Inter-Board Governor Support Programme Every School a Good School.
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Transcript of Inter-Board Governor Support Programme Every School a Good School.
Inter-Board Inter-Board Governor Governor Support Support
ProgrammeProgramme
Every School Every School
a Good a Good
SchoolSchool
Objectives
• To increase Governors’ awareness of data analysis in the context of ‘Every School a Good School’ A Policy for School Improvement
• To consider the role of Governors in raising standards in schools
DE Policy & Guidance in relation to:
-Raising Standards for all
- Closing the Gap
• Underachievement…
• Too many (47%) not gaining 5 A* to Cs including Maths and English
• Social disadvantage and gender effect
• 20% at Key Stage 2 below Level 4
• NI slipping internationally (2003-06) OECD data
• Elements of low quality leadership and teaching
What is the context for ESaGS?
LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES
Actual Performance Milestones11 Longer Term
Targets
2005/6 2006/7 2007/8 2008/9 2011/2012
2014/2015
2019/2020
KS2 Communication, in English (% of pupils at expected level)
78.0% 78.0% 78.8% 80.1% 83%12 86% 90%+13
KS2 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish
77.7% 83.1% 80.7% 82.0% 84%14 86% 90%+15
KS2 Maths (% of pupils at expected level) 80.0% 79.5% 80.6% 81.3% 84%16 86% 90%+17
KS3 Communication, in English (% of pupils at expected level)
76.6% 78.2% 79.2% 78.9% 81% 83% 85%+
KS3 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish
86.1% 93.3% 88.1% 92.1% 85%18+ 85%+ 85%+
KS3 Maths (% of pupils at expected level) 72.9% 74.4% 74.1% 77.3% 80%19 82% 85%+
School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths
52.6% 54.2% 56.3% 58.4% 61%20 66% 70%+
LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES
Actual Performance Milestones Longer Term
Targets
2005/6 2006/7 2007/8 2008/9 2011/2012
2014/2015
2019/2020
School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Girls
58.4% 59.6% 62.6% 63.7% 65% 70+% 70%+
School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Boys
47.0% 49.0% 50.2% 53.1% 56% 62% 70%+
School leavers with at least 5 GCSEs A*-C (inc GCSEs in English & Maths) – FSME21 pupils only
26.3% 27.1% 27.7% 29.7% 39%22 49% 65%+
School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in Gaeilge, English & Maths – pupils educated through the medium of Irish
Validated Gaeilge data have not been collected as part of the School Leavers Survey. A process for collecting and validating these data will be established for results in the 2009/10 academic year.
TBC TBC 70%+
• Key Stage 2 – 90% level 4+
• Key Stage 3 – 85% level 5
• 5+ GCSE A* - C inc. English and Maths:
- 70%+ overall
- 65% for FMSE
• 5+ GCSE A* -C inc Gaelige, English and Maths (pupils in IM) – 70%+
Targets for 2020
What is at the heart of ESaGS?
‘‘Our vision is of schools as vibrant, self-improving, well-governed Our vision is of schools as vibrant, self-improving, well-governed and effectively led communities of good practice, focusing not on and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils.’institutions but on meeting the needs and aspirations of all pupils.’
What do you think makes a ‘Good’
school?
‘Every School a Good School’
Child-centred provisionHigh quality teaching and learningEffective leadershipA school connected to its local community
The indicators of effective performance associated with each characteristic are clearly set out
What are the characteristics of a ‘Good’ School?
•Outstanding
•Very Good
•Good
•Satisfactory
•Inadequate
•Unsatisfactory
What would ‘good’ look like?
2 mins to agree 4 or 5 key aspects of your role as a Governor
What is your role as a Governor?
• Support and work in partnership with the Principal and staff
• Ask pertinent questions
• Make informed decisions
• Monitor progress
• Be accountable
What is your role as a Governor?
“The Board of Governors of a school has the responsibility for ensuring that the Principal, and the staff, put in place all the necessary arrangements and mechanisms to help each pupil to succeed and to achieve to her or his full potential”.
“The Principal and the Board of Governors will be accountable…for the quality of provision and the standards attained by their pupils…”
Every School A Good School p.35
What does ESaGS say about the role of governors?
“The Board of Governors should work with the school Principal in monitoring and evaluating the school’s performance and to promote self-evaluation as a means to achieve school improvement”.
Every School A Good School The Governors’ Role: A Guide for School Governors, Executive Summary, p3
What does ESaGS say about the role of governors?
What is self-evaluation?
How are we doing?
How do we know our
strengths and areas for
improvement?
What do we need to do about
the areas identified for
improvement?
How will we know we have
made the improvements?
What improvements have we made and what do we need to do now?
Workshop 1
Discuss in your group the questions that you might consider asking your Principal in order to determine how ‘good’ your school is in relation to pupil performance and standards.
Report back from each table
What is your role as a Governor in monitoring and evaluating?
‘Effective school governors support and challenge the work of the organisation. It is imperative that all boards of governors are tenacious in their focus on important school improvement issues, such as setting higher standards and expectations, and understanding better the quality of the learning taking place’ Chief Inspector’s Report 2010-2012
What do others say about the role of governors in relation to education standards?
‘…the Board of Governors should work with the school Principal in monitoring and evaluation the school’s performance and to promote self evaluation as a means to achieve school improvement’ Department of Education’s Governors’ Handbook, Chapter 6
‘monitor the school’s performance and address under performance at the earliest opportunity’ Department of Education’s Governors’ Handbook, Chapter 6
What do others say about the role of governors in relation to education standards?
Post-primary (Non-Grammar) Schools% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
R2 = 0.2148
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitled 2010/11
% o
f yea
r 12
pupi
ls a
chie
ving
5+G
CSEs
(incl
equ
ival
ent)
Gra
des
A*-C
incl
udin
gG
CSE
Engl
ish
& G
CSE
Mat
hs 2
010/
11
Non-Grammar Schools 321-0124 Ballycastle High School Linear (Non-Grammar Schools)
36.4% 2010/11Non-Grammar Average
Individual School
Post-primary (Non-Grammar) Schools% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
R2 = 0.2148
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitled 2010/11
% o
f yea
r 12
pupi
ls a
chie
ving
5+G
CSEs
(incl
equ
ival
ent)
Gra
des
A*-C
incl
udin
gG
CSE
Engl
ish
& G
CSE
Mat
hs 2
010/
11
Non-Grammar Schools 323-0308 St Benedict's College Linear (Non-Grammar Schools)
36.4% 2010/11Non-Grammar Average
Individual School
Post-primary (Grammar) Schools% FSM Entitled and % of year 12 pupils achieving 7+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
R2 = 0.0297
50
55
60
65
70
75
80
85
90
95
100
0 5 10 15 20 25
% FSM Entitled 2010/11
% o
f yea
r 12
pupi
ls a
chie
ving
7+G
CSEs
(incl
equ
ival
ent)
Gra
des
A*-C
incl
udin
gG
CSE
Engl
ish
& G
CSE
Mat
hs 2
010/
11
Grammar Schools 342-0068 Dominican College Linear (Grammar Schools)
90.4% 2010/11Grammar Average
Individual School
Workshop 2- A Case Study
As a governing body what further information would you require in order to inform discussions with the Principal regarding actions for improvement?
What is your role as a Governor in monitoring and evaluating?
• Key Stage Results• Computer-based Assessments• Standardised Tests• Special Educational Needs Register• Attendance data• Free School Meals• New-comer pupils/ English as an Additional
Language• Enrolment
What other information/data is available in school?
‘the school’s process of self-evaluation leading to improvement, is not making a significant impact on improving the overall quality of education in the school; it is not underpinned by rigorous analysis and interpretation of relevant qualitative and quantitative data, and insufficient cognisance is taken of all of the data available…’ Post-primary, 2012)
‘Based on the evidence available at the time of the inspection the governors are informed about some important aspects of the work and life of the school; they have a good knowledge of whole-school performance in public examinations, and maintain an overview of the outworking of the SDP. The governors could usefully strengthen their role in overseeing the strategic work of the school by encouraging the senior leaders to improve the quality of learning and teaching and develop further the curriculum to meet effectively the needs of all of the pupils.’ (Post-primary, 2012)
What do inspection reports indicate in relation to monitoring
‘It will be important that they (Governors) develop further their challenge function, including their role in reviewing the SDP, in order to influence improvements in learning and teaching and to support the Principal and teachers in raising the educational standards for all of the pupils.’ (Post-primary, 2012)
‘The governors support the Principal and staff well in the implementation of the school development plan… The staff provides the governors with appropriate information regarding the achievements and standards of the children.’ (Primary, 2012)
‘(There is) the need to :•Embed monitoring and self-evaluation of provision at all levels in the school to increase the level of challenge for the children and raise further the standards achieved.’ (Primary, 2012)
What do inspection reports indicate in relation to monitoring
• Principal• School Development Plan• School website• Department of Education Handbook for
Governors- www.deni.gov.uk • Education and Library Boards websites-
www.neelb.org.uk • Education and Training Inspectorate website-
www.etini.gov.uk
Where is other information available?