The role of governance in self-assessment

NATSPEC conference

Sue Preece HMI March 24 2010

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

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

Structure of grades

Overall effectiveness

Quality of provisionOutcomes 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

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

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.

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.

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

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

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

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.

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.

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.

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

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

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?