Developing Church of England Education

SOUTHWARK DIOCESAN BOARD OF EDUCATION

Developing Church of England Education

SCHOOL GOVERNANCE AND OFSTED

Guidance on the OFSTED framework and its impact on governing body organisation and practice

January 2016

4thEdition

© Southwark Diocesan Board of Education

48 Union Street

London

SE1 1TD

Tel: 020 7234 9200

4thEdition January 2016

SOUTHWARK DIOCESAN BOARD OF EDUCATION

Developing Church of England Education

SCHOOL GOVERNANCE AND OFSTED

Guidance on the new OFSTED framework and its impact on governing body organisation and practice

INTRODUCTION TO THE GUIDANCE

This pack of briefings and other material will assist governing bodies in reviewing their working practice in the light of changes to the OFSTED framework. The Board first produced this guidance in 2009 in response to the then new OFSTED framework and it was revised in 2012 and 2014. This new edition takes account of the changes to the OFSTED framework in September 2015; it is divided into the following sections:

1OFSTED AND SCHOOL GOVERNANCE – AN INTRODUCTION

This section provides an introduction to the new framework in relation to the governing body and includes the new 2015 grade descriptors for the effectivenessof leadership and management.

2OFSTED INSPECTION FRAMEWORK – SEPTEMBER 2015

This briefing provides an overview of the OFSTED frameworkand replaces the previous briefing.

3GOVERNING BODIES WORKING EFFECTIVELY

This briefing provides some suggestions for improving the effectiveness of the governing body by looking at:the induction of new governors; reviewing governors’ skills; training and development for the governing body and setting up an effective committee structure.

4GOVERNORS’ VISITS FACTSHEETAND FORM

Visiting the school is an important part of a governor’s role and must be in accordance with the School’s protocol; well conducted visits serve to demonstrate to inspectors the seriousness with which governors take their responsibilities. The Board’s factsheet on governors’ visits to school is included together with aform that can be adapted by schools. This will assist in making reports to the governing body consistent and focused.

5REVISED MODEL TERMS OF REFERENCE FOR COMMITTEES

The terms of reference have been brought up-to-date to reflect the changes in the 2015 OFSTED framework. The governing body should decide the number of committees it needs to operate effectively. There is no one-size fits all and increasingly governing bodies are streamlining their committee structure and combining responsibilities in one committee; it is important, however, that the workload is manageable.The governing body may consider piloting and then reviewing any new structure and where a school is due inspection may set up an “OFSTED Committee” to ensure they are fully prepared to meet with inspectors.The attached terms of reference may seem lengthy and numerous, but the Board has attempted to ensure that everything is covered, so that it is clear where responsibility lies. Governing bodies may decide to combine committees and re-name them.

APPENDIX 1 – GENERIC QUESTIONS INSPECTOR MAY ASK GOVERNORS DURING AN INSPECTION

APPENDIX 2 – SAMPLE OFSTED JUDGEMENTS – examples of recent inspection judgements.

APPENDIX 3 – OFSTED EXPECTATIONS OF THE GOVERNING BODY AND EXAMPLES OF EVIDENCE

This appendix takes the statements from the OFSTED Handbook (paragraph 145which is reproduced in this guidance at paragraph 2.2 on page 1) and provides examples of evidence that governors might use, not all the evidence will be relevant in all schools and governors may wish to use this and add their own evidence.

APPENDIX 4 - SAMPLE CODE OF CONDUCT FOR GOVERNING BODIES

This Code of Conduct is referred to on page 25 in the terms of reference for the Steering Committee and is included here for ease of reference.

Contents / Page
Section 1: OFSTED and School Governance –introduction / 1
Introduction.………………………………………………………………………………….... / 1
The OFSTED framework and school governance……………………………………..……… / 1
Grade descriptors – effectiveness of leadership and management.….………………………. / 1
2015 Grade descriptors – effectiveness of leadership and management…………………….. / 2
Section 2: Briefing OFSTED Inspection 2015: Better inspection for all / 4
Introduction…………………………………………………………………………………… / 4
Background…………………………………………………………………………………… / 4
Inspection details……………………………………………………………………………… / 4
Changes to inspection………………………………………………………………………… / 5
Short inspections……………………………………………………………………………… / 5
Reporting back after short inspections…..…………………………………………………… / 5
Early years...…………………………………………………………………………………… / 5
Schools with a sixth form..…………………………………………………………….……… / 5
Recommendations for school leaders and governors………………………………………… / 5
Action points for schools……………………………………………………………………… / 7
Section 3: Briefing: Governing bodies working effectively / 8
Introduction…………………………………………………………………………………… / 8
Working effectively – an overview……………………………………………………………. / 8
Committee structure…………………………………………………………………………. / 8
Governors’ visits……………………………………………………………………………….. / 8
Inducting new governors……………………………………………………………………… / 9
Reviewing governing body skills………………………………………………………………. / 9
Governor training and development………………………………………………………….. / 9
Section 4: School visits / 10
School visits factsheet………………………………………………………………………… / 10
School visits form……………………………………………………………………………. / 12
Section 5: Committee terms of reference / 14
General notes to the terms of reference…………………………………………………….. / 14
Curriculum and Standards Committee……………………………………………………….. / 15
Personnel Committee………………………………………………………………………… / 17
Pupils, Parents and Community Committee…………………………………………………... / 19
Finance Committee…………………………………………………………………………… / 21
Premises Committee…………………………………………………………………………. / 22
Admission Committee………………………………………………………………………… / 23
Pupil Discipline Committee…………………………………………………………………… / 24
Steering Committee…………………………………………………………………………… / 25
Faith Group…………………………………………………………………………………… / 26
Appendix 1– Generic questions inspector may ask governors during an inspection / 27
Appendix 2 – Sample OFSTED judgements / 28
Appendix 3 – OFSTED expectations of the governing body and examples of evidence / 30
Appendix 4 – Sample Code of Conduct for Governing Bodies / 34

SECTION 1 - SCHOOL GOVERNANCEAND OFSTED –INTRODUCTION

1INTRODUCTION

1.1The September 2015 OFSTED framework continues to place an emphasis on the role the governing body plays under “the effectivenessof leadership and management” judgement.The OFSTED handbook for inspectors makes many references to governors which are summarised here. The School Inspection Handbook can be found on this link OFSTED Handbook 2015.

2THE OFSTED FRAMEWORK AND SCHOOL GOVERNANCE

2.2Inspectors willconsider whether governors:

(a)work effectively with leaders to communicate the vision, ethos and strategic direction of the school and develop a culture of ambition;

(b) provide a balance of challenge and support to leaders, understanding the strengths and areas needing improvement at the school;

(c) provide support for an effective headteacher or are hindering school improvement because of a lack of understanding of the issues facing the school;

(d) understand how the school makes decisions about teachers’ salary progression and performance;

(e) performance manage the headteacher rigorously;

(f) understand the impact of teaching, learning and assessment on the progress of pupils currently in the school;

(g) ensure that assessment information from leaders provides governors with sufficient and accurate information to ask probing questions about outcomes for pupils;

(h) ensure that the school’s finances are properly managed and can evaluate how the school is using the pupil premium and the primary PE and sport premium;

(i) are transparent and accountable, including in recruitment of staff, governance structures, attendance at meetings and contact with parents.

2.3There is an emphasis in the new framework on ambition and governors’ ability to articulate the school’s journey and to triangulate evidence provided by the senior leadership team and their own observations during the inspection.Governors will be interviewed by inspectors and play an important part in the outcome of the inspection. Governors will be expected to know the strengths and weaknesses of the school and able to show that they hold the school to account and are focused on school improvement. The governing body will be inspected under the leadership & management judgement and inspectors will write a separate statement on the effectiveness of governance in the school. The governing body will also have an impact on the overall effectiveness judgement.Examples from Diocesan schools of recent OFSTED judgements on governance are given in Appendix 2 and sample evidence relating to the statements in 2.2 above is given in Appendix 3.

3GRADE DESCRIPTORS – EFFECTIVENESS OFLEADERSHIP AND MANAGEMENT

3.1The grade descriptors for leadership and management in the September 2015 framework are included overleaf; not all the descriptors apply directly to governors, but are included for completeness.

2015GRADE DESCRIPTORS – EFFECTIVENESS OFLEADERSHIP AND MANAGEMENT

These descriptors are not a checklist and will be applied by inspectors using a “best fit” approach.

Outstanding (1)
(a)Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.
(b)Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.
(c)The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.
(d)Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the primary PE and sport premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.
(e)Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.
(f)Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.
(g)Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.
(h)The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning.
(i)Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.
(j)Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school prevents any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.
(k)Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.
(l)Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.
Good (2)
(a)Leaders set high expectations of pupils and staff. They lead by example to create a culture of respect and tolerance. The positive relationships between leaders, staff and pupils support the progress of all pupils at the school.
(b)Leaders and governors are ambitious for all pupils and promote improvement effectively. The school’s actions secure improvement in disadvantaged pupils’ progress, which is rising, including in English and mathematics.
(c)Leaders and governors have an accurate and comprehensive understanding of the quality of education at the school. This helps them plan, monitor and refine actions to improve all key aspects of the school’s work.
(d)Leaders and governors use performance management effectively to improve teaching. They use accurate monitoring to identify and spread good practice across the school.
(e)Teachers value the continuing professional development provided by the school. It is having a positive impact on their teaching and pupils’ learning. Teaching is consistently strong across the school or, where it is not, it is improving rapidly.
(f)Governors hold senior leaders stringently to account for all aspects of the school’s performance, including the use of pupil premium, the primary PE and sport premium and SEN funding, ensuring that the skilful deployment of staff and resources delivers good or improving outcomes for pupils.
(g)The broad and balanced curriculum provides a wide range of opportunities for pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning. This supports pupils’ good progress. The curriculum also contributes well to pupils’ behaviour and welfare, including their physical, mental and personal well-being, safety and spiritual, moral, social and cultural development.
(h)Leaders consistently promote fundamental British values and pupils’ spiritual, moral, social and cultural development.
(i)Leaders promote equality of opportunity and diversity, resulting in a positive school culture. Staff and pupils work together to prevent any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.
(j)Safeguarding is effective. Leaders and staff take appropriate action to identify pupils who may be at risk of neglect, abuse or sexual exploitation, reporting concerns and supporting the needs of those pupils.
(k)Leaders protect pupils from radicalisation and extremism. Staff are trained and are increasingly vigilant, confident and competent to encourage open discussion with pupils.
Requires improvement (3)
(a)Leadership and management are not yet good.
(b)Safeguarding is effective.
Inadequate (4)
Leadership and management are likely to be inadequate if one or more of the following applies.
(a)Capacity for securing further improvement is poor and the improvements leaders and governors have made are unsustainable, have been implemented too slowly or are overly dependent on external support.
(b)Leaders are not doing enough to tackle poor teaching, learning and assessment, which significantly impairs the progress of pupils, especially those who are disadvantaged, disabled or have special educational needs.
(c)Leaders are not aware of, or are not taking effective action to stem, the decline in the progress of disadvantaged pupils.
(d)The unbalanced and poorly taught curriculum fails to meet the needs of pupils or particular groups of pupils.
(e)The range of subjects is narrow and does not prepare pupils for the opportunities, responsibilities and experiences of life in modern Britain.
(f)Leaders are not taking effective steps to secure good behaviour from pupils and a consistent approach to discipline.
(g)Leaders and governors, through their words, actions or influence, directly and/or indirectly, undermine or fail to promote equality of opportunity. They do not prevent discriminatory behaviour and prejudiced actions and views.
(h)Safeguarding is ineffective. The school’s arrangements for safeguarding pupils do not meet statutory requirements, or they give serious cause for concern or insufficient action is taken to remedy weaknesses following a serious incident.
(i)Leaders and governors are not protecting pupils from radicalisation and extremist views when pupils are vulnerable to these. Policy and practice are poor, which means pupils are at risk.

Note: These grade descriptors are taken from the OFSTED School Inspection Handbook (August 2015; Ref no: 150066)

SOUTHWARK DIOCESAN BOARD OF EDUCATION

Developing Church of England Education

BRIEFING

SUBJECT: INSPECTION: Better Inspection for All. The New Common Inspection Framework. (CIF) and supporting handbooks for use from September 2015
RECIPIENT(S): Headteachers, senior leaders, Chairs of Governors of all C of E schools and academies.
SDBE CONTACT: Roz Cordner / DATE: July 2015

1INTRODUCTION

1.1Ofsted have published a new common inspection framework (CIF) and school inspection handbook for schools inspected in England under section 5 of the Education Act 2005. It outlines major changes to the Inspection process. The handbook sets out the evaluation criteria that inspectors will use to make their judgements and on which they report. It is for school inspections to be carried out from September 2015 under the ‘Common inspection framework: education, skills and early years’ (CIF). It brings in line the inspection process across all education providers held under the inspection remit including registered early years settings, maintained schools and academies, non-association independent schools and further education and skills providers. It includes details regarding outstanding schools and risk assessments for schools that are exempt from inspection. Full details available at:

2 BACKGROUND

2.1The changes are based around three major reforms:

(i)A sharper focus on the effectiveness of school leaders and governors. Inspectors will look at leaders’ vision and ambition for all children and learners. They will ask how leaders set the culture of their school and how they ensure all learners – particularly the most disadvantaged – make strong progress from their different starting point.

(ii)Introduction of short inspections for schools previously judged ‘good’. Again, focused on the effectiveness of leadership and the capacity of leaders to drive improvement securely.

(iii)Changes in the inspectorate workforce will change. Seven out of ten inspectors, will be current practitioners leading good or outstanding institutions.

3INSPECTION DETAILS

3.1Inspectors will make judgements on the following areas:

(i)Effectiveness of leadership and management

(ii)Quality of teaching, learning and assessment

(iii)Personal development, behaviour and welfare*

(iv)Outcomes for children and learners**

Inspectors will always make a judgement on the effectiveness of safeguarding.

* This is a new judgement. It will include a focus on pupils’ confidence and self-assurance as learners and their pride in achievement, the impact behaviour has on outcomes and the choices pupils make about their next stage.

** Pupils’ outcomes, where inspectors will give most weight to the progress of pupils currently in the school rather than attainment and nationally published data.