small group of governors in a task group

15. Excellence begins in the boardroom Governors can achieve this by:  one or more governors sitting on a college SAR validation panel  reviewing results of surveys of staff, students, employers; observations of teaching and learning; inspection grades  monitoring progress against the QIP (as a board or through a committee) and ensuring that real improvement is taking place. The governing board must approve the SAR before it is submitted to the LAs and Ofsted

16. Examples of questions governors should be asking about the SAR  How evaluative is the text? There should be at least one judgement in every sentence. Eg; are there sufficient judgements about outcomes rather than processes? - good systems for collecting learners views x - good use of learner views to improve provision such as …..   Are all quantifiable judgements underpinned by data? If not, what other data could be used?  Are you confident that the SAR covers all aspects of the CIF and provides all the grades required?  Does the QIP contain clear targets which can be efficiently monitored? Are there milestones?