Governors Action Plan

Transcription

1 Governors Action Plan As a Result of the HMI visit in Summer term 2014 and the subsequent follow up meeting in Autumn term 2015 the need for a robust action plan was identified to track the areas of development needed to create a more effecting Governing Body. This document has now been embedded in to the School Development Plan to ensure a joined up approach across the schools leadership teams. Key areas of focus Which will impact on the statement of intent: Clarity of vision, ethos and strategic vision Identify how the governors will set the school's vision, ethos and strategic direction. Review the school s vision, ethos, and strategic direction using the new process Consider how the governors can contribute to the School Development Plan (SDP). Governing Body s involvement in monitoring and evaluation Consider how the focus for governors visits can become more structured and linked to SDP/RAP Providing challenge and holding the Head teacher to account for educational performance Look at how to provide supporting material for governor visits e.g. what should governors be looking for, example questions to ask. Ensure that governor visit outcomes are reported regularly to FGB. Continue to develop the governors understanding and analysis of pupils progress and attainment data. Consider developing the analysis of educational performance to encompass target setting and prediction accuracy. Continue to develop the governors confidence in asking challenging questions. Performance Management of Head and staff Review the composition of the HT performance panel annually to ensure that has the best membership. Use the GB s own performance review and other information sources to inform the HT s performance review. Agree with the Acting HT what an annual Staff Performance Report to the FGB should include Structure of the Governing Body Use the impetus of reconstituting the GB to explore the optimum size and membership details for the GB. Look for opportunities to use small working parties to address one-off transient issues / activities. Link individual governor responsibilities to monitoring and evaluation activities and have annual summary reports to FGB and wider stakeholders. Introduce annual skills audit for each governor enabling skills training and non school knowledge / experience to be tracked and utilized to best effect. Implement a GB development plan which includes succession planning 1

2 Clarity of vision, ethos and strategic vision Identify how the governors HT time with SEG only will set the school's vision, ethos and strategic direction. Review the school s vision, ethos, and strategic direction using the new process Self Evaluation Group (SEG - made up of a minimum of one member from each committee) to consult with Headteacher (HT) to set the school's vision and strategic direction. This will be achieved by defining the school's priorities (starting point those defined in 2013/14 year), values and principles to underpin all other actions. An Ethos working party has been set up to will look at the ethos of the school. SEG to hold a review of the school's vision, ethos and strategic direction with HT and Senior Leadership Team (SLT) as if it were a requirement of the SFVS, for example. Actions taken from committee decisions to be monitored to be in line with the aims and vision previously defined. To have agreed by SEG and HT to present at Full Governing Body (FGB) meeting Annual meeting with SEG, HT and SLT and Business Manager. Annual Review Presented at FGB FGB then adopted. HT to presented to staff at staff meeting Spring half term. - COMPLETED Committee meetings taken place to reinforce the newly defined vision, ethos and direction at their onset to give a new tone to all that we do. Every FGB and committee meeting minutes and outputs to reflect on how actions 'fit' to vision, ethos and direction. FGB meetings to also replicate this action to ensure the principles become embedded. Governors have taken a more active role in development of school's vision, ethos and strategic direction. This has created a more focused approach to all that the FGB does. It will also help steer the school in a consistent direction from RI to Good. Governors have taken a more active role in development of school's vision, ethos and strategic direction. This has created a more focused approach to all that the FGB does. It will also help steer the school in a consistent direction from RI to Good. Consider how the governors can contribute to the School Development Plan (SDP). SEG to contribute to the SDP in conjunction with the HT and SLT. SEG to liaise with HT and SLT To be added to SDP in Summer Term SDP to be written as collaborative work between staff and governors. By adding the Governors Action Plan to this document this will bring closer link to develop the school's vision, ethos and strategic development. This has created greater discussion, a more flexible document that evolves at a greater speed than it has historically and greater challenge from governors to the SLT. This document has been embedded in SDP and will ensure that the governors have taken a more active role in development of school's vision, ethos and strategic direction. This has created a more focused approach to all that the FGB does. It will also help steer the school in a consistent direction from RI to Good 2

3 Governing Body s involvement in monitoring and evaluation Consider how the focus for governors visits can become more structured and linked to SDP/RAP. Look at how to provide supporting material for governor visits e.g. what should governors be looking for, example questions to ask. Ensure that governor visit outcomes are reported regularly to FGB. Improve monitoring, evaluation and recording of governor visits. Collate governors' availability matrix and draw up a structured termly plan of visits. A timetable of governor visits to ensure a breadth of governors are carrying out the visits which will help bring all their varying skillsets to maintenance of the SDP. Revise the structure of the Learning Walk record sheet, to include the objective of the visit, which will be linked to the RAP. Include a statement for WHY we are looking at that objective. Produce a crib sheet giving advice on what to look for during a visit (based on HT's template plus suggestions found on Dof E website). Amend on an annual basis to ensure that it is directly linked to the RAP. Commentary must be objective and evidence based. Agenda item for governors to present findings of their visits and connect findings to the SDP. Note and minute the scheduled visits for the next term and include in the action points section, with the relevant governor initials. Governor visit reports to be submitted to Rachel Mason and circulated to other governors prior to following FGB. Succinct termly summary for the school website to show visits from Governors Autumn term FGB to be collection point of information to be collated by Becki Condon and Becky Grist. Each FGB will have the opportunity to monitor the success of this objective by observing the link between governor visits and the SDP during their presentation in this environment. Rachel Mason to submit to Luke Frost A greater diversity of actions undertaken by Governors means they have a greater understanding of the leadership and running of the school. The enables them to be able to be more challenging in their questioning of the direction and leadership of the school Improvements in governors' understanding of SDP and a more closely-monitored document with greater commitment and ownership of the document by the whole FGB Governor activity to be transparent Governors more aware of how the school is progressing and how it is implementing the recommendations of Ofsted and HMI. This will allow more focused and relevant challenge questions Governors able to hold the school more accountable for the challenging questions asked An increase in discussion around the SDP in an informed manner by the whole of the FGB at the FGB meetings. Success criteria will include greater discussion, a more flexible document that evolves at a greater speed than it has historically and greater challenge from governors to the school's leadership team. 3

4 Providing challenge and holding the Head teacher to account for educational performance Continue to develop the Need to grow confidence around the 2-3 governors through governors understanding assessment of pupil progress and L&A committee to and analysis of pupils attainment, improve ability to identify additionally attend progress and attainment good performance and to quickly see progress and data. areas for improvement. attainment reviews To be established by an ongoing and consistent involvement with SLT around data and the use of this data. Governors access to Target Tracker, expand pool, Kevin Knuckey to take role of data lead. To agree with SLT a schedule for a termly review of targets. 1st October 2015 Additionally a separate meeting with LA consultant to be arranged. Challenge Partner, Karen Heath, presented to the FGB a run through the current performance data to help develop governors understanding of the data. Confidence around discussing data much improved as evidenced by the level of challenge posed to HT at Spring Term FGB meeting. Consider developing the analysis of educational performance to encompass target setting and prediction accuracy. Need to grow confidence around how progress targets are set and the review and adjustment of these targets over the academic year. To be established by an ongoing and consistent involvement with SLT around data and the use of this data. 1-2 governors through L&A committee to additionally attend target setting To agree with SLT a schedule for a termly review of targets. 1st October 2015 Continue to develop the governors confidence in asking challenging questions. Undertake additional externally provided training around HMI expectations for the use of data and the performance expected of schools. This will allow us to have a better understanding of any shortfalls. 2-3 governors to undertake additional training November determine appropriate training Meeting with full governing body and Karen Heath has given the ability to both interpret the data more accurately. This process has also enabled the FGB to be able identify progress against Ofsted expectations. What does good progress look like? What does good achievement look like? 4

5 Performance Management (PM) of Head and staff Review the composition of 1. Review DOE guidelines to ensure 1. Research only the HT performance panel panel falls in line with Internet research annually to ensure that has guidance/requirements 2. Internet research the best membership. 2. Review membership against 2015 only Governor's skills matrix Secure service of external independent advisor to support review process. GB enabled to ensure that panel is best fit; in turn supporting effective HT performance management and supporting required improvements to take HCP to 'good' Complete, however a requirement for continuous evaluation throughout the performance year to be reviewed and agreed annually by the GB. Use the GB s own performance review and other information sources to inform the HT s performance review. 1. Review current process against the DOE guidelines to ensure effective performance review process against best practice 2. Arrange meeting with external advisor to review process and seek guidance/clarity on inputs and outputs. Set objectives for 2015/2016 academic year 3. Access other information sources to underpin proposed review process where appropriate; e.g. RAP, pupil data etc 1. No cost required at outset however this may change dependant on conclusions of research 2. Time for members of GB team to meet with external advisor and cost of independent advice: 249 Effective HT performance management will underpin the school's RAP, the performance review process should allow challenge to any areas where progress is not being made in terms of pupil progress and attainment Complete, however a requirement for continuous evaluation throughout the performance year to be reviewed and agreed annually by the GB. Agree with the Acting HT what an annual Staff Performance Report to the FGB should include. Discuss and consider proposals from Acting HT taking into consideration any requirements by Ofsted 3. No cost required: research only Effective performance management of all staff will underpin the school's RAP, the performance review process should allow challenge to any areas where progress is not being made. In progress, however a requirement for continuous evaluation throughout the performance year to be reviewed and agreed annually by the GB. 5

6 Structure of the Governing Body Use the impetus of Summer Term FGB to reconstituting the GB to adopt the revised FGB explore the optimum size structure. and membership details for the GB. 1. Use the model of the GB structure at Barrow to define committees and individual responsibilities matrix. 2. Review this at each FGB to keep it front of mind. 3. Use it to help with the assignment of governors to year groups and responsibilities for any monitoring and evaluation visits which governors complete. 4. Provide adequate allocation of governors to provide summary reports of their responsibilities (always in association with designated staff members responsible for the same area). 5. Main focus to be the newly formed SEG Committee to help us focus on this key responsibility Chair of Governors and FGB to maintain responsibility More flexible strategic Governing Body New structure embedded and has resulted in a more engaged and dynamic FGB Look for opportunities to use small working parties to address one-off transient issues / activities. Set a more flexible Governing Structure to allow these working groups to develop Present new structure to FGB at Summer Term meeting 2015 Implementation of the new consideration for working parties has enabled more flexibility Working Parties in place such as SEG and Ethos. Link individual governor responsibilities to monitoring and evaluation activities and have annual summary reports to FGB and wider stakeholders. Assign subject areas to governors. Use governor visit forms to ensure a consistent approach is taken to these meetings Governor / subject matches agreed at start of Summer term 2016 A more cohesive approach between the school and the FGB and allocation / delegation of responsibilities more transparent between committees, governors and the school Work in progress 6

7 Introduce annual skills audit for each governor enabling skills training and non school knowledge / experience to be tracked and utilized to best effect. Implement a GB development plan which includes succession planning Send skills audit template to all Governors to assess both "hard" and "soft" skills. Use the skills audit to highlight future FGB and Committee leaders All governors to complete audit in Summer term Andrew Hunkin to create a TNA after collating details as Link Governor Gap analysis has been produced and is in the process of being converted to fit in to committee structure for each one to be able to create their own development plan to increase effectiveness 7