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THE EFFECTIVE GOVERNING BODY EXERCISE 2013

Under the September 2012 O !ted "rr"n#ement! the #$%ern&n# b$d' &! e%"()"ted "! p"rt $ the *e"der!h&p "nd +"n"#ement $ the!,h$$( . The focus is on &mp",t ; on how effectively leaders and managers

promote improvements within the context of the school pursue excellence, have high expectations and are ambitious for the highest levels of achievement and personal development for all pupils enable all pupils to overcome barriers to learning

Inspectors must evaluate the extent to which governors both challenge and support the school and hold senior staff, including theheadteacher, to account for the achievement of the pupils. Governors are not expected to be routinely involved in the day-to-dayactivity of the school . However, they hold important strategic responsibilities for the development and improvement of the school.

Inspectors should determine how well governing bodies evaluate the performance of the school , particularly in terms of: pupil progress; the leadership of teaching; the management of staff; and the difference made by initiatives such as the pupil premium orthe Year 7 catch-up premium.

S$)r,e- Ofsted subsidiary guidance for inspectors - April 2 !" The April 2 !" inspection handboo# and associated subsidiary guidance $in italics% advise that &nspectors should consider the effectiveness ofgovernance including how well governors'

en!)re ,("r&t' $ %&!&$n. eth$! "nd !tr"te#&, d&re,t&$n contribute to the school(s self-evaluation and understand its strengths and wea#nesses including the uality of teaching

are aware of the impact of teaching on learning and progress in different sub!ects and year groups

understand and ta"e sufficient account of pupil data, particularly their understanding and use of the school data dashboard

support and strengthen school leadership; are challenging and supporting leadership in e ual measure

pr$%&de ,h"((en#e "nd h$(d the he"dte",her "nd $ther !en&$r (e"der! t$ ",,$)nt $r &mpr$%&n# the /)"(&t' $ te",h&n#. p)p&(!",h&e%ement "nd p)p&(! beh"%&$)r "nd !" et'

use performance management systems, including the performance management of the headteacher, to improve teaching, leadership andmanagement; performance manage the headteacher rigorously

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ensure solvency and probity and that the financial resources made available to the school are managed effectively

understand how the school ma"es decisions about teachers# salary progression

$per"te &n !),h " "' th"t !t"t)t$r' d)t&e! "re met "nd pr&$r&t&e! "re "ppr$%ed engage with #ey sta#eholders

use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics.

The )ational *overnors( Association $)*A% have identified eight #ey characteristics of effective governing bodies'

! . The right people round the table

2. +nderstanding of role and responsibilities

". *ood chairing

. rofessional cler#ing

. *ood relationships based on trust

/. 0nowing the school 1 the data, the staff, the parents, the children, the community

. 3ommitted to as#ing challenging 4uestions

5. 3onfident to have courageous conversations in the interests of the children and young people

This self-evaluation exercise sets out a range of criteria against which governors can review their effectiveness. &t is structured around the April2 !" Ofsted handboo# and subsidiary guidance and ta#es account of the )*A criteria, the 2 !! Ofsted report on outstanding governing bodies1 6chool *overnance, 7earning from the best - and the 2 Terms of 8eference 8egulations which set out the statutory role of the governingbody. &t also references the )ational 3ollege(s materials on governor reviews http'99www.education.gov.u#9nationalcollege9docinfo:id ! 522"

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arrangements, terms of reference and an inter-relatedprogramme of governing body and committeemeetings. Time is managed well

!.!! =as considered succession planning issues and hasany necessary plans in place

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25 S)pp$rt&n# "nd pr$%&d&n# ,h"((en#e6 h$(d&n#the he"dte",her "nd !en&$r (e"der! t$ ",,$)nt

$r &mpr$%&n# the /)"(&t' $ te",h&n#. p)p&(!",h&e%ement "nd p)p&(! beh"%&$)r "nd !" et'

In!ert1. 2. 3

E%&den,e 4 ,$mment! 4!)##e!t&$n! $r ,h"n#e

2.! =as a good understanding of the 4uality of teaching,any areas for improvement and actions to address

2.2 0nows how student progress is monitored and reviewsperformance within #ey stages and different groups ofchildren $eg by gender, ethnicity, loo#ed after children,children with 6>)% and across different curriculumareas.

2." +ses comparative data eg 8aiseOnline, @ata@ashboard and the 7A profile to as# 4uestions aboutthe school(s performance and #nows how the schoolcompares locally, nationally and over time

2. onitors and evaluates the impact of the schoolimprovement plan and significant policies, usingevidence from a variety of sources.

2. =as a constructive wor#ing relationship with theheadteacher and senior leaders characterised byfran#ness and mutual respect

2./ As#s challenging 4uestions and is confident to havecourageous conversations in the interests of thestudents

2. 8ecognises and celebrates effort and success as wellchallenging underperformance

2.5 >nsures that all governors act corporately with acommitment to the school(s ethos.

2.? =as effective chairing arrangements which providesupport and challenge to the headteacher

2.! 8eviews its own performance and impact and has aplan for improvement

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3 F)( &(! &t! !t"t)t$r' re!p$n!&b&(&t&e!In!ert1. 2. 3

E%&den,e 4 ,$mment! 4 !)##e!t&$n! $r ,h"n#e

".! >nsures that the committee structure, terms ofreference and lin# roles encompass the main statutoryresponsibilities and school development plan priorities

".2 >nsures measures are in place to eliminatediscrimination, promote e4uality of opportunity andinclusive practice and foster good relations in relationto race, disability, sexual orientation and gendere4uality

"." >nsures that the school complies with statutoryre4uirements relating to 6pecial educational )eeds and@isabilities $6>)@%

". >nsures that a culture of safety operates within theschool and that appropriate safeguarding measures arein place

". >nsures that behaviour, attendance and punctuality areconsistently and systematically managed

"./ >nsures that the curriculum is broad and balanced andpromotes pupils( spiritual, moral, social and culturaldevelopment

".0nows how the pupil premium and other resources areused to overcome barriers to learning, includingreading, writing and maths.

".5>nsures that its s#ills, expertise and representation arematched to the needs of the school and are used toimprove outcomes for pupils

".? has a systematic approach to the induction, training and

development of governors lin#ed to statutory duties,individuals( roles and the school development plan.*overnors are e4uipped to underta#e theirresponsibilities.

".! 3onsults appropriately and complies with the legalre4uirements on the publication of information to #eep

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parents and staff informed about its wor#.".!! aintains effective complaints and appeals procedures

and uses the outcomes to improve practice if necessary".!2 8esponds 4uic#ly and effectively to any identified

failure to meet statutory re4uirements

S$)r,e! $ &n $rm"t&$n &n,()de-B 6chool prospectus 9 websiteB *C agendasB *overnance structures, committee wor# programmes and terms of referenceB *C and committee minutesB 6chool @evelopment lanB 6elf >valuation 6ummaryB =eadteacher(s report to *C

B 6chool self-evaluation documentationB @iscussion with =eadteacherB @iscussion with governors Ofsted reportB *overnor s#ills9experience auditB *overnor visit reportsB 6cheme of @elegation $poss. within Terms of 8eference 8esources9Dinance 3ommittee%B Dinance 8eports from CursarB Eor# rogrammes9Terms of 8eference of 8esources9Dinance 3ommitteeB D*C, Dinance98esources 3ommittee minutesB Audit re4uirements $where appropriate% metB 8egister of Cusiness &nterests

B 6DF6 or D *> $academies%B 6chedule9calendar of meetings

6ource' )ational 3ollege materials on governor reviews http'99www.education.gov.u#9nationalcollege9docinfo:id ! 522"

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I!!)e! $r ",t&$n r",t&,"( ",t&$n! t$ "ddre!! the &!!)e 7h$ &! re!p$n!&b(e 4 b' hen

Westminster governing body self-evaluation materials updated April 2013