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OUTSTANDING SCHOOLS - OUTSTANDING GOVERNANCE IN A ‘CHILD FRIENDLY CITY’ Leeds governor conference 2013. Welcome. 1. 1. Open, welcome, review of 2012 and look forward to 2013 – Cllr Judith Blake (Deputy Leader of Leeds City Council & Executive Board Member of Children's Services). 2.

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  1. OUTSTANDING SCHOOLS - OUTSTANDING GOVERNANCE IN A ‘CHILD FRIENDLY CITY’Leeds governor conference 2013 Welcome 1 1

  2. Open, welcome, review of 2012 and look forward to 2013 – Cllr Judith Blake (Deputy Leader of Leeds City Council & Executive Board Member of Children's Services) 2

  3. Powerful school improvement – listening to pupils and parents 3

  4. Only Connect – Transforming Life Chances in Leeds – how serious are we ?

  5. Only one question .. What’s it like to be a child or young person growing up in Leeds… ..and how do we make it better ?

  6. Three Mindsets/Behaviours • Do the simple things better • The child is the client • Safeguard and Promote

  7. Better Diagnosis Better Intervention Better Outcomes Common Language

  8. Leeds : TheChild Friendly City

  9. 180K children and young people • One vision • One partnership • One Plan • Five outcomes • 11 priorities and 3 obsessions • 25 clusters : 3 behaviours • Leeds Education Challenge • 75k people

  10. What if Governor’s helped us do just three things? • Every school & children’s centre in Leeds linked to at least one local business? • Every school & children’s centre in Leeds recognised as a Foster Friendly organisation? • Every school in Leeds linked to at least one other school worldwide?

  11. Effective governing body relationships – developing strong school communities through restorative practice - Paul Moran (Restorative Practice Consultant/Trainer ) & Simon Flowers (Principal – Carr Manor Community School) 14

  12. Key Themes • Relationships • Personal Responsibility • Respect • Communication • Emotional well being • Community • Individual needs 15

  13. Explicit Practice Relationships, Relationships, Relationships!! Building, maintaining and repairing 16

  14. Aim of Restorative Practice is to: To develop community, build relationships and connections80% Manage conflict and tensions by repairing harm and rebuilding relationships 20% 17

  15. Develop Community, Build Relationships and Connections What do we mean by this? 18

  16. Difference “Traditional”“What happened?”“Who’s to blame?”“What rule has been broken”?“What punishment is appropriate to the rule that has been broken?” Restorative “What happened?”, “What harm has resulted?” “Who has been affected”? “What needs to happen next?” What support do you need for this to happen? What will it look like when it improves? 19

  17. Key Principles and Practice As Defined by the HCRP 1. Values and Beliefs2. Build a positive community3. Working WITH people - Social Discipline Window4. Fair Process5. Restorative language6. Restorative Behaviours 20

  18. WITH Restorative Collaboration Social Discipline Window 21

  19. “You must become the change you want to see in the world.” Ghandi 22

  20. Impact – Carr Manor Community School 23

  21. Thank You! 24

  22. Coffee break and networking 25

  23. Ofsted outstanding practice –How to give effective support and challenge to your school Gail Webb – Head of learning improvement Izabella Atraszkiewicz – Governor communications and support lead 26

  24. Martin Blair – director, Hays 27

  25. Ofsted: The national and local picture Vanessa Huws Jones Kevin Paynes (Learning Improvement Team) 28

  26. The National Picture (1) 2012 saw two revisions of the inspection framework for schools, academies and other settings. Key changes: Just four main judgements: • Achievement of Pupils • Quality of Teaching • Behaviour and Safety of Pupils • Leadership and Management + a judgement for overall effectiveness + SMSC comment New terminology for inspection categories: • Grade 1 – outstanding • Grade 2 - good • Grade 3 - requiring improvement (previously ‘satisfactory’) • Grade 4 – inadequate (serious weaknesses or special measures 29

  27. The National Picture (2) Other key aspects of the revised framework include: • a much greater emphasis on the quality of teaching; • more focus on the progress of pupils, particularly groups of pupils and especially vulnerable groups; • more scrutiny of how the school uses the pupil premium • a focus of behaviour for learning as an important factor when inspectors are making final judgements about the quality of teaching. • continued emphasis placed on the views of parents and pupils. • focus on performance management processes and links to pupil progress The above reflects a significant ‘raising of the bar’ for schools. 30

  28. The Leeds Picture • Since January 2012 there has been an improvement in the proportion of schools judged to be good or better. • A significant number of schools have moved up a grade (including many from Grade 3 to Grade 2) • Leeds is now in a higher position in Ofsted LA league tables school • Where a significant amount of LA support has taken place in the school, this has been deemed to have been highly effective and made a significant contribution to improving pupil outcomes. 31

  29. Implications/Actions for Governors From the inspection handbook: Quality of leadership in, and management of, the school The inspection must examine the impact of leaders at all levels, including governors, and evaluate how efficiently and effectively the school is managed. Inspectors should consider the effectiveness of governance including how well governors: • ensure clarity of vision, ethos and strategic direction • contribute to the school’s self-evaluation and understand its strengths and weaknesses • support and strengthen school leadership 32

  30. Continued: • provide challenge and hold the headteacher and other senior leaders to account for improving the quality of teaching, pupils’ achievement and pupils’ behaviour and safety • use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management • ensure solvency and probity and that the financial resources made available to the school are managed effectively • operate in such a way that statutory duties are met and priorities are approved • engage with key stakeholders • use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics. 33

  31. Leeds Governor ConferenceJanuary 2013 Effective governance Kathryn Wilkinson Governor Support Service 34

  32. Governors’ contribution to school improvement Ofsted has found that where governance is good, standards of attainment are likely to be higher; and the behaviour of pupils, the quality of teaching and the leadership and management of schools are also more likely to be good. (Promoting Excellence for All, DCSF, 2008 35

  33. Ofsted 2009 36

  34. Governors’ contribution to school improvement “The role of governance in driving up the quality of teaching and leadership in our schools and colleges will be fundamental. Ofsted will support leaders and governors focusing on improving teaching and learning – I pay tribute to those who bring their skills to the role. ” Sir Michael Wilshaw Her Majesty’s Chief inspector at the All Party Parliamentary Group for Education Governance 9th July 2012 37

  35. The current national picture The quality of governance remains too variable with 40% judged satisfactory or inadequate. That percentage hasn’t moved much in five years. HMCI to the All Party Parliamentary Group for Education Governance 9 July 2012 38

  36. The Challenging Question How can school governance be transformed to ensure that there are no under-performing schools? “I have never seen a distressed organisation [whose difficulties] could not be traced back to ineffective governance.” The Walker Report on Corporate Governance in UK banks and other financial industry entities. 39

  37. The right priorities Some governors would prefer to focus on familiar territory and easier issues – school meals, uniform, the plumbing in the loos. These should not be your main priorities. The governing body has general responsibility for the conduct of the school with view to promoting high standards of educational achievement. The legal duty placed on a governing body in the School Standards and Framework Act1996 s38 40

  38. The right priorities “What do we know about the achievement of pupils and the quality of teaching in school?” That’s the key question for me because it bears on the two central issues in the leadership of teaching: assessment of pupil progress and performance management of staff. In my view this question is the best gauge of the governing body’s relationship with the head.” HMCI speech at the NGA conference 16 June 2012. 41

  39. Ofsted 2012 Sir Michael Wilshaw has indicated that what still needs to be addressed is whether governance arrangements have kept pace with wider changes in our education system. He argued that more needed to be done to improve governance, and he welcomed the twenty key questions on effective governance, saying they “represent an important contribution to the debate”. Sir Michael Wilshaw Her Majesty’s Chief inspector at the All Party Parliamentary Group for Education Governance 9th July 2012 42

  40. Table exercise 43

  41. Thank you for attending the governor conference. Please remember to fill in the feedback forms, and enjoy lunch! 44

  42. 1 1

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