1. Governors Introduction Part Three WELCOME Accountability

2. Governors Introduction Part Two Accountability has two elements that governors need to be aware of: Accountable For? – School Improvement Accountable To? – School Community

3. Statement Governors Introduction Part Two “Schools are subject to sharper accountability for pupil outcomes. And, as a result, governors have a much greater role to ensure that a strategic direction is set by the headteacher to deliver good results”. “Ofsted is now reporting on governance in much greater depth. Every section 5 report now includes a separate paragraph on the quality of governance”.

4. Raising standards, improving lives New Inspection Framework Governor Role is changing and continues to change  Governors need a robust process and framework for setting priorities, creating accountability and monitoring progress.

5. Raising standards, improving lives What does an inspection look like? Inspection activities will always include discussion with:  a representative of the LA, academy chain or other responsible body (now a requirement)  Governors – as many as possible  staff – which may include support and admin. staff  pupils – who may be asked to bring examples of work  where manageable, parents/carers  leadership & management at all levels.

6. Raising standards, improving lives What does this mean for us? They will put a greater emphasis on whether governors are:  supporting and challenging leaders  holding schools to account.  Measuring IMPACT and how we communicate this (Accountability) If a school is judged to require improvement and is graded 3 for leadership and management  HMI will recommend an external review of governance.

7. Raising standards, improving lives Inspectors will consider whether governors are discharging their ACCOUNTABILIY:  ensure clarity of vision, ethos & strategic direction  understand the strengths and weaknesses of the school - including the impact of teaching on achievement  challenge as well as support the school’s leadership  Overseeing the financial performance of the school and making sure its money is well spent

8. Raising standards, improving lives What will they look for?  What contribution do you make to school improvement planning? – IMPACT  How well informed and evaluative are you about the role and IMPACT of each SLT member?  How well informed and evaluative are you about the role and IMPACT of middle leaders?  How closely do you monitor the scope, cost and IMPACT of staff CPD? What documentation will we need to monitor the above?

9. Raising standards, improving lives Inspectors will consider whether governors are:  rigorously monitor the impact of teaching on achievement  evaluate the schools’ performance management  understand and rigorously interrogate school data  have an accurate view of the performance of different groups of pupils - and the effectiveness of the school’s response. What documentation will we need to monitor the above?

10. Raising standards, improving lives Under the new inspection framework Inspectors will also consider:  check whether the governing body is ensuring the school’s finances are properly managed  investigate governors’ role in deciding how the school uses the Pupil Premium.

11. Raising standards, improving lives What does ACCOUNTABILIY look like  How involved are you in decisions about the teaching, curriculum and resourcing elements of the annual budget?  What questions do you ask about staffing needs?  What criteria do you apply when evaluating budget proposals?  What questions do you ask about the school’s decisions as to how and for whom the Pupil Premium is used?  How do you determine whether it has been well used?

12. 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.’ ‘Outstanding quality of work undertaken by the governing body could clearly be seen in an audit of the impact on pupils' learning of recent disruptions caused by inclement weather. As a result of the audit, staff have now agreed a plan to make up any future lost learning time.’ ‘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.’

13. Showing your accountability Governors Introduction Part Three

14. Showing your accountability Website Statutory Guidance Newsletter Minutes Parent communication Statutory Policies The School Prospectus Published Complaints Procedure/Safeguarding Policy Governors Introduction Part Three

15. To ensure children get the best outcomes. Schools must show parents, auditors and regulators that they are achieving value for money. Schools have a delegated budget to cover salaries, running costs, maintenance and equipment. The Governing Body is responsible for managing this budget or Committees Functions of Budget

16. Governors Introduction Part Three Governing bodies are responsible for making sure their school’s money is well spent. They should do this by ensuring they have at least one governor with specific, relevant skills and experience of financial matters who can raise questions such as:  Are we allocating our resources in line with our strategic priorities?  Are we making full use of all our assets and efficient use of all our financial resources?  Are other schools buying things cheaper or getting better results with less spending per pupil?  How can we get better value for money from our budget? Overseeing financial performance

17. Governors Introduction Part Three FEEDS SDP NEXT THREE YEARS CLEAR LINK BETWEEN SDP AND BUDGET REVIEW MAIN ELEMENTS OF BUDGET PERIODICALLY BALANCE CONTROL MECHANISM Procurement Check the checker Value for money Review of functions of budget

18. Governors Introduction Part Three The Budget LA Budget The School Budget Share from your LA covers the majority of your budget for all pupils aged 3-16. This is your core budget. Grants Your school may receive funds or grants from the government to support specific initiatives and strategies Other income Other income is income derived from a variety of sources, and may include: - income from lettings - contributions from parents - parental fundraising - sponsorship

19. Governors Introduction Part Three Dedicated Schools Grant

20. Governors Introduction Part Three Possible Funding

21. Governors Introduction Part Three Compare The department provides a range of financial information about maintained schools and academies. Governors can use this information to compare spending against that of similar schools. Benchmarking financial information in this way helps governors to question whether resources could be used more efficiently. Examples: If the cost of energy seems high compared to similar schools, are there opportunities for investment in energy-saving devices to reduce the cost? If spend on learning resources seems high compared to similar schools, are there opportunities for collaborating with other local schools to bring costs down?

22. Governors Introduction Part Three Quiz