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Leadership – building a better capacity

VIEWS: 2 PAGES: 31

									Leadership – building a better
capacity


Mark Wilson
Disclaimer

   The presenter is operating
    independently of Ofsted and does
    not seek to represent Ofsted or
    their agents
What this session should do for you

   Help any governor see how school
    improvement can be fostered

   Feel clearer as to what is needed for
    school improvement

   Get to grips with the processes
    involved
  The school’s capacity for sustained
            improvement


What is it ?

 In small groups please arrive at a
 definition and then share our
 thoughts
In Ofsted’s terms
   How well the school self-evaluates

   How effectively in light of this
    evaluation it knows its strengths
    and weaknesses

   The impact of how well it has
    spread strengths and tackled
    weaknesses
The descriptor for good capacity
              See page 5 of the toolkit


Action to overcome weaknesses in teaching, other
provision and outcomes is likely to have been
concerted and effective. Performance in key areas
has crossed a grade boundary or has consolidated
and improved on previously good or outstanding
performance. Senior leaders, managers and the
governing body have an accurate picture and
understanding of the school’s strengths and
weaknesses. Leaders and managers embed
ambition and drive and secure improvement well.
They articulate confidently and plan effectively
what the school needs to do to improve further
and have been successful in making and
sustaining improvements. Management systems
run smoothly.
From the governance point of view
- the descriptor of good governance
 The governing body has the capacity to meet the
 school’s needs and is influential in determining
 the strategic direction of the school. Governors
 are rigorous in ensuring that pupils and staff are
 safe and discharge their statutory duties
 effectively. They are fully and systematically
 involved in evaluating the school. They show
 determination in challenging and supporting the
 school in tackling weaknesses and so bringing
 about necessary improvements. Governors have
 clear systems for seeking the views of parents
 and pupils and mechanisms for acting on these.
Overall


   In an inspection the school is being
    tested as to how well a track record
    of improvements in the provision
    and pupil outcomes has been
    SUSTAINED
Let’s have a look at the areas which
may need improving



 Have a look at pages 2 and 3 of the
 toolkit

 Note the prominence of the
 capacity judgement has – what
 implication does this have?
The outcomes
Outcomes: how well are pupils doing taking account of any variation?



Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
pupils’ attainment
the quality of pupils’ learning and their progress
the quality of learning for pupils with special educational needs and/or disabilities and their
progress.




The extent to which pupils feel safe


Pupils’ behaviour


The extent to which pupils adopt healthy lifestyles


The extent to which pupils contribute to the school and wider community


The extent to which pupils develop workplace and other skills that will contribute to their future
economic well-being
Taking into account: pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development
 The provision
How effective is the provision?




The quality of teaching
Taking into account:
the use of assessment to support learning




The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships




The effectiveness of care, guidance and support
What is needed for school
improvement?

Your thoughts please
What is needed for school
improvement?
   A cohesive leadership team which is at the helm
    of school improvement

   A rigorous system of self-evaluation which is
    operated at all levels of leadership

   An embedded accountability system which
    analyses the outcomes of evaluation

   A leadership which takes the steps to address the
    weaknesses found

   Governance which holds the school to account as
    to the impact of improvement actions
Embedding ambition - some thoughts

   What does this mean?
   Is there a corporate drive?
   Are all staff and leaders ‘singing of
    the same hymn sheet’?
   What are the most important
    actions the school has to take
   How well recognised and
    implemented are these actions?
A question

   Who is at the helm of school
    improvement in your school?
Building the better capacity –
The components needed

No.1 The processes of monitoring and
 evaluation

-   What is your school doing?
    •   Lesson observations
    •   Scrutiny of work
    •   Scrutiny of planning
    •   Staff, pupil and parent voice
The processes of monitoring and
evaluation


   How do you know that these
    processes are taking place and that
    they are effective?

   Do you have any role in this
    monitoring or holding the school to
    account?
A question

   How well are the self-evaluation
    tools being used to build capacity in
    your school?
The components needed
No.2 Knowing the strengths and
  weaknesses and acting on them

-   How well do you know the strengths and
    weaknesses of your school?
-   Are the strengths and weaknesses
    accurate?
-   What are the ways your are kept
    informed of the strengths and
    weaknesses?
-   How well is performance management
    used to address the issues?
-   How well is professional development
    linked into monitoring?
The components needed

 No.2 Knowing the strengths and
 weaknesses and acting on them (cont)

 -   How cohesive are the actions taken to
     improve the school?
 -   Are they the right actions?
 -   How well monitored are the actions?
A question

   How well does your school
    development / strategic plan reflect
    the areas for development found
    from self-evaluation?
The components needed
   No.3 The impact of the actions to
    improve
    -   What evidence is provided of the
        impact of the actions to improve?
    -   Is the impact clear and convincing?
    -   How sustainable are the
        improvements?
    -   Are the targets set being reached?
    -   How well are the areas for
        improvement at the last inspection
        being addressed
How else can governance check on
how well their school is doing?

   External validation

   Eg SIP equivalent / LA / Ofsted /
    independent consultant
Demonstrating the capacity of
governance

   Where would there be evidence of
    governance taking account of all of
    the self-evaluation information
    available, tackling the weaknesses
    and supporting the school
    accordingly?
A question

   How well are you as governors
    focussing on yourselves as drivers
    of school improvement?

- What does this mean in terms of the
  professional development of
  governors?
Let’s go back to the descriptors of
governance

   How well does your governing body
    meet the grade you have in the
    SEF?

   In light of this session what might
    need to be done next in your
    school?
The future …..
   The impact of the pilot inspections;

- ‘To SEF or not to SEF’

- The incorporated capacity and
  governance judgement

- Evidence of teaching and achievement
  over time
Leadership – what’s likely to be
evaluated


•   How well key leaders and managers;

-   demonstrate high expectations / ambition

-   improve T&L through developing staff

-   are improving the school and developing the
    capacity to sustain improvement

-   ensure the quality of safeguarding for pupils
Leadership – a strong focus upon

     the key behaviours of leaders and managers in
      working with staff to promote improvement

     the key strategies, structures and approaches
      which are bringing about improvements

     key approaches to overcoming barriers to
      learning
Summing it all up

   Your thoughts and questions

								
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