Improving Standards of Governance Through External Reviews

Transcription

1 Improving Standards of Governance Through External Reviews Achieving Strong Governance and Leadership within Academies Thursday 25th May 2017, Principal, Manchester. 08:45-16:20. Carol McDermott National Leader of Governance Ebor TSA. 30/05/2017 CMCD/April/2017 1

2 Caveat I have collected and offer information to promote reflection and promote the further development of good practice. All of the information given will be subject to my own interpretation and perceptions it does not formally represent the views and opinions of Ofsted or any other public body or party. 30/05/2017 CMCD/April/2017 2

3 Basics - Terminology I will use the terms: Governors Governance These include Member, Trustees, Local Governors All have different roles to play but it is all about GOVERNANCE 30/05/2017 CMCD/April/2017 3

4 Afternoon Keynote: Improving Standards of Governance Through External Reviews. Aims of the session: 1. To challenge and support thinking and current practice in terms of support for Governance specifically External Reviews of Governance; 2. To recap rapidly - What does good practice tell us about effective Governance in raising standards? 3. To outline what recent research from Ofsted has found regarding how improvements in Governance are secured and the contribution of External Reviews of Governance in this process. 4. To consider current feedback from Governing Boards External Reviews of Governance and their impact on raising standards of Governance. 5. To consider whether there are any implications from the research and from experiences to help us develop our support further and increase effectiveness? 30/05/2017 CMCD/April/2017 4

5 Whistle stop - Familiar territory - Core Aspects of the Role of Governance: 1. Setting the school s vision, ethos and strategic direction; 2. Holding the head teacher to account for the educational performance of the school and its pupils; and 3. Overseeing the financial performance of the school and making sure its money is well spent 4. Establishing effective Governance practice 30/05/2017 CMCD/April/2017 5

6 Whistle stop - Familiar territory - Characteristics of effective Governance 1. The right people around the table 2. Understanding the role and responsibilities 3. Good Chairing -The role of the 4. Professional clerking 5. Good relationships based on Trust 6. Knowing the school well data, children, staff, parents and community and know its context local and national 7. Commitment to asking challenging questions 8. Confidence to have challenging conversations in the interest of children and young people. 30/05/2017 CMCD/April/2017 6

7 Bring skills and experience.. NEED TO KNOW ABOUT Education The Blueberry Story: The teacher gives the businessman a lesson.the day a businessman learned the challenges of the business of education! The business man concluded that: Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night. He realised that he had much to learn about the context of education even though he had much to offer as a successful businessman. 30/05/2017 CMCD/April/2017 7

8 The here and now. Over the last 5 years Lots of attention has been given to improving School Governance much needed many changes to the system, roles and demands of those roles. How well are we doing? 30/05/2017 CMCD/April/2017 8

9 Touchstone New Report from Ofsted Improving Governance December The Report outlines the factors which have made improvements in Governance a reality. The report is provides information about how improvements in Governance can be secured more effectively what support works and what support needs to change or improve. Lots in the report all kinds of support is considered. For the purposes of today, I have kept my focus on what the evidence can tell us about External Reviews of Governance. 30/05/2017 CMCD/April/2017 9

10 Touchstone New Report from Ofsted The report was produced following a consultation which aimed to gain more understanding of what contributes to good governance in challenging circumstances. Inspectors visited 24 recently improved schools in some of the poorest areas of the country. Each of the schools visited had been found to be good or outstanding at their most recent inspection, having previously been judged as inadequate or requires improvement. Inspectors talked to governors, school leaders and others involved in the running of these schools to understand what had changed. 30/05/2017 CMCD/April/

11 In summary: Ofsted Improving Governance critical factors December 2016 The Report identified three critical factors that made improvements in Governance possible/likely. These were: 1..that the schools became aware of the weaknesses in their governance arrangements. 2. that they [Governors] were able to develop professional knowledge, understanding and insight within the governing board to identify and address areas for improvement. 3...that clarity about governors roles, responsibilities and lines of accountability was established[at all levels of governance]. 30/05/2017 CMCD/April/

12 1..that the schools became aware of the weaknesses in their governance arrangements. Evidence presented: In the academic years 2014/15 and 2015/16, inspectors recommended an urgent external review of governance in around a third of schools judged to be requires improvement or inadequate. Two thirds of the survey schools had not engaged in any selfevaluation of governance before being found to be less than good. Too often, it is not until a school has an Ofsted inspection that leaders realise the weaknesses in governance. These post inspection reviews might have been unnecessary if governing boards had regularly carried out some form of selfevaluation. 30/05/2017 CMCD/April/

13 2. that they [Governors] were able to develop professional knowledge, understanding and insight within the governing board to identify and address areas for improvement. Evidence presented: Governors and head teachers from 21 of the 24 survey schools said that, at the time of the school s initial inspection, the governing body lacked the confidence, knowledge and skill required to hold school leaders to account. When we had our first inspection, we didn t know that we didn t know. We were not ready to support and challenge because we did not know what to do or how to do it. Many governors lack the expertise needed in an increasingly complex education system [!] to hold school leaders to account. Governors need better access to highly skilled people who have the educational expertise to help them meet the increased demands of their role. 30/05/2017 CMCD/April/

14 3...that clarity about governors roles, responsibilities and lines of accountability was established [at all levels of governance]. Evidence presented: Three quarters of the 2,632 respondents to the consultation told Ofsted that governors need more clarity about the expectations of the strategic leadership role. After their initial inspection, all schools took immediate action to clarify lines of accountability and governors roles and responsibilities. All of these schools told us that this was the first, essential step in their improvements. At the time of the inspection that judged them to be less than good, some of the 24 schools were part of multi-academy trusts and were unclear about lines of accountability. In each case, swift action [also] following their inspection to clarify lines of accountability helped them on their way to improvement. 30/05/2017 CMCD/April/

15 Governors are School leaders - Are we helping governors develop the right skills to be effective School leaders and carry out a strategic leadership role in education? 30/05/2017 CMCD/April/

16 Improving Governance what were the findings of the report with respect to External reviews of Governance? Governors in 21 of the 24 survey schools told us that external support and guidance [not just External Reviews of Governance] was the biggest factor in their improvement. The source of support, whether it was from a local authority, a diocese, a multi-academy trust or an external consultant, was immaterial. It was the quality and timeliness of the support that mattered. In just under two thirds of the survey schools, the catalyst for support was the Ofsted inspection report. [ Two thirds of schools not undertaking self review or evaluation?] 30/05/2017 CMCD/April/

17 How are External Reviews contributing? \ \ What is the impact? 30/05/2017 CMCD/April/

18 External Reviews The Process - Current guidance DfE External review of governance what s involved Describes the process. The guidance and tools provided can be used flexibly to conduct effective reviews. A step-by-step process of external review of governance is set out. This involves meetings, documentation and working with the full Governing Board. Once the self-review process is complete, the reviewer will produce a report to share with the the chair and/or head teacher to confirm strengths and areas for improvement. The reviewer will also produce an action plan or work with the governing body to create one. Once the review is complete, it will be up to the governing body to implement the agreed action plan, drawing on external support as appropriate. By mutual agreement the school can agree some further support from the reviewer to support the governing body in its development. 30/05/2017 CMCD/April/

19 External Reviews The Process Review Tool External Review of Governance Tool for Facilitated Self-Review March 2016 The review tool draws on the Ofsted School Inspection Handbook and the All Party Parliamentary Group on Education Governance and Leadership s 20 key questions every governing board should ask itself. Full compliance indicates the board can answer yes to each question in this area. The review tool covers four core areas: Core Area 1: Ensuring clarity of vision, ethos and strategic direction Core Area 2: Holding the head teacher to account for the educational performance of the school and its pupils Core Area 3: Overseeing the financial performance of the school and making sure its money is well spent Core Area 4: Effective Governance Practice 30/05/2017 CMCD/April/

20 What the report said about External Reviews of Governance specifically: The report consider a wide range of support and even though Governors in 21 of the 24 survey schools told us that external support and guidance was the biggest factor in their improvement. The views were very mixed on the usefulness of external reviews of governance. Some were positive - external reviews should be mandatory and that boards should be required to respond with a clear plan of action. Others were highly critical, saying that reviews were counter-productive and could make board members fearful and lead to resignations. Concerns were expressed that they were either a bureaucratic exercise or being carried out by people without the relevant skills or knowledge to do the review effectively. Respondents agreed that external reviews should be professional, constructive and supportive. Both those in favour of external review and those against also agreed that reviewers should have a robust understanding of governance. 30/05/2017 CMCD/April/

21 Reflections and challenge? Should we be talking about self-evaluation process not merely review? Lots of scope for interpretation scope and delivery of an ERG are we using it to full capacity to meet school s needs - QA? WAGOLL.what should excellent self evaluation processes/practice for Governance look like? Is the current External Review process, addressing the needs of Governance in Schools in terms of Governance skills and knowledge? [ The what ] Does an external review of governance [ERG], alone, support and guarantee the development of sustainable self-evaluation strategies for Governing boards and for their continued growth and development over time? [ The how ] Does the external review process links sufficiently to whole school self evaluation and improvement cycles? Do Governors and school leaders support Governance? 30/05/2017 CMCD/April/

22 To take away - Keeping a perspective and responding to feedback! No easy solutions Leave you with these thoughts: How can we have more impact? Governors are Volunteers. They have limited time. Boards need to have time to work together ON developing governance effectiveness more time commitment from volunteers. Limited resources How can we afford support? When bidding for resources to secure any school improvement [SSIF] think governance! Build strong School self-evaluation and improvement processes where governance is an integral part - Enable Governors and school leaders to work together on Governance tap into their support! When considering improvements in leadership ALWAYS think Governance! 30/05/2017 CMCD/April/

23 Thank you! 30/05/2017 CMCD/April/